In an article in the Guardian a couple of days ago – UK universities should take online lead, it was reported that “UK universities should push to become world leaders in online higher education”, with universities secretary, John Denham, “likely to call” for the development of a “global Open University in the UK”. (Can you imagine how well that call went down here?;-)
Anyway, the article gave me a heads-up about the imminent publication of a set of reports to feed into a Debate on the Future of Higher Education being run out of the Department for Innovation, Universities and Skills.
The reports cover
The “World leader in elearning” report, (properly titled “On-line Innovation in Higher Education“), by Professor Sir Ron Cooke is the only one I’ve had a chance to skim through so far, so here are some of the highlights from it for me…
HE and the research funding bodies should continue to support and promote a
world class ICT infrastructure and do more to encourage the innovative
exploitation of this infrastructure through … a new approach to virtual education based on a corpus of open learning content
Agreed – but just making more content available under an open license won’t necessarily mean that anyone will use this stuff… free content works when there’s an ecosystem around it capable of consuming that content, which means confusion about rights, personal attitudes towards reuse of third party material, and a way of delivering and consuming that material all need to be worked on.
The OERs “[need] to be supported by national centres of excellence to provide quality control, essential updating, skills training, and research and development in educational technology, e-pedagogy and educational psychology”.
“National Centres of Excellence”? Hmmm… I’d rather that networked communities had a chance of taking this role on. Another centre of excellence is another place to not read the reports from… Distributed (or Disaggregated) Centres of Excellence I could maybe live with… The distributed/disaggregated model is where the quality – and resilience – comes in. The noise the distributed centre would have to cope with because it is distributed, and because its “nodes” are subject to different local constraints, means that the good will out. Another centralised enclave (black hole, money sink, dev/null) is just another silo…
“[R]evitalised investment into e-infrastructures” – JISC wants more money…
[D]evelopment of institutional information strategies: HEIs should be encouraged and supported to develop integrated information strategies against their individual missions, which should include a more visionary and innovative use of ICT in management and administration
I think there’s a lot of valuable data locked up in HEIs, and not just research data; data about achievement, intent and sucessful learning pathways, for example. Google has just announced a service where it can track flu trends, which is “just the first launch in what we hope will be several public service applications of Google Trends in the future”. Google extracts value from search data and delivers services built on mining that data. So in a related vein, I’ve been thinking for a bit now about how HEIs should be helping alumni extract ongoing value from their relationship with their university, rather than just giving them 3 years of content, then tapping them every so often with a request to “donate us a fiver, guv?” or “remember us? We made you who you are… So don’t forget us in your will”. (I once had a chat with some university fundraisers who try to pull in bequests… vultures, all of ’em ;-)
“It is however essential that central expenditure on ICT infrastructure (both at the national level through JISC and within institutions in the form of ICT services and libraries) are maintained.” – JISC needs more cash. etc etc. I won’t mention any more of these – needless to say, similar statements appear every page or two… ;-)
“The education and research sectors are not short of strategies but a visionary thrust across the UK is lacking” – that’s because people like to do their own thing, in their own place, in their own way. And retain “ownership” of their ideas. And they aren’t lazy enough…;-) I’d like to see people trying to mash-up and lash-up the projects that are already out there…
the library as an institutional strategic player is often overlooked because the changes and new capabilities in library services over the past 15 years are not sufficiently recognised
Academic Teaching Library 2.0 = Teaching University 2.0 – discuss… The librarians need to get over their hang-ups about information (the networked, free text search environment is different – get over it, move on, and make the most of it…;-) and the academics need to get their heads round the fact that the content that was hard to access even 20 years ago is now googleable; academics are no longer the only gateways to esoteric academic content – get over it, move on, and make the most of it…;-)
Growth in UK HE can come from professional development, adult learning etc. but might be critically dependent on providing attractive educational offerings to this international market.
A different model would be to encourage some HEIs to make virtual education offerings aimed at the largely untapped market of national and overseas students who cannot find (or do not feel comfortable finding) places in traditional universities. This approach can exploit open educational resources but it would be naïve to expect all HEIs to contribute open education resources if only a few
exploit the potential offered. All HEIs should be enabled to provide virtual education but a few exemplar universities should be encouraged (the OU is an obvious candidate).
Because growth in business is good, right? (err….) and HE is a business, right? (err….) And is that a recommendation that the OU become a global online education provider?
A step change is required. To exploit ICT it follows that UK HEIs must be flexible, innovative and imaginative.
Flexible… innovative… imaginative…
ICT has greatly increased and simplified access by students to learning materials on the Internet. Where, as is nearly universal in HE, this is coupled with a Virtual Learning Environment to manage the learning process and to provide access to quality materials there has been significant advances in distance and flexible learning.
But there is reason to believe this ready access to content is not matched by training in the traditional skills of finding and using information and in “learning how to learn” in a technology, information and network-rich world. This is reducing the level of scholarship (e.g. the increase in plagiarism, and lack of critical judgement in assessing the quality of online material). The Google and Facebook generation are at ease with the Internet and the world wide web, but they do not use it well: they search shallowly and are easily content with their “finds”. It is also the case that many staff are not well skilled in using the Internet, are pushed beyond their comfort zones and do not fully exploit the potential of Virtual Learning Environments; and they are often not able to impart new skills to students.
The use of Web 2.0 technologies is greatly improving the student learning experience and many HEIs are enhancing their teaching practices as a result. A large majority of young people use online tools and environments to support social interaction and their own learning represents an important context for thinking about new models of delivery.
It’s all very well talking about networked learners, but how does the traditional teacher and mode of delivery and assessment fit into that world? I’m starting to think the educator role might well be fulfilled by the educator as “go to person” for a topic, but what we’re trying to achieve with assessment still confuses the hell out of me…
Open learning content has already proved popular…
A greater focus is needed on understanding how such content can be effectively used. Necessary academic skills and the associated online tutoring and support skills need to be fostered in exploiting open learning content to add value to the higher education experience. It is taken for granted in the research process that one builds on the work of others; the same culture can usefully be encouraged in creating learning materials.
Maybe if the materials were co-created, they would be more use? We’re already starting to see people reusing slides from presentations that people they know and converse with (either actively, by chatting, or passively, by ‘just’ following) have posted to Slideshare. It’d be interesting to know just how the rate of content reuse on Slideshare compares with the rate of reuse in the many learning object repositories? Or how image reuse from flickr compares with reuse from learning object repositories? Or how video reuse from Youtube compares with reuse from learning object repositories? Or how resource reuse from tweeting a link or sharing a bookmark compares with reuse from learning object repositories?
…”further research”… yawn… (and b******s;-) More playing with, certainly ;-) Question: do you need a “research question” if you or your students have an itch you can scratch…? We need a more playful attitude, not more research… What was that catchphrase again? “Flexible… innovative… imaginative…”
A comprehensive national resource of freely available open learning content should be established to provide an “infrastructure” for broadly based virtual education provision across the community. This needs to be curated and organised, based on common standards, to ensure coherence, comprehensive coverage and high quality.
Yay – another repository… lots of standards… maybe a bit of SOAP? Sigh…
There is also growing pressure for student data transfer between institutions across the whole educational system, requiring compliance with data specifications and the need for interoperable business systems.
HEIs should consider how to exploit strategically the world class ICT infrastructure they enjoy, particularly by taking an holistic approach to information management and considering how to use ICT more effectively in the management of their institution and in outreach and employer engagement activities.
There’s huge amount of work that needs doing there, and there may even be some interesting business opportunities. But I’m not allowed to talk about that…
ICT is also an important component in an institution’s outreach and business and community engagement activities. This is not appreciated by many HEIs. Small and medium enterprise (SME) managers need good ICT resources to help them deliver their learning needs. Online resources and e-learning are massively beneficial to work based learning. Too little is being done to exploit ICT in HE in this area although progress is being made.
I’ve started trying to argue – based on some of the traffic coming into my email inbox – that OUseful.info actually serves a useful purpose in IT skills development in the “IT consultancy” sector. OUseful.info is often a bit of a hard read at times, but I’m not necessarily trying to show SMEs how to solve their problems – this blog is my notebook, right? – though at times I do try to reach the people who go into SMEs, and hopefully give them a few ideas that they can make (re)use of in particular business contexts.
Okay – that was a bit longer and a bit more rambling than I’d anticipated… if you ewant to read the report, it’s at On-line Innovation in Higher Education. There’s also a discussion blog available at The future of Higher Education: On-Line Higher Education Learning.
Just by the by, here are a couple more reports I haven’t linked to before on related matters:
It’s just a shame there’s no time to read any of this stuff ;-) Far easier to participate in the debate in a conversational way, either by commenting on, or tracking back to, The future of Higher Education: On-Line Higher Education Learning.
PS here’s another report, just in… Macarthur Study: “Living and Learning with New Media: Summary of Findings from the Digital Youth Project”