Mutações pedagógicas num mundo low-cost
José Manuel Martins Ferreira
Vice-Reitor, Universidade do Porto [ jmf@reit.up.pt ]
(Gestão da Informação, Tecnologias
Educativas, Qualidade e Melhoria Contínua)
(disponível online em http://goo.gl/nvPJpq)
Federação Académica do Porto | Braga | 17 de outubro de 2014
Percurso
O problema do custo
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“The economic urgency around higher education is undeniable: the price of tuition has soared; student loan debt now exceeds $1 trillion and is greater than credit card debt; the dollars available from government sources for colleges are expected to shrink in the years to come; and the costs for traditional institutions to stay competitive continue to rise.
Fonte:
Hire Education, Weise & Christensen, Clayton Christensen Institute for Disruptive Innovation, 2014 (p. iii).
“At the same time, more education does not necessarily lead to better outcomes. Employers are demanding more academic credentials for every kind of job yet are at the same time increasingly vocal about their dissatisfaction with the variance in quality of degree holders.”
Fonte:
The Chronicle of Higher Education, Almanac 2014-15
Fonte:
The Chronicle of Higher Education, Almanac 2014-15
Fonte:
Final Report of the MIT Task Force on the Future of MIT Education, July 2014 (p. 25).
Low-cost vs.
inovação disruptiva
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Inovação disruptiva
“A disruptive innovation gains traction by initially offering simpler, more affordable, and more convenient products and services to nonconsumers, people for whom the alternative is nothing at all.”
(Exemplos: Primark, RyanAir, …)
Fonte:
Hire Education, Weise & Christensen, Clayton Christensen Institute for Disruptive Innovation, 2014 (p. 1).
O conceito de não-consumidor
(...) established institutions cannot help but develop sustaining innovations that carry them up-market because, like most businesses, they are comprised of four basic and deeply interdependent components.
Fonte:
Hire Education, Weise & Christensen, Clayton Christensen Institute for Disruptive Innovation, 2014 (p. 4).
Modelo de negócio
Value proposition
A product that helps customers do more effectively, conveniently, and affordably a job they’ve been trying to do
Revenue formula
Assets and fixed cost structure, and the margins and velocity required to cover them
Resources
People, technology, products, facilities, equipment
Processes
Ways of working together to address recurrent tasks in a consistent way; training, development, budgeting, planning, etc.
Fonte:
Hire Education, Weise & Christensen, Clayton Christensen Institute for Disruptive Innovation, 2014 (p. 4).
Lufthansa & Germanwings
Open University UK & FutureLearn
O caso do ensino superior
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Because the conditions are ripe for disruption now, universities are in a perilous position, as they are unable to respond naturally from within and are playing a game that opens up more disruptive opportunities from below.
Fonte:
Hire Education, Weise & Christensen, Clayton Christensen Institute for Disruptive Innovation, 2014 (p. 8).
Solution shop
Diagnoses and solves unstructured problems (e.g. knowledge creation or research)
Traditional brick-and-mortar university
Value-added
process business
Adds value to something that is incomplete or broken (e.g. knowledge proliferation or teaching)
Facilitated user
network
Enables exchanges among participants (e.g. social growth)
Fonte:
Hire Education, Weise & Christensen, Clayton Christensen Institute for Disruptive Innovation, 2014 (p. 8).
The initial wave of fully online universities centered on a narrower job to be done that helped students conveniently pursue a degree or certification while working. These nonconsumers, or nontraditional students of higher education, had little need for the transition to adulthood that came with a residential college experience.
Another wave of disruptors has since followed and displaced convenience with price as a primary factor in people’s decision-making.
Fonte:
Hire Education, Weise & Christensen, Clayton Christensen Institute for Disruptive Innovation, 2014 (p. 49).
Through online and blended learning environments, MIT can reach more learners, but it must address concerns about the impact on faculty teaching loads, and experiment with possibilities to leverage faculty time. Online experiences present new opportunities for envisioning educational roles for the future. For example, the roles of MITx instructor and MITx student may exist in 2020.
Fonte:
Final Report of the MIT Task Force on the Future of MIT Education, July 2014 (p. 22).
Mutações pedagógicas num mundo low-cost
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The way in which students are accessing material points to the need for the modularization of online classes whenever possible. The very notion of a “class” may be outdated. (...) The unbundling of classes also reflects a larger trend in society – a number of other media offerings have become available in modules, whether it is a song from an album, an article in a newspaper, or a chapter from a textbook.
Fonte:
Final Report of the MIT Task Force on the Future of MIT Education, July 2014 (p. 13).
Just like many of the for-profit universities, SNHU tries to maximize efficiencies and scale up everything it does to drive down costs. At SNHU, online courses are created centrally and then farmed out to a small army of adjuncts hired for as little as $2,200 a class. Those adjuncts have scant leeway in crafting the learning experience.
Fonte:
Gabriel Kahn, The Amazon of Higher Education, Slaton, 2014.
Fonte:
The Chronicle of Higher Education, How CIOs and Faculty view Technology and the Future of HE, 2014.
Fonte:
Gartner Hype Cycle for Education, July 2014.
Obrigado pela
vossa atenção!
José Manuel Martins Ferreira
Vice-Reitor, Universidade do Porto [ jmf@reit.up.pt ]
(Gestão da Informação, Tecnologias
Educativas, Qualidade e Melhoria Contínua)
(disponível online em http://goo.gl/nvPJpq)
Federação Académica do Porto | Braga | 17 de outubro de 2014