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Table of contents
Add to this equation a potential student, very much a consumer, who is comfortable with technology and accustomed to getting information from a variety of online sources. In addition, with more visibility into options, as with other aspects of their lives, consumers are seeking out those that match their preferences for faster, more flexible, or more experiential formats. Finding new ways to empower learners and support their unmet lifelong learning needs is an attractive opportunity for new entrants. These new entrants in education are unlikely to look like the incumbents; lowered barriers allow competitors to offer individual components of what traditional institutions four- and two-year colleges, vocational schools, and corporate training provide.
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New entrants are innovating all along the learning spectrum. A rich ecosystem of unorthodox learning providers is emerging at the edges to experiment with technologies and approaches—in some cases to try to deliver a component of traditional education in new ways that reduce costs, improve effectiveness, or increase accessibility faster, on demand ; and in some cases to offer something entirely new with different goals that cannot necessarily be judged by traditional metrics of time-in-seat, completion, or assessment scores. In particular, we study the way these forces have shifted consumer power and preferences, how they have lowered barriers to new entrants in education and opened the doors to innovation in learning, and the platforms that have come out of these forces.
One potent example is the availability of financing for education technology. The growth of venture funding in this space is allowing more entrants with potentially disruptive technologies in content creation, access, tools, and formats to directly impact lifelong learning. Platforms such as Udemy and Udacity have opened a content creation ecosystem that was originally restricted to academics, administrators, and publishers to include new entrants such as engineers, designers, data scientists, coaches, and others with a desire to share their expertise.
While the offerings in education technology are still nascent, and many will fail to either become viable business models or provide long-term value to learning, the increased investment in the informal learning space signals consumer and market appetite for learning experiences that extend beyond an education bound by time or location. While access to financing has become relatively less of a hurdle, other barriers remain, not impassable but not yet negligible. The desirability and superiority of a four-year college education is deeply embedded in American culture and policy, with the consequence that even the best alternative forms of education are viewed as inferior compromises.
As a result, and with the notion of meritocracy, the higher education conversation tends to revolve around access and outcomes. For new entrants to gain traction, they will have to overcome the barriers around brand, acceptance by employers, and comfort with non-authoritative sources of learning and warranting. Currently, new entrants primarily exist in parallel to traditional postsecondary education institutions, but they are beginning to compete with traditional paths. New entrants are emerging in five arenas, mostly centered around the individual:. As the barriers to innovation have been lowered, new entrants and incumbents have innovated in four different areas, each of which transforms learning into more of a flow-oriented activity figure 3.
None of these emerging innovations is likely to supplant traditional education on its own. Collectively, however, they represent a rich and growing ecosystem of providers and learning opportunities that have the potential to disrupt education. The Internet has democratized learning by increasing access to content for a growing population of learners. This accessible content, structured both as formal educational content and informal informational content which is ever growing and includes platforms such as YouTube and discussion boards , is the basis of virtual knowledge flows.
In a networked era, learning can be more flow-oriented, opening both content and content creation to a larger pool of people. OER is part of a global movement toward increasing access to content, enabling knowledge to flow and be built upon rather than commoditized. In , in an effort to reduce costs to students, the University of Minnesota created a tool to help faculty find more affordable textbook options.
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The Open Academics catalog, with over 84 open textbooks, is the first of its kind and is available to faculty worldwide. While OER is primarily focused on materials, which can be mixed and modified but are not, in and of themselves, developed as full courses, MOOCs are full courses or mini-courses developed and guided by an instructor and designed for large-scale participation. The OER movement has largely focused on improving access to content for instructors, while MOOCs expand access to an educational experience through digital learning platforms.
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For example, a course on machine learning, taught by Professor Andrew Ng of the Stanford Artificial Intelligence Lab, is now available for free to 4. OER still needs to find answers to the problems of credibility and validation such as peer review while maintaining timeliness, diversity, and quality of content. MOOCs also, rather than replacing instruction, are coming to be understood as a tool for delivering certain types and levels of content in the most cost-effective way and as a supplement to in-person, expert-guided learning and practice.
OER and MOOCs serve as stepping stones for rethinking how content can be developed, structured, and delivered to the global masses. In some parts of the world, they represent convenience—learning on demand—while in others, they are revolutionary.
The Lifetime Learner
By democratizing accessibility to content, in terms of both the number of learners and number of courses available, learning shifts from being a protected stock-based resource to a flow where learners from the broader ecosystem can engage with previously unavailable information.
One of the most profound effects of learning in a networked age is the importance of social learning. As such, learning institutions should focus less on what the individual is learning than on how the individual is learning. From physical collaboration settings such as libraries and coworking spaces to virtual collaboration settings forums, blogs, online communities , the ability for the individual to interact with others through multiple channels is expanding.
Increasingly, we see a movement toward communities of social learning that focus on interaction and engagement beyond the four walls of a traditional learning institution. For example, at events such as Meetups, learners can interact with others from different backgrounds, getting exposed to serendipitous learning opportunities and, potentially, new collaborators with whom they can take on challenges. In the ongoing evolution of MOOCs and other digital learning, organizations are experimenting with Meetups to fill the role of the social learning environment that is characteristic of the traditional college experience.
Meetup, founded in , is an online social networking portal that facilitates offline group meetings in various locations around the world. Online education provider edX has over 40 Meetup communities around the world, while Udacity has These Meetups create a physical environment for learners to gather and engage with the content together; they are directed by the learners according to their needs. For example, a learner might create a study group Meetup for an Introductory Software as a Service course and schedule the meetings for every Sunday in Palo Alto; nine or so other learners from different backgrounds might attend regularly to ask questions, share ideas, and meet others who want to explore challenges related to the topic.
It remains to be seen whether, lacking the formal structure or grade incentives of traditional education, these self-directed gatherings can fill the need for social learning among the broad learner population because they rely on the personal motivation and initiative of the individual, which may be less well-developed in some learner populations.
Social communities, combined with online content and resources such as the Meetups, are a step forward in providing social context for lifelong learning in non-traditional settings. The drawback with social communities is that some lack content or structures to use the community effectively as a mechanism for collaboration. The next step lies in creating communities of discovery where new content is created through collaboration. Creation spaces are intended to bring learners together in the creation of new knowledge.
Rather than focusing a discussion on content, learners within the creation space work together to create their own content and gain new insights, while the creation space connects individuals to a richer learning environment that encourages interactions. Creation spaces require three key ingredients: a critical mass of participants, the co-evolution of interactions within the team and with a broader set of participants, and an environment that supports various layers of activities. In WoW, performance is measured in terms of experience, while the degree of complexity and challenge increases with advancement through the game.
WoW created a platform for learning where players innovated together and developed new knowledge. While the new knowledge pertained to advancing to new levels in the game, players across different backgrounds worked together to overcome new experiences and learn. What traditional learning institutions can learn from WoW is how to construct an environment that continually challenges its participants. As education technology investments have increased, so have new ways to warrant the quality of learning beyond grades, certificates, and degrees. Traditionally, the validity of a learning experience was based on the credibility of the institution, as determined by nationally recognized accreditation agencies.
In the emerging learner-centric landscape, learning is more utility-oriented than authority-based. With the recognition that even recent college graduates are often not employed in their fields of study if employed at all , and the widespread sentiment of employers that students are ill prepared for the demands of the workforce, the grade or degree as a symbol or accurate assessment of achievement is losing ground. Instead, innovators are experimenting with portfolio-based models that allow learners to incorporate learning and mastery from informal and non-textbook, non-classroom experiences.
For example, learners using the Mozilla Development Network can be recognized for skills they learn both offline and online, and beyond their time at a formal learning institution. From Purdue University with its Passport badging platform to Mozilla with its Open Badge platform, the spectrum of what warranted learning looks like is expanding; so, too, are the people and organizations that can warrant learning. For example, corporations, new online accreditation organizations such as Degreed and Accredible 40 and individuals themselves can now carry weight in validating learning experiences.
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While badging has served as an innovative solution for capturing more skill-based learning, the impact that it will have on traditional learning institutions is unclear. According to Peter Stokes, executive director of postsecondary innovation in the College of Professional Studies at Northeastern University, one of the biggest challenges will be the normalization of badging, or the ability to create a learning currency.
In addition, if companies start investing in building their own badges, it begins to change the relationship between corporate HR and the academy, shifting power away from the academy. Case Study: UC Davis badging and skills qualification In , the University of California, Davis UC Davis launched digital badging within the sustainable agriculture program.
The badging system helped deliver the informal learning that students felt the current curriculum was not capturing. The badging system at UC Davis became the first step to creating an education portfolio for its students illustrative of projects and experiences tied to core competencies needed to excel in a particular profession. While the badges are not intended to replace grades, they are intended to make education more transparent and allow students to take more control of their learning careers. With barriers to entry and commercialization diminishing and an array of new entrants challenging traditional forms and institutions with innovations to make learning more accessible, flexible, and personalized, what are the implications for existing institutions, from higher education to educational publishing to corporate training?
Figure 4 shows the emerging landscape of unorthodox providers at the edges. Concentration will exist in the functions that operate on scale and scope, particularly with aggregation platforms, whereas fragmentation will exist within the content creation space as warranting and accrediting content becomes easier. The establishment of informal and more formal learning aggregation platforms Udacity, EdX, Khan Academy, Udemy, and even YouTube has led to an explosion of content creators.
Online service tools such as SchoolKeep, Fedora, and Skilljar provide guidance to instructors on how to create their own online learning videos, lowering the costs of producing and distributing content to serve diverse and highly specific learning needs. Combined with more liberalized warranting, the pool of content creators will likely continue to increase beyond those with a professional degree and institutional affiliation.
According to Dan Chou, director of business development at Udemy, the courses offered on the platform are filtered for quality as determined by the learners themselves. The best-rated courses appear at the front of search queries, and others drop to the bottom. Companies such as SchoolKeep, Fedora, and Skilljar make it easy for individuals to build and operate courses at their own Web domain, 46 resulting in a blurring of the line between education and e-commerce.
Online service tools enable individual instructors of all backgrounds to not just build great lectures but also develop a sales funnel for the product that is independently owned by the content creator. As fragmentation continues in the content creation space, the individual has more opportunities to continue learning beyond a traditional school setting across an increased array of subjects with timely and updated content.
Technology and the liberalization of warranting content allows business to move from traditional teacher-centered models to new models that shift the current focus on the transfer of expert-generated knowledge toward scalable learning. Investments in education technology have financed the creation of online learning platforms, which in turn have opened the doors for all types of individuals to create, distribute, and share learning content.
YouTube can be thought of as an early-stage learning aggregation platform.