The key opportunity for institutions is to take the concepts developed by the MOOC experiment to date and use them to improve the quality of their face-to-face and online provision, and to open up access to higher education. Most importantly, the understanding gained should be used to inform diversification strategies including the development of new business models and pedagogic approaches that take full advantage of digital technologies.
The critical discourse emerging around MOOCs is providing an opportunity for institutions to develop a more strategic approach to online learning. This includes enhancing existing classroom teaching practices, promoting institutional reputation and developing new revenue models. There are indications that some MOOCs are becoming more focussed on corporate training, which suggests that they may not pose a immediate threat to the existing pedagogical, revenue or business models of higher education institutions (HEIs). The number of Massive Open Online Courses (MOOCs) will continue to grow with the development of credit bearing courses likely to be a trend. Continue reading →
An informal survey was undertaken by Cetis in May and June 2013. Subscribers to a number of email circulation lists – with members coming largely from institutional IT, administration and educational technology responsibilities – were invited to respond.
The purpose of the survey was to:
Assess the current state of analytics in UK FE/HE.
Identify the challenges and barriers to using analytics.
For the purpose of the survey, we defined our use of “analytics” to be the process of developing actionable insights through problem definition and the application of statistical models and analysis against existing and/or simulated future data. In practical terms, it involves trying to find out things about an organisation, its products services and operations, to help inform decisions about what to do next. Continue reading →
This report sets out to help decision makers in higher education institutions gain a better understanding of the phenomenon of Massive Online Open Courses (MOOCs) and trends towards greater openness in higher education and to think about the implications for their institutions. The phenomena of MOOCs are described, placing them in the wider context of open education, online learning and the changes that are currently taking place in higher education at a time of globalisation of education and constrained budgets. The report is written from a UK higher education perspective, but is largely informed by the developments in MOOCs from the USA and Canada. A literature review was undertaken focussing on the extensive reporting of MOOCs through blogs, press releases as well as openly available reports. This identified current debates about new course provision, the impact of changes in funding and the implications for greater openness in higher education. The theory of disruptive innovation is used to help form the questions of policy and strategy that higher education institutions need to address.
Summary: The term “Cloud Computing” refers to any “computing capability that is delivered as a service over the Internet. While there is no authoritatively accredited definition of the concept, one of the most frequently used definitions is the one given by Gartner, who describe cloud computing as “a style of computing where massively scalable IT-related capabilities are provided ‘as a service’ across the Internet to multiple external
This briefing paper will explain some of the key characteristics and delivery levels of current development and implementations that provide a basis for understanding cloud computing and the ongoing discussion about it.
This report is a summary of technology themes extracted from the major technology forecasting publications from business and other sectors that could conceivably be relevant to the UK higher education system. We do not attempt to make evaluative comments concerning these trends, and specifically we do not attempt to speculate on the importance of the technologies identified for education. Continue reading →
In January 2010, JISC CETIS organised a working meeting to bring together participants across a range of standards organisations and communities to look at the future of interoperability standards in the education sector. This paper summarises the views expressed by delegates at the meeting and presents relevant background information on present and future models for collaboration between open and informal communities and the formal standardisation system with particular reference to the current issues and barriers in specification and standard development and adoption processes. This summary also presents a series of suggestions on the possible directions of future interoperability standards in education. Continue reading →
Higher education institutions around the world have been using the Internet and other digital technologies to develop and distribute teaching and learning for decades. Recently, Open Educational Resources (OER) have gained increased attention for their potential and promise to obviate demographic, economic, and geographic educational boundaries and to promote life-long learning and personalised learning. The rapid growth of OER provides new opportunities for teaching and learning, at the same time, they challenge established views about teaching and learning practices in higher education.
This briefing provides the background to the current development of and future trends around OER aimed at adding to our understanding, stimulating ongoing debate among the JISC community and developing a research agenda. The briefing is structured in three sections:
Discussion on the conceptual and contextual issues of Open Educational Resources.
A review of current OER initiatives: their scale, approaches, main issues and challenges.
Discussion on trends emerging in Open Educational Resources, with respect to future research and activities.