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매체속성 이론
교수이론
Bowon Kim
Coordinator, Research Network 1
ASEM Education and Research Hub for Lifelong Learning
Professor, Korea National Open University
매체속성 이론
교수이론
Restructuring Higher Education
in the Digital Age
ASEM FORUM ON LIFELONG LEARNING 2015
9-12 March 2015, Bali, Indonesia
Contents
3
1. Instructional innovation through the digital
technology
3. Digital revolution and HE: the South Korean case
2. Higher education in the Asian perspective
4. Conclusion and some final thoughts
매체속성 이론
교수이론
Instructional Innovation
through the Digital Technology
Digital Technology
5
Digital
Networked
Mobile
Digital Technology
6
Digital
Possibility of compressing the
size of analogue signals
Expansion of the capacity to
store, manipulate, and
manage data
Easy mixture of different
types of signals
Facilitating the use of
multi-media
Digital Technology
7
Networked
Connection of people and
things
Acceleration of dynamic
communications among them
Digital Technology
8
Mobile
Ubiquitous data access, use,
and creation
Elevated freedom from the
limit of time and space
Digital Technology
9
Digital
Possibility of
compressing the
size of analogue
signals
Expansion of the
capacity to store,
manipulate, and
manage data
Mixture of different
types of signals
Emergence of
multi-media
Connection of
people and things
Acceleration of
dynamic
communications
among them
Ubiquitous data
access, use, and
creation
Elevated
freedom from the
limit of time and
space
Networked Mobile
Instructional Innovation
through the Digital Technology
10
Emergence of new ways
of learning & teaching
Massive production & consumption
of educational contents
Personalization or customization
of education into specific needs
Instructional Innovation
through the Digital Technology
11
Emergence of new ways of learning & teaching
employing different methods or
strategies for the educational
practices
in-class vs. out-of-class contexts
flipped classroom
blurred boundaries between online
and offline context, and hybrid forms
of communicational modes
Diverged Practices
Reversed Frames
Converged Modes
Instructional Innovation
through the Digital Technology
12
Massive production & consumption
of educational contents
Diverged Practices
Reversed Frames
Converged Modes
Instructional Innovation
through the Digital Technology
13
Personalization or customization
of education into specific needs
Online tutorial
and mentoring
Giving students
options
Customized
contents
Automatic
basic- skills
practice
Pretesting
students’ prior
knowledge
Immediate
feedback
Instructional Innovation
through the Digital Technology
14
Open access
Sharing high quality
educational contents
Synergetic network of
teachers, learners, and other
bodies of education
Digital
technology
opens up
“education
for all”
Realizing the ideal that people
can learn whatever, whenever,
& wherever they want
Digital Technology in Higher Education
15
Inside the
classroom
operating LMS
submitting papers
checking plagiarism
using digital devices
Outside the classroom
new providers
in HE
enhancing
collaboration
widening
globalization
open
educational
resources
Plagiarism Checker at KNOU
16
Student A Student B
매체속성 이론
교수이론
Higher Education
in the Asian Perspective
Higher Education in the Asian Perspective
18
As of now, MOOCs are the latest point of contact where the higher education and the digital technology meet.
However, it will take some time for MOOCs to be recognized and provided as staple goods in the higher education market.
Higher Education in the Asian Perspective
19Source: UNESCO Institute for Statistics, 2014
Higher Education in the Asian Perspective
Expansion: “expanding out, expanding up”• 106 million tertiary students in AP (2012),
153% increase since 2000
Diversification: types of institutions and funding sources • Private HE fastest growing sub-sector: more than 30%
enrolment in Asia
Technological Advances: ICT-enabled modalities
Internationalization: students, staff, programs and institutions
20
Source: UNESCO Asia and Pacific Regional Bureau for Education
Expansion of HE in China
21
Development of new entrants and total enrolment in higher education (1998-2010) in China (in million)
Source: MoE, People’s Republic of China
Expansion of HE in India
22
Source: Government of India (2012), Higher education in India: Twelfth Five Year Plan (2012–2017) and beyond
CARG: Compound Annual Growth Rate
Expansion of HE in Asia
23
Over the past four decades, global higher education
enrolment increased from 32.6 million in 1970 to
182.2 million students in 2011, 46% of which was in
the East and South Asia region in 2011 (UIS, 2013).
In China, Lao People’s Democratic Republic, Malaysia,
Nepal and Sri Lanka, the gross enrolment ratios for
Bachelor’s programmes have increased over 10 times
over the past four decades.
(excerpts from the above UIS 2014 report )
Consequences of Expanding Access
24
Financial pressure on higher education system
Growing private higher education
More cost to students and their families
Hiring of less-qualified instructional staff
Worsening student-instructor ratios
Erosion of library and laboratory facilities
Rising unemployment of the college graduates
(excerpts from the above UIS 2014 report )
Consequences of Expanding Access
25
the Case of South Korea
ExpandingHigher
Education
Technological Advances
The Korean Case: Technological Advances
26
Gross Enrolment Ratios for Bachelor’s
Programmes, between 1980 and 2011
27
매체속성 이론
교수이론
Digital Revolution and HE
The Case of South Korea
Gross Enrolment Ratios for Bachelor’s
Programmes, between 1980 and 2011
29
“Educational Fever” in Korea
30
“the belief in the transformational value of formal education.” vs. “the increased competition between the students”
The educational fever resulted from the complex interaction of traditional Confucian attitudes andnew egalitarian ideas introduced from the west.
The educational fever has contributed to Korea’s rapid economic growth since 1960s and its shift to democratization.
Source: Education Fever: Society, Politics, and the Pursuit of Schooling in South
Korea, by Michael J. Seth.
“Educational Fever” in Korea: income gap
31
OECD countries’ income gap between high school graduates and tertiary education graduates
South Korea
UK
France
Finland
Canada
Norway
New Zealand
High School Graduates’ income: =100
Increasing Tuition for HE
32
Annual college tuition change
Unit: ten thousand won
Source: Sanghee Kim (A member of Korean National Assembly )
480513
547579
609648
692739 742 754
243 262282
309330
360394
427 438 444
0
100
200
300
400
500
600
700
800
2001 2002 2003 2004 2005 2006 2007 2008 2009 2010
Private
Public
approximately US $ 7,000
Korea
National
Open
University Distance education
institutions
for credit
bank
Cyber
Universities
Growth of Onlinoe Education: Degree
Level n
33
Digital Revolution in Higher Education
0
10000
20000
30000
40000
50000
60000
70000
80000
90000
100000
1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010
Bachelor's Degree
Associate Degree
Online Education Enrollment
for Credit Bank
34
unit: persons
11,48911,732
19,31521,442
24,92427,971
42,105
51,522
69,055
83,169
95,520 96,574
The Rise of Cyber Universities in Korea
35
The background- meeting of digital technology and higher education- the result of rising interest in lifelong learning
First cyber universities established in 2001 Tuition fee: around one third of traditional
universities As of 2014, 110,000 students studying at 18
cyber universities 100% online and private universities
Cyber Universities in Korea
36
Implications of Cyber Universities
37
Satisfying adult learners’ practical needs
Stimulating traditional universities to a new
direction
Promoting lifelong learners’ career development
Creating a new culture of “learning community”
Fulfilling the national policy on HRD
Suggestions for a New Model :
Co-evolution of HE and LL
38
Students
Young graduates
of high schools
Adults who already
has a BA or a
higher degree
Suggestions for a New Model :
Co-evolution of HE and LL
39
Teachers
ProfessorsVarious experts
including peer
adult learners
Suggestions for a New Model :
Co-evolution of HE and LL
40
Contents
Academic domain
knowledge
Professional &
practical knowledge
Suggestions for a New Model :
Co-evolution of HE and LL
41
Duration
of courses
Semester or
quarter systemFlexible periods
Suggestions for a New Model :
Co-evolution of HE and LL
42
Campus
Offline Online or blended
Suggestions for a New Model :
Co-evolution of HE and LL
43
Class
schedule
Fixed time tableNo or flexible
time table
Suggestions for a New Model :
Co-evolution of HE and LL
44
Accreditation
DegreeCredit, certificate,
diploma, or etc.
Crisis of Traditional Universities:
Decreasing School Aged Students
45
years
The entrance quota of universities &
high school graduates
0
10
20
30
40
50
60
70
2013 2018 2023 2025 2030
631,835
549,890
405,172
entrance quota
: 559,036
High School Graduates
Source: the Ministry of Education of Korea
Crisis of Traditional Universities:
Restructuring Higher Education
46
Owing to the decreasing high school graduates, Korean government plans to cut down the university entrance quota by 160,000 for the next nine years.
Traditional universities try to minimize the reduction and one of their strategies is to compete with open and cyber universities for recruiting adult students.
Improper Management of
Cyber Universities
47
Criticism against cyber universities:
Inflation of academic credit Employing unqualified professors Accounting scandals and fraud Insufficient student services Improper management of online assessment------------------------------------------------------------------ all of them private universities, somewhat
outside the government regulation
매체속성 이론
교수이론
Conclusion and Some Final Thoughts
Keywords
49
The Digital Technology
The Higher Education
The Asian Perspective
The Case of South Korea
Cyber Universities
Restructuring Universities
Conclusion and Some Final Thoughts
50
Digital technology has brought out significant changes in the higher education and promises more possibilities for enhancing it.
Convergence of HE and LL will be a new agenda in restructuring of the traditional system of HE, and the digital technology will accelerate the speed up.
Conclusion and Some Final Thoughts
51
However the use of technology should be made with the elaborate consideration of each country’s socio-cultural differences and particularities.
In the Asian perspective, digital technology could work as one of the important means of meeting the rising demands of higher education.
Conclusion and Some Final Thoughts
52
As negatively shown in the Korean case, the application and adaptation of them should be accompanied by the strong will to acquire the quality assurance.
The demographic characteristics should be one of the main factors, when planning to restructure the university system with regard to the digital technologies.
k
Beyond Expectation & Control
53
Self-organizing and
learning system
Chaotic trajectories
of evolution
Neither expectable
nor controllable
Understanding
HE
as a complex
adaptive system
매체속성 이론
교수이론
매체속성 이론
교수이론
매체속성 이론
교수이론