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Niki Davis Professor of e-Learning, APVC Education University of Canterbury e-Learning Lab President DEANZ 2010-2013 The New Zealand Association for open, flexible and distance education.

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Niki Davis Professor of e-Learning, APVC Education University of Canterbury e-Learning Lab

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Niki Davis

Professor of e-Learning, APVC Education

University of Canterbury e-Learning Lab

President DEANZ 2010-2013

The New Zealand Association for open, flexible and distance education

Scenarios for the future of tertiary education to inform views of place in learning & teaching Presentation to the HERDSA

Tenakoutou, tenakoutou, tenakoutoukatoa

“Our academic world is changing rapidly as a result of globalization, technology, funding shifts, economic imperatives and growing competition for students, to name a few.” (Debowski, HERDSA 2012)

Digital technologies and education are evolving and co-evolving within our ecologies

DEANZ 2016 scenario set informs challenging views of place and time in HE

Co-evolution... notions of place

Evolution of higher and tertiary education

Future scenarios


Quality branded consortia

Self determination

Facing NZ employers, professions & iwi

Facing the academy

The “supermarket”



1. Articulation

  • Learning environment:

  • Internally focused maintains organisational system & structures

  • Faculty sure of practice continue & avoid risks

  • Learners offered flexibility with mapping & transfer of courses

  • Competing QA and research damp pace of change

  • E-learning used to increase flexibility of space and mode of study, including on campus and on-line

  • How will your institution improve articulation across offerings and programmes?


Facing the Academy &


Teaching art education - can be most effective online

Rotorua students lead the discussion forum groups nationwide, inc. Christchurch campus

On campus class in blended space

2. The ‘supermarket’

  • Learning environment:

  • Specific academic & production standards, inc OER

  • Address needs of employers etc.

  • Massive range of units etc

  • Added QA by ITOs, NZQA etc.

  • Technology employed for efficient production, may inc. multiuser simulation with learning analytics

  • How does your institution ensure the quality of resources for learning?

The “supermarket”

Facing NZ employers, professions & iwi

& Standardised

Computer games for language learning

Sorada Wattana’s PhD research:

computer games can be used to increase ‘willingness to talk’ and so improve English skills

Providing the teacher

prepares well

is determined to make it work

+ students like playing games

(Reinders & Wattana 2011)

Spaces and times where the students are introduced to and play the games become part of the planning process

3. Quality branded consortia

  • Learning environment:

  • Programmes link students to professional networks

  • Consortium brands bring NZ tertiary education into the global market

  • Increases in interdisciplinary and faculty collaboration include students project work similar to multinationals

  • Digital technologies enable project work, networking and publication

  • What initiatives could your institution bring to a quality branded consortium to market globally?

Facing the Academy & Customised

Quality branded consortia

The representatives of the founding anchor partners of the OERu initiative in Otago Polytechnic, November 2011

  • The OER university is a virtual collaboration of like-minded institutions committed to creating flexible pathways for OER learners to gain formal academic credit. The OER university aims to provide free learning to all students worldwide using OER learning materials …

  • Learning environment:

  • determined by learner with support

  • advisors & faculty recruit & work with mentors who provide some QA

  • wide range of resources complement internships

  • library & other staff play key roles

  • space is used in different ways within and beyond institutions

  • Mobile technologies are key alongside ePortfolios to organise & celebrate achievements.

  • How will your institution support learners to manage and increasingly lead their own learning?

4. Self determination

Self determination

Note: Also borrows from sectors 1 and 3


Guides to the future of time and space



mOOC workshop ‘futuring’ in 2013

Questions & of Canterbury e-Learning Lab

Project web site for more information & input please,


Thanks to

  • DEANZ and participants, including today

  • Mentors Mark Nichols, Julie Mackey, Scott McLeod et al

  • AkoAotearoa for network funding, esp. Dr. Peter Coolbear & Kirsty Weir

  • TeLRG as Reference Group

  • Researchers’ universities: AUT, Canterbury, Massey & Otago

  • Horizon collaborators especially Larry Johnston, NMC, USA

JISC Methodology 1-4

from JISC, 2010

Principles & Values in Aotearoa New Zealand include

The principles of the Treaty of Waitangi and the bi-cultural foundations of Aotearoa New Zealand

  •  Manaaki and Awhi– respect for themselves, others and human rights

  •  Kaitiakitanga– ecological sustainability, including care for the environment

  •  Porihanga– community and participation

  •  Rereketanga– diversity

Blending online opportunities

  • Online courses & resources give students more access

    • To their teacher(s)

    • To resources

    • To diverse peers & communities

  • Online and blended learning more effective than face to face (Means et al 2009) - time & access

  • Learning communities, pedagogy (Larreamendy-Joerns & Leinhardt 2006; Hunt et al 2011)

  • Adds resilience (Mackey et al 2011)

  • Cultural blend growing online too (Greenwood et al 2011; Hunt et al 2012)

Rotorua campus noho Marae retreat

Immersion within Maori spaces & language is a key strategy – best in Rororua

  • ...2010 - 2011

Resilience & Rapid Growth of flexible learning University Wide




Online marking iPads




Adobe Connect

Real games

The evolution of our culturally sensitive and resilient university

Includes evolving open flexible and distance learning

The case of...

Flexible Learning Options




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