Loading in 2 Seconds...
Loading in 2 Seconds...
Future Scenarios for Tertiary Education in 2016 evolving designs with e-learning. Niki Davis University of Canterbury Professor of e-Learning DEANZ President and PI NZ Tertiary Education Summit (HE series), Wellington, November 2011. Tenakoutou Katoa Kia Ora.
Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.
University of Canterbury Professor of e-Learning
DEANZ President and PI
NZ Tertiary Education Summit (HE series), Wellington, November 2011
DEANZ requests delegates’ support in our exciting project to help inform leadership of education, particularly tertiary education, in these challenging times - in our Forum and Blog here: http://akoaotearoa.ac.nz/projects/2016-scenario-guide-effective-tertiary...
Or email: Niki.Davis@Canterbury.ac.nzTwitter #DEANZ2016
Inset: Gordon Suddaby (Researcher), Bill Anderson (Researcher) & Mark Nichols (Mentor)
In group: Janinka Babcock (Designer), Pinelopi Zaka (RA), Niki Davis (PI), Julie Mackey (Mentor), Andrew Higgins (Researcher)
Quality branded consortia
Facing NZ employers, professions & iwi
Facing the academy
“Students should be able to select more freely for their courses... we need fewer restrictions on what can be taken toward a programme”
(NZ leader in ITP)
“A few years ago New Zealand saw the emergence of strategic thinking and action around blended learning, connectivity and educational development. That tide has receded because of a greater emphasis on individual institutions making their own way in constrained circumstances”
Prescriptive standards set out to face employers, professions and iwis drive the production of massive range of courses and units of study/training. Effective where relevant , e.g. up-skilling.
Research and consulting services reduce their connection with teaching in tertiary education.
Digital technologies are employed to increase production & efficiency of guidance & assessment of students, but personalisation is limited.
A future MUVE game may engage thousands of students online while generating individual learning analytics for teachers, who guide use of supplementary resources (inc .OER)
“– a significant number of faculty teaching introductory courses are using course packages from publishers. …
- We will become much smarter about what we can share and what we can benefit from.”
(USA university leader and technology expert)
“ … an affirmative action policy to foster more Maori and Pasifika students to study at university? …
Time-to-Adoption Horizon: One Year or Less
Time-to-Adoption Horizon: Two to Three Years
Time-to-Adoption Horizon: Four to Five Years
Launch this week:
Auckland at AUT
Wellington at Massey
“Emphasis on diversity and caring for minorities could become a strength and part of the branding for NZ. The emphasis on success for Maori and Pacifika might be attractive to a larger Asian market, ... NZ. It may also be seen as an interesting model for smaller European countries” (European expert)
The academy responds to increasing demands from students for programmes that link them to professional networks within & beyond NZ.
Consortium brands bring NZ tertiary education into the global market as a partner with an edge on creativity through diversity.
Increases in interdisciplinary programmes and faculty collaboration include students working on project in work mode of multinationals; products showcased in e-portfolios.
Digital technologies enable project work, links to business & OERs.
A small pool of high quality among the massive growth of resources reassures the nation that tertiary education is valuable.
Quality branded consortia
Self determination emerges to become part of life-long learning first in school projects. Staff recruit and work with mentors in employment & communities who motivate, add QA & benefits for their organisations.
Networked digital technologies & analytics integrate with learning /assessment. Interdisciplinary materials complement vocational & research opportunities.
Advising, library and other support staff play key roles in these creative learning teams that emerge within tertiary institutions. Students & advisors draw as needed on expertise captured in lectures, tutorials, readings & multimedia. Space utilised in different ways.
A few overseas partnerships, inc. multinationals & Pacific communities.
4. Self determination
Note: Also borrows from sectors 1 and 3
“The tertiary sector, and universities in particular focus on excellence and scholarship but more effort might be made to engage with other cultures and ethnic groups in New Zealand. That engagement may work to recognize and integrate other kinds of understanding and enhance the Maori and Pasifika world views through the application of good will and commitment to social justice and equity in New Zealand.” (Pasifika leader)
“a change, from the ‘institution bound logic’ to an ‘individual-based logic’ based on the ‘learning space’ of each individual student which is partly based in the university, at home, in the community, [work] , and en route between these places. In essence the tertiary education process follows where the student goes and when they move.” (European expert)
Project web site for more information & input please, kia ora!
Note CC permission restrictions
from JISC, 2010 http://www.jisc.ac.uk/publications/generalpublications/2008/scenarioplanningflyer.aspx
Comments from all webinar participants invited now – we will use the Chat