Transcript Slide 1

Disrupting Innovation and Credentialing:
How Technology is Shaping Postsecondary Education
Delivery and How We Measure Results
National Institute on the Assessment of Adult Learning
June 6, 2012
Louis Soares
Overview
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Access Through Affordability Agenda
President’s Goals
Challenges To Goals
Unbundling College
Disruptive Innovation
Alternative Credentialing (Non-Credit to Credit)
A New Value Network
Whither Freire?
Technology is Your Friend
What if Education Data was
Personal and Mobile?
http://www.youtube.com/watch?NR=1&v=8O1i0InZ8bM&feature=endscreen
Access Agenda Has Been A Success
Fall Enrollment 1987 – 2018
President Obama’s 2020 Goal
Goal
• 10 million more graduates from community
colleges, four-year colleges and universities by
2020
(beyond 2+ million expected due to
growth)
Goal
• Every American completes one year or more of
higher education or advanced training in his/her
lifetime
Result
• “Best educated, most competitive workforce
in the world”
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Jobs in Today’s (and Tomorrow’s) Workforce
Require More Education
Source: Carnevale, Anthony P. et al. (June 2010). Help Wanted: Projections of Jobs and Education Requirements Through 2018.
Georgetown Center on Education and the Workforce. www9.georgetown.edu/grad/gppi/hpi/cew/pdfs/FullReport.pdf
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PSE Skills Demand Is Driving Other
Non-collegiate Learning Trends
• Certification and Licensure
– Required in Job Growth areas of healthcare, IT, Education, Green Tech
– C/L require custom curricula and assessment with third party validation
• Dynamic Labor Market requires occupational credentials for
matching candidates with job requirements. Every year:
– A third of the entire U.S. labor force changes jobs
– 30 million Americans work at jobs that did not exist in the previous
quarter
– Many occupations that workers have today did not exist five years ago
America’s International Edge in College Degrees
is Slipping
% of Citizens with Postsecondary Degrees Among OECD Countries, by Age Group (2007)
55-64
45-54
35-44
25-34
ALL (25-64)
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U.S. (39%)
Canada (45%)
Canada (53%)
Canada (56%)
Canada (48%)
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Canada (39%)
Japan (41%)
Japan (46%)
Korea (56%)
Japan (41%)
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N.Z. (35%)
U.S. (40%)
Finland (43%)
Japan (54%)
N.Z. (41%)
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Finland (28%)
N.Z. (39%)
U.S. (42%)
N.Z. (47%)
U.S. (40%)
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Australia (27%)
Finland (36%)
N.Z. (41%)
Ireland (44%)
Finland (36%)
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Norway (26%)
Australia (32%)
Korea (40%)
Norway (43%)
Korea (35%)
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Sweden (26%)
Norway (31%)
Norway (36%)
France (41%)
Norway (34%)
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Neth. (26%)
U.K. (31%)
Belgium (36%)
Belgium (41%)
Australia (34%)
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Switz. (26%)
Denmark (30%)
Iceland (35%)
Australia (41%)
Ireland (312)
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U.K. (25%)
Neth. (30%)
Ireland (34%)
U.S. (40%)
Denmark (32%)
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Denmark (24%)
Switz. (30%)
Denmark (34%)
Denmark (40%)
Belgium (32%)
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Japan (24%)
Sweden (29%)
Australia (34%)
Sweden (40%)
U.K. (32%)
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Germany (23%)
Belgium (28%)
Switz. (34%)
Finland (39%)
Switz. (31%)
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Iceland (23%)
Iceland (28%)
U.K. (32%)
Spain (39%)
Sweden (31%)
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Belgium (22%)
Germany (25%)
Spain (32%)
U.K. (37%)
Neth. (31%)
Source: OECD, “Education at a Glance 2009” (All rates are self-reported)
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Affordability Issue
Changes in Cost and Income
1995-96 to 2007-08
• The price of college has
increased faster than
median household income
35%
Average Price
of Attendance
30%
• Student loan debt has
surpassed credit card debt
for the first time ever
• Students graduate with an
average of $25,000 in debt
+33%
25%
Average
Net Price
+28%
20%
4-Year Public
Net Price
15%
+18%
10%
Median
Income
5%
+7%
0%
1995-96
1999-00
2003-04
2007-08
US Dept. of Education – Office of the Under Secretary
Data from NCES and the Bureau of Labor Statistics
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QUALITY
Study of 2,300 undergraduates
– 45 percent “demonstrated no significant
gains in critical thinking, analytical
reasoning, and written communications
during the first two years of college”
Additional 16M degrees needed
to be the most educated by 2020
# of Credentials
Source
1.3 million degrees projected population growth
4.3 million degrees increase high school graduation rates, college-going rates of
recent HS graduates, and postsecondary graduation rates
4.2 million degrees half of the 8.4 million adults (25-34) w/ some college complete
degree
2.6 million degrees third of the 8.8 million adults (35-44) w/ some college complete
degree
3.4 million degrees fifteen percent of the 22.7 million adults (25-44) who have
completed high school, but not attended college, complete a
degree
Source: National Center for Higher Education Management Systems, 2009
Rise of Working Learners
Working learners are:
•Ages 18 – 64
•In the workforce but lack a postsecondary credential
•Needed wage earners for themselves or their families
Three key commonalities:
•Combine work and learning or move between them
•Build skills and get credentials that employers recognize
•Shore up literacy, numeracy, technology, ESL, college
skills
Undergraduates Today Snapshot
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17.6 million undergraduates
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15 percent attend four-year colleges and live on campus
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43 percent attend two year colleges
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37 percent of undergrads enrolled part-time
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32 percent work full-time, 44 percent work part-time
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38 percent of those enrolled are over the age of 25 and one-fourth are over
the age of 30.
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The share of all students over age 25 is projected to increase another 23
percent by 2019.
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The demands for degrees reflect this changed population. Slightly over half
of today's students are seeking A "sub-baccalaureate" credential (I.E. A
certificate, credential, or associate's degree).
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In 2008-09, postsecondary institutions conferred 806,000 certificates and
787,000 associate's degrees, compared to 1.6 million bachelor's degrees.
Summary
Problem
• Stagnant Degree Completion
• Rising Prices
• Quality in Question
Solution
• From increasing access to making a quality
education, more affordable – both price and cost
• Disruptive Innovation as a means
What Society Want from College?
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Knowledge
Skills
Socialization
Credentialling
Do these deliverables need to be
done in the same place at the same
time?
Or Can they be unbundled?
Disruptive Innovation is the
Process by which
A Sector…….
• with complicated products/
services…
• that were expensive and
inaccessible….
• And served only a limited
few sophisticated
customers……
Is transformed into one which…
• Offers products and services
that…
• Are simple, affordable and
convenient serving….
• Many…no matter their wealth
and expertise
How?
 Redefines quality in a simple often disparaged application
 Slowly improves taking for market share by taking on complicated problems
 Without replicating cost structure
Disruption Across Industries
Industry
Technology
Disruptor
Incumbent
Financial Services Web-based
financial
transactions
Charles Schwab
Merrill Lynch
Travel
Web-based
booking
Expedia, Kayak
Travel Agents
Telecommunicatio
ns
Cell phones
Sprint, Nokia
ATT, Ma Bell
Newspapers
Web-enabled
markets
Craigslist, Google
Most newspapers
(except NY Times)
Higher Education
Online Learning
MOOCs
Place-based,
residential, nonelite colleges and
universities
Disruptive Innovation
Process
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Non-consumption
Functionality
Reliability
Simplicity
Cost Reduction
Process Of
Disruptive Innovation
• Sophisticated customers not
interested
• New Customers, less
complex needs, expectations
• Move up market without
replicating cost structure
Enabler of Disruptive Innovation
1. Sophisticated
technology that
simplifies
Policy/regulations and
standards that
facilitate change
2. Low-cost innovative
business models
3. Economically
coherent value network
Technology Enabler
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Makes a complex product/service simpler, more affordable
Uses technology to automate routine processes
Allows for modularity in delivering value to customer
Is easily accessible to non-consumers
Technology Enabler – Online Education
2014 – 50 %
2003 – 10 %
2009 37% of all courses
Business Models – How Value is Delivered
Value Networks
Value Network
 Network of suppliers & partners with compatible & interdependent business models
 Business Model Disruption in Value Network
 Assessment and credentialing (e.g., professional certification)
 Learning content development, distribution and management
 Learning and research information services (e.g., library
services)
 Learning infrastructure services
 Institutional and program quality assurance
Standards/Conformity Assessment
 Academic and technical skill and assessment standards
 IT standards, including learning content
 standards and data management standards
 Quality assurance
Policy and Regulatory Environment
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Federal and state regulations
Institutional and program funding
Student grant and loan policies
Institutional and program accreditation
Federal and state data reporting
P-20 data infrastructures
Three Basic Type of Business Models
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Solution Shops
– diagnose and solve unstructured problems
– consulting firms, advertising agencies, hospital diagnoses
– Deliver value through people they employ
– Revenue - fee for service
– Research in Universities
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Value Adding Process businesses
– organize inputs that are incomplete and turn them into outputs of higher value
– Manufacturing, restaurants, retailing
– Revenue – outputs of their work
– Most Teaching in K12 and Universities
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Facilitated user networks
– Enterprise in which participants exchange things with each other
– Mutual insurance companies, telecommunications
– Fee for membership, fee for use
Historical Business Models
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Knowledge Creation
(research)
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Knowledge Proliferation
(teaching)
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Preparation for Life and
Careers
Disruptive Innovation
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Online Education
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Focused on teaching and
learning
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Highly structured delivery
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Learning Analytics
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Target on prep for careers
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Competency-based
President’s Goals, Adult Learners & DI
• Non-Traditional Learners
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Older
Combine work and learning
Seek credentials with Labor Market Value
More mobile
• Success and Affordability Require Interoperability
– Non-credit to Credit
Enabler of Disruptive Innovation
1. Sophisticated
technology that
simplifies
Policy/regulations and
standards that
facilitate change
2. Low-cost innovative
business models
3. Economically
coherent value network
Trends are Driving the Coalescing of
Non-Credit Validation Ecosystem
• To meet the demands of the labor market for PS knowledge and skills
and to meet the demand to educate more adult learners in a costeffective manner.
• An ecosystem is forming around the need to validate learning that is
occurring in non-credit environments -- to capture prior learning to better
engage adult learners, help them persist, decrease time to and reduce
cost of degree.
• The ecosystem is comprised of many players public and private, forprofit and not-for-profit, traditional and technology-enabled. The
governing rules of the ecosystem are still forming.
Non-Credit v. Credit-bearing Learning
Non-Credit Postsecondary
Education and training
Credit-bearing Postsecondary
Education and training
Type
Employer Training
Type
Apprenticeships
Credit-bearing Courses
Public Workforce Training
Military
Providers(accredited)
Volunteer Experiences
Public 2-year
Providers
Public 4-year
Business Community
Private 2-year
Community-base organizations
Cross-sector partnerships
Private non-profit 4-year
Private for-profit 4-year
Community colleges
Armed Forces
Proprietary Firms
Online Providers of Content
Emerging Ecosystem
To Validate Non-credit Learning
Why Is There a Need to Validate
Non-Credit
PS Education and Training
• Credential Recognition
– Credit-bearing coursework yields AA and BA
– The most recognized and portable credentials in the labor market
– Allows learners to add outside learning toward a degree/credential
• Diverse Providers
– Different objectives, delivery methods and learning outcomes
– Makes it difficult to assure quality
• Awarding Credit Challenge
– Even when NC Education has robust learning outcomes
– No standard translation to Credit-bearing coursework
Ways of Awarding Credit for
Non-credit Learning
Many of the players in the ecosystem participate in one or
more of these approaches:
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Individualized Student Portfolios
Credit For Training
Credit By Examination
Competency-Based Education
Individualized Student Portfolios
How it works:
• Student takes a specifically designed portfolio development course
• Identifies learning from a variety of experiences
• Prepares portfolios equating prior learning to college courses
• Integrates prior and new learning to achieve academic goals
• Faculty evaluate student portfolio for credit
Players:
• 66% of postsecondary institution offer service, with poor uptake
Credit For Training
How It Works
• Learning occurs in corporate, workplaces, union, community-based,
unaccredited online and military settings
• Program petitions credit evaluator for a credit-equivalency assessment
• Faculty partners evaluate (curricula, etc.) make credit recommendation
• Credit evaluator contacts designated institutions to recommend credit award
• Network of institutions state they will accept, uptake uneven
Players
• AACC 17 States have exemplary policies for this type of credit
Credit By Examination
How it Works
• Customized Exams or Challenge exams
– are offered by some colleges to verify learning.
– Current course final exams or other tests developed at the department level
– Assess general disciplinary knowledge and skill for awarding of credit
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Standardized Exams
– provided by third parties to verify learning that can be awarded credit
Players
Competency-Based Education
(fast-growing component of ecosystem)
How it works
• Institutions, employers and organizations establish learning outcomes and
competencies, associated with non-credit education
• Establish multi-stakeholder partnerships to align competencies with credit
• Use curricula and assessments to validate learning and award credit
• Not based on traditional seat-time models
Players
Degree Profile — or qualifications framework —
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Illustrates what students should be expected to know and be able to do once they earn their degrees.
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Proposes specific learning outcomes that benchmark the associate, bachelor’s and master’s degrees.
Five Dimensions of Learning Outcomes
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Applied learning is used by students to demonstrate what they can do with what they know.
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Intellectual skills are used by students to think critically and analytically about what they learn.
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Specialized knowledge is the knowledge students demonstrate about their individual fields of study.
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Broad knowledge transcends the typical boundaries of students’ first two years of higher education, and
encompasses all learning in broad areas through multiple degree levels.
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Civic learning is that which enables students to respond to social, environmental and economic challenges at local,
national and global levels.
Three states: IN, MN, UT
Two disciplines: biology, chemistry, education, history, physics and graphic design
Partnership to award college credit for industry certified competencies
UOP/MI Partnership reflects broader trend called stackable
certificates to link Degrees (for-credit) and Workplace
Certifications and Certificates (non-credit)
Degrees
Certifications
Courses
Certificate
Apprenticeships
Certificate
Above concept known as “stackable certificates”
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Sets U.S. national standards for consumer protection and product conformity
1,000 businesses, associations, and government agencies
U.S. representative to International Standards Organization (ISO)
ANSI accredits organizations whose standards development process meets
all of its requirements to develop American National Standards.
• 2009 begin accrediting orgs. that issue occupational certificates (<1yr)
• Criteria to assure the quality of certificate programs
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Learning outcomes are based on industry input and have market value
The content taught is in alignment with measureable learning objectives
Assessment tools measure learning outcomes
Infrastructure assures the continual success of the certificate program
A process ensures the continuous improvement of the training
Degree Completion Institutions
How it works
• Higher Education Institution accepts college credits from multiple institutions
• Along with prior learning assessment
• Applies them toward a degree at a single institution
Players
• 13 states report having a degree completion institution, little data on
effectiveness (CT, ID, KY, MD, MN, NJ, NY, ND, SD, TX, UT, VT, VA)
Intro to Online Content and Curriculum*
Emerging world of technology-enabled, unaccredited PS
education (content, instruction, competency assessment)
What About Big Data?
Formative Assessment?
Student Learning Journey?
Technology-Enabled Learning
Each of these interactions
is an opportunity to gather
Big Data
U.S. Department of Education, National Education Technology Strategy, 2010
Black Box EDU
What is Big Data?
• Fine-grain Information
– Customer Experiences
– Organizational Processes
– Emergent Trends
• Generated By Doing Business
Students Doing Business
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Course Selection
Course Registration
Apply for Financial Aid
Class Participation
Study Alone or in groups
Use Online Resources
Purchase/Return Textbook
Work to support education
Student Learning
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425,000 students
Web-based learning environments
Self-directed Learning
Adaptive instructional software
Data Dashboards
– Improve individual performance
– Enhance course redesign
– Predict future performance
Course Enrollment
• 40,000 Students
• Course Recommendation Engine
– Service Oriented Higher Education
Recommendation Personalization
Assistant
• Student Profile
– Course preferences
– Schedules
– Past courses
• Tools
– Tutors
– Time-management tools
– Life-planning resources
SHERPA
Course Success
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Early Warning System
Study patterns and performance
Student/Faculty Dashboard
Profile Development
– Student demographics
– Grade books
– Activity logs from online resources
• Benchmark successful students
• Seek Support
Student Lifestyle Management
• Learning Communities
• Behavioral Science
• Student Profile
– Work/life details
– Academics
– Preferences
• Nudges to stay on-track
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Mobile Platform
Time management
Academic Setbacks
Peer groups
A New Value Network For Credentials
Source: Burck Smith, Straighterline, Presentation to Manufacturing Institute Council, 2012
“Education either functions as an
instrument which is used to
facilitate integration of the learner
into the logic of the present system
and bring about conformity or…..
It becomes the practice of freedom,
the means by which men and
women deal critically and creatively
with reality and discover how to
participate in the transformation of
their world.”
Thank You!
Questions?
Policy Makers Should
• Eliminate barriers that block disruptive innovations and
partner with the innovators to provide better educational
opportunities
• Remove barriers that judge institutions based on their inputs
such as seat time, credit hours, and student faculty ratios
• Not focus on degree attainment as the sole measure of
success
• Fund higher education with aim of increasing quality and
decreasing cost
• Recognize the continued importance of research institutions
Existing Institutions
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Apply the correct business model for the task
Drive the disruptive innovation
Develop a strategy of focus
Frame online learning as a sustaining innovation
CONLCUSION
MinuteClinic
• Ramped up in 2000, 500 locations in 26 states
• Ten Most Common Problems addressed:
Upper Respiratory Infection
Sinusitis
Bronchitis
Pharyngitis
immunizations
middle-ear infection
outer-ear infection
conjunctivitis
urinary tract infection
blood pressure screening
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Pricing: $49 -$79 (40 % lower than Doctor’s Office)
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Technology Enabler: diagnostic tools precise exist and therapies are
predictable
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Business Model:
– Value proposition – quick care for common disorders as reasonable price
– Resources – simple facilities, nurse practitioner
– Processes – diagnostic tools with quick turnaround
– Profit formula – consistent stream of incomes based on fixed prices
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Estimated savings to system: $3 to $ 4 billion
University of Southern Mississippi
• Course Redesign: World Literature/Gen. Ed. Requirement
• Old delivery: 20 face-to-face lecture sections (about 60 students
each)
• New delivery: 800-student online section organized around 4week modules
• Technology enabler: web-enabled instruction and assessment
• Business Model:
– Value Proposition: More students, served with better outcomes
– Resources: program coordinator, 4 faculty, 4 grad students,
– Processes: modularized delivery online content, Pre and Post Quiz,
WebCT writing assignments, immediate feedback to learners
– Profit formula: student outcomes better, reduced costs by over 50 %,
tripled number of student the faculty can handle
Unbundling College: Service By Service
• Instruction delivery
• learning content publishing and library services
• career and educational management services
• tutoring/mentoring and test-prep services
• academic and technical standards
• Assessment and certification services
• learning management
• enterprise platform services
• quality assurance services
Learning Validation Ecosystem Players
Player
Role
Accredited PS Institutions
•Deliver Postsecondary Education
•Award AA, BA, MA
•Evaluate transfer credit (faculty driven process)
•(Degree Completion institutions provide services targeted to adult learners)
States
•Fund Public Higher Ed.
•Authorize provider operation
•Can set completion, Articulation and Transfer policies
Accreditors (Regional/National)
•devise standards for colleges (mostly input based)
•employ a system of self-study and peer review
•Confer a seal of approval through this process (institution, program)
Federal Government
•Provide financial aid to students at Accredited institutions
•Certify Accreditors/Role in quality assurance via regulation
•Can spur innovation through discretionary grants
Credit Evaluators
•Evaluate non-credit education for awarding of college credit
•Make credit recommendations for consideration by institutions
•Assemble transcripts
Industry/Employers
•Develop industry skills standards and competencies
•Partner with educators to identify college credit equivalents
•Provide non-credit education, help student pay for college
Philanthropy
•Encourage degree completion for challenged populations
•Innovate higher education outcomes frameworks, i.e. competency-based education
Content/Curriculum Providers
(technology enabled)
•Provide curriculum, textbooks, instruction of college level content
•Partner with PS Institutions to create credit
College Is Expensive
NCAT Commonalities
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Whole Course Redesign
Active Learning
Computer-based Learning Resources
Mastery Learning
On-Demand Help
Alternative Staffing