Changing trend in higher education plato vija avi viren

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1. Group Plato CHANGING TRENDS IN HIGHER EDUCATION 2. OUTLINE Emerging Trends Global Context Pacific Context Incorporation of ICT Implications for our Courses Concluding…
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  • 1. Group Plato CHANGING TRENDS IN HIGHER EDUCATION
  • 2. OUTLINE Emerging Trends Global Context Pacific Context Incorporation of ICT Implications for our Courses Concluding Remarks Plato Group Members
  • 3. EMERGING TRENDS  Global Context • Universities joining hands with Industry stakeholders for partnership and internships thus attracting lucrative research funds and producing graduates with more specialised skill sets. Most American and Japanese universities are partnering with automobile companies. • Universities in the India are focusing on internships with medical colleges. • MOOCS and Open Univesities – wide range of opportunities and freedom of choice to earn degrees. Some course are free and some charge fraction of actual cost.
  • 4. EMERGING TRENDS  Global Context Cont’d • Udemy, Coursera, EdX, MIT OpenCourseware, Khan Academy, Saylor.org are leading providers of MOOCS and nanodegrees (specific/specialised/focused on minute concepts). • Student mobility, accessibility and affordability to high quality education is becomnig more evident. Cross cultural boudaries disappearing as mor collaboration takes place. • Profit organizations creating own specialized training programmes. eg McDonalds management degree programmes.
  • 5. EMERGING TRENDS  Global Context Cont’d • Focus has now shifted to more professional training certificates and diplomas on a needs basis. Over 60% of students are now working class students who enrol in flexible learning programmes on a needs basis, usually for promotion purposes + professional development. • Curriculum development is more open and includes inputs from various stakeholders (industry partners, ministries, parents, donors, scholarship units/agencies and market drive).
  • 6. EMERGING TRENDS  Pacific Context • USP’s strategic plan focuses on more community engagement and recent introduction of Pacific TAFE programmes is a testimony to that partnership. Students from all works of life can get into this programme and later pursue a more advance degree. • BNC/BSE and BE programmes in USP now have industry attachment placements for its fourth year students. Already recent fourth year students have been offered full time employment with Fiji Electricity Authority. • PGCTT/PGDTT programmes – design specifically (tailor made) for USP’s academic staff. Itis aligned to USP’s strategic plan.
  • 7. EMERGING TRENDS  Pacific Context Cont’d Increase in Number of DFL Students • ICT enables more students from the greater Pacific to enrol via Distance and Flexible mode of learning. For example in the current semster (2015), there is a substantial rise in the number of students who opt for this mode of study for number of reasons; study from home. • Courses offered through online mode now offers this flexibility.
  • 8. INCORPORATION OF ICT  All Foundation courses are now available on Moodle and have some form of blended or online pedagogy.  Major challenge in the Pacific Islands – • the issue of Internet connectivity prevents such innovative ways of delivery. • Students lack of preparedness for independent learning. Still dependent on teacher to spoon feed.
  • 9. INCORPORATION OF ICT – CONT’D  In our lectures/tutorials, we use some related videos from YouTube or our own videos as part of Flipped classroom approach.  We also use our smart phone to make short videos related to the topic. We also use Camtasia Studio for producing short videos.  Problem: High quality videos are usually greater in size thus difficult to upload directly on MOODLE. Moodle file size limit of 60MB restricts high quality videos from being produced and used. Alternative to this problem: we upload our videos on YouTube and embed it in Moodle.
  • 10. INCORPORATION OF ICT – CONT’D  While class news forum is a good medium to communicate to students, we also use the MOODLE’s SMS feature. With this, we can send text or alert message to student’s mobile phone.  We now have the SMS quiz feature. Give a quick question in the lecture and students are to text their answers using their mobile phone. A feedback is given to students instantly. Advantage: This would encourage students to attend lectures.
  • 11. IMPLICATIONS FOR OUR COURSES  We need to adopt and embrace the use of technology within our courses to encourage more participation by students.  Reference to and use of OER’s greatly help save time on full course development. These time can be utilized better in dealing with individual student needs.  Alternatives: Use of YouTube, Khan Academy, GCFLearnfree.org help a great deal. It allows us to have more time for flipped classroom.  Need for our courses to be accredited to international standards in order to attract international students.
  • 12. CONCLUDING REMARKS  Higher Education now: • Globalized • No boundaries • Open and interconnected • Various Stakeholder contribution to Curriculum development • Manifest ICT inclusion • Market/job driven curriculum
  • 13. PLATO GROUP MEMBERS  Involved in teaching: • Foundation Computing courses • Foundation Language courses • Degree Mathematics courses. Avinesh Prasad, Rakesh Raju, Virendra Prasad, Vijay Prasad University of the South Pacific. 2015
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