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Widening Participation and Disruption Professor Belinda Tynan, Pro-Vice Chancellor (Learning and Teaching) The Open University.

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Presentation on theme: "Widening Participation and Disruption Professor Belinda Tynan, Pro-Vice Chancellor (Learning and Teaching) The Open University."— Presentation transcript:

1 Widening Participation and Disruption Professor Belinda Tynan, Pro-Vice Chancellor (Learning and Teaching) The Open University

2 Challenges for the Conference What new models of partnership and curriculum delivery are addressing social inequality and what evidence is there of impact? Can we revisit curriculum theory to look afresh at redressing differential success rates for different groups in society? What is the impact of curriculum reform in higher education institutions and what lessons can be learned? How are students being engaged creatively in the process of improving the student experience of higher education for all students?

3 Megatrends Trends DemographicsMobility GeopoliticsSustainability Technology

4 Challenges and opportunities Challenges Globalisation Future jobs Resources Health Education Excessive consumption in the developed world Geopolitics Governance Opportunities Productively sharing benefits of growth etc. Investment in the long term Collaboration and cooperation Shared values Education- participation and access Resilience and adaptability within complexity

5 What is our calling? Conscience Character Calling Competence and craft Citizenship, conversation and capability Other?

6 HEA Principles for Learning in the Future 1.learner empowerment 2.future-facing education 3.decolonising education 4.transformative capabilities 5.crossing boundaries 6.social learning

7 pedagogies for complexity, uncertainty and change

8 Knowing diversity: The role for Learner Analytics

9 A pedagogy for widening participation On the goMotivation

10 Adult LT Knowles Motivation and Self determination Deci & Ryan Persistence Adults need to know the reason for learning something (Need to Know) Humans are inherently proactive with their potential and mastering their inner forces (such as drive and emotions). students with high levels of conscientiousness develop focused learning strategies and appear to be more disciplined and achievement-oriented. Experience (including error) provides the basis for learning activities (Foundation). Humans have an inherent tendency towards growth, development and integrated functioning. Interactionalist theory (1975) Tinto pre-entry characteristics Adults need to be responsible for their decisions on education; involvement in the planning and evaluation of their instruction (Self-concept). Optimal development and actions are inherent in humans but they don’t happen automatically. Student Integration Model (1975) Grayson and Grayson -academic and social integration (transactional) Adults are most interested in learning subjects having immediate relevance to their work and/or personal lives (Readiness). Focus our efforts on creating environments (at our workplace, schools, home) for our innate psychological needs to flourish Non cognitive factors "positive self-concept, realistic appraisals, preference for long-term goals and leadership“ Grayson & Grayson, 2003, p. 21 Adult learning is problem-centered rather than content-oriented (Orientation). Adults respond better to internal versus external motivators (Motivation). Human beings have an innate drive to be autonomous, self- determined yet connected to one another. When these conditions are met, internal drive is liberated and people achieve more and live richer lives. Student engagement a) student time, effort and engagement with academic and social activities b) organisational resource deployment that induces students towards persistence, satisfaction, learning and graduation. Harper & Quaye, 2009

11 Dialogue = interaction ( not interactivity) = engagement Ensuring that dialogue is personal, tailored to the individual and is dynamic, helps to bridge the transactional gap Learner-teacher dialogue which develops a high degree of interactivity and participation is critical for success More likely that where dialogue occurs, learning outcomes will be stronger and learners will do better a high degree of interactivity and participation Online education environments offer the opportunity for increased interaction (dialogue) opportunities dynamics of interpersonal communication and theories of immediacy overlay with interaction positive social and educational benefits Interaction as a transaction (dyadic) or on a continuum with substantive dialogue? Engagement= persistence

12 What affects dialogue? Learning Design - level of structure Shared responsibility for learning Extent of learner control over teaching and learning Flexible, systematic, consistent learning design Learner context Teacher attributes Perceived value of learning Learner/ teacher motivation Extent of study skill development Opportunity to develop knowledge Peer interaction & peer generation of knowledge Dependent or self- directed learners Perceived value of learning

13 Disruption in practice: Free and open learning

14 16, ,721 9,014 3,272 4,538 7,960 What is The Open University, UK? 14 Open Distance Blended Online Scale Quality Research Broad Curriculum Part time Fee based Loans available Inclusive with Free 14

15 “Advancement and dissemination of learning and knowledge … to promote the general wellbeing of the community.” OU Charter 15 Why do we do free learning?

16 “Advancement and dissemination of learning and knowledge … to promote the general wellbeing of the community.” OU Charter 16 What do we do with free learning?

17 17

18 18 Reach new learners

19 Channels

20 315m viewing / listening events. 24 TV/radio series co-produced across most channels each year. 21m iPlayer downloads. Inspirational Broadcast Free Learning 396k print items distributed for free by the OU, e.g. 200k ordered Frozen Planet poster. Print 1.7% of broadcast viewers engage in the next step, e.g. 2.9% of Frozen Planet viewers took the next step with the OU. 600k clicked through to the OU from the BBC, e.g. 19k took free OpenLearn Frozen Planet course. 11m visitors to free OU learning online. 60m downloads on iTunes U. Largest YouTube presence of any EU university. Over 10,000 hours of free learning materials. 13% of visitors to OpenLearn enquire about studying with OU, e.g. the Frozen Planet course was fully subscribed. Qualifications High performing output: average AI 86 BBC and the OU: A Powerful Partnership Engaging millions in learning for over 40 years

21 Disruption in practice: Citizen Science - The Open Science Lab

22 New Opportunities in Open Education OpenLearn Works Underway: The OU has a pilot project which copied OpenLearn and provided a free public space for people to run their own free learning projects. TESSIndia, HEAT, Gates Foundation and other projects use this as a development and hosting space. We will add: more content on OER capacity building, MOOC presentation capability, multi-format (including eBook) publishing tools and new support mechanisms like badging Hub for Free Learning capacity building…

23 Challenges for the Conference What new models of partnership and curriculum delivery are addressing social inequality and what evidence is there of impact? Can we revisit curriculum theory to look afresh at redressing differential success rates for different groups in society? What is the impact of curriculum reform in higher education institutions and what lessons can be learned? How are students being engaged creatively in the process of improving the student experience of higher education for all students?

24 Learning and Teaching The Open University Walton Hall Milton Keynes MK7 6AA


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