Sydney Institite TAFE
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Trends in online education and the UTS experience
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Teaching and Learning futures
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Online enrolmentsat Open Universities Australia
http://www.slideshare.net/kleinerperkins/kpcb-internet-trends-2012
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MOOCs
• Learning is based on openly available content and resources
• Interactions are largely peer-to-peer• Assessments and grading are handled
automatically• Learning is recognized, but not in traditional
ways
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Demographics of MOOC learners
• Machine Learning course • 50% were professionals who
currently held jobs in the tech industry– 41% were professionals currently
working in the software industry– 9 percent said they were
professionals working in non-software areas of the computing and information technology industries.
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Demographics of MOOC learners
• Many were already enrolled in some kind of traditional postsecondary education– ~ 20 percent were graduate
students– 11.6 percent were undergraduates– 3.5 percent unemployed – 2.5 percent employed somewhere
other than the tech industry – 1.0 percent enrolled in a K-12 school
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Why they chose to take the course
• 39 percent were “just curious about the topic”
• 30.5 percent wanted to “sharpen the skills” they use in their current job
• 18 percent, said they wanted to “position themselves for a better job.”
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Who are the learners?
How to design the curriculum?
Which learning spaces support
curriculum and
technologies?spaces
Which technologies support
aims?
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The UTS model of learning
1. An integrated exposure to professional practice through dynamic and multifaceted modes of practice-oriented education
2. Professional practice situated in a global workplace, with international mobility and international and cultural engagement as centre piece
3. Learning which is research-inspired and integrated, providing academic rigour with cutting edge technology to equip graduates for life-long learning
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Student current and preferred involvement in course learning activities that use technologies
Current or preferred use: a few times a week, daily or more often
Find info using library online resources
Find info using earch engines
Listen to lecturer podcasts/vodcasts
Join in remote webconference lectures
Listen to student podcasts
Use RSS feeds to subscribe to info
Use discipline-specific software
Create and share AV
Design and build webpages
Develop and share blogs
Use Twitter
Share using social bookmarking
Share using social AV media (YouTube, Flickr)
Collaboration using documents
Collaboration using wikis
Collaboration using Facebook etc
Collaboration using web conferencing
Participate in virtual worlds
Develop an e-portfolio
0 10 20 30 40 50 60 70 80 90 100
PreferredCurrent
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Communication with other students and teaching staff
Instant messaging
SMS
UTSOnline-discussion boards, mail
Web conferencing eg Skype
Mobile phone-voice
Social networking eg Facebook, Twitter
Virtual worlds
Blogs
Face-to-face
0 10 20 30 40 50 60 70
Students-preferredStudents-currentTeaching staff-preferredTeaching staff-current
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New learning spaces designed for:
• Interaction and inquiry • Collaboration and project work• Flexibility• Using technology to engage, communicate,
imagine, create, critique, discuss, question …
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20202014
MOOCS
Rise of online learning
Rethinking &redesigning
curriculum & assessment
Broadway Building
Dr Chau Chak WIng
Open Content
Capitalising onnew spaces
Redesigning UTSprocesses
Library of the future
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Rethinking Learning
From.. To..
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Large collaborative learning spaces
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Large collaborative learning spaces
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Large collaborative learning spaces
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Groupwork spaces
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Informal learning spaces
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Rethinking Assessment
From.. To..
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Rethinking technology in HE
From.. To..
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Rethinking learning resources
From.. To..
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Learning2014
An initiative encouraging staff to:
• Explore interactive and collaborative approaches to learning
• Rethink the relevance of different teaching approaches in their disciplines
• Respond to new opportunities and needs
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Learning2014 Plan• 2012
– Familiarisation with technologies & spaces• Demonstrations, workshops, cases, resources
– VC’s T&L grants– Future Teaching Fellows applications October– UTS T&L Forum – strand on Learning2014
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Rethinking learning in 2020
From.. To..
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Business as usual Flipped Learning Individualised learning Hybrid Learning
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Business as usual
Greater use of technology
Flipped LearningDiminished use of traditional models of accessing content – done through OER such as MOOCs.
Student still participate f2f and come to campus but for more interactive learning experiences such as:• project work • more f2f interaction with academics and
other learning support staff such as Librarians, careers counsellors, learning advisorys
Individualised learning
Each student undertakes a course personalised to their background, interests, and strengths and weaknesses. Technology is used to provide access to:• content that is personalised• mentors as per individual requirements• access to international experts and
practitioners
Hybrid Learning
Students move around countries, institutions and MOOCs accumulating credits then sitting challenge tests to determine what they still
need to do in order to gain qualification
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