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Canadian Universities and Our Digital Future: A Canadian Universities and our Digital Future A workshop by Universities Canada Nov 30 – Dec 1, 2015 Vancouver Technology Canadian Universities and our Digital Future / 1 What are the main drivers of Canadian universities’ adoption of digital technologies? 52% of institutions ranked the top driver as improved effectiveness in student outcomes, student retention, alumni relations, and services to faculty and staff. - Universities Canada, Digital Technologies Survey, fall 2015 Introduction Around the world, new digital technologies (including the Canadian University Council are transforming organizations. Digital of Chief Information Officers, Compute innovations present boundless opportunities, Canada and CANARIE). helping organizations improve their effec- tiveness, efficiency, creativity and service Speakers and panelists discussed digital delivery. Higher education is profoundly disruptors that could affect Canadian univer- affected by these transformations and sities and raised a number of questions for Canada’s universities are actively exploring senior leaders to consider: the powerful possibilities of our shared digital future. • How can we advance universities’ missions and Canada’s position as a leader in the Leaders from 25 Canadian universities partici- digital economy? pated in a Universities Canada workshop in Vancouver on November 30 and December 1, • Can technologies help provide greater 2015 to discuss the trends, opportunities and access to quality education and research at challenges in leveraging digital technologies a lower cost to students and universities? for research, university operations, and teaching and learning. The two-day event • How can Canadian universities provide featured more than a dozen speakers and more personalized education and best panelists from universities, industry and prepare students for the digital economy? the federal government, as well as from the Leadership Council for Digital Infrastructure • Given the implications and pace of disruptive technologies, how can universities remain competitive and sustainable? “The integration of Speakers noted that complacency in the digital the digital and physical era will be dangerous for companies and are creating new ways universities alike. The companies that survive today are either buying up disruptors or to engage.” developing their own innovations. But digital – Diana Oblinger, president emeritus, EDUCAUSE innovation is not limited to the private sector – the workshop highlighted key innovators in the higher education space. 2 / Canadian Universities and our Digital Future Diana Oblinger, president emeritus, EDUCAUSE Diana Oblinger, president emeritus of leaders should embrace a combination of EDUCAUSE, encouraged senior university the physical and virtual to engage both those leaders to consider a different metaphor within and outside the university, and to for thinking about technology. Rather than increase universities’ competitiveness and thinking of technology and face-to-face sustainability. interaction as mutually exclusive opposites, Canadian Universities and our Digital Future / 3 What are the top two priorities for digital teaching and learning? • Offering distance education, blended learning and MOOCs. • Investing in the technical environment for digital learners (e.g. hardware, software, platforms, networks). - Universities Canada, Digital Technologies Survey, fall 2015 Impacts and opportunities in teaching and learning Teaching and learning has changed significantly “Students learn in many in recent years, in part due to digital technolo- gies. While online courses used to be considered different ways. We need to new and innovative, they are now embedded transform ourselves to make in academic programs at many universities. sure we provide students with Participants emphasized that for today’s job market, students need to be digitally literate: various types of experiences able to use digital technologies to effectively (including experiential learn- access, evaluate, create and communicate information. ing opportunities) and not just lecture, as they can now down- Speakers and panelists highlighted the following key digital disruptors, trends and opportunities load content from anywhere.” in teaching and learning at universities today: - Vivek Goel, vice-president, research and innovation at the University of Toronto Student success through analytics Students benefit from guided pathways for courses, and help professors identify at-risk success. There are now tools based on analytics behaviour and know when to intervene. These offered by companies like D2L that help stu- tools improve student retention and reduce the dents select their major, identify appropriate time it takes to obtain a degree, lowering costs for students and universities. Mentored online experiential learning Increasingly, professors can use online tools to engage students in problem-solving for higher- order learning and to augment the face-to- face lecture environment. If students use these digital tools in a mentored setting (both professors and students can be mentors) there are significantly higher cognitive gains. The collaborative nature of mentored learning also Vivek Goel, vice-president, research and innovation at the helps foster the development of soft skills that University of Toronto employers seek in new hires. 4 / Canadian Universities and our Digital Future “The more pathways we can provide students, the more students we will help achieve their full potential.” – John Baker, president, D2L Game-based learning – as offered through Combining online courses and The Sims, a life simulation video game series, workplace practicums for example – has been effective in getting University students increasingly choose to students to work together in complex situa- enrol in a mix of campus and online courses, tions to find information and problem-solve. which offers more flexible schedules that Virtual internships are also emerging to help accommodate work and family obligations. students gain work skills and develop a profes- Digital technologies are also enabling students sional identity; students are given a role with a to combine online learning with workplace company in an online simulation environment practicums. Northeastern University in the U.S. and work with online teams to solve real-world recently announced that it will offer students challenges. U.S. studies found that these kinds in Toronto the opportunity to enrol in one of internships, which model professionals in of three professional master’s degrees. While their field, have been effective in getting more the coursework will be completed online, women and minorities to become engineers. Northeastern has partnered with companies in the Toronto area to offer prospective students Outcomes-based learning workplace practicums as part of their degree. Digital technologies are making it easier to personalise education through outcomes-based Digital technologies for outreach to education. This model outlines the compe- communities at home and abroad tencies and outcomes required for a job and Digital technologies allow students to be more learners then work their way through these socially connected with people within and competencies at their own pace. The online outside their university. They connect classes model provides the student with constant in Canada and around the world and enable feedback on progress towards the attainment learners to exchange ideas and perspectives of a specific learning outcome and can quickly without having to board a plane. New technol- adapt the student’s learning path as needed. ogies are also helping students become more This approach is currently being used by com- socially connected with local communities. At panies to help their employees upgrade their the workshop, Sabina Trimble, a master’s skills, but it also has the potential to transform student from the University of Victoria, spoke the way universities offer programs. about her graduate project working with the Soowahlie First Nations community. She is creating a digital story map to archive, share and keep alive the many stories of the Soowahlie community. By making the map Canadian Universities and our Digital Future / 5 “Universities are hubs for social learning. We can go to Google for content. Universities teach us how to learn. Digital can bring social learning to an international level.” – Clélia Cothier, McGill University student “Equipping students with the environment and infra- structure they need to develop their innovation potential is now an essential element of a university Suzanne Fortier, principal of McGill University education. These are the publicly accessible on a digital platform, generations that will carve her work invites non-Indigenous people to think more critically about the complicated Canada’s innovation future.” histories of change, loss and resilience that - Suzanne Fortier, principal of McGill University characterize shared environments. Such projects demonstrate how technology can help connect communities, which is particularly of applicants to campus programs as a result important for improving collaboration and of the reach and recognition earned through strengthening relationships between online offerings. Indigenous communities and universities. This discussion raised several key issues New fee models and questions: Universities are currently exploring new business models by offering courses at different • How can universities help students develop
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