Humanity’s Challenge to Education

1. Humanity’s Challenge to Education Scale Up and Sustain Social, Environmental, Economic, and Educational Justice Educational Attainment ≈ Educational Justice

2. Education vs. Catastrophe Education vs. Catastrophe • Global / Local Puzzle • Think globally,act locally, but … • All things are interconnected! • Catastrophehas the lead! • Education is key! • Credentialing is acommon good forall of its investors. Environment Economy Social Justice Educational Justice

3. Policy Perspectives Policy Perspectives The Attainment Challenge Scale up the proportion of adults with postsecondary credentials. Barriers to Scaling Up • The education pipeline is leaky. • Economic demographics imply that a growing percentage of low-income students will require needs-tested financial aid. • The growing need for financial aid will make credentialing unaffordable to more students, governments, and educational institutions. • There is no evidence that local successes will add up to global success! Scale up educational attainment. Improve annual credentialing rates. Policy Conclusion Education is too important to leave to educators. Make credentialing affordable to all beneficiaries.

4. Unit Costs Matter! Unit Costs Matter! Other Other Other Other Tuition Tuition Tuition Tuition • SHEEO Fact: National average for inflation-adjusted per-student FTE state subsidies is hovering near 30-year lows. • NCHEMS Projection: By 2013, every state will suffer a structural revenue shortfall. 2013 arrived a few years ago! • Delta Cost Project: Assuming current trends for per-student E&R expenses in constant dollars, the future is disturbing! Affordability will continue to suffer! Private Higher Education Per-Student E&R Costs Public Higher Education Per-Student E&R Costs

5. Economic Governance Issues Economic Governance Issues • If credentialing at scale is a common good, then why do: • Education providers find government funding to be inadequate, unreliable, and intrusive? • Governments find higher education unaccountable and its “credit-hours-attempted” revenue model costly and wasteful? • Needy students and families find higher education unaffordable, inflexible, inaccessible, and “slow?” • Think like 2009 Economics Nobel Laureate ElinorOstrom! • Don’t leave the economic governance of a common good to governments or other powerful interests! • Be guided by Ostrom-style open economic governance models that are so far avoiding a tragedy of the commons: Internet Society, World Wide Web Consortium, Wikipedia, ... • Possible solution: Create a global economic governance cooperative, the Education Leadership Commons, to rebalance economic rights and responsibilities among education providers and their external investors.

6. ELC Education Leadership Commons Global nonprofitnongovernmentalorganization Open economic governanceprocesses Economic Beneficiaries of the Credentialing Marketplace EconomicGovernancefor theCredentialingMarketplace Economic Lever = Needs-Tested, Earned Grants?

7. Educational Justice Educational Justice • All people are born equal – and born to learn! • Educational justice: scale up the needs-tested right to earn a credential affordable to all invested parties. • ELC: an economic compact with three-way leverage. • From birth, estimate the value of needs-tested aid to a student, who will eventually earn that aid by participating in periodic, independent, age-appropriate core learning evaluations (OECD). • Education providers accepting students’ earned aid must account in peer groupings for credentialing productivity goals. • In return for funding needy students, governments would have rights to longitudinal datafor research – data follow the student.

8. Forces of Change Forces of Change Technology Acceleration IT-Enabled External Sourcing / Partnering Out-sourcing Open-sourcing In-sourcing Off-shoring Work-flowing In-forming Supply-chaining Mobile-ing Globalization = Innovation = Productivity • We are the cloud! • We are increasingly • first-generation • underprepared • financially needy Scale Up Educational Justice & Attainment Increase the proportion of credentialed adults. Increase annual credentialing rates. Improve per-credential affordability to all parties. Account independently for core learning. Globalization Public Policy Accelerating exponentially into the cloud Demo-graphics & Psycho-graphics

9. IT-Enabled Strategies IT-Enabled Strategies • Increase attainment proportions. • Increase credential completion rates. • Improve per-degree production costs. • Improve reportingand analytics. External Sourcing/PartneringRedesign Strategy Maximum Leverage from Technology FlexProgramRedesignStrategy CommonCoreRedesignStrategy

10. Common Core Redesign Common Core Redesign • National Center for Academic Transformation pioneered course redesign in the ‘90s. • In order of enrollments, the top 20-30 courses account for enrollments totaling 40% at 4-year schools and 50% at 2-year schools. • These high-enrollment courses consume 20% to 25% of annual operating costs (because direct instructional costs are around 50%). • These courses are common (core) to all campuses. • Common exams, including nationally normative learning evaluations, are possible across all course sections. • Can these courses be redesigned using IT, both to measurably improve learning outcomes and to reduce per-enrollment costs?

11. Core Redesign Models Common Core Redesign Models • Supplemental • U New Mexico (psychology) • U Colorado (astronomy) • Replacement • Penn State (statistics) • Tallahassee CC (writing) • Emporium • Virginia Tech (linear algebra) • U Alabama (pre-calculus) • Online • Rio Salado CC (basic math) • U So. Mississippi (world lit) • Buffet • Ohio State (statistics) • Florida Gulf Coast U (arts) • Linked Workshop • Austin PeayState (math) • Ferris State

12. Core Redesign Results Common Core Redesign Results • Actual: Pew Trust-funded pilot involved 30 institutions, each using IT and principles of active learning to redesign a large-enrollment course. All accounted for equal or improved learning results, and reported per-enrollment cost offsets averaging 40%. • Potential: Do the math!!! A systemic effort to redesign the top 20-30 highest enrollment courses could offset 8%-10% of annual operating costs.

13. Faculty Role Faculty Role Learning as an Expedition Instructor-Facilitated Active Leaning Organize Learning Resources Syllabus course packs faculty expertise video lectures leaningware OER Design & Guide Active & Social Learning flipped classrooms individualized help team projects internships field trips MOOCs Guide Self Learning special projects papers labs tests tutor others teach classes Faculty teams are responsible for program redesign

14. Culture and Productivity Culture and Productivity External Sourcing / Partnering Strategies • Culture of Performance • Academic / admin process redesign • Enrollment mgmt. outsourcing • IR mgmt. outsourcing • Grant mgmt. outsourcing Credentialing Productivity People  Technology  Metrics  Processes • Culture of Evidence • Assessment • Performance consulting • Performance reporting / analytics Information Productivity Evidence-DrivenExecutive Leadership Individual Productivity High-Performing Digital UtilitySatisfaction vs. Costs • Culture of “Satisficing” • Applications • IT mgmt. & leadership

15. Return on IT Investment Return on IT Investment Scale Down Per-Credential Costs Increase Credentialing Productivity Transparent Productivity Scale Up Affordability of Student Success ROI = Accountability + Accessibility Learning Accountability Program Accountability Expense Accountability Affordable Accessibility Scalable Accessibility Flexible Accessibility

16. The Productivity Question The Productivity Question Is Yours a Culture of Productivity? A High Productivity Institution? Systemic Credentialing Productivity? Random Acts of Productivity? • Progress requires • order where there is change & • change where there is order. • … Alfred North Whitehead

17. EPS Educational Positioning System Reduce frictions and costs to expand the credentianling market! (Nobel Laureates Ronald Coase and ElinorOstrom) • IT and data interoperability • Trust – security, authenticity, metrics • GPS-like technology for credentialing • Interoperable credentialing marketplace students families donors Education’s External Investors governments employers suppliers ELC ≈ EPS institutions evaluators professions Education Providers, Credentialers Education Leadership Commons Ostrom-likeopen cooperative

18. Profiles in Productivity Profiles in Productivity • Tennessee Board of Regents Online Degree Program • Over thirty 2- and 4-year institutions partnered to increase the tertiary credential-holding proportion of the state’s workforce. • Enabled working adults to complete previous work • Increased college-going rate • Developed universal AA curriculum and many credentialing programs – all in online flex format • Current net new “profitable “enrollments of at least 16,000 • Inter-institution credit- and revenue-sharing in place • Externally sourced planning, development, and delivery support • Unified single ERP and single LMS several years ago • Antioch University • Ph.D in Leadership and change • Course-less program • Quarterly “residencies” of a few days around the nation • Online high-touch individualized mentoring continuously • External mentors for quality assurance and applied learning • Coursera/Antioch MOOC partnership • Antioch credit for Duke and Penn Coursera MOOCs. • All parties benefit academically and financially.

19. Mixing and Matching Flex Program Strategy Redesign programs/servicesfor flexibility. • Maximize “high tech,” both academic & administrative. • More self-service – time shifted (asynchronous) learning & otherservices • Less contact-hour instruction & other scheduled services • Individualize “high touch” expert help to retain and graduate students. • Increase classroom & office capacity of the existing plant. • Reduce dependency on the classroom & semester models. Course Redesign Strategy Redesign large courses for improved learning and costs. • Focus on the course, not its course sections. • Emphasize active learning & mastery feed-back testing. • Use common tests. • Document learning differences via assessment. • Realign faculty tasks without increasing faculty labor to: • Offload some functions to software & assistants. • Optimize faculty expertise & interventions with students. • Increase student/instructor ratio • Reduce per-student costs.