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Data, Technology, and the Great Unbundling of Higher Education
Ryan Craig, Allison Williams, EDUCAUSE Review, Aug 27, 2015

Unlike the dull-as-dishwater set of priorities listed by Kenneth Green, this post has some more exciting projections about the future of technology in higher education. But it should be noted that this comes at a cost - a crisis in traditional institutions, a crisis that has been slow to develop but is now approach a crest: "In a survey of 368 small private colleges and midsize state universities, 38 percent failed to meet their 2014–15 budget for both freshman enrollment and net tuition revenue.... Like the retailer and restaurant markets, the middle of the higher education market is being hollowed out from both the top and the bottom."

Let's look at what we can do if we get it right:

  • Accessibility - "Yet before digital delivery transformed distance learning to online degrees, accessibility was not universal."
  • Affordability - "the real higher education story of the decade is the crisis of affordability. Current and recent students amass unprecedented debt loads by the time they graduate....  online delivery should be a solution to the crisis of affordability." - "Solving for Affordability: Competency-Based Learning"
  • Efficacy - "If any product or service should be designed so that a stoned freshman can figure it out, it should be higher education." - "Solving for Efficacy: Adaptive Learning and Gamification"

This is a good article. I don't necessarily agree that competency and cradle-to-job design is the way of the future, but there is no question the 'unbundling' described by the authors is. 

"In an era of unbundling, when colleges and universities need to move from selling degrees to selling EaaS subscriptions, the winners will be those that can turn their students into "students for life"—providing the right educational programs and experiences at the right time. This becomes possible when individuals own their competencies and allow institutions to manage their profiles, suggesting educational programs and even employment." Oh - but are universities ready for that?

Beginning the Fourth Decade of the "IT Revolution" in Higher Education: Plus Ça Change
Kenneth C. Green, EDUCAUSE Review, Aug 27, 2015

For many reasons which are off topic to this newsletter, I don't think productivity is the measure we should use to assess the impact of computer technology. Productivity is the measure of the old economy. And I'm not sure I agree with these priorities as reported in EDUCAUSE Review, but I feel duty-bound to report them (quoted):

  • User Support. Colleges and universities across all sectors must commit to major improvements in user training and support.
  • Assessment. Opinion and epiphany cannot be allowed to dominate the conversations about institutional IT policy and planning.
  • Productivity. It is now time for academic leaders, including higher education's IT leadership, to have frank, candid, and public conversations about productivity
  • Online Education. Institutions must commit to significant and sustained efforts to evaluate their online efforts.
  • Recognition and Reward. We must move to an expansive definition of scholarship in order to value the efforts of faculty.
  • Data as a Resource. Higher education institutions must stop using data as a weapon against students, faculty, and programs.
  • The Value of Information Technology. Institutional leaders must do a better job of conveying the value and impact of higher education's investments in information technology.

Honestly, none of this excites me. None of this has anything to do with making people's li8ves better or  making society better. It's a list of priorities for accountants. Maybe if the author weren't so ambivalent about education and technology (and maybe if the presidents, provosts and CIOs surveyed had more of an investment in it) we'd see something more exciting. But this just leaves me empty.

Designing Personal Learning Environments
Stephen Downes, Google Docs, Aug 27, 2015

This is the outline I used for the 'Designing Personal Learning Environments' workshop we held at the University of Guadalajara today. We fit the exercises into a four hour period which made it very fast-paced and intensive. I think it went pretty well. So I have two requests: first, if you have comments or suggestions on how to improve this process, please add them to the document (it's in Google Docs). And second, if you use this model (or something like it) for an activity of your own, please share with me the persona sheets created by participants. If you can (it's not required, but would be nice).

Far from bust: five ways MOOCs are helping people get on in life
Lisa Harris, Manuel León Urrutia,, Aug 27, 2015

According to the article, "Massive Open Online Courses (MOOCs) – free, short courses made available to everybody online – were expected to herald the end of higher education as we knew it when they began. But the hype soon died away and critics bemoaned the fact that learners quickly lost enthusiasm and dropped out in large numbers." But with MOOCs receiving so much criticism recently, it is worth pointing to the very substantial ways they have improved education over the last half-dozen years or so (quoted):

  • Many institutions, are using MOOCs to develop high quality online learning materials
  • learners are using MOOCs to enhance their attractiveness to employers
  • in-campus programmes that have a MOOC versions running alongside
  • MOOCs are making learning more engaging
  • MOOCs are opening up educational access

If someone had said to me that these could be achieved in the six years following CCK08, I would have been enthusiastic and pleased. I still am.



Responding to Free
Ashley A. Smith, Inside Higher Ed, Aug 27, 2015

Who is surprised that a free college education would be popular? This article is about the Tennessee Promise program, suddenly flush with students, that is one of the standard-bearers for the new free college program in the U.S. "Tennessee has been hailed for its statewide initiative and is the basis for President Obama's America's College Promise ... Oregon will become the second state to offer a similar statewide program." Free education and affordable health care? Blame Obama.

Online and Open Learning for Social Change
Contact North, Aug 27, 2015

This post is subtitled "What We Can Learn From The Gűlen Movement" and I confess, I have not heard of the Gűlen Movement before. The Gűlen Movement "is a worldwide civic initiative rooted in the spiritual and humanistic traditions of Islam and inspired by the ideas and activism of Mr. Fethullah Gűlen – named by Time magazine as one of the most influential people in the world in 2013." And it's another one of those movements founded around character: "Education is not just about learning a concept. It’s about learning values, to be a person… and betterment of the individual toward a positive change in society." Sorry, no. No matter how ideal the values, a movement based in making everybody somehow the same is to me a non-starter. I personally believe in the value of things like social action - but it should be a choice, not a requirement; a mechanism, not an outcome.

Can Pearson, Flush With $2 Billion in Cash, Buy Trust?
Anya Kamenetz, Education : NPR, Aug 27, 2015

Pearson is flush with cash after having sold off the Economist group and Financial Times. In a well-written and informative article Anya Kamanetz suggests that Pearson may be looking to rebuild trust. As Audrey Watters says, it's not exactly a beloved brand. And how to rebuild trust? "What might really improve perceptions of the company and conditions for learners is more good old-fashioned market competition," writes Kamanetz. Maybe. But if Pearson sent a few million of its newly found billions my way I would give them another alternative: neutral broker. Instead of trying to succeed in the marketplace, be the marketplace.

Head back to school with new features in Google Classroom
Google for Education, Aug 27, 2015

Google has upgraded its Classroom tool, squeezing LMS vendors just a little bit more. It includes question-driven discussions, reuse of posts, calendar integration, and more. Best of the comments: "Teachers cannot open this site on campus; blogs are blocked by filter." Motivation, maybe, for Google to keep developing its classroom platform.

Links and Resources

(presentations include slides and audio recordings)
RSS Feed:

Key Articles

Scholarly Articles

Cites:294 Educational Blogging (Local copy)
264 Learning objects: Resources for distance education worldwide (Local copy)
134 E-learning 2.0 (Local copy)
126 Models for sustainable open educational resources (Local copy)
88 The future of online learning (Local copy
75 Learning networks and connective knowledge (Local copy)
70 Design and reusability of learning objects in an academic context: A new economy of education (Local copy)
59 Resource profiles (Local copy)
40 Learning networks in practice (Local copy)
33 Semantic networks and social networks (Local copy)
35 An introduction to connective knowledge (Local copy)
27 Design, standards and reusability (Local copy)
23 EduSource: Canada's learning object repository network (Local copy)
22 An introduction to RSS for educational designers (Local copy)

(Cites from Google Scholar for an H-Index = 14)

Recent Popular Articles

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Connectivism and Transculturality, May 16, 2010.
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The Cloud and Collaboration, June 15, 2009.
Critical Thinking in the Classroom, June 5, 2009.
The Future of Online Learning: Ten Years On, November 16, 2008.
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About Stephen Downes

Stephen Downes is a senior researcher for Canada's National Research Council and a leading proponent of the use of online media and services in education. As the author of the widely-read OLDaily online newsletter, Downes has earned international recognition for his leading-edge work in the field of online learning. He developed some of Canada's first online courses at Assiniboine Community College in Brandon, Manitoba. He also built a learning management system from scratch and authored the now-classic "The Future of Online Learning".

At the University of Alberta he built a learning and research portal for the municipal sector in that province, Munimall, and another for the Engineering and Geology sector, PEGGAsus. He also pioneered the development of learning objects and was one of the first adopters and developers of RSS content syndication in education. Downes introduced the concept of e-learning 2.0 and with George Siemens developed and defined the concept of Connectivism, using the social network approach to deliver open online courses to three thousand participants over two years.

Downes has been offering courses in learning, logic, philosophy both online and off since 1987, has 135 articles published in books, magazines and academic journals, and has presented his unique perspective on learning and technology more than 250 times to audiences in 17 countries on five continents. He is a habitual photographer, plays darts for money, and can be found at home with his wife Andrea and four cats in Moncton, New Brunswick, Canada.


Stephen Downes travaille pour le Conseil national de recherches du Canada, où il a servi en tant que chercheur principal, basé à Moncton, au Nouveau-Brunswick, depuis 2001. Affilié au Groupe des technologies de l'apprentissage et de la collaboration, Institut de technologie de l’information, Downes est spécialisé dans les domaines de l'apprentissage en ligne, les nouveaux médias, la pédagogie et la philosophie.

Downes est peut-être mieux connu pour son bulletin quotidien, OLDaily, qui est distribué par Internet, courriel et RSS à des milliers d'abonnés à travers le monde. Il a publié de nombreux articles à la fois en ligne et sur papier incluant The Future of Online Learning (1998), Learning Objects (2000), Resource Profiles (2003), et E-Learning 2.0 (2005). Il est un conférencier populaire, apparaissant à des centaines de manifestations à travers le monde au cours des quinze dernières années.

Vision Statement

I want and visualize and aspire toward a system of society and learning where each person is able to rise to his or her fullest potential without social or financial encumberance, where they may express themselves fully and without reservation through art, writing, athletics, invention, or even through their avocations or lifestyle.

Where they are able to form networks of meaningful and rewarding relationships with their peers, with people who share the same interests or hobbies, the same political or religious affiliations - or different interests or affiliations, as the case may be.

This to me is a society where knowledge and learning are public goods, freely created and shared, not hoarded or withheld in order to extract wealth or influence. This is what I aspire toward, this is what I work toward.

Canadians who gave their lives in service in Afghanistan

Hundreds of my IAAF Track & Field Photos from Moncton 2010

My calendar

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