EDUCATION FUTURES

EDUCATION FUTURES DESIGN RESEACH & SERVICE DESIGN EDMUND WHITE MDES DESIGN INNOVATION THE GLASGOW SCHOOL OF ART SEPTEMBER 2014

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Education Futures The Reshaping landscape of Higher Education Introduction

The Author

The Project

This project journal documents a 12 week design research project undertaken at the Glasgow School of Art in the summer of 2014.

Edmund White is a Designer/ Researcher from Wales. Prior to studying a Masters in Design at the Glasgow School of Art he studied Illustration at Undergraduate level before training as a Teacher and working in Schools, Colleges and Universities specialising in digital design, animation and printmaking.

Education Futures is a speculative design research project that explores the future landscape of higher education (HE) in the UK, drawing on perspectives from current, and future stakeholders.

This project explores the potential future of HE within a hypothetical yet feasible scenario, and proposes design outcomes for this scenario.

Research

Analysis

Design

04-07

Research Aims Research Questions Research Methods

Looking at the Future Analysing the Data Forming Themes

67-69

Contents of Design.

Final Future Scenario The Future Economy

10-25

Desk Research Looking Back The Landscape Today

70-79

A New Model of University The Umbrella Institution Schools and Services

29-45

Engagement tools Engaging Future Users Expert Stakeholders

81-103

PEN Service FREETUTOR Service Summary and Conclusions

48-51

PULL OUT 03-06

55-63

Mapping Themes Mapping Scenarios Playing Games

Opportunities Generating Concepts Selecting Concepts

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Research Aim Explore the changing landscape of higher education in the UK from the viewpoint of internal and external stakeholders, past students and future prospective students. Identify the major political and economical challenges of the higher education sector and formulate scenarios for a near-future landscape of higher education.

What will the future landscape of higher education look like and what will the student experience be?

This is Mary, she is 2 years old. This project explore Mary’s future education, the expectation her parents have for her, and the path they might direct her in given some hypothetical scenarios and fictional future career aspirations. We will then construct a potential journey exploring the interactions with new services that could exist within different models of higher education, for various different reasons including environmental concerns, technological challenges, and capital gain.

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Introduction to Research Over the past decade changes in the ways in which higher education institutions are funded have had significant impacts on the cost of obtaining a degree for students in the rUK. Participation rates in higher education have been steadily increasing to the point at which nearly 50% of young people are studying degrees.

The majority of students are reliant on government funding through student loans to pay for this education, however it is now estimated that 45% of these student loans will be written off (BBC, 2014).

The rises in participation and tuition fee increases have resulted in a number of problems that cannot be easily solved. Increasing numbers of graduates are competing for jobs. Many graduates are finding themselves in positions whereby the jobs that they are applying for do not require a degree level qualification.

Universities are becoming more competitive when it comes to recruiting students (Boffy, 2014), and students are becoming more demanding in wanting to get value for money from the Universities (Coughlan, 2013).

However, it is not all bad. With rising participation rates and

higher levels of education comes benefits to society. Some of these are highlighted within a government 2013 report ‘The Benefits of Higher Education Participation for Individuals and Society (BIS, 2013). They include greater social cohesion, trust and tolerance, better general health of citizens, higher earnings and faster economic growth. Another benefit to society is greater social mobility and greater social capital.

Over the past few years there has been rapid innovation in online learning platforms, and distance learning models.

Some of these online platforms are offered by Universities for free, and distribute learning materials and lectures to 100,000’s of learning participants worldwide. The recent phenomenon of Massive Open Online Courses (Moocs) has led to suggestions that the future of higher education will be online, and increasingly augmented. Alongside these online platforms, learningcommunities are emerging who are taking advantage of free world class lecture materials and combining these with free cultural events, exhibitions and concerts to form free courses of education. ‘The IF project’ is one example which is currently trialling a summer school

in London providing a free Humanities course. (http://www.ifproject.co.uk) This project will focus on the next generation of potential university students. What will the landscape of higher education look like in 15 years time, and what will the future education experiences be.

How will the university and student debt experiences that young parents today had affect the advice they give to their children? How will the next generation of students view

student debt? Will Universities still have campuses?

As a starting point to this research project three areas have been identified. These are described below. Following this an outline plan details the project research aims and questions before we look at objectives and research methods.

The outcome of the research will be analysed for opportunities before design proposals are drawn up and a final proposal is delivered.

Initial Focus Areas A

Education and social mobility.

Higher education is seen as a facilitator of social mobility however recent tuition fee rises have provided questions about how accessible Universities are to young people from lower socio-economic upbringings.

B

Education and skills for the economy.

With almost 50% of the population gaining degrees, there is a lot of debate about the ‘usefulness’ of a some degrees, and whether students are gaining the skills and experience required by industry and the economy today.

C

Education and self fulfillment.

This area looks at studying to fulfill a personal interest and gain knowledge for self fulfillment as apposed to developing knowledge and skills specifically for future employment.

Objectives & Questions This research will explore the past, present and future of higher education. Starting with the past we will look back and ask ourselves questions about the relationship between HE and Society. The present will explore attitudes and experiences of HE from a users perspective, and expert stakeholders. In the present we will also explore current trends and innovation in education. The future will involve combining research and expert opinion to formulate near future scenarios.

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02

Present

Future

Explore the role of higher education in society: the benefits, cost and references in popular culture and media.

Explore current attitudes towards the value, experience and ‘worth’ of HE from a variety of stakeholders who have a current stake, or future stake in the HE sector.

Formulate near-future plausible scenarios that situate HE and its alternative models in a variety of political and economical circumstances

Past

Identify and map the alternative models of higher education today What is higher education, and what is it’s role in society?

Methods The research methodology will be qualitative, and feature designed methods specifically for the requirements of this project.

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Desk Research Review of media: Press reports TV Documentaries Blogs University prospectuses Literature Review Government reports

What are the current attitudes towards the cost and value of higher education from current and future stakeholders?

What are the potential future political and economic challenges of higher education institutions in the UK?

Expert Stakeholder Engagement:

Expert Stakeholder Engagement:

Semi Structured Interviews Conversations

Semi Structured Interviews Conversations

Public Engagement: Designed Engagement Method.

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Research Phase 01 Past

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Research Phase 01 Past What is education?

When we break the definition of education down it is simple.

Most definitions state that education involves some sort of transfer of knowledge from one person to another.

An education could be acquired simple by observing and repeating a set of actions.

We start learning as babies and acquire knowledge every second, minuet and hour until we can walk, talk and ask questions. At age 04/05 most children embark upon compulsory education which is controlled by the government (if educated in a state school). The governments department for education states:

From this statement there is a clear emphasis on equal opportunity and equality.

Education should be equally available to everyone. It also states that the government wants to achieve a highly educated society. They do this through designing a national curriculum for schools to teach, and examinations and qualifications to assess the learning of each individual student. In the UK state education is free and available to everyone. This education is compulsory up until the age of 18.

Following compulsory education young people have an opportunity to decide whether they continue into higher education, search for

” The Department for Education is responsible for education and children’s services in England.

We work to achieve a highly educated society in which opportunity is equal for children and young people, no matter what their background or family circumstances.”

employment or start their own business. A young person can else be classified as NEET (not in education employment or training).

Higher education is controlled by the Governments Department for Business, Innovation and Skills.

“The Department for Business, Innovation & Skills (BIS) is the department for economic growth. The department invests in skills and education to promote trade, boost innovation and help people to start and grow a business. BIS also protects consumers and reduces the impact of regulation.”

This highlights connection between higher education and economic growth. For an advanced workplace and developing industries a workforce that is educated beyond compulsory level is required.

Higher education is mostly though of in terms of Universities and degrees. However most vocational colleges offer degree level courses, and there are many workplace learning options and apprenticeships available as alternatives to university education.

A degree is typically between 3 and 7 years dependent of the subject and level. Most Universities are controlled by the state, however there are private Universities and colleges emerging into the sector.

(Photo: Matti, 2013) 11

How do we do it?

When we think of education we often think of schools, teachers and classrooms. In this scenario education takes a didactic form. A teacher is the facilitator of knowledge and teaches the students through spoken work and repetition, physical activities and movement, reading, writing, exploring and testing. As we progress through school these methods remain fairly constant.

At school, days are structures by times and places. Teaching takes place in the classroom and playtime outside. Teachers will structure lessons and assign homework.

In higher education students have more autonomy. Teaching is still structured with times and places, but the decision of whether or not to attend is made by the student. The

facilitation of knowledge takes the form of lectures, seminars, tutorials and workshops. Outside of the campus students often take ownership of their learning through independent reading, peer interactions, practice and repetition of a skill or craft, and general research enquiry.

Gaining access to higher formal education can be done through

applying to a university. Each course offered by a university will have entrance requirements such as a minimum age and formal qualifications from compulsory education. An institution might also ask for references and a personal statement from the applicant. There are alternative models of HE such as online and community based learning which we will explore later within this project.

What are the benefits ?

The table on the opposite page summarises information from ‘The Benefits of Higher Education Participation for Individuals and Society: Key findings and reports “the Quadrants”’ (BIS, 2013) published by the department

for Business Innovation and Skills. It highlights the benefits of higher education for the individual and for society as a whole in both market, and nonmarket contexts.

(BIS, 2014) (Wyness, 2010)

What does it cost us?

Higher Education in the UK has seen some dramatic changes in the way in which it is funded over the past two decades with a transfer from state funded institutions through to progressively student funded institutions. The graph on the following page highlights the increase in participation in higher education from 1989 (15%) through to 2012 (49%), and the contribution the government makes per-head for full time students, and the

introduction and increase of tuition fees since 2008. There are variations on how much funding students receive, and how much they pay towards tuition according to where they are from , and where they are studying. (England, Wales, Scotland, Northern Ireland, the rest of the EU or international)

with the Welsh Government subsidising the remainder of the fee. A Scottish student can study in a Scottish university for free, but has to pay to study in England, Wales or Northern Ireland. An English student is required to pay the full tuition fees wherever they choose to study in the UK.

For example a student from Wales can study anywhere in the UK and only pay £3,465* towards their tuition fees

If a student decides to study away from home they need to factor in living costs for which they can apply for re-payable

maintenance bursaries and student loans. The funding for Universities is very complex with institutions charging variable rates for tuition (up to a maximum of £9000 per year) and different governments offering different funding packages. There are also means tested factors that will assess how much of a student loan a student can take out, and how much of a non-repayable bursary a student is entitled to. (*figures as they were in 2014)

Market

Market

&

&

Society

The Individual

* Increased tax revenues * Faster economic growth * Greater innovation and labour market flexibility * Increased productivity of co-workers * Reduced burden on public finances ...from co-ordination between policy ...areas such as health and crime ...prevention

* Higher earnings * Less exposure to unemployment * Increased employability and skills development * Increased entrepreneurial activity and productivity

Non-market

Non-market

&

&

Society

The individual

*Greater social cohesion, trust ..and tolerance *Less crime *Political stability *Greater social mobility *Greater social capital

*Greater propensity to vote *Greater propensity to volunteer *Greater propensity to trust and tolerate ..others *Lower propensity to commit (non..violent) crime *Better educational parenting *Longer life expectancy *Less likely to smoke *Less likely to drink excessively *Less likely to be obese *Better mental health *Greater life satisfaction *Better general health 13

What does it cost?

This graph highlights the increase in participation in higher education from 1989 (15%) through to 2012 (49%).

Alongside this is the contribution the government makes per full time student, and the introduction and increase of tuition fees.

(BIS, 2014) (BIS, 2013) (Wyness, 2010)

1997 33% £4,850

x

x

Rate of Participation in Higher Education

x 1992

Government contribution per student

23% £6,245

x x

1989 15%

1990 17%

Student Contribution towards tuition

33%

Government commissioned reports into HE funding

£8,928

1998

£4,787

£1000 tuition fees

£9,530

1992 Further Education and Higher Education Act 9

8 19

0

9 19

1

9 19

3

9 19

4

9 19

Conservative Governement

1997 Dearing report

5

9 19

6

9 19

8

9 19

9

9 19

00

20

2009 46%

x

£6,050

x

2004 40% £5,489

x

x

2012

2006

40%

49%

£3000 tuition fees

£9000 tuition fees

£6,050

£5,921

2004 Higher Education Act 1

0 20

2

0 20

03

20

05

20

Labour Governement

6

0 20

2004 The Browne Review 7

0 20

8

0 20

9

0 20

1

1 20

12

20

13

20

Conservative / Liberal Democrat Coalition

Secret Life of Students Photo: (Mcnamara, 2014)

Fresh Meat Photo: (Channel 4, 2012)

Inbetweeners Photo: (Channel 4, 2009)

Media portrayal of university life.

One aspect of university life that is often covered by the media is the social life of students.

Typically most students arrive at university in their late teens/early 20s. For many it is the first time that they have lived independent from their parents.

In the UK the first ritual of university life is freshers week – a week of introductions to societies and the local nightlife. The combination of freedom from parents, encouragement from peer, and enticement from clubs and bars often results in a week of drinking and misbehaviour.

This image of the ‘drunk partying students’ is one that is often glamorised by the media.

In June 2014 Channel 04

aired a four part documentary series called The Secret Live of Students (4OD) which followed a group of students for their entire first year of study. This documentary not only followed the students physical actions, but also their online interactions through social media and communications through phone and text.

The program focused on a number of character personas from the party animals through to the bookish geeks.

Other programs that depict fictional university life include Fresh Meat (4OD). This comedy series displays the lives of six undergraduate students at a university in Manchester.

Key story lines have included

experimental drug use, relationships between students and tutors and social class tensions. One common theme throughout the series is the rapid reinvention of characters.

University is sometimes an opportunity for people to reinvent who they are, and how they appear.

The last example is from another comedy series The Inbetweeners (4OD). This series is about a group of four sixth form school friends who don’t quite fit into the popular crowd despite best efforts to appear cool.

In one episode the characters end up staying at a student house in Warwick for a night. The image of university life is portrayed in

this scene with three ‘laddish’ boys playing drinking games in their living room and daring each other to eat household plants and drink contaminated liquids.

Following this brief introduction to student life two of the school boys announced their love for university in a drunken state before later being rejected from the house for urinating all over a bedroom.

These comedy scenes are of course completely fictional and exaggerated, however they are not too far away from the behaviours documented on The Secret Life of Students.

This theme of ‘the desirable university experience’ will be explored more within the user engagement aspect of this project later in this book.

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Social activities Shared accommodation Clubs and societies Sports - Socialising - Drinking

Institution activities Research Outreach (Widening Participation) Recruitment Marketing Finance Strategic Planning

Physical attributes Teaching Lecture Halls Workshops Labs Classrooms Libraries

Living Halls Of Residences Canteens Sports Facilities Student Union

Rituals UCAS Application Clearing Process Freshers Week Receiving Grades Graduation

Foundation qualifications FD Higher National Certificate HNC Higher National Diploma HND Foundation Degrees FDA Bachelors Degrees BA Masters Degrees MA Doctorate PHD

Cost

Tuition Fees Living Costs* Course Materials* Socialising* Travel Costs* If studying away from home

Open University The open university has been offering distant learning degrees since the early 1969. The OU has an open entry policy that means there is not a minimum entry qualification for most courses, and anyone can enroll to study. The cost of a three year full-time BA (hons) Business Studies degree is £15,792. The university has a number of campuses and drop in centers around the country and offers some blended learning Courses.

Academic activities

Qualifications

Interactive Design Institute In partnership with the University of Hertfordshire, IDI offers a range of art & design courses at Degree level that are available to students in the UK, Ireland and throughout the world.

Absolutely no attendance is required and international students pay the same fees as home students. The total cost of a BA (hons) Graphic Design degree is £12,750.

Teaching Lectures Seminars Tutorials Workshops

Learning Exams Coursework Presentations Exhibitions Field Trips

Research Symposiums Journal Publications

Funding Student Loans Maintenance Grants Maintenance Loans Scholarships Studentships Part time work

University of London International Programme The UOL has offered distant learning degrees that can be studied anywhere in the world.

UOL charge basic administration fees, and examination fees (approx £1400). Partner organisation around the world offer tuition for the degrees at variable costs. The New School Of Humanities in London offers UOL international programme degrees for £18000 per year.

University of Derby Online Degrees The university is one of many UK Universities offering distant online degrees. The fees vary dependent on the course of study. For an example, a BA (Hons) Business Studies degree will cost £12,600 in total. In comparison the same degree will cost £24,300 to study full time on campus.

What does the current landscape of higher education look like.

The traditional route through higher education historically has featured colleges and Universities.

learning courses are becoming increasingly popular as the cost of university continues to rise.

In recent years a number of technology driven alternatives have emerged offering alternatives to attending a university. Distant

This page provides an overview of some of the institution based models of HE and emergent distant learning options

Universities

The are approximately 154 recognised higher education institutions that have degree awarding powers in the UK. The chart opposite highlights four university mission groups, and some of the institutions they contain. For each mission group a university has been selected with a course, cost and entrance criteria. It is noticeable that there is little variation in the cost of degrees with most institutions opting for £9000 (per year) tuition fees.

FE Colleges Further Education colleges offer post-compulsory education for school leavers and adults. Many FE colleges offer Higher National Diploma qualifications, and some offer BA degrees.

A two year HND Business qualification from Wiltshire College in Salisbury costs £9000 (£4500 per year) This is significantly cheaper than a degree, however the qualification is at a lower level. However some students can top up a HND with an additional year of study on a ‘top-up’ course to achieve a BA.

Distant Learning Distant learning models have been around since the late 60’s, however there have been a surge of new courses since the 2012 tuition fee increases.

The table on the left highlights a variety of distant HE learning models.

Private Institutions Private institutions inc.

A. The University of Buckingham B. BPP University C. London School of Science and Technology The University of Buckingham The only major private university in the UK. The UOB offers fast track two year degrees by utilising the summer months for teaching. The university has three entry points each year, and charges around £24000 for a two year undergraduate degree.

London School of Science and Technology The London School of Science and Technology offers three year BA (Hons) Business Studies degrees for £18000 which is cheaper than most state Universities.

It has come under criticisms following an Observer investigation which uncovered empty lecture halls and questionable recruitment techniques, such as targeting people on the streets outside job centers.

(Domokos et al. 2014)

Russell Group 24 institutions inc.

A. Oxbridge B. University of Glasgow C. University of Manchester

University of Oxford Course: BA (Hons) Geography Entry Requirements: 320 UCAS Tariff Points Cost: £27000 in total for a three year degree.

League Table Position: 2

Million + 17 institutions inc.

A. Anglia Ruskin University B. Bath Spa University C. Edinburgh Napier University

Bath Spa Univeristy Course: BSc (Hons) Geography Entry Requirements: 260-300 tariff points.

Cost: £27000 in total for a three year degree.

League Table Position: 69

University Alliance 22 Institutions inc.

A. Cardiff Metropolitan University B. Nottingham Trent University C. Sheffield Hallam University

Sheffield Hallam University Course: BSc (Hons) Geography Entry Requirements: 300 tarrif points Cost: £27000 in total for a three year degree.

League Table Position: 73

1994 Group 11 institutions inc.

A. University of East Anglia B. Goldsmiths University of London C. Loughborough University

Loughborough University Course: BSc (Hons) Geography Entry Requirements: Minimum 3 A levels Cost: £27000 in total for a three year degree.

League Table Position: 15

Guild HE 21 institutions inc.

A. Newman University College B. Rose Bruford College C. University of Winchester

University of Winchester Course: BSc (Hons) Geography Entry Requirements: 280-320 tarrif points Cost: £27000 in total for a three year degree.

League Table Position: 59

Unaffiliated Institutions inc.

A. University of Brighton B. University of Westminster C. Queen Margret University

University of Brighton Course: BA (Hons) Geography Entry Requirements: 300 tarrif points Cost: £27000 in total for a three year degree.

League Table Position: 62

*The average cost of a degree in the UK is £8,703 per year. 76% of Universities and colleges have set their fees at a maximum of £9000 per year (the maximum allowed) in the 2014/2015 academic year (OFFA, 2014) 19

Alternative Premium Models Minerva

American distant learning model that aims to offer a ‘premium’ degree by re-addressing the degree curriculum to focus on leadership skills through developing thinking, communicating and creativity. The teaching is delivered mostly online, and students study in different parts of the world. Tuition fees are approximately £30000 for a five year degree. This model is effectively a university startup company. http://www.minervaproject.com

AC Greyling New School Of Humanities

Premium education model that aims to be an addition to elite institutions such as Oxbridge. Students Undertake a rigorous academic study delivered by ‘superstar’ lectures. The end degree is offered by the University of London International Programmes.

Tuition fees are currently £54000 for a three year degree. Students have no access to state funding. https://www.nchum.org

What does the current landscape of education look like.

Alternative Models This page explores some of the less traditional routes through education, and some alternative models that have emerged in the past few years. These range from free online learning platforms through to highly elite models of education that have emerged with an aim to create more diversity

within the sector. There is a strong emphasis towards online learning documented as this has been a major disruptive shift within the education landscape and has sparked countless speculations about the future of HE institutions as physical campus based places of study and research.

Semester at Sea

An American education model in which undergraduate students spend a semester on a cruise ship circumnavigating the globe. The students study while the ship is sailing, and take time for cultural experiences when it reaches each of its destinations throughout the semester. The program fees start at £14,185 for the full semester. http://www.semesteratsea.org

Work Based Learning

Free Universities

Student Leaver Programmes

The Ragged University

SLP’s are offered by a number of big companies in England. They offer students a job with a salary and training programmes in which they can achieve a HNC style qualification. The jobs are competitive, and companies target top A level graduates. Some more information on Student Leaver Programmes features in an interview with Secondary School Teacher Tom Mann later in this journal.

Apprenticeships

Apprenticeships are a mixture of college study and work. Apprentices get paid a salary and usually study in college facilities.

Free community based education events. The Ragged University runs lectures and workshops in Edinburgh, Manchester and London. The model relies upon volunteers to organise and market events. The community events are held in local independent cafes and bars. The Ragged University also has an archive website which hosts papers, discussions and various other learning resources. An interview with the Ragged university founder Alex Dunedin features later in this journal. http://www.ragged-online.com

The Free University of Liverpool

This free university offered a full three year degree in Cultural Praxis. It relied upon volunteer lectures from other institutions, and full time volunteer organisers to run. Unfortunately after one year the university finished. One problem with free Universities is that the volunteer model requires a large amount of dedication and organisation with no financial gains. http:// thefreeuniversityofliverpool.wordpress.com

Community Learning The If Project

Community based learning programme that utilises free spaces and online learning. Funded through a kickstarter it is currently running a trial summer course in Humanities. http://www.ifproject.co.uk

The Social Science Centre

The SSC provides free co-operative education.

They study subjects in social science, sociology, politics and philosophy, as well as psychology, economics, journalism and photography. The Centre organises study and research at all levels including undergraduate, Masters and Doctorates in Philosophy. http:// socialsciencecentre.org.uk

Online Learning Online learning has expanded massively in the past decade. The evolution of online learning as involved a variety of paid and free models. This page highlights a selection of the models that have played a part in the online learning revolution.

Social activities

Institution activities

Social media Connections Forums

Rituals Not established yet

Developing online resources User-led research and development (UX/UI design)* Research Developing Curriculum Marketing Developing business model Technical support

Digital attributes Teaching Video Lectures Online Assessment Peer Assessment Forums VLE

Qualifications

Academic activities

Bachelors Degrees BA* Masters Degrees MA* Doctorate PHD* *If accredited by a university.

Example the digital design institute offer BA and MA qualifications 100% online.

Teaching Recorded Lectures Online tutorials E-mail Correspondence Peer learning through social media and VLE’s

Cost

- Free for Moocs with no accreditation - Lower tuition fees for distant online degrees

i Tunes U

Apples I Tunes U is a platform in which Universities and other Education Institutions can host free courses, teaching materials, and lectures. I Tunes U emerged a few years before the first MOOC. It has similarities to MOOCs however there are no definite start or finish times to the courses.

Treehouse.com / Lynda.com

Treehouse and Lynda are two online education providers that specialise in digital skills development.

Both these companies charge a monthly subscription for their service. Treehouse provide a pro subscription that unlocks exclusive workshops and interviews.

Learning Multiple choice answer tests Written assignments Step-by-step technical tuition for skills development.

Exams in accredited test centres

Funding Student Loans for tuition fees Scholarships Part time work Full time work

CodeAcademy. com

Code Academy is a free online skills development service that focuses on web design and programming skills.

Code Academy does not provide video tuition. Instead it uses a step by step process in which the user learns by writing code with the programme.

MOOCs

Massive Open Online Courses have grown significantly in numbers over the past two years (2012 - 2014) They offer free short courses that are often created by world class Universities to an unlimited amount of students, but the accreditation of a completed course has yet to hold any significant value. More about MOOCs on pages 20 and 21.

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93%

of MOOC students do not finish their studies (Parr, 2013)

80%

of MOOC students already have some university education.

(Kolowich. 2013.)

The number of MOOCs has increased 327% from June 2013 to June 2014 (Open Education Europa, 2014)

MOOCs Massive Open Online Courses Massive Open Online Courses (MOOCs) are free courses that are delivered online, and open for anyone to enroll. They have a start and finish date meaning that the people study simultaneously allowing then to discuss topics, issues and problems through forums that are provided as part of a virtual leaning environment.

The learning often takes the form of video lectures, assigned reading, and multiples choice assessments.

Some MOOCS offer accreditation by offering invigilated exams for an extra cost through independent test centers. Others provide certificates that acknowledge

Edx

• • • • •

Is a not for profit enterprise Founding partners are Harvard University and MIT Main purpose is to provide learning designed specifically for interactive study via the web.

Students have the option of validating their learning with a proctored final exam in one of 450 testing centers in more than 110 countries.

Exams administered by the Pearson VUE service.

Example Course: Introduction to Global Sociology

https://www.edx.org

• •

Social entrepreneurship company Partners with top Universities in the world Offers a “statement of accomplishment” and a grade, but might change this soon.

Cousera’s goal in to enable global access to education.

Neither the Universities or coursers charge for the courses, however substantial costs are incurred by both parties.

Example Course: Animal Behaviour and Welfare

One interesting insight gained from exploring the major MOOC platform websites is the nature of the workforce and goals

of the companies. Coursea and Udacity both recruit user experience designers, qualitative researchers and product designers.

Unlike a traditional university department, these companies are working like startup tech companies and are molding their education material delivery around the needs of their users.

Udacity • • • • • • •

Coursera

• • •

the course has been completed. This page looks at a few of the bigger MOOC providers, and some of the problems, statistics and opinions from the press.

Project based courses that allow you to build a portfolio of work A variety of tech courses that are self paced and available 24/7 Courses are built in partnership with technology leaders and are relevant to industry needs.

On completing the courses you receive a verified completion certificate recognised by industry leaders Receive personalised coaching in a collaborative process Udacity believes education is no longer a one-time event but a lifelong experience. Education should be less passive listening and more active doing.

Udacity offers both a free service, and a course subscription service that offers a more personalised experience with coaching, feedback, projects and a certificate.

Example Course: Developing Android Apps

https://www.udacity.com

https://www.coursera.org

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Minerva Minerva is a new ‘elite’ university that takes a different approach to education in a reaction the American university model. Minerva has limited facilities. No lecture halls, societies or sports teams.

Cheap Elite By eliminating many of these facilities/activities Minerva is able to set tuition fees as low as $100000 (approx ÂŁ6000) per year. This is also helped by a peer-to-peer learning approach.

Online Learning Innovation In place of lecture halls and physical environments Minerva has a cutting edge online virtual learning environment that allows a lecturer to deliver classroom style teaching through tools that facilitate live debates, breakout group working sessions

the world where students live together in remote halls of residences, and undertake learning activities through the virtual online environment.

Cultural Experiences The first year of a degree is spent in San Francisco. The years following this are spent in different locations around 25

Research Phase 02 Present

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Stakeholder Map The Craig Family

People who influence education pathways.

- Family 01: The Smiths - Family 02: The Browns - Family 03: The Craigs - Teacher: Tom Mann - WP Officer: Kate O’Malley

Alex, Alan and Mary (2).

The Craigs live in Cardiff. Alex studied Fahion Design at Kent University.

The Brown Family

Seb, Rachel and Mandie (1) The Browns live in Bournemouth. Seb Studied Marine Biology at Bournemouth University

The Smiths Family

Paige, Yanis and Zack (2) The Smiths live in Barry. Yanis studied media communications at Southampton Solent University

Future Stakeholders

Advice on future political landscapes.

- Politics: Tom Mann - European Law: Nathan Current HEI Stakeholders: - Lecturer: Nathan - WP Officer: Kate O’Malley - HE Director: Stefano Mirti Expert of alternative models: - MOOCs: Stefano Mirti - Free University: Alex Dunedin

Expert Opinion

Stefano Mirti

Creator of Design 101 MOOC and contributer to the Who am I Project design community school project.

Alex Dunedin

Founder of the Ragged University

Nathan (alias)

Current PHD Oxford Student with a specialism in European Law. Current lecturer of Law in two HEI’s in the UK.

Tom Mann

Oxford Graduate (PPE) Current head of Politics department at a State comprehensive in Essex. Former teacher of Politics at a Private school in Oxford.

Kate O’Malley

Former University Widening Participation (WP) Officer. Former HE Lecturer. Currently teaches in WP summer schools.

Research Phase 02 Present Explore current attitudes towards the value, experience and ‘worth’ of HE from a variety of stakeholders who have a current stake, or future stake in the HE sector.

In phase 02 of the research we will look at the current attitudes towards the value of HE in relation to the value of a degree in todays workplace, and the educational and social experiences of HE. We will also look at some alternative models in more depth. This will involve speaking to a number of stakeholders who have a current stake in HE, or possibly have a future stake through their children or aspirations to study.

The stakeholders have been separated into four categories: People who influence education pathways.

Expert Political Opinion.

Current HEI Stakeholders: Expert of Alternative Models:

People who influence pathways: Speaking to parents, school teachers and widening participation officers could offer insights into the current thinking towards the cost and value of HE study. The next generation of parents will have been education, or lived within a tuition fee paying society where much larger proportions of people have undertaken higher education in comparison to previous generations. School teachers are one of the key advisors of future career and study paths. Speaking to teachers from both the private and state sector could be beneficial in obtaining information about some of the emerging alternative options that students are opting for - and the changing attitudes of higher education institutions. How has the application and acceptance process changed as the tuition fees have risen.

Engagement method: Engagement tools, semi-structured interviews & conversations.

Political / Economic opinion and predictions: For the future casting element of this project we will be making some predictions about future political landscapes which include the impact of the potential Yes vote on Scotland’s independence and how this will affect the UK parliament.

Also the potential in/out EU referendum and the consequences that this could have for the UK. Speaking to experts will help us to answer some of the more complex questions and provide some variation in opinion towards potential future events.

Engagement method: semi structured interviews.

Current HEI Stakeholders: Lecturers, ex lecturers, current students and graduates will provide insights into university life today. What challenges do higher education institutions face

and how have students attitudes changed as tuition fees have risen.

We will also speak to widening participation officers to explore the role the universities play in recruiting students from a variety of backgrounds, and ensuring equal access and fairness in the recruiting procedures.

Engagement method: semi structured interviews & conversations.

Expert of Alternative Models: We will be speaking to a number of people who deliver alternative models of higher education from free universities through to MOOCs to gain an understanding of the motivations behind the projects, and the experiences of running them.

Engagement method: semi structured interviews & conversations 29

Engagement Tools Introduction to engagement Three families agreed to participated in this research. All three families were of a similar age (early 30’s) and in each family one parent was educated to degree level.

The time in which the engagement could take place was limited to 30 minuets per family. To make full use of this time an engagement tool was designed to aid the structure of the conversation and provide a multisensory approach to the communication and collection of information within the process.

01 Parents experience: A Career Aims:

The introduction to the engagement tool asks the parent to reflect on what their career goal was at 18.

B Mapping education paths:

The parent then uses the map tool to draw out their experience whilst talking through the decisions made. This includes talking about whether their own parents had been supportive or discouraging of decisions, and how their education experience helped in achieving their goal or not, or indeed whether they did achieve the goal they set.

C Reflecting on decisions: Following this process, the parent is given a question card and asked to write a short reflection on the experience on the card.

02 Child’s future experience:

03 Child’s future experience 02:

A Selecting a Career

A Selecting a Career

The second part of the engagement starts with the child selecting a career card. The card chosen represents a hypothetical career that the child wishes to pursue in the future.

B Mapping the child’s education path

The parent is then asked to map out the education path that they would advise their child to take, and talk through the decisions made.

In this section of the engagement we would be veiwing the education landscape that exists today.

C Future hopes

The next stage involves the parent writing down the future aspirations for their children, and rating the importance of good experience, happiness, achieving and goals.

The third section of engagement features the child selecting a future career, but one which does not exist in todays society. This round of engagement is looking at a different future, one in which the parents might not be so familiar with.

B Mapping the child’s education path

The parent then maps out the education path that they would advise their child to take, using their best judgment to decide whether a university education would be required for the unknown future career.

The context of the future landscape is very different in this stage of the engagement. The cost of education is much higher.

Your goal at 18

2 things you hoped to achieve

2 things you regret

1

1

2

2

01 Parents experience: Three question questioncards cards that the Three for the parents tofillrespond out. These ask the parents to. These parents reflectto onreflect their education ask the to parents on their experience.experience. education

02 Child’s future Career 01: Environmental Activist

Doctor

Athlete

Primary Teacher

Fashion Photographer

GOAL

Six cards with future careers that Six cards with future careers that parents would recognise and parents would recognise and understand. understand.

Long term unemployment

work based training

Direct to goal

back to education

non-goal Employement

non-work related choice

2 things you hope your child will gain from this experience

Rank these from no.1 for most important through to no.4 for least important

1

Achieves Goal Has a great experience Is 2debt free

2

Is independent

Social ‘Networking’ Worker

Personal Brander

Avatar Manager

Space Pilot

Urban Farmer

Organ Designer

04 Child’s Experience: Two cards cards that that ask ask the the parents Two parents to to reflect decisions thatthey reflect on on thethe decisions that they have for their childs have mademade for their childs future future education education.

03 Child’s future Career 02: Six Six cards cards with withfuture futurecareers careersthat do not in society thatexist do not exist intoday. society today.

Mapping the Journey.

At At each each section sectionofofthe theengagement engagement the map The is used.

Thedraws parent the education map is used. parent draws the of route of education the route education whilstwhilst talking talking the decisions throughthrough the decisions made. made

Other education

DR

MA

Online learning BA

vocational

Encourage

Select Career

Discourage

NO Successful

career card

career card

Environmental Activist

career card

career card

YES

Pick Again

career card

27 31

“...there might have to be a discussion about the options available but I wouldn’t want to take her dreams away from her.”

Family 01

GOAL

Long term unemployment

work based training

Direct to goal

back to education

non-goal Employement

non-work related choice

Other education

DR

Parent 01: Alex

MA

Alex studied Fashion Design at the University for the Creative Arts in Kent.

She currently works part time in retail management and takes care of Mary.

Online learning BA

vocational

Parent 02: Alan

Alan did not goto University. He left school at 18 and has worked in retail positions ever since. He is hoping to undertake an open university degree in History in the near future.

Child 01: Mary Mary is two years old.

Encourage

Select Career

Discourage

NO Successful

career card

career card

Environmental Activist

career card

career card

YES

Pick Again

career card

Marys Journey to becoming an Environmental Activist.

01 Alex’s education experience

02 Mary’s future career 01

03 Mary’s future career 02

A Career Aims

A Selecting a Career

A Selecting a Career

B Mapping Education Path

B Mapping the child’s education path

At the age of 18 Alex wanted to become a Fashion Designer.

Alex was encouraged by her parents to follow her career choice through any route she wished. However her advice from school was very linear.

“You go from A to B then C and then get a job” For Alex higher education did not provide her with the experience she needed to enter the workplace. After graduating she worked full time in retail whilst trying to get her foot in the door of the Fashion Industry.

C Reflecting on Decisions

Alex regretted choosing the university she went to. The facilities were not adequate and the tuition was minimal. However the choice in going to university did provide her with independence and new experiences outside of her home town.

Mary selected Environmental Activist.

Alex was a bit surprised by the career choice, however she said she would 100% encourage her. With that said Alex continued to think through the education journey she would advise “it wouldn’t be a high paid job, there would have to be some discussion about the options available....”

The route that Alex encouraged took Mary through a University education with the mindset that to become a successful environmental activist you should have a good understanding of a specific subject.

C Future Hopes

Alex rated ‘achieving goal’ as the most important outcome of her education/life choices. Following this ‘having a great experience came second.

For Mary’s second Career choice she chose Avatar Manager.

B Mapping the child’s education path

This section of engagement was designed to explore the decisions an adult will make in encouraging a child’s choice in career that they might not be familiar with. In 2030 there will be jobs that don’t exist in society today.

After Mary selected Avater Manager Alex was slightly baffled. She understood what an avater is, but could not understand why there would be a need to manage them.

Alex drew out a path that involved a shorter vocational degree with the mindset that it would probably be a job that doesn’t require a full degree.

Alex would still encourage the career choice despite not knowing what exactly it involves.

33

“...When Mandy is 18 I will be 50, she will be into technology that I probably won’t understand. ”

Family 02

GOAL

Long term unemployment

work based training

Direct to goal

back to education

non-goal Employement

non-work related choice

Other education

DR

Parent 01: Seb

MA

Seb studied Marine Biology at Bournemouth university. Following this he worked a number of un-related positions before undertaking his current role as a college science technician.

Online learning BA

vocational

Parent 02: Rachel

Rachel did not goto university. She has worked in retail for most of her working life. Rachel also runs property development projects.

Encourage

Select Career

Discourage

NO Successful

Child 01: Mandie Mandie is one year of age.

career card

career card

Environmental Activist

career card

career card

YES

Pick Again

career card

Mandie’s Journey to becoming an Urban Farmer.

01 Seb’s education experience

02 Mandie’s future career 01

03 Mandie’s future career 02

A Career Aims

A Selecting a Career

A Selecting a Career

At the age of 18 Seb wanted to work in a Marine Conservation related field.

B Mapping Education Path

Seb was encouraged by his parents to study at University, However he made a bad decision on his first choice of course and consequently dropped out before starting a degree in Marine Biology. After completing his degree he found it hard to find work a field related to his studies, and has since worked a number of customer service positions.

He currently works as a science technician in a Further Education College.

C Reflecting on Decisions

Seb mentioned the decision to study his first degree was one of the worst in his life having wasted a year. Overall Seb talked negatively about his university experiences and made constant references to the cost and debt he had accrued. However when talking about the social of university he was extremely positive and had very little regret, stating “I met the best friends I have ever met and had a great time”.

The first career Mandie chose was a Software engineer. This took Seb a little by surprise with his first response being “Does it pay well?”

B Mapping the child’s education path

Seb stated that he would definitely encourage Mandie if it’s what she wants to do. But he also was keen to include traveling in her education journey. Seb deliberated when deciding whether to encourage university as a route or not.

“With software stuff you can learn online, if you are smart enough you can acquire the skills from what I know... so i guess I would encourage her to travel and learn at the same time” Seb talked about the positive benefits of traveling, and the devaluing of a degree in society today. He believes that learning about different cultures and ways of living could provide a better experience for Mandie, and she could learn at the same time utilising online education.

The second career Mandie selected was Urban Farmer. Sebs immediate response was “she will need to goto university for this I guess”.

B Mapping the child’s education path

Seb drew out a path that encouraged Mollie to goto a vocational college. His logic behind this was that currently if you want to study agriculture you goto a technical college like Kingston Mauward in Dorset. In the future it will probably be similar, the college will just have adapted its degrees to met the environments of the future.

Seb still talked about encouraging Mandie to travel, but reflected once again on the social experience of university. “This is the problem when saying that Mandie should avoid university because the experience is fantastic but she could have a similar or even better experience traveling for less money” 35

“Education wasn’t for me, I got bored really quickly”

Family 03

GOAL

Long term unemployment

work based training

Direct to goal

back to education

non-goal Employement

non-work related choice

Other education

DR

Parent 01: Paige

MA

Seb studied Marine Biology at Bournemouth university. Following this he worked a number of unrelated positions before undertaking his current role as a college science technician.

Online learning BA

vocational

Parent 02: Yanis

Rachel did not goto university. She has worked in retail for most of her working life. Rachel also runs property development projects.

Child 01: Zack Zack is one year of age.

Encourage

Select Career

Discourage

NO Successful

career card

career card

Environmental Activist

career card

career card

YES

Pick Again

career card

Paige’s journey through work and education.W

01 Paige’s education experience

02 Zack’s future career 01

03 Zack’s future career 02

A Career goal at 18

A Selecting a Career

A Selecting a Career

Paige’s career goal was an interesting mix of either a Lawyer or Hairdresser.

B Mapping education experience

Paige was not encouraged a great deal by her parents to pursue a university education. After leaving school she started a college course, but dropped out shortly after starting due to boredom. She also started an online course in Maths but did not complete these for the same reason - she has a very short attention span when it comes to education.

Paige entered the workplace and worked her way up the retail career ladder before finishing work to become a full time Mother.

Zack’s first career was a Doctor

B Mapping the child’s education path

Paige was very happy with this career selection and made no hesitation in drawing out the education journey through university into a postgraduate DR qualification.

C Future Hopes

Paige rated ‘achieving goal’ and ‘achieving a high qualification’ as the most important experiences for Zack to have.

With some deeper reflection Paige mentioned independence as an important outcome of Zacks education.

The second career Zack selected was Social Networking Worker.

B Mapping the child’s education path

Paige was slightly baffled by the career choice. Her immediate reaction was to definitely encourage Zack’s career choice, but to look more towards online learning to keep the cost of education down. Paige has a 13 year old daughter who is very much involved in her technology and gadgets. Paige believes that online education won’t be seen as a ‘different’ or ‘alternative’ education, it will just be the norm.

B Reflecting on Decisions

Paige does not regret dropping out of education. By the time her friends were graduating she was earning a much bigger wage than they were and had saved money.

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Expert 01 Nathan (Alias) Current PHD Oxford Student with a specialism in European Law. Current lecturer of Law in two HEI’s in the UK.

Location: London Southbank Interview Date: 15th June 2014 Interview Time: 15:30 - 17:00

Reasons for talking to Nathan

Themes of the Discussion

Nathan in a 29 year old PHD student at Oxford University who teaches Law and PPE in two higher education institutions in the UK. He has also previously worked as a lecturer in a HE institutions in Italy.

Nathan has funded both his master and PHD study through generous scholarships. Nathan specialises in European Law and has a thorough understanding of how rules regarding fairness in tuition fees throughout the EU will affect an Independent Scotland and/or a UK that leaves the EU.

Before the interview had commenced it was clear that Nathans experience of teaching in HE has been largely negative. One of the major themes of this interview was the University Band. Nathans current position involves teaching students who are studying short term at a leading UK University.

The students pay large amounts of money for one semester in the UK in return for the Universities brand on their CV. Although some of these students have intentions of making the most out of the semester, Nathan has experienced a large proportion of students who have little desire to commit to the education programmes.

Another discussion topic was the value of education. Nathan is a supporter of tuition fees arguing that the fees should be paid upfront so that the student knows the value of the education that they are about to receive. He used the analogy of a free gym membership. “If you don’t have to pay for the gym it gives you less motivation to make full use of its facilities”.

Other discussion points related to the maturity of students, and the student experience. Nathan spoke about the shock he received when starting at Oxford, and seeing the British drinking culture from a students perspective.

A large part of the interview was designated to exploring potential future scenarios and the potential effect Scotland’s Independence could have on rUK politics.

Some of the key insights from this related to Scotland’s membership in the EU which will take a minimum of four years. In this time rUK and EU students will be classified as international students if they are wanting to study in Scotland. Once Scotland is a member of the EU they would no longer be able to charge rUK students higher fees as they would be subject to the EUs Fairness Regulations.

Photo: (Tyne, 2007) 39

Expert 02 Tom Mann Oxford Graduate (PPE) Current head of Politics department at a State comprehensive in Essex.

Former teacher of Politics at a Private school in Oxford.

Location: Skype Interview Interview Date: 21st June 2014 Interview Time: 11:30 - 12:45

Reasons for talking to Tom

Themes of the Discussion

For the last six years tom has taught in both state and private secondary schools. In this time he has had correspondence with Universities across the country and beyond.

He has worked with students and parents to help make choices and guide people into work and higher education. He observed the changing behaviour and attitudes of students through the past few years as tuition fees have trebled.

Tom is also an expert of politics who has a Masters of Politics, Philosophy and Economics from Oxford University.

A key discussion point during this interview was the changes in attitudes of students entering higher education, and higher education providers recruiting students following the 2012 tuition fee increase.

Some of these attitude changes related to competition between peers in gaining places at high ranking Universities This extends also to the parents of the students.

Another interesting point of discussion was the student loan system which Tom described as potentially being an opportunity system. Given that almost 45% of

loans wont be paid back, many students will not pay for their education in full. The system relies upon graduates who earn a high wage funding the system.

mentioned gimmicky bursaries that are offered to students, and pampering days in which students are invited to spend time at the Universities.

The fact that a loan is intangible allows students to distant themselves from the money. If someone was to give a graduate £10,000, paying off a student loan wouldn’t be the first thing that comes to mind, because the interest isn’t bad.

Some alternatives that Tom talked about included Student Leaver Programmes. These have seen a surge in popularity since 2012.

SLP’s are paid work/education placements in which students can earn a decent wage, and train at the same time. It was also mentioned that there has been a noticeable increase in students opting to study abroad.

Other topics of discussion featured the changing tactics of Universities in recruiting students. Tom

Photo: (Sprunt, 2014) 41

Expert 03 Kate O’Malley Former University Widening Participation Officer / current teacher for WP schools.

Location: Skype Interview Interview Date: 21st June 2014 Interview Time: 11:30 - 12:45

Reasons for talking to Kate

Themes of the Discussion

Kate has extensive experience working with Widening Participation departments within higher education institutions and has an in depth knowledge of the challenges Universities face in trying to ensure that access is equal and fair. Kate has also worked as a HE critical theory lecturer and school teacher. Kate is currently teaching in summer schools as part of a widening participation programme.

Kate talked about the challenges that widening participation departments face in Universities today. These ranged from young people not feeling like they belong in a higher education institution, through to application and interview process used within the institution not providing enough opportunity for young people from poorer backgrounds to demonstrate their abilities.

A large part the interview focused on ‘belonging’. Young people from less represented groups often don’t see university as a place for them. One of the key aspect of Kate’s role as a widening participation officer was to bring young people to the institution

to show that the environment was friendly and welcoming.

One challenge Kate faced was reassuring parents about the funding aspects of university education. She talked about nervous parents who wanted future jobs guaranteed before allowing their children to apply to university.

Another important aspect of Kate’s job role was providing support for students once they have started university. Students from less represented groups can find it difficult to adjust to university life, and can sometimes need reassurance and support, especially at the beginning of university life.

A key insight form this discussion related to the importance of human contact in education.

When discussing online education Kate stated her concerns from the rapid rise in distant learning.

For people coming from certain backgrounds they might find it difficult to adapt to self motivated learning when there is no human contact involved.

Students she has worked with previously have been reliant upon support services when adapting to higher eduction level study. Kate’s concern is that online education cannot provide the same level of support.

Expert 04 ALEX DUNEDIN Founder of the Ragged University

Location: Edinburgh Interview Date: 5th July 2014 Interview Time: 11:30 - 13:00

Reasons for talking to Alex

Themes of the Discussion

Alex is the founder of the Ragged University and currently runs through the ragged project in Edinburgh. The Ragged University also runs in Manchester and London. He has extensive experience in setting up and running a free community based education model. Alex also contributed to the formation of the IF project. This is a free university model based in London which aims to offer a course in Humanities that utilises free online learning resources and free cultural events in the city.

In this interview topics covered related to the cost of education, debt, community based learning, and the intrinsic value of education.

From early on Alex stated that the Ragged University isn’t an alternative to formal education.

Universities have an important role within society and formal education is vital.

One interesting topic related to certification. The Ragged University does not provide any recognition of in the form of certificates or accreditation of learning. With this in mind we discussed to need for accreditation in society today.

A second key theme was community learning and diversity in learning

landscapes. “We need diversity, we need many models. There is not one size fits all. We need many different scaffolding structures that are appropriate for different people and the Ragged University is about the community context�

A common theme throughout the conversation related to individuals bringing their knowledge to the table and sharing it with a community. Alex talked about how the Ragged University Project is trying to, and succeeding in supporting, fostering and reviving inclusive forms of social capitol.

The aim is to generate a community where people feel appreciated , supported and inspired to go on and realise what their ambitions are.

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Expert 05 Stefano Mirti

Location: E-mail Correspondence

Reasons for talking to Stefano

Themes of the Themes of the Discussions Discussions Stefano talks about disruptive

Creator of Design 101 MOOC and contributer to the Who am I Project design community school project.

Stefano has extensive experience Stefano has extensive working and teaching in designand experience working schools in Italy. He is currently teaching in design schools in working on a number of blended Italy.

He is currently working on learning projects that feature both aonline number of blended learning education, and physical projects that feature bothOne online campus based education. of education, and these projects is physical ‘Who Amcampus I’. This is an educational project delivbased education.

Onethat of these ers a number of blended projects is ‘Who Amlearning I’. This courses including a Masters is an educational projectof that RelationalaDesign.

Stefano was delivers number of blended also involved in the creation of learning courses including a the Design 101 MOOC delivered Masters of Rational Design. on the Iversity Platform.

Stefano was also involved in the creation of the Design http://www.whoami.it 101 MOOC delivered on the http://iversity.org Iversity platform.

http://www.whoami.it https://iversity.org

shifts talks in education through Stefano about disruptive the introduction of new shifts in education through the tools for online oflearning introduction new tools(MOOCs). for online learning (MOOCs).

Although Stefano is an advocate of these tools, he stresses that Although is an like advocate of they areStefano just tools, pencils these stresses that they papertools, andheblackboards.

They are just tools, like pencils paper and should be used in conjunction blackboards. They should be used with lots of other teaching and in conjunction with lots of other learning and methods shouldn’t teaching learningand methods and been seen the model shouldn’t beenas seen as the modelfor future learning for future learningjust justyet. yet.

Stefano aboutabout inductiveinductive and Stefanotalks talks deductive systems of learning.

For of and deductive systems years education followed a learning.

For has years education deductive system in which we look has followed a deductive system at things broadly before narrowing in in details. whichForwe looklearning at things on example all of

broadly before narrowing in on details. For example learning all of the capitol cities in the world

before looking specifically at Paris or London. the capitol cities in the world before

and education needs to keep up with these transformations. education needs to keep up with

In more recent years there has been a recent shift towards inductive In more years there has been a shift towards approaches to inductive learning. approaches to learning.

Whereby students willWhereby look at students will look at the the smaller detail of smaller a single detail of a single chair, or building chair, or building before they before they “climb the ladder “climb the ladder towards a towards a broader understanding” broader understanding”

In response to creating the Design 101to creating MOOC theStefano In response Design 101 MOOC that it states that itStefano was anstates experiment washe an was experiment thattryheout. wasHe that keen to keenreservations to try out. Heabout had reservations had MOOCs about way to but theMOOCs best but waythetobest address address these was to create one. these was to create one.

looking specifically at Paris or London.

With the Internet and social With Internet social media the comes an infiniteand amount of knowledge instantly media comesthat an is infinite amount and students have ofaccessible knowledge that is today instantly access to this, andstudents become familiar accessible and today with it from a very young age. and have access to this,

become familiar with it from a Alongside this the world is adapting very young age. faster than ever before and Alongside this the world is adapting faster than ever before,

these transformations.

“To imagine MOOCs being the only

“To imagine MOOCs being the element will lead nowhere.

MOOCs only element will lead nowhere. should be added to traditional MOOCs should be added media. Books, classrooms, where media. you meet Books, people tosituations traditional in real life, chitchatting, having a classrooms, situations where coffee.

MOOCs are not you meet people in the realnewlife, school. But MOOCs a very chitchatting, havingcana becoffee. powerful ingredient to define a new MOOCs are not the new school. kind of school.”

But MOOCs can be a very powerful ingredient to define a new kind of school.”

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Research Phase 03 Future

47

2016 X

2022 X

2026 2030 Left Scenario

2030

Right Scenario

Research Phase 03 Future Formulate near-future plausible scenarios that situate HE and its alternative models in a variety of political and economical circumstances Future casting method.

The outcomes of this project will be set in a 2030 scenario. This is the year in which three of the research participants will be considering their options for higher education. To formulate scenarios for 2030 we undertook a future casting exercise that involved three stages.

The first stage involved reviewing the desk research with reference to the history of tuition fees and participation in higher education combined with the reports commissioned by governments, and the policies and changes made

in response to these reports.

The second stage of the future casting method involved drafting out possible outcomes of the next three general elections. In this stage we referred back to the expert stakeholder engagement with Tom Mann and Nathan who provided insights into the possible outcomes a yes vote on Scotland’s independence could have on the UK government, and 2020 general election.

In the third stage a time-line was created that speculated on events and occurrences/changes within

the higher education landscape.

After the time-line we will see a final 2030 landscape. This landscape will not be fixed, it will be a mixture of visions and ideas that could be possible, plausible or probable.

With this landscape we can start to situate some of the key topics and discussion points explored in the research phase. We can then begin to ask ‘What If?’ questions and play with our thoughts and imagination to develop opportunities for which we can design solutions.

49

2014

Scotland votes no to independence.

X

X

Labour wins a minority vote.

Labour wins a majority vote.

X

Labour win a minority vote.

2026

2022

Labour wants to encourage higher participation rates in Higher Education.

Universities are struggling under pressure of large numbers and limited funding.

A target of 75% is set for participation rates in higher education.

New graduates are unhappy with the repayments of private loans on top of the graduate tax.

A graduate tax is introduced so that students did not have to pay anything upfront for university tuition fees.

Student living costs are no longer provided by the government as student loans are sold to private companies.

Two year fast-track degrees and distant learning models have become popular as a cost saving option.

More students are opting to study at home to save money.

The Student Loans Company is converted into the Graduate Contributions Company.

Left Scenario In 2014 Scotland votes no to independence, and in 2015 a minority Labour government is elected. The economy grows slowly in the following years however funding for Universities stays the same despite huge increases in student numbers.

The move to get rid of tuition fees and replace them with a graduate tax was initially well received.

The graduate tax would cost

students the same as the current system. However the delivery and communication of the new funding model eradicated negative words such as debt, and replaced these with ‘contribution’.

The privatisation of the student loan resulted in much higher pay back rates for graduates. The interest is far higher than the student loans company, and the payback was required regardless of the level of

income a graduate receives.

This led to an increase in shorter ‘fast track’ two year degrees, distant learning, and blended models of learning.

Vocational Universities become popular but received large amounts of negative press due to the nature of some of the degrees offered. An increase in hairdressing and make-up degrees were mocked by the press.

X

X

2014

Scotland votes yes to independence.

Labour wins a minority vote.

2016

Scotland becomes independent.

All Scottish MPs remain in the UK parliament until the 2020 general election. Without EU membership Universities in Scotland charge international fees to rUK and EU students.

40+ Scottish Labour MPs leave the party. The conservatives win a minority government and form a coalition with UKIP.

X

Conservative coalition voted in for a second term.

2022

2026

State funding is severely reduced. Competition between institutions is encouraged.

Many lower performing institutions have failed to compete in the market. Some failing institutions have merged with more successful institutions.

Tuition fee cap is lifted.

Universities can set their own tuition fees.

There is a move back to elitism and reduction in numbers of students going to university. Apprentice and work based learning is encouraged for those not attending university.

Institutions who charge fees above ÂŁ12000 are advised to offer private loans to students.

Rates of participation at Universities has declined as the cost of tuition has risen

Mega-Universities are emerging.

The competitive nature of the market has led to a two tier system; Expensive premiere campus based education, and cheaper online and distant learning models.

Right Scenario In 2014 Scotland votes yes to independence, and in 2015 a minority Labour government is elected. In 2016 Scotland becomes independent. The Scottish MPs in the UK parliament remain in position until the 2020 general election before leaving the rUK Labour Party.

Following their departure Labour fail to secure the next parliament after the Conservatives are first past the

post. In a controversial move the Conservatives form a coalition with the increasingly popular UKIP party.

By 2022 the coalition have lifted the tuition fee cap allowing Universities to set their own fees.

This comes with a condition that Universities charging over ÂŁ12000 have to put a loan system in place to fill the shortfall of state funded student loans which are capped at ÂŁ9000.

There is a reduction in numbers of students due to the increasing costs, and push towards work based learning models as alternatives to university education.

There is still competition in the sector with many high performing Universities becoming private, and many struggling Universities creating distant learning and online courses to offer cheaper options to students.

51

Analysing the data

The analysis method used within this project is detailed in separate publication titled ‘Dicing With Data’ Education Futures Dicing with Data

NCH requires validation as

Stage 02 Future Casting

T

Colour coded background

In stage 03 of this method we will play a game. This game will require a system for randomly selecting a topic. For the Education Futures project some dice were created. Each side of the dice featured a topic.

Topic

Topic Topic

SLP’s WIN

K

Topic

Cashpoint College

Competitive peers Topic

D

D

Co-operative HE Experiment

Ragged University

D

A

The Community is the Message

“Diversified Learning Landscapes” S

Sense of Value / Money Sense

K

Sense of Value

WP access

Rise in WP K

Acceptance / belonging K

Worried Parents K

Co-operative HE Experiment

Ragged University

D

A

The Community is the Message

“Diversified Learning Landscapes” S

Perception of money value

K

K

High drop out rates Comfort in HE K

D

Community Based Learning

A

Money Sense K

Scary system from hell!

Private College

Policy

NCH Growth

T

D

NCH & Student Loans D

T

Aspiration and Failure T

A

Time to stop calling student loans a loan

T

Aspiraton and Failure T

D

CREDIT

The Discussion of Fees

School Leaver Programmes

School Leaver Programmes T

Bias towards HE from Teachers

Marketisation of the sector A

Unlimited Recruitment N

SLPs T

Questioning of value.

“Successful progression through life”

2022

Competitive Peers - top 50 HEI’s

D

Marketisation D

Topic

2016 X

T

Aggressive Marketing

T

NCH Growth

Pay for Grades

S

To start off with we decided on a future year - 2030.

This will be the year that three of the research participants will be sending their children to university.

Pampering Days

T

Universities Lowering Entrance Requirements

MOOCS online learning

Moocs Are Tools

Topic

Gimmicky Bursaries

The Opportunity System

T

K

S

Topic

T

It’s not bad debt

Human Contact D

Topic

System D

T

Do or Die

U.S Universities and Colleges failing.

Topic

Opportunity

System

Diversified Learning Landscapes

A

X

The Dice

Marketisation of the sector if?

What

ge

ge

if?

if?

What

The Opportunity System

Diversified Learning Landscapes Break up the landscape. Force diversifi ed learning

What

protest innovation

Challen

Competitive CAUSE Peers - top DISRUPTION Intervene in a scenario with disruptive 50 HEI’s Challen

2026

Community Based Learning

To make the game more interesting two challenges were created and placed on the dice. In this project one challenge asks the game player to select a topic and future scenario - then write a future press report depicting a fictional story . This challenge aims to get the player to think about how society might react to some of the scenarios explored within the game and what type of language would be used to communicate this.

if?

The key points of these changes and scenarios are shown on the next two pages along with the outcomes of the analysis game.

What

Another challenge asks for disruption in the game. The player must intervene in a future scenario and push it out of the plausible into another realm of speculation in which more provocative ideas can be explored.

06

x

x

T

T

04

RIG

ge

if?

x

08

HT

06

08

x

LEF

LEF

Perception of money value

HT

HT

RIG

RIG

04

x

if?

if?

What

x

distance learning

if?

SLPs Private MOOCS Acceptance online learning Belonging in School Leaver Programmes College Blended learning HE models & What

Right Scenario

Challen

2030

What

Left Scenario

Scary system from hell!

Tell the story

What

2030

if?

On each side of the dice is a number. This is an amplification factor which will be explained in Stage 03 ‘Playing the Game’

K

Data source.

T - for Tom

In the image below the themes and tensions have been collated, and new reference titles have emerged. We can call these Topics. With these topics we can develop a reference document which links the topics to all the relevant insights and evidence that supports its emergence.

In this phase the data is analysed for insights. These insights are mapped and grouped together to formulate themes. In this project some of the themes consisted of complimentary data where insights supported each other, and others consisted of contrasting data where tensions exist between insights.

Meritocratic

But first, we need to create a dice. This dice will be thrown at the same time as the ‘topic’ dice to select a future scenario- either left or right.

D

The student loan lacks tangibility at both ends You don’t see the money

before it is spent - you don’t

Stage 01

The student loan lacks tangibility at both ends

Stage 02

To figure out what the political landscape could look like in 2030 we can take steps back and look at the possible outcomes of elections in 2015, 2020 and 2025.

K

£9000 - Money would have usually been something that the parents take care of. d

see it before you pay it back.

The image above shows all of the insights extracted insights from the Education Futures research. They have been colour coded to provide clear organisation, and a reference is provided that links the insights back to the data source.

AUGUST 2014 EDDEMI.EU

The second phase in this project involved generating future scenarios. This project relied upon data collected from some of the stakeholders to help mould the future scenarios around expert opinion.

D

Finance & Access to Education

D

T

Sense of Value “I think young people don’t have much sense of the value of money from what I observed” “First week - First bank account”

Money Sense

Students don’t really see the difference between £3000 &

Topic

Stage 04 Extracting Opportunities

DESIGN INNOVATION & SERVICE DESIGN EDUCATION FUTURES PROJECT

Future Casting

with them. (Willetts, 2012)

K

- low interest

Insight reference title

Forming themes

Stage 03 Playing the Game

EDMUND WHITE

We want to ensure HEI’s provide innovative, high quality learning.... the way to do this is by making institutions compete to attract students and the funding they bring

D

of comfort”

It’s not bad debt - no pressure to pay back - written off after 30 years - you only pay back when you can afford it - no credit check required

K

Topic

THE DATA COLLECTED During the research stage of the Education Futures project data was collected from a range of higher education stakeholders through interviews, conversations, and through the use of research design engagement tools. Data was also gathered from literature, press reports, TV documentaries and other media outlets.

(Mcdonald, 2014)

D

Policy

A cap on the numbers of students England’s universities can admit is to be lifted in 2015 (Harrison, 2013)

D

University Education

Professor Clayton Christensen predicts that half of U.S HEI’s may fail in the next 15 years.

D

D

Unlimited Recruitment

The Department for

N

Comfort in HE

“What their families we’re used to - the whole community around them - and the feeling

K

WP for the academic year 2012-2013

“...access to university is via or social status; and, secondly, that money worries need not deter any school-leaver with the will and ability to go to university.” (Gunnell, 2013)

Alternative Education Models

Harvard Business School

a University before students the SLC. This is required for the college’s growth

D

High WP in London Education statistics show an unprecedentedly high level of university entry among pupils on free school meals in inner London. (Coughlan, 2014)

D

Pay upfront

Paying for education upfront states the value of what you are about to embark upon.

T

T

Sense of Value / Money Sense

“I don’t know what is going on but people would be going off on holiday’s - not that many students including ones from

Rise in WP

Since the tuition fee increase

K

Meritocratic

ability rather than class, race

spent on selling the idea of an education than delivering it” - Sally Hunt (Boffeey, 2014)

there has been an incline in

an access package and bursaries. But the bursaries are low - £300 per student.

A

“More money seems to be

graduates on the basis of university reputation determined by research, not teaching quality.

(Comment is free, 2014)

A

have gone to university in a fee paying era.

The student loan lacks tangibility at both ends You don’t see the money

before it is spent - you don’t see it before you pay it back.

WP backgrounds had Jobs”

forget what you study!

Aggressive Marketing

Most employers recruit

N

Private college recruits on the streets and outside job centers. Takes in Students who’s qualifications fall below entry requirements. (Domokos, et al. 2014)

D

U.S Universities and Colleges failing.

N

Research Reputation

Something seems to be

Cashpoint College

“NCH is projecting huge

growth in enrollments, from about 100 students now to nearer 1,000 towards the end of the decade.”

(Morgan, 2014)

D

(Morgan, 2014)

Stage 01 Forming Themes.

S

NCH Growth

“...removing the distinction

can access loans from

Running Order

We speculated that major decisions that effect the funding of Higher Education, and promotion of alternative models of education would take place in 2022.

The effects of these changes would be understood in 2026, after the first cohort of graduates emerge.

The gaming method involves inserting a randomising factor into the analysis that determines the theme and scenario combinations. Following this we ask ‘what if’ questions and explore the theme within the scenario and generate hypothetical disruption, outcomes or consequences.

D

SSC

between students and

academics, seeing them both instead as scholars in the pursuit of creating new knowledge.” (Social Science Centre, 2013)

NCH & Student Loans

Time to stop calling student loans a loan No win no fee attitude. The language that the media uses (cripling student debt) is not a true representation of

£9000 fees have to have

our passions are and value what other people have invested their lives in. Don’t

K

Students as ‘customers’

wrong and must be put right students are now ‘customers’ who must be ‘satisfied’.

(Scott 2013)

the system

The new generation of parents

Universities who charge the

we really need to value what

expectations to gain good grades without putting in the work required.

K

Competition between peers

K

WP access packages

What

As part of the future casting element of this project this paper will document a data analysis method that can be used to analyse large amounts of qualitative data in multiple future scenarios - and encourage the game player (researcher) to provoke change within the scenarios, or develop preventative measures in response to challenging political or economical circumstances.

drop out rate.

went and those who don’t”

Comparitive nature and high workloads for

students in top institutions leaves them regretting not enough having ‘fun’ while studying

T

The Discussion of Fees The protest marches and media coverage of the changes in tuition fees were harmful in causing panic.

K

Retaining Passion for a subject

‘mini courses’ can often have

Whereas in Germany there are highly regarded.

S

Do or Die

“any institution not preparing itself for some sort of blended model is dooming itself to extinction” ( Gianpiero Petriglieri) (Reuben, 2014)

T

It makes money through re-

“I did speak to people who came from WP backgrounds in their first year - they felt alienated, quite odd and different. They didn’t quite connect”

K

Pay for Grades Students studying on the

WP students have a high

Technical Colleges that are

S

The ‘no alternative’ situation

are increasingly offering more Gimmicky Bursaries of £200/£300.

Opportunity System

payments by people who can afford it. The 40% who never pay back will have studied for free - or significantly cheaper.

A

Alienation

- Worried about fees - Wanting guaranteed jobs - climate of fear

K

High drop out rates

university - those who go/

is a tool, a pencil is a tool, a CD rom is a tool”

a world where “the community

higher education that wasn’t subject to the discipline of

A

As part of building an

T

Who is the benefactor?

K

Worried Parents

People have limited vision depending on where they have come from - what their families are used to - the whole community around them.

N

is the message”

Co-operative HE Experiment

“...we saw an ‘urgent need’ to build an alternative model of

looking at the its jobs.

Universities as Charities

aspirations needs to start from primary/early secondary school.

T

Belonging in HE

Universities as brands.

Us & Them

“I think theres very much an us&them approach to

“A book is a tool, a blackboard

debt and the market” (Social Science Centre, 2013)

Gimmicky Bursaries

attractive package universities

subject” - universities want students to be passionate about a subject and not to be

T

Early Start

Raising expectations and

The ‘achieve a DDD to

progress onto A2’ model could work at degree level.

Achieve a 2:2 to progress onto the final year.

T

The Oxford Experience

Offering ‘mini courses’ and semesters to international students for high prices.

A

Moocs Are Tools

A

Credit Rating

“Interestingly I refused credit thinking this will set me up well. It has played against my current situation” Neither a borrower or lender be

T

The subject not the job “They need to convince

the tutor that it’s about the

they haven’t got into a top 50 institution.

T

Minimum Grade Model

There is an open debate as

We need diversity, we need many models. Theres not one size fits all.

A

medium is the message” now

This method begins with developing themes from the data collected before designing a system for randomising the themes and scenarios simultaneously.

In this project this is done through the use of dice.

Once a scenario and theme have been selected, a hypothesis is decided upon if necessary before developing a string of what if? questions. This length of this string is determined once again by a random dice selection.

The word credit was invented to stimulate the economy after the collapse in America, it was a marketing flip. Nobody wants to have debt, so we’ll call it credit.

This extends to the top 10

Increasingly students are

with jobs in mind”

T

Tools for a Degree

to what extent a degree is necessary sort of tool to a successful career.

A

“Diversified Learning Landscapes”

The Ragged project is trying

K

Aspiration and Failure Especially for students at the Private School.

T

Aspiration and Failure feeling like they have failed if

kids aren’t going to university

students.

T

“People don’t like to be

commodified which is why the Ragged University does not monitor who is in a room at any given time”

A

Ragged Univeristy

to support Foster, Revive inclusive forms of social capitol and generate a community where people feel appreciated, supported and inspired.

settings

Russell Group universities.

seen to promote ‘traditional’ routes through university education.

T

No Particular Job in Mind “With the exception of

vocational degrees - we find

To secure higher intake of

definite move towards SLP’s, work and studying abroad.

Students Questioned the value of University more.

Recognition

“A unique and distinct body

CREDIT

We need a system where people are educated in an institution that suits them.

Not a system where we push people into academic

Private Schools can only be

a prerequisite to becoming a teacher.

T

Universities Lowering Entrance Requirements

After the £9000 tuition

A

“Successful progression through life”

Due to the HE route being

used by HEI’s to entice students to study within them.

This highlights the competition between institutions.

T

Questioning of value. fees came in there was a

K

Ragged University

of knowledge accredited by the life experience of the membership of one”

it seems to me that we live in

DICING WITH DATA ANALYSIS

Education Futures is a future casting research and design project that explores the current landscape of higher education (HE) in the UK today from the perspective of current, and future stakeholders. The research aims to explore aspects of social mobility and fair access to education in todays landscape, and also in the near future given a range of different scenarios.

Appropriate Education

“I think to marketise everything

Bias towards HE from Teachers

New techniques are being

Companies are recruiting A training packages with a salary as an alternative to university study.

T

coming from WP backgrounds its important to be able to talk and relate to someone especially early on”

The Community is the Message

EDUCATION FUTURES

Marketisation

- to reduce and encapsulate everything in terms of finance is problematic”

T

Pampering Days

School Leaver Programmes level students and offering

- Cheaper to employ

“I am not convinced by online

McLuhan said that “the

For the Education Futures project two scenarios were developed. One scenario looked at a consistent centre-left government, and the other looked at a predominantly right-wing government.

By taking this decision making process away each theme and future scenario can be explored equally.

Going with the education flow Having only experienced

education in life as an 18 year old, it’s an easy option to continue the journey into university.

SLP’s WIN

- They recruit top A level students.

- Train the students with skills relevant to the company’s needs

Human Contact

learning. For many people

T

Why use a game?

The analysis section of this project involved analysing insights and themes in two different future scenarios. The process of selecting an insight to explore within a theme does not require a large amount of consideration, but it can involve deliberation.

It can be easy for the researcher to overlook themes that don’t appear as strong, or unintentionally insert bias to the project by exploring a theme with strong potential within a ‘better’ scenario.

LEF

The analysis of this project involved using gamification techniques to provide a randomised data selection method. This exploration began in a previous project titled ‘Ageing Economics’ undertaken by a group of design innovation students at the Glasgow School of Art in April 2014.

Dicing With Data is included as a pull out paper in this book.

It is also available as a PDF document from: http://eddemi.eu/portfolio-item/ dicing-with-data/ 53

Appropriate Education

CREDIT

We need a system where

to stimulate the economy after

everything in terms of finance

people are educated in an

the collapse in America, it

is problematic”

Going with the education flow

Marketisation

Having only experinced

- to reduce and capsulate

education in life as an 18 year old, it’s an easy option

“I think to marketise everything

School Leaver Programmes

Pampering Days

- Cheaper to employ

level students and offering

used by HEI’s to entice

- Train the students with skills

training packages with a

relevant to the companys

salary as an alternative to

- They recruit top A level

was a marketing flip. Nobody

langue that the media uses

Not a system where we push

wants to have debt, so we’ll

(cripling student debt) is

university.

people into academic settings

call it credit.

T

Human Contact

After the £9000 tuition

learning. For many people

fees came in there was a

coming from WP backgrounds

defitinte move towards SLP’s,

its important to be able to

work and studying abroad.

talk and realte to someone -

K

of University more.

Ragged University

Recognition

“A unique and distinct body

Credit Rating thinking this will set me up

Private Schools can only be

Russell Group Universities.

well. It has played against my

students to study within them.

a pre-requisit to becoming

seen to promote ‘traditional’

Especially for students at the

current situation”

langue that the media uses

This highlights the competition

a teacher.

routes through univeristy

Private School.

Neither a borrower or

(cripling student debt) is not

Due to the HE route being

T

commodified which is why the

of knowledge accredited

Ragged University does not

by the life experience of the

monitor who is in a room at

membership of one”

any given time”

A

T

No Particular Job in Mind

Aspiration and Failure

The subject not the job

Gimmicky Bursaries

vocational degrees - we find

feeling like they have failed if

the tutor that it’s about the

attractive package Universities

To secure higher intake of

kids arn’t going to university

they haven’t got into a top 50

subject” - Universities want

students.

with jobs in mind”

institution.

“With the exception of

Increasingly students are

T

T

around them - and the feeling of comfort”

students to be passionate

more Gimmicky Bursaries of

fee paying era.

about a subject and not to be

£200/£300.

looking at the its jobs.

to what extent a degree is

progress onto A2’ model

from primary/early secondary

ayments by people who can

necessary sort of tool to a

could work at degree level.

school.

afford it. The 40% who never

successful career.

Achieve a 2:2 to progress onto the final year.

K

Worried Parents

Alienation

- Worried about fees

came from WP backgrounds

Offering ‘mini courses’ and

depending on where they have

- Wanting guarenteed jobs

inclusive forms of social capitol

many models. Theres not one

semesters to international

come from - what their families

- climate of fear

and generate a community

size fits all.

students for high prices.

We need diversity, we need

to support Foster, Revive

supported and inspired.

A

The Community is the Message

Moocs Are Tools

Us & Them

medium is the message” now

is a tool, a pencil is a tool, a

university - those who go/

it seems to me that we live in

CD rom is a tool”

McLuhaan said that “the

“I think theres very much

“A book is a tool, a blackboard

a world where “the community is the message”

S

S

Co-operative HE Experiment

Do or Die

build an alternative model of

model is dooming itslelf

higher education that wasn’t

to distinction” ( Gianpiero

subject to the discipline of

Petriglieri) (Reuben, 2014)

“any institution not preparing

“...we saw an ‘urgent need’ to

an us&them approach to

Science Centre, 2013)

D

S

have much sense of the value of money from what I

on holiday’s - not that many

observed”

are used to - the whole

different. They didn’t quite

harmfull in causing panick.

students including ones from

“First week - First bank

community around them.

connect”

K

K

High drop out rates

Pay for Grades

WP students have a high drop

‘mini courses’ can often have

out rate.

expectations to gain good

Students studying on the

K

Rise in WP

Money Sense

Universities who charge the

there has been an incline in

difference between £3000 &

we really need to value what

£9000 fees have to have

WP for the academic year

£9000 - Money would have

2012-2013

usually been something that

Whereas in Germany there are

work required.

what other people have

bursaries. But the bursaries

Technical Colleges that are

invested their lives in. Don’t

are low - £300 per student.

highly regarded.

forget what you study!

K

N

Research Reputation

Aggressive Marketing

Meritocratic

“More money seems to be

ability rather than class, race

and high workloads for

wrong and must be put right -

graduates on the basis

spent on selling the idea of

or social status; and, secondly,

students in top insitutions

students are now ‘customers’

of university reputation

an education than delivering

that money worries need not

leaves them regretting not

who must be ‘satisfied’.

determined by research, not

it” - Sally Hunt

deter any school-leaver with

enough having ‘fun’ while

(Scott 2013)

teaching quality.

(Boffeey, 2014)

Most employers recruit

N

D

(Comment is free, 2014)

D

provide innovative, high quality

students England’s Universities

learning.... the way to do

both instead as scholars in

nearer 1,000 towards the

centers. Takes in Students

unprecedentedly high level of

can admit is to be lifted in

this is by making institutions

the pursuit of creating new

end of the decade.” (Morgan,

who’s qualifications fall below

university entry among pupils

2015 (Harrison, 2013)

compete to attract students

knowledge.” (Social Science

2014)

entry requirements. (Domokos,

on free school meals in inner

et al. 2014)

London. (Coughlan, 2014)

Policy

D

D

U.S Universities and Colleges failing.

NCH requires validation as

Harvard Business School

a University before students can access loans from the

Professor Clayton Christensen

SLC. This is required for the

predicts that half of U.S HEI’s may fail in the next 15 years.

college’s growth (Morgan, 2014)

Unlimited Recruitment

The Department for

D

(Mcdonald, 2014)

D

The beginning stages of the analysis involved mapping the insights together before formulating themes. The themes comprised of groups of insights that had commonalities, or tensions. Not all the themes made it through to the analysis game. Some were discarded due to a lack of evidence, or potential.

A document was create that linked each theme with the insights that supported it. This document was used within the Dicing with Data

method as a reference point.

The page opposite illustrates the themes that were included in the dicing with data game with a quick summary of the themes’ contents.

the will and ability to go to

We want to ensure HEI’s

and the funding they bring

D

with them. (Willetts, 2012)

D

university.” (Gunnell, 2013)

Students don’t really see the

the parents take care of. d

“...access to university is via

D

High WP in London

Since the tuition fee increase

K

Students as ‘customers’

A cap on the numbers of

NCH & Student Loans

A

Comparitive nature

Something seems to be

K

WP access packages

an access package and

K

account”

K

Retaining Passion for a subject

Education statistics show an

D

K

T

“I think young people don’t

WP backgrounds had Jobs”

our passions are and value

Private college recruits on

- no credit check required

changes in tuition fees were

The protest marches and

grades without putting in the

studying

can afford it

T

alienated, quite odd and

the streets and outside job

D

T

but peopel would be going off

about 100 students now to

Centre, 2013)

see it before you pay it back.

media coverage of the

“NCH is projecting huge

growth in enrollments, from

- you only pay back when you

free - or significantly cheaper.

- no pressure to pay back

in their first year - they felt

academics, seeing them

NCH Growth

between students and

“...removing the distinction

before it is spent - you don’t

Sense of Value

“I did speak to people who

Cashpoint College

SSC

- written off after 30 years

pay back will have studied for

- low interest

“I don’t know what is going on

Insights & Themes debt and the market” (Social

You don’t see the money

went and those who don’t”

Competition between peers

itself for some sort of blended

K

Sense of Value / Money Sense

N

A

T

The Discussion of Fees

People have limited vision

where people feel appretiated,

to - the whole community

It’s not bad debt

A

Belonging in HE

Universities as brands.

“What their families we’re used

The student loan lacks tangibility at both ends

It makes money through re-

Who is the benefactor?

The Oxford Experience

The Ragged project is trying

Opportunity System

Universities as Charities

“Diversified Learning Landscapes”

Ragged Univeristy

T

T

aspirations needs to start

T

N

have gone to university in a

Early Start

T

D

are increasingly offering

The ‘achieve a DDD to

A

system. - Martin Lewis

The new generation of parents

Minimum Grade Model

Raising expectations and

are about to embark upon.

Comfort in HE

Tools for a Degree

There is an open debate as

states the value of what you

The ‘no alternative’ situation

As part of building an

“They need to convince

T

Paying for education upfront

a true representation of the

A

Universities Lowering Entrance Requirements

Pay upfront

No win no fee attitude.The

lender be

T

A

Time to stop calling student loans a loan

“interestingly I refused credit

education.

T

T

“People don’t like to be

the system

This extends to the top 10

Students Questioned the value

especially early on”

not a true representation of

A

Aspiraton and Failure

T

Questioning of value.

“I am not convinced by online

K

“Successful progression through life”

between institutions.

university study.

needs

A

Bias towards HE from Teachers

New techniques are being

Companies are recruiting A

students.

No win no fee attitude.The

institution that suits them.

to continue the journey into

T

SLP’s WIN

Time to stop calling student loans a loan

The word credit was invented

D

K

K

Diversified Learning Landscapes Within the current higher education system there is an element of ‘one size fits all’. All though there are many alternative models of education emerging, Universities take the majority of students entering higher education yet the packages they provide have very little differentiation.

Marketisation of the Sector Universities have become increasingly more competitive since the 2012 rise in tuition fees. This theme draws together insights based around changing recruitment tactics, and their aggressive marketing campaigns of Universities.

It also incorporates insights relating to the emerging private sector.

The Opportunity System Although the current student finance system in the UK has received a lot of negative press and caused major disruptions, there are people who look at it in a different light and see the opportunities that the system offers. Crippling student debt vs Nothing to lose.

Marketisation

W ha

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ng le al

Ch

e ng le al ha

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Community Based Learning A number of community based free Universities have emerged in the past few years that rely upon volunteers arranging events and delivering lectures. The sharing of knowledge extends into the digital realm with blended learning models of education that utilise social media to distribute outcomes and provide a feedback platform.

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W

Scary system from hell!

Tell the story

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distance learning

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if?

SLPs Private MOOCS Acceptance online learning Belonging in School Leaver Programmes College Blended learning HE models &

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Perception of money value W

MOOCs Massive Open Online Courses have caused major turbulence within the HE sector. They have exploded in popularity - yet they have dire student retention rates.

Some Universities are starting to offer credits for MOOC courses, whilst others wont touch them with a barge pole.

landscape. Force diversified learning

The Opportunity System

Community Based Learning

McLuhaan said that “the medium is the message” now it seems to me that we live in a world where “the community is the message” Private Colleges The London School of Science and Technology, and New College for Humanities are two private university models that have shaken the sector and caused controversy along the way.

Other Private education providers are focusing on the student experience and offering alternative models of learning that break away from the ‘traditional’ university.

protest innovation

Ch

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Diversified Competitive CAUSE Learning Peers - top DISRUPTION Intervene in a scenario Landscapes with disruptive Break up the 50 HEI’s W

Competitive Peers As university education become more expensive students are becoming more concerned with the ranking of the Universities that they apply for. The competition to gain a place in the top 50 has become more fierce which could result in lower ranking Universities struggling in the near future.

ti

f?

of the sector

Perception of money This theme draws together a number of insights relating to how young people perceive the value of money when they are faced with a student loan form to fill out.

Acceptance and Belonging For many young people from poorer backgrounds university can be seen as a place that they do not belong to. Despite the constant rise in university participation, there is still a need to offer support to people from groups that are less represented in student populations.

Student Leaver Programmes There has been a rise in the number of companies offering student leaver programmes.

Employers are effectively cherry picking top A level students who are seeking work instead of university study.

55

Concept Development Following the analysis a number of opportunities were highlighted to take forward into the concept development phase. After an initial draft of ideas ten concepts were developed and illustrated with narratives. In this early concept phase the ideas explored are at times intentionally wild and provocative. A selection of these concepts are detailed on the following pages.

Concept 02:

58 ‘The Social Experience’ Concept 08:

59 ‘Future SLP’ Concept 06:

60 ‘Education Leisure’

Concept 03:

61 Orchestrating the Story Concept 01:

62 Performing Knowledge Selecting a Concept to

62 take forward

What if the value of a degree diminishes to the point where many do not care to finish their studies and dropout once they have satisfied their university social experience?

Concept 02: ‘The Social Experience’ Key Insights

Concept Description

Reason for the Idea

* The diminishing value of a degree today

Universities offer a range of blended online/campus based courses specifically targeted at people who want to experience the social life and independent living that university study offer.

As education becomes more expensive students are looking for options that cost less but offer the same learning experiences university provides. This concept is designed purely to satisfy the needs of people who want to experience the vibrant social life of a student without investing in a years worth of education.

* The glamorisation of university life in the media. * Rise in cost of education * Rise in participation in higher education

The campus learning takes place in the summer months making use of the vacant buildings and accommodation. A fee is paid by the students enrolling on the course.

What if student leaver programmes grow and develop into work Universities and large work organisations obtain degree awarding powers?

Concept 08: ‘Future SLP’

Key Insights

Concept Description

Reason for the idea

* Increase in popularity of student leaver programmes.

Student leaver programmes become very popular and develop into alternative ‘work Universities’.

In order to offer students a similar experience to ‘traditional’ university companies offer intense three month campus based courses alongside the work placement. These three month courses become known for the extra curricular activities that take place and student leaver programmes receive a surge in popularity as a result.

In the right-wing future scenario the government pushes for work based learning as an alternative to university study. This becomes a popular choice - however many students feel they miss out by not going to university and many parents and teachers believe that it does not follow the traditional route through education.

Some more progressive SLP providers develop innovative models that address these problems providing a work/study experience that satisfies the needs of students, parents and teachers.

* Questioning of the value of university study. * Media portrayal and glamorisation of university life. * Influence of teachers and parents * Successful progression through life.

59

What if ‘cashpoint colleges’ were holiday resorts?

Concept 06: Education Leisure

‘What If’ Questions

Concept Description

Reason for the Idea

What if ‘cashpoint colleges’ were holiday resorts?

Pop up Universities emerge that can take advantage of having limited facilities and buildings.

They can be in a sunny climate or next to the mountains. They can set up in sites that have specialist research interests, or relocate to isolated communities.

As private Universities find more ways to exploit the ‘opportunity’ student loans system they become more imaginative and competitive in the experience they offer. This concept explores a university that attracts students by placing campuses in ski resorts in the French Alps. The concept also explores some benefits of pop-up Universities - such as the ability to focus on site specific research such as flood planes as shown above.

What if Universities started coming to people as apposed to people coming to them?

What if university marketing campaigns become televised soap operas telling stories of student experiences?

Concept 03: Orchestrating the Story

Key Insights

Concept Description

Reason for the Idea

* Students as Customers

Competitive Universities produce live structured reality tv series documenting student experiences.

To orchestrate these experiences full scholarships are provided to a number of ‘rep’ students who perform a scripting job role over the course of their degree studies.

Over time university social lifestyles become more associated with popular culture. As participation in higher education increases, the culture of university lifestyles develops into a fictional world that people can escape to for three years. The idea of reinventing yourself becomes another ritual in our education journey through life and university becomes a hyper reality.

* Universities becoming more aggressive with marketing campaigns. * Potential unlimited recruitment. * Media glamorisation of university life.

61

What if the style and approach of MOOC teaching is emulated by students in the way that they deliver coursework?

Concept 01: Performing Knowledge Key Insights

Concept Description

Reason for the Idea

* The rapid rise in popularity of MOOC learning

This concept combines a model of education with a university strategic aim. The model and aim develops students who can ‘perform’ their thesis/dissertation/research in a filmed-scripted production.

This concept takes a critical look at a future generation that has been mostly educated through online platforms. They communicate in simple thought out structured sentences and have movements limited to their facial expressions and lower arm/hand movements.

* “MOOCs are education tools - Just like books and paper” * Do or Die - any institution not preparing itself for some sort of blended model is dooming itself for distinction

Selecting a concept to take forward Peer Review To select a concept to take forward for development we undertook a peer review session in which four Design Innovation students from a range of design disciplines discussed the strengths, weakness and opportunities for development of the concepts generated so far.

The concepts that created the most discussion were the ‘Social Experience’ and ‘Future SLP’ concepts that both looked at how university campuses could be used by ‘other’ education providers during the time in which full-time

students are on holidays, and university campuses are vacant.

that a restructure of the traditional academic year could provide.

Both concepts have an emphasis on the student social experience, and how education providers can offer blended learning models that mix the social ‘campus’ experience of education with a distant online model, or work based model to provide the best of both worlds.

Value and experience.

Following this a second iteration of concept development took place which focused on blended learning models and the re-structure of the academic year.

Within the peer review we discussed the different possibilities

The final concept is a blended learning model which combines online and campus based education and two services that exist to support this model. This is covered in the next section of this book 63

What will the future of higher education look like and what will the student experiences be?

How do we better manage higher eduction institutions to suit a range of learners and provide more affordable study options?

Summary of Research & Analysis This is the end of the research and analysis book. The next phase of the project will be the concept development and delivery phase which features in a follow up publication.

contact in education especially for people who are coming from widening participation backgrounds , and online learning cannot be relied upon to deliver education effectively.

At the start of this project we asked the broad question ‘What will the future of higher education look like and what will the student experiences be’

on social mobility within this question. The future scenarios both led to models of funding that are more expensive than the one we currently have in place in the rUK. With this possibility there is a very probable negative impact on social mobility if future prospective students are deterred from applying to university.

Following the analysis phase of the project this question has shifted its focus more towards ‘ how do we better manage the running and finance of higher education institutions to provide more affordable option to future students?’

There is still very much an emphasis

The research in this project has explored a number of alternative models of higher education, and a number of cheaper options available such as online and distant learning.

However our insights from expert stakeholder engagement tells us that there is a vital need for human

The next document will detail a final concept which aims to provide an alternative model of education. With this alternative model we will also explore potential new services that could exist to support its education delivery and address some of the problems that blended learning models could provide.

We have also gained insights towards the positive social aspects of university life, and the lasting experiences these provide.

65

The Final Future Scenario, University Model and Designed Services INTRODUCTION TO CONCEPTS

EDUCATION FUTURES

This section of the book contains the design outcomes of the Education Futures project. This includes a story of a university that is established in 2016, and goes through transformations to keep afloat in challenging economic and political situations. Also, this concept will include services that could exist in this fictional, but plausible future, to support the needs of students in a variety of HE contexts. For more details on further developments of this project, and future projects, please visit: http://eddemi.eu

DESIGN OUTCOME

MDES DESIGN INNOVATION EDMUND WHITE

01

Timeline of events

A Scenario 68

Future Scenario 2030

B Graduate Tax 69 HE Funding in 2030

C Story of a new institution

70-71 Westhampton Metropolitan University

03

MARY’s Journey & the PEN Service

G Mary’s Story

81-85 The stepping stones

H User Journey

86-89 Environment School & PEN Service

05

02

The New University Model

D The Umbrella Institution

73 Funding and Finance of WMU’s University Model

E The Academic Year

74-75 Shared Resources and Blended Learning

F The Schools & New Services

76-80 Environment - Life - Tech - Tourism

04 I

Zack’s journey & the FREETUTOR Service Zack’s Story

94-95 Promotional Material

J User Journey

96-101 Visualising the experience

Summary & Conclusions

K Comparing Models

104

Before and After

L Conclusion

107 The End

67

A Scenario

Future Scenario 2030

2016 X

2022 X

2026 2030

Right Scenario

2030

Left Scenario In 2014 Scotland votes no to independence, and in 2015 a minority Labour government is elected. The economy grows slowly in the following years however funding for Universities stays the same despite huge increases in student numbers.

The move to get rid of tuition fees and replace them with a graduate tax was initially well received.

The graduate tax would cost

students the same as the current system. However the delivery and communication of the new funding model eradicated negative words such as debt, and replaced these with ‘contribution’.

The graduate tax allowed institutions to create courses with four different funding structures providing opportunities to develop more ‘affordable courses’ that require less graduate tax contributions.

Alongside this the government privatised the student loans which resulted in much higher pay back rates for graduates. The interest is far higher than the previous student loans company model, and the payback is required regardless of the level of income a graduate receives.

This has led to an increase in shorter ‘fast track’ two year degrees, distant learning, and blended models of learning.

Vocational Universities become

popular become more popular due to their cheaper study options and high graduate employability rates.

Competition between Universities is fierce. Larger cohorts of students are required to keep Universities afloat.

With applicants favouring shorter courses on lower graduate tax funding bands - Universities have had to develop innovative course structures and marketing campaigns to secure their futures.

B Graduate Tax HE Funding in 2030

Band A

Cost of study up to £15000 per year

10% of anything earned above £24000

Band B

Cost of study up to £12000 per year

10% of anything earned above £24000

Repayments are stopped after 35 years

Band C

Cost of study up to £9000 per year

8% of anything earned above £24000

Repayments are stopped after 30 years

Band D

Cost of study up to £6000 per year

8% of anything earned above £24000

Repayments are stopped after 30 years

Repayments are stopped after 35 years

Graduate Tax In 2022 the Labour Government introduced the Graduate Tax. This replaced the student loans and tuition fee system that had become increasingly more expensive for both the students and tax payer.

The graduate tax is not any cheaper for graduates than the previous system. They repayments are more or less the same as those made by graduates who had taken out students loans in previous years.

However the Graduate Tax put a stop to negative language that was deterring applications to Universities. The media often refer to student debt as crippling, or a burden to graduates.

By eliminating loan, debt and fees from the language of student finance, the government had effectively created a system that appeared to be cheaper and fairer.

The graduate tax is split into four

bands. Universities can choose which band applies to their individual courses dependent on the cost of delivery. This allows Universities to offer a range of learning models from cheap online courses through to premium campus based courses.

For students the graduate tax repayments are less for the lower bands, and don’t last as long if they do not manage to reach the maximum contribution level.

Alongside this change in university funding the government got rid of the student loans company and replaced it with the graduate contribution company.

Although the cost of university education was free at the point of entry, any students requiring money for living costs whilst at university would have to take out a new private student loan offered by high street banks. This resulted in loan repayments on top of graduate tax.

69

C Story of a new institution Westhampton Metropolitan University

2022

Labour wants to encourage higher participation rates in HE. A graduate tax was introduced in 2022 so that students did not have to pay anything upfront for university tuition.

Private companies took on students loan relieving the government of this expense.

2016

2022

A specialist institution with three schools.

A - Environment School B - Life School C - Tech School

They adapt their teaching model to provide cheaper study options. Following the privatisation of student loans less students are opting to study away from home and are favouring shorter two year degrees. WMU invest heavily in distant learning models to attract more students and funding.

Westhampton Metropolitan University founded

WMU has increasing numbers of students

2026

Universities are struggling under pressure of large numbers and limited funding.

New graduates are unhappy with the repayments of private loans on top of the graduate tax.

Two year fast-track degrees and distant learning models have become popular as a cost saving option

2026

2030

The distant learning courses have become increasingly popular and the full time campus students are declining in numbers. Each school only requires a small share of the campus as the majority of students study at home. The university decides to let the schools run independently and restructures the academic year so that each school uses the campus at designated times.

Blended learning models have become highly successful.

Students can study both on campus and online. The university runs throughout each year providing allocated tri-monthly spots to each school.

This has allowed a new school to form to maximise the numbers of students studying on the campus each year. The new school is aimed specifically at young people who want to experience university life for the social and independent living aspects. It is titled the Tourism School.

WMU separates its schools and becomes an umbrella university

Story of WMU Westhampton Metropolitan University (WMU) emerged as a specialist institution in 2016 focusing on Life Sciences, Computer Sciences and the Environment.

Following the introduction of the graduate tax in 2022 HE participation rates increase rapidly and WMU reached its maximum capacity with 4500 students thanks to the governments 70% HE participation rate target.

As a result of the privitisation of student loans the cost of studying had become dramatically more expensive for students choosing to move away from home. WMU adapted some of the degrees they offered to address this problem. They offered more distant learning courses and shorter two year options for some degrees.

In 2026 WMU decided to make some big changes. They needed to recruit more students and compete in

WMU has become a 365 umbrella institution.

a distant learning driven sector.

The university decided to become an umbrella institution and make its individual schools independent. They wanted to provide the schools with autonomy over how they fund and deliver their teaching, but retain a university campus experience.

The university positioned all of its degrees in Band D of Graduate tax.

Students considered this adequate value for a blended learning model, and Universities received up to ÂŁ9000 per year for each student.

71

02 The New University Model D The Umbrella Institution 73 Funding and Finance of WMU’s University Model

E The Academic Year

74-75

Shared Resources and Blended Learning

F The Schools & New Services

76-79

Environment - Life - Tech - Tourism

How it works The umbrella institution provides a multi purpose university campus that can be hired by online education providers who offer blended learning models.

ran their programmes through online delivery without the need for the campus. The structure of the academic year was changed so that each school started at different times:

winning bid was from a tourism school set up by a progressive travel agency who had developed popular online training courses.

For WMU the umbrella institution was reserved for the former WMU schools which are now independent. Each of the three schools had 1500 students before the institution separated. The new structure allowed the schools to use the campus facilities for three months of each year. For the remainder of the year the schools

Environment School: April-June Life School: July-September Tech School: October-December

The Tourism School did not fit in with the previous WMU schools.

It required a very different approach to marketing and delivering education.

This allowed room for one more school to utilise the remaining three months of the year; January-March.

The university allowed existing online education providers and universitystartups to bid for the position. The

The schools strategic plan was to capitilise on the ‘cheap’ social university experience. They wanted to offer students the ability to experience all the joys of social university life for a fraction of the price.

The tourism school was not entirely honest about this strategic plan to the public, however their promotional material and reputation spoke volumes.

The school caused ripples in the media who branded them as ‘Club Med University’, mocking their cheap degrees and holiday rep associations.

Each of the three other WMU schools developed an individual personality which was reflected in their teaching & learning methods, and marketing material.

D The Umbrella Institution Funding and Finance of WMU’s University Model

Environment School

Tech School

Life School

Tourism School

No of Courses: 5 Number of students: 1500 Graduation Tax: Band C (£9k)

No of Courses: 5 Number of students: 1500 Graduation Tax: Band C (£9k)

No of Courses: 5 Number of students: 1500 Graduation Tax: Band C (£9k)

No of Courses: 5 Number of students: 1500 Graduation Tax: Band D (£6k)

Total income from students: £13.5m

Total income from students: £13.5m

Total income from students: £13.5m

Total income from students: £9m

Cost of campus education: £6000 per student

Cost of campus education: £6000 per student

Cost of campus education: £6000 per student

Cost of campus education (tuition and materials): £4500 per student

Cost of online education (tuition and maintenance): £1500 per student

Cost of online education (tuition and maintenance): £1500 per student

Cost of online education (tuition and maintenance): £1500 per student

Cost of online education (tuition and maintenance): £300 per student

Cost of admin and school expenses (finance, registry, marketing) £500

Cost of admin and schoolexpenses (finance, registry, marketing) £500

Cost of admin and school expenses (finance, registry, marketing) £500

Cost of admin and school expenses (finance, registry, marketing) £200

Total cost per student: £8000

Total cost per student: £8000

Campus rent (inc. accom): £670 per student p/m

Campus rent (inc. accom): £670 per student p/m

Total rent per month: £1,000,000

Total rent per month: £1,000,000

x3 (April, May, June)

Total cost per student: £8000

Total cost per student: £5000

Campus rent (inc. accom): £670 per student p/m

Campus rent (inc. accom): £670 per student p/m

Total rent per month: £1,000,000

Total rent per month: £1,000,000

x3 (October, November, December)

x3 (July, August, September)

+£3,000,000 +£3,000,000

x3 (January, February, March)

£3,000,000 + £3,000,000 +

Total campus income: £12m per year 73

E The Academic Year

Shared Resources and Blended Learning

Jan Tourism School

Feb

Mar

Aprl

May

Campus

Jun

Jul

Aug

Sep

Oct

Sep

Oct

Nov

Distant Online Learning

Aprl Environment School

May

Jun

Jul

Aug

Nov

Distant Online Learning

Campus

Jul Life School

Aug

Sep

Oct

Nov

Oct

Nov

Campus

Tech School

Campus

The academic Year For each school the academic year commences with three months on the WMU campus.

All students in the school study at the same time bringing together freshers, 2nd and 3rd year students.

The timetable above shows how each school structures their academic year, and how WMU makes full use of the campus throughout the year. Before WMU became an umbrella institution

the campus provided enough accommodation for all first year students with 1500 rooms.

In the new model the WMU campus can accommodate all 1500 students within each school.

This means that students do not have to worry about short term accommodation if they live far away from the campus.

One of the key drivers behind this model was the privatisation

of student loans. Following this change far fewer students were willing to invest money in three years worth of student accommodation.

This new model could include the price of the accommodation within the overall cost of study setting the graduate tax at band C (ÂŁ9000 per year). This means that students can study with an experience of campus social life without the need to take out an additional student loan.

The online distant learning is delivered through virtual learning environments which allow students to communicate directly with their peers and tutors. Each school has different types of interactions with the students dependent on the nature of the students, the budget, and the curriculum being delivered.

The Environment School places a strong emphasis on peer-led tuition utilising students who are in their later stages of study to guide new students.

Jan

v

Feb

Mar

Aprl

May

Campus

Dec

Jun

Jul

Aug

Jan

Jan

Aprl

Feb

May

Jun

Jul

Aug

Jan

Feb

Sept

Oct

Mar

Nov

Aprl

Jul

Aug

Sept

Oct

Nov

Aprl

May

Distant Online Learning

Jun

Jul

Dec Distant O

Campus

Mar

Dec

Distant Online Learning

Distant Online Learning

Dec

Oct

Distant Online Learning

Campus

Dec

Sept

Oct

Nov

Dec

Campus

The Tourism School set its graduate tax at the lowest band C (6k) which means that they cannot offer the same level of tuition and engagement as other schools. Students in this school are encouraged to invest in private tuition if they are struggling.

In 2030 the landscape of higher The next few pages will explore the four individual schools and their approaches to teaching, learning social experience and marketing.

75

F The Schools & New Services Environment - Life - Tech - Tourism

The Schools Manifesto

Teaching & Learning

This school is run by environmental activists for environmental activists.

The Environment School emphasises peer-led learning and shared knowledge. Students are not graded. They receive a pass or fail after submitting each unit.

We develop ourselves to develop others. All knowledge is produced by a community of scholars.

Influence change.

Students set their goals and measure their successes through constant peer critiques. The school developed a new online service to facilitate this without the need of a tutor. This service is called PEN (see below)

Social Experience

Marketing

There are no grades in the environment school. Knowledge is created with one goal;

01

Environment School

Number of students: 1500 Tag Line: Moulding the stepping stones for a better planet

FDA Urban Farming FDA Sustainable Landscapes BA (Hons) Geography BA (Hons) Sustainable Communities BA (Hons) Alternative Energy

The Environment School has developed a reputation for producing high profile activist students who are the forefront of protests against globalisation.

The Environment School values the blended learning model as it introduces new students into a vibrant research community of environmental enthusiasts. The passion for the subject displayed in the three months makes a lasting impression on new students as they continue their distant studies online.

New students also formulate working groups to tackle big environmental issues throughout their three years of study

The Environment School does not need to sped much time or money on marketing their courses. Many students and graduates get involved in high profile protests which results in constant media coverage.

Students upload videos detailing their project, research, analysis and outcomes. These videos are restricted to a 10 minute time-frame and require careful editing.

PEN is similar to YouTube and TED in its delivery. The more engaging a student is with the delivery of their project, the more feedback and tuition points they receive.

The service has the potential to expand to other schools, Universities and colleges and become a national live account of HE research.

Once a video has been uploaded other PEN users can watch and comment on the video offering a critique on the content.

The Environment School does not issue students with grades. PEN aims to facilitate peer led motivation and rewards.

PEN will be documented in more detail in section 3H of this journal.

The school adapts its degree courses in accordance to the needs of the environment. This has resulted in high application rates due to the specialisms of the subjects offered.

PEN

Peer Education Network The PEN service was developed by the environment school to independently facilitate peerled critiques.

The Environment School developed an online social learning platform called PEN. This platform allows students to create a profile detailing their education and research aims, and goals.

PEN’s primary function is to facilitate peer led critiques.

The Schools Manifesto

Teaching & Learning

You only live once

The Tourism School has a very relaxed approach to the curriculum. Students are encouraged to work whilst gaining real life experiences. Students sign up to work with travel agencies and undertake live projects. They partake in active research by traveling while studying. There is minimal contact hours outside of the campus education. Students who require additional support can use a service called FREETUTOR which offers personal tuition.

Life is full of great experiences. We want to make, create and deliver new experiences in exciting places.

We believe there is more to university than education - the tourism school is a travelers social hub.

Online education can be taken anywhere in the world. We study without itchy feet.

04

Social Experience

Tourism School

Number of students: 1500 Tag Line: Life Changer!

FDA Rep Management FDA Immersive Experience Design FDA Cruise Liner FDA Events Management FDA Backpacking

The WMU Tourism School is one of many new emergent schools that aim to recruit students who’s main intention is to experience the vibrant social life that university offers and provide a cheap and fun education experience.

Marketing

There is a very strong emphasis on the social learning experience within the Tourism School. The first three months of every year begin with an extended freshers party which introduces new students into the school. Following the campus experience students are encouraged to travel and explore the world independently or with each other.

The Tourism School is direct and honest with its marketing. They target students who are socially active and want to have a good time. There is minimal emphasis on the rewards of the education achievement and maximum emphasis on the positive social experience of studying within the school.

existed offering different levels of personal tuition at variable rates.

before tutors can bid on how much they will charge.

FREETUTOR took a different approach and borrowed ideas from bidding websites such as Freelancer, and dating websites such as Tinder. FREETUTOR allows students to post a status featuring their requirements

Due to the budget nature of the service may of the Tutors are current students or recent graduates looking to earn some extra money.

from emerging economies who undercut prices to offer tuition as cheap as £7 per hour.

FREETUTOR Tuition bidding service FREETUTOR is a bidding service where personal ‘freelance’ tutors can compete for clients.

FREETUTOR is a website and app which aims to connect students with personal tutors at competitive rates.

Following the popularity rise of online and distant learning in the early 2020’s more and more students were seeking personal tuition. Thousands of websites

Users of FREETUTOR can flick through the bids quickly using an mobile app and reject bids that do not fit their request.

There is also a number of tutors 77

F The Schools & New Services Environment - Life - Tech - Tourism

The Schools Manifesto

Teaching & Learning

The study of Life sciences should not be elite.

The Life School provides affordable education by efficiently compacting laboratory study and exams into a three month window every year.

The Study of Life Sciences should not cost the earth.

The Study of Life Sciences should be open to those who have the ability, passion and drive to succeed We will provide opportunity for the next generation of doctors to graduate without premium university debts.

02

Life School

Number of students: 1500 Tag Line: Medicine shouldn’t cost the earth

BA (Hons) Medicine BA (Hons) Pharmacology BA (Hons) Biomedical Sciences BA (Hons) Health and Wellbeing BA (Hons) Intolerances

The Life School aims to offer affordable distant learning in subjects that are often associated with elite institutions. They offered the first ever online degree in Medicine which proved critics wrong when 100% of the first cohort passed the final exams.

Social Experience The Life School does not emphasise the social experience within the campus element of the course. Instead it concentrates on maximising the time to undertake intense workshops and lab exercises.

Students at the Life School are mostly focused on the goal of achieving a degree.

Students are encouraged to take out a small student loan to fund a ‘premium’ tuition option offered by the school. Even with this loan, students will be paying a fraction of the cost of a three year campus based course.

Marketing The Life School focuses on the value for money study option when targeting students.

The schools promotional material conveys a serious and focused attitude towards the study of life sciences.

The Premium Model Tutor support packages

The Life School offers a premium model in which students can pay more money for additional support

The premium model initially seemed counter intuitive when it was introduced to the Life School. The school has always maintained that it is the ‘affordable’ medical school separating itself from the elite premium university models.

In the early stages of the schools

transition into a distant education provider the tutors found that the students were struggling, and required more support than the school could afford on a Band C Graduate Tax. The school did not want to change Graduate Tax bands but needed to provide an alternative option for

students requiring more help. They decided to offer a premium tutorial package which students could pay for upfront.

Students who could not afford this were advised to take out a small student loan. The loan and Graduate Tax C band would still equate to an extremely cheap education in

comparison to the premium models. The premium model is optional and not all students opt to purchase it. Some students can get through the course independently whilst others use services such as FREETEACH to find cheaper tuition.

The Schools Manifesto

Teaching & Learning

We question

The tech school relies on existing online courses in coding to teach students prerequisite skills before they enroll on a course. This allows the tutors to bypass introductory skill building workshops and delve straight into the creative curriculum in which students put their skills to the test.

We code We build We dismantle We challenge We innovate & repeat

03

Tech School

Number of students: 1500 Tag Line: unashamedly geeky

FDA Future Technologies FDA Robotics FDA Software Programming BA (Hons) Artificial Intelligence BA (Hons) Mining

The WMU Tech School aims nurture a geeky environment in which high performing programming students can challenge themselves and each other. Many of the degrees can be studied in two years as a result of many students learning prerequisite skills from existing online education providers.

Social Experience

There is a large emphasis on competitions in which students compete against each other in hackathons and code breaking challenges

Marketing

The Tech School is unashamedly geeky and attract students who all have a common interest in technology. The three month campus study involves intense 48 hours hackatons and code breaking challenges in which students work collaboratively. Many student form collectives which battle against each other, and the school is notoriously linked to the Anonymous group.

The Teach School marketing is primarily done through online social media and gaming platforms. The School knows its students well, and can target and attract future applicants with ease.

The winner(s) of each challenge receive a crypto currency prize and more importantly the kudos of being a champion.

During sports day the students undertake a variety of hacking challenges in a assault course style setting. Each challenge unlocks another challenge. The winning team is crowned as the leaders of the school for the rest of the academic year.

Com Learning Competition led curriculum

Students formulate coworking groups and compete against each other.

The Tech School has not adopted any additional services to deliver its curriculum.

Instead it focuses on providing competitions and challenges to students, and encouraging rivalry between student collectives that form during the campus based education. The school labeled its approach as Com Learning and

has a designated online platform that delivers challenges to students.

These challenges are set at random times with no warnings, or schedule published. It is used as a way of keeping students retention on the curriculum while they are undertaking their distant learning modules.

In the last week of the campus based education all second year students take part in the Schools sports day which has emerged as a ritual within the school.

79

03 Mary’s Journey & the PEN service G PEN Service

82-85 Peer Education Network

H User Journey

86-89 Environment School & PEN Service

Mary 19 Mary wants to be an environmental activist. She is passionate about protecting the planet and has decided to undertake a degree in Geography to gain more knowledge about coastal erosion.

Mary’s parents want to encourage her to follow her goals but were apprehensive about the cost of private loans if Mary was to study away from home.

Mary became aware of the Environment School through its media reputation for producing groups of notorious environmental protesters and researchers who have encouraged significant changes in the way that fracking operates in the UK. Although Mary is excited about her subject she is a bit anxious about university study, and she lacks confidence in her own work.

The Environment School The environment school offers a blended learning model which emphasises peer led learning. They aim to foster an active learning community who support each other in developing knowledge and skills.

PEN

The Environment Schools blended learning model appeals to both Mary and her parents. It offers her the opportunity to study and live away from home without taking out a student loan. She also has the opportunity to meet new people, and live alongside her peers.

The PEN service PEN is an online platform and app that aims to facilitate peer learning and critique.

The service also aims to develop a vibrant learning community that supports and nurtures each other whilst reducing the cost of delivering distant learning degrees/courses.

The following story highlights some of the key experiences Mary gained for the Environment School and PEN service.

81

PEN Mary Craig Junior Tutor

Mary Craig Unit 6.0 Dissertation

Leeds, UK

06

BA Geography Environment School

Projectss 4

Coastal Erosion in Southern UK

8.02

- April 25th -

Peter Proberson Unit 6.1 Geohazards

A

U

Digital Map Data

8.02

- April 25th -

John Farrow

Carly Harp

Unit 6.4 Coastal Zone Management

Unit 6.4 The Competitive City

Digital Map Data

Time and Space

8.02

- April 25th -

8.02

- April 25th -

Stanley Parker

Holly Parton

Unit 6.5 Transport Geographies

Unit 4.4 The Human Environment

PEN Aims

What is PEN? - May 15th -

PEN is an online platform and mobile app that aims to facilitate peer-to-peer learning and peer-led critique in a community of learners.

Adrian Jackson

Unit 4.0

Geomorphology

The service also aims to develop a vibrant learning community whose members support and nurture - May 15th each other whilst reducing the cost of delivering distant learning degrees/courses.

What is its functions?

PEN Marks allows each students to set Colin up a simple profile and upload

The Once Physical Environment Unit 4.5 projects. a project is uploaded it can be viewed and critiqued by other members of the learning community.

- May 25th -

When each project is uploaded the user can input the learning outcomes that the project will be measured against.

Users within the learning community can view projects, and provide comments and feedback relating to how well the project has met each learning outcome. Each comment can be approved or challenged by any member of the learning community, and reward points can be earned for good contributions.

The reward points accumulate as users become more active within their community. Points are rewarded for providing constructive advice, linking peers to learning

resources, providing advice and support to lower level learners and other interactions.

The site aims to host a lively learning community. Within the site there are classrooms.

These are areas in which As a PEN user accumulates students can see who is Temperate points, they are rewarded with Oceanic online, and interact with users a higher student status. They throughout the day.

Climates begin as freshers, and climb an academic ladder to become The site aims to act as a social hub learning supervisors, Gurus and for students who are undertaking Junior Tutors. distant learning models and do not have a physical area to interact with other students.

The service aims to be a ‘background’ site that is active all day within a students study8.02 area, providing a live link to hundreds of other students studying at the - April 25th - same time.

83

G PEN Service Peer Education Network

PEN Mary Craig Junior Tutor Leeds, UK

06

BA Geography Environment School

Projectss

2

5

04

BA (Hons) Geography

05

FDA Urban Farming

FDA Sustainable Landscapes

BA (Hons) Sustainable Communities

BA (Hons) Alternative Energy

06 ALL

Staff Room Alumni

BA (Hons) Geography Class1

y The Social Learning Environment The PEN service has been developed specifically for the environment school to response to the community learning emphasis within the schools manifesto.

The design of the website went through a number of iterations that saw it develop from a basic peer-critiquing platform to an active social hub.

Distant and online learning courses have suffered bad retention rates in the past. In late 2014 only 7-9% of people who studied MOOCs completed their course. This changed after a large emphasis

was placed on user-led research and development by start-up online education providers and forwardthinking Universities.

The PEN service does not provide tuition in the way that other online providers do. There is very little tutor engagement within the site, it is a self sustaining learning community whose members encourage momentum and progression in each others studies.

The Classroom One unique aspect of this site is the classroom (shown on this page). This is a live account of students who are online within the

Environment School. Students can browse through the different courses and see other students in other classes. There are also filters that allow students to see all the students in the first year, second year, third year or all the students in the school.

Each student who is live on the site appears as a bubble (see diagram).

As a student becomes active on the site their bubble rises. If the student has their web-cam active the bubble can become a live feed, and the students can chat to each other in groups.

This space acts like a common

room, or refractory for students to socialise in.

Although this is not an ideal replacement for the physical social interactions that take place during a course of education, it would provide a virtual hub which would act as a reminder to distant/online students that they are not studying alone.

It would also provide a support network that can be accessed instantly, and help maintain friendships that have developed from the initial three months of campus study that the Environment Schools blended learning model includes.

85

H User Journey Environment School & PEN Service

Action: Becoming Aware

Action: Applying

Touchpoint: Environment School Website

Touchpoint: UCAS Website 02 Accepting an offer from the School After applying to the School through UCAS Mary was offered a place to study on the BA (Hons) course. She received a welcome pack and a start date for April 1st 2030. Mary is a little bit unsure about the online aspect of learning.

She is not sure if she is confident enough to study independently and submit work before it has been checked by a tutor.

01 Becoming aware of the School This is Mary. She applied to study BA (hons) Geography at the Environment School. She became aware of the environment school through media reports of environmental activists succeeding in stalling progress on Fracking in Yorkshire in 2022. She was inspired by the students and wanted to study with people similar to them. Mary found out more information about the school and the courses from the Schools website.

Projectss

PEN Mary Craig Fresher (0) Leeds, UK

04

BA Geography Environment School

Projectss

+ Add a new project

Home page This features a selection of the latest projects to be uploaded onto PEN.

The Classrooms This button will take Mary into a virtual classroom where she can see and talk to her peers.

Project section The project section is where Mary can manage her projects and see feedback from her peers.

+ Add a new project A

Joining PEN PEN is available as a website and an application for mobile devices. Mary creates a profile after logging onto the site using her Environment School matriculation number.

Each PEN user has a student status depending on how active they are on the site. As Mary is new she begins life as a Fresher on PEN. This is her student status.

B Uploading a Project

During Mary’s time studying on the WMU campus she creates her first project which she is required to upload onto the PEN site. This will ensure she is able to use the site.

Upload Project Files

+

+

Drop files here Project Title

+

Psychogeography

Enter Project Learning Outcomes

+ + Add more +

LO 1

Formulate a drifting aim, method and set of principles.

LO 2

Document a drift and reflect upon the effectiveness of the method used.

POST PROJECT

Action: Induction to Online School

Action: Induction to Campus School

Action: Introduction to PEN Service

Touchpoint: Environment School VLE

Touchpoint: WMU Campus

Touchpoint: PEN website

04 Commencing Campus Study On 1st April Mary travels to the WMU campus where she will stay for the next three months.

On arriving Mary meets the students she will be studying with, and those who are in the years above her. Mary is also introduced to her course modules that she will study in her first year.

03 Commencing Study Mary’s first study module begins one month before she travels to the university to study. This module introduces Mary to her fellow students and tutors, and the virtual learning environment that the school uses for distant learning.

Mary Craig

05 Introduction to PEN During the campus study Mary is introduced to the schools online service called PEN which students use to upload work and critique each other. Mary submits her first module to PEN before she finishes her Campus Study. Some students in higher levels provide feedback for Mary’s submission on PEN.

Mary Craig

Unit 4.0 Induction

Unit 4.0 Induction

C

Project goes live Once a project is uploaded onto PEN it appears on the sites homepage. The learning community can view the video and comment on it.

Psychogeography

D

8.02

- June 20th -

1

Commenting When the play button is activated a dropdown section appears with a comment button.

The user drags the button towards the learning outcome they want to provide feedback on and a message box appears.

E Receiving feedback.

Psychogeography

8.02

Once a comment has been posted on a video a notification bubble appears on Mary’s profile menu. The video title also grows into an info-graphic that highlights how many comments have been made on each learning objective.

RULE NO.1 We must not discuss a direction or question a decision.

1.54

Learning Outcome 01: Formulate a drifting aim, method and set of principles.

8.02

Learning Outcome 02: Document a drift and reflect upon the effectiveness of the method used.

Lara Matthews Supervisor (103) BA Geography Hi Mary and welcome to the Enviro School.

I remember doing this project last year! Your video is brilliant. Just remember to include more of yourself in the production. It’s a good way of making yourself more memorable for other people in your year group after you start the online learning. I look forward to seeing more of your work! - Lara

1

87

H User Journey Environment School & PEN Service

Action: Online study

Action: developing with PEN

Touchpoint: Environment School VLE & PEN

Touchpoint: PEN website

06 Mary completes her campus Study and moves back home.

She has made lots of new friends who she will keep in contact with through the PEN service and other social media. Mary had a great experience socialising with her peers and feels part of the Environment School learning community. She is confident about completing her online studies at home.

07 Studying Online Mary studies at home for the next seven months.

She adapts to the PEN model and starts to become more adventurous with her projects and videos she uploads. Her peers provide feedback, and students in higher peer levels provide critiques. From time to time her tutors will contribute advice too.

Action: Returning to campus

Action: Developing with PEN

Action: Developing with PEN

Touchpoint: WMU Campus

Touchpoint: PEN website

Touchpoint: PEN website

08 Progressing through the Course In year 02 Mary returns back to the University for three months. She values the time she spends on campus and looks forward to welcoming new students into the Environment School community.

10 Finishing the Course Mary Ggaduates in April 2033 with a BA (Hons) Geography. Her grade was a pass (the only grade available other than a fail) and she has a Junior Tutor status. Mary’s PEN profile and project videos will remain active and act as a graduate portfolio site which Mary can continue to develop. She can also keep in touch with her peers and the environment school learning community.

09 Final Year In her final Year Mary has progressed through the PEN Peer levels to become a Junior Tutor.

This is the highest status a student can have and it recognises that student’s contribution to the learning community.

Mary has moved up the peer levels on PEN to become a Supervisor. This recognises her valuable critiquing contributions.

Hi Mary - Great Project you should be so proud!

Mary Craig

Mary Craig

Unit 6.0 Dissertation

“...sometimes it might be assumed that ...” (4.02)

Unit 6.0 Dissertation

8.02

Be careful with your assumptions here, I got negative feedback on my Human Geography unit last year for this. You might find some references in Sally Thworps dissertation project from last year? “...the analysis resulted in ...” (6.02) I can’t believe the discovery you made. This goes against all the research carried out on this area of Cornwall in the past 10 years. This project has got so much scope - have you considered the postgraduate environment research school?

Coastal Erosion in Southern UK

(+12)

1

(+1)

X Reply

- Jan 25th -

2

1

I Receiving feedback.

After using the PEN service Mary becomes used to the process of uploading a project and receiving feedback from her peers.

When shes sees that feedback has been given she clicks on the info-graphic and it expands out to show the peers who have left comments.

John Farrow Junior Tutor (235) BA Geography

+

J Rewarding points.

If Mary finds the comments constructive and useful she can click the approve button to reward the user with a point. Other users who agree with the comments made towards Marys project can also reward points to the commenter. If a comment is deemed unfair or inappropriate, it can be challenged by any user.

If the challenge is successful the commenter will lose a point.

Mary Craig Junior Tutor Leeds, UK

06

BA Geography

- Jan 25th -

K

Receiving feedback.

Over the three years that Mary studied at the Environment School she became actively involved in the PEN community. She spent time reviewing videos and documents from students across the school earning points along the way.

At the beginning of her third year she reached a Junior Tutor status.

89

04 Zack’s Journey & the FREETUTOR service I

FREETUTOR

92-93 Service Design

J User Journey

94-99 Tourism School & FREETUTOR Service

Zack 19 After finishing school many of Zack’s friends went to university. Zack decided to take a year out after failing to get into his desired institution.

Following his year out Zack decided to apply to the Tourism School to study Immersive Experience Design with the aim of working as a specialist cruise holiday designer. The tourism schools blended learning model would allow Zack to have a similar

university experience that he has seen his friends experience.

It would also save him and his parents money.

Zack does have concerns about the distant learning element of the course. He can be very lazy, and requires encouragement to motivate him from time to time. He can also leave things to the very last minute which can be a problem when you don’t have tutor or peer support around.

The Tourism School The Tourism School’s budget courses are famous for attracting students with party lifestyles.

The school is open about putting the student experience before education. However the degrees it offers are very specialist, and often attract students who are serious about the degree study.

The school sets its Graduation Tax on band D (6k per year). After the

three months of campus study at the beginning of each year there is very little budget left to provide continuing tutor support.

The school advises students to seek out private tuition if they require additional support in this time. One service they promote is FREETUTOR. This independent service offers on demand private tuition at very competitive rates.

FREETUTOR FREETUTOR is an online service that matches students with tutors through a bidding process. The service exists as a website and mobile application.

The service aims to provide a competitive platform for tutors to find and secure new clients while providing low cost and reliable tuition for students.

91

I

FREETUTOR Service Design

FREE TUTOR

FREE TUTOR Great Tuition : Great Value : Your Call

LEARN MORE

SIGN UP

FOR FREE

Welcome Zack, Lets Get started Step 01

Click here to see the menu and create a profile

Step 02

Send out a CALL card to all tutors. Tell them what your requirements are and

E-mail

what you need help with.

Step 03

Password

Browse through tutors who have BID to work with you and choose the tutor that fits your requirements and cost.

enter

Step 04

Save any tutors that you think you might want to work with in the future.

What is FREETUTOR FREETUTOR is an online service that matches students with tutors through a bidding process. The service exists as a website and mobile application.

When a student is requiring help, they can create a ‘CALL card’.

This is a status of their needs and requirements. An online bank of tutors can then bid on the CALL card offering to help the student at a set rate. Each tutor has a profile which states their specialism and experience. They also have a rating that accumulates from feedback provided from students they have previously worked with.

After a student has made a CALL they can flick through the

Aims tutor profiles and select a tutor according to their cost, experience, and rating.

The service take a percentage of every referral made.

What is its functions?

For Students Students can make a profile and CALL card and send it out for tutors to respond to. Once the tutors respond the student can accept, reject, or save the offer for later.

If a student accepts, the app takes the payment and holds onto it until the agreed tuition has finished.

After each referral the students can rate their tutor and provide

feedback for other users to read.

For Students Tutors can download the app and create a tutor profile. Following this they can see students CALL cards, and filter these to their specialism.

If a tutor wants to work with a student they can BID on a CALL card. They set a rate that they will charge and provide a description of the tuition service.

If a student accepts the BID then the tutor and students contact details are shared. Once the student has rated the tuition service the payment is released to the tutor and a referral rate is charged to the tutors account.

FREETUTOR aims to please both students and tutors.

Students receives tuition at cheaper rates than other tutor service providers, and tutors can secure new clients through the service.

The site cannot stop tutors and students from arranging private sessions outside of the service once introductions have happened.

The service relies upon the tutor ratings providing a reason for tutors to channel all of their work through the site. Having a high rating will result in more students selecting the tutor. It also allows the tutor to set higher rates for their services.

93

J User Journey

Tourism School & FREETUTOR

Action: Becoming Aware

Action: Applying

Touchpoint: Tourism School Website

Touchpoint: UCAS Website

01 Becoming aware of the School This is Zack. He decided to study an FDA in Immersive Experience Design at the Tourism School. He became aware of the School through its social media targeted promotional material. Although he has read negative media reports about the schools ‘party’ reputation, it is the only education provider that has the subject specialism that he has chosen to study. He has also been attracted by the low cost two year degree, and blended learning model that will allow him to experience university campus life.

02 Accepting an offer from the School After applying to the School through UCAS Zack was offered a place to study on the FDA course. He received a welcome pack and a start date for January 3rd 2030. Zack is looking forward to studying and developing a specialism in experience design. He is a bit concerned about the limited tutor support during the online distant learning aspect of the course. He has a tendency to be lazy and leave coursework to the last minuet.

Action: Induction to Online School

Action: Induction to Campus School

Action: Studying online

Touchpoint: Tourism School VLE

Touchpoint: WMU Campus

Touchpoint: VLE & FREETEACH service

03 Commencing Study Zacks’ first study module begins one month before he travels to the university to study. This module introduces Zack to his fellow students, tutors and the virtual learning environment that the school uses for distant learning.

04 Commencing Campus Study On 3rd January Zack travels to the WMU campus where he will stay for the next three months. On arriving Zack meets the students he will be studying with, and those who are in the years above him. Zack is also introduced to his course modules that he will study in his first year. Before Zack finishes the three months his tutors introduce him to some external tuition services that he could use during his online study period.

05 Studying online Zack returns home and begins his study online. towards the end of his first year he starts to struggle with one of the units. He decides to use the FREETEACH service that his tutors recommended before departing the WMU campus.

95

J User Journey

Tourism School & FREETUTOR

Action: Getting started with FREETEACH

Action: Making a CALL

Touchpoint: FREETEACH website and app

Touchpoint: FREETEACH app

06 Getting started with Freeteach Zack downloads the Freeteach app and makes a profile.

07 Making a CALL on FREETEACH He makes a ‘call’. This is a call out for help from the tutor community on Freeteach. In the call Zack lets the tutors know how much tuition time he thinks he needs, what kind of tutor support he is looking for, and what subject and module he is studying. He can also write a little statement about what he is needing help with the most and put down dates and times that the tuition can happen in.

A

Joining FreeTutor Zack downloads the FreeTutor app and makes a profile.

Following this the app introduces him to the service step by step. The app has simple functions and requires only basic information.

FREE TUTOR

Edit Profile

Send a CALL out

Welcome Zack, Lets Get started Step 01

Click here to see the menu and create a profile

Step 02 Browse BIDS

Send out a CALL card to all tutors. Tell them what your requirements are and what you need help with.

Saved BIDS

Step 03

Browse through tutors who have BID to work with you and choose the tutor that fits your requirements and cost.

Help & Contact

Step 04

Save any tutors that you think you might want to work with in the future.

FREE TUTOR

Type of Tuition

Subject information Title of project / unit:

Time Required

Proof Read

Direction

4 hours

2 hours

Unit Assessment outcomes:

Critique

6 hours

12 hours

Tutoring

Tell us what you require:

Send CALL out Other amount

B Creating a CALL out

Zack decides to get started with the creating a CALL out straight away. The app asks simple questions such as how much time does he require, and what type of tuition is he looking for.

C Double check

Before the CALL is submitted Zack can check the details and amend any mistakes. Once the call is submitted it can be viewed by tutors who are signed up to FREETUTOR. The tutors can then respond to the call with a bid stating how much they would charge for the service.

CALLFREE TUTOR Create Profile

FREE TUTOR Posted Today

40 Views

12 Bids

BID

Profile User Name:

Student: Zack Smith Subject: Immersive Experience Design

Subject of Study: Zack, FDA, Level 04

Unit: Customer Care Institution: The Tourism School

Level of Study:

University/Institution:

2 hours

Direction

Student Statement:

Contact Paypal address:

Proof Read

Skype username:

Mobile Number:

I have to write a 2000 word essay about customer care with case studies and carry out 3 example risk assessments for a music festival on a cruise ship. I need help and guidance with writing the case studies. I also need the risk assessments checked to see if they are ok. So far I have written 1000 words and done all the risk assessments....

97

D Tutor selects the CALL

The Tutors use the same application as students.

The only difference is they have a tutor account.

Ellie This is Ellie. She is a tutor who is a recent graduate looking to make some extra money while studying a master course. She is browsing through CALLs on her tablet. She comes across Zack’s CALL and decides to reply. Ellie sets a low rate because she is new to the site and hasn’t accumulated many ratings from students.

E Ellie BIDs on Zack’s CALL

F Selecting a Tutor

F Selecting a tutor

Zack connected with Ellie and revived guidance that helped him finish his work and pass the unit. Following this referral Zack saved Ellie’s profile for future tuition. He was happy to pay Ellie a higher rate with the knowledge and experience she could provide him. They continued to connect through FreeTutor so that Ellie could build up her positive ratings.

When Ellie BIDs she can set a price and write a message to Zack detailing additional qualities she can provide such as subject specialisms. Ellie keeps the message informal as she finds she has the best responses when she writes friendly messages with a bit of personality injected into them.

A few hours after sending his CALL Zack receives notifications telling him that tutors have BID for him. He checks into the tutor section of the app where he can see the replies and decide whether do dismiss, accept, or save the BIDs for later.

Zack decides to select Ellie. She set a very low price and had experiences with the course he is studying. Other BIDs came from professional tutors, current students, and tutors from all over the world. Some of the BIDs were priced lower than Ellis BID, but Zack saw value in her experience.

FREE TUTOR

FREE TUTOR

Ellie, BA (Hons), MA

(12)

Ellie, BA (Hons), MA

(12)

Tourism management, events management & experience Design

Hi Zack, Thankyou for selecting me, clickevents below Tourism management, to get started management & experience Design

Hi Zack,

Hi Zack,

I graduated off your course two years ago with a distinction. I still have the exact same unit that you are studying now, which I got 68% for. I know exactly what the tutors....

I graduated off your course two years ago with a distinction. I still have the exact same unit that you are studying now, which I got 68% for. I know exactly what the tutors....

SEE PROFILE

SEE PROFILE

X

Total Tuition Fee

£15.00

X

Connect with Ellie

Total Tuition Fee

£15.00

Action: Selecting a tutor

Action: The tuition

Action: Rating the tutor

Touchpoint: FREETEACH app

Touchpoint: FREETEACH app

Touchpoint: FREETEACH app

03 Selecting a tutor After Zack submits his call the tutor community Freeteach can see his call and respond to it if they think they can help. Within the response the tutor will state a cost and some additional information about the tuition that they can provide. Zack can flick through the pitches and decide whether to ditch the offer, accept the offer, or save it for later. He accepts an offer from a former student on his course called Eliie.

04 The tuition After Zack has selected Ellie he paid the tuition rate set, and an addition 10% referral rate to the service. This is held by Freeteach until after the tuition has taken place. Zack and Ellie agree on a time to undertake the tuition and Ellie checks Zacks work as agreed in the call.

05 Rating the tutor Following the tuition Zack rated Ellies tuition.

He was happy with the help she provided and made arrangements to undertake further tuition later in the year. He rated Ellie top marks.

Following the rating the payment is released by FreeTeach an Ellie receives the money.

99

Student End

Tutor End

FREE TUTOR

Student signs up and creates a profile Student End

Tutor End

Student sends a Call Out

Tutor signs up and makes a profile

Tutor sees Call outs Tutor End

Student End

Tutor responds to calls with a Bid

Student selects tutors Bid t

Studen End

Tutor End

Student connects with tutor

Tutor connects with student

Student End

Tutor End

Student pays service

Tuition takes place

Student rates tutor Student End

Payment is transferred to the tutor

A small percentage is charged for the service

FREE TUTOR Posted Today

40 Views

12 Bids

Posted Today

BID

Zack, FDA, Level 04

80 Views

43 Bids

Posted Toda

BID

Student: Zack Smith

Student: James Johns

Subject: Immersive Experience Design

Subject: Service Design

Unit: Customer Care Institution: The Tourism School

Unit: Studio Practice

James, Mdes, Level 07

Zack’s Experience

Institution: The Art School

When Zack realised the online aspect of his degree was not supervised by staff at the 2 hours Proof Read Direction Critique Direction Tourism School he became 12 hours worried, and felt let down by the school. Although he was apprehensive about the I have to write a 2000 word essay about customer care I am mid way through my thesis project which is a FREETUTOR service, he found with case studies and carry out 3 example risk assessuser-led design research project. I have just finished the experience was very positive. ments for a music festival on a cruise ship. I need help and developing a ton of concepts and need a hefty critiquing guidence with writing the case studies. I also need the risk The service allowed him to along with some direction over the next few weeks. I assessements checked to see if they are ok. So far I have would prefer someone who has undertaken service design choose a tutor that he felt he written 1000 words and done all the risk assessments.... in the past. could connect to, and didn’tprojects feel

Student Statement:

Student Statement:

Dala, BA, Level 06

4 hour

Student Sta

Hello, I have used th but unfortunately m contacts! I’m needin tutor called Ben who Ben. Anyone with a would jump straight

intimidated by. In his previous education experience he had never had the option to choose who his teachers were. Ellie was easy to get along with and very reliable.

Posted Today

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BID Student: Nicky Trench Benefits of Subject: French literature FREETUTOR Unit: Customer Care

Institution: The Tourism School Zack, FDA, Level 04 can also see how highly rated tutors FREETUTOR exists in a time are before investing in the tuition. in which the demand for private tutors has become For students like Zack who enroll huge. This growth has led to on low contact hour courses, competition within the sector services like FREETUTOR will which FREETUTOR managed become essential lifelines when to capture early on and they are in difficult situations with accumulate a strong user base. their studies.

The service relies upon the rating function that acts as a Benefits for the Tutors certifier for tutors.

FREETUTOR could appeal to both professional tutors with Benefits for the Students qualifications and experience, Students who use FREETUTOR and newly qualified graduates, or can find tuition at highly competitive aspirational tutors who want to rates. The simple functions of the gain experience. service allow students to state what their needs and requirements are The less experienced tutors will very quickly. They can read through inevitably have to charge less, or tutor profiles and comments that nothing at all to gain their first ratings. previous students have made. They

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BID Student: Colin Pratt Subject: Marketing Unit: Studio Practice Institution: The Art School require tutors to undergo a criminal There is also opportunity for record check to sign up for the tutors who are living and working service. The major concern for oversees to charge cheaper rates students is that of safety. The site of tuition due to the cheaper living provides tips for new users of costs in emerging economies. the service that include recording all correspondence with a tutor following a referral form the site.

Concerns

The major concern for FREETUTOR is the dispute process for unhappy students, and the possibility of misuse of a trust reliant service. The service relies upon its user ratings to filter out users who abuse the service, or do not provide adequate contributions.

The recording of interactions that happen between students and tutors can also help to settle disputes when they arise.

If a dispute is raised at any point, the money is held by the service until an agreement has been made by both the student and tutor.

This service is targeted at higher level students and does not 101

K Comparing Models Before and After

Social Experience

Academic Experience Increasingly Universities are offering distant learning models, but they are often targeted at mature students, or students who have previously studied at higher liver.

Institution Costs

Institution

HE institutions have huge costs in maintaining and developing their campuses. From heating the buildings through to providing sports facilities and 24 hour libraries. The costs of funding different courses can vary also. A course in medicine will be far more expensive to fund than a course in English Literature.

The lesser paying courses often subsadise the more expensive ones.

Comparing Models This page shows a brief comparison of the ‘traditional’ university model with the new WMU umbrella model. One of the biggest challenges for an emergent university that challenges the traditional model is building trust and reputation.

The ‘Traditional’ universities work around a model that

Traditionally the student social experience has been an important part of university life. Learning how to live independently and forming long lasting friendships are part of this experience which involves shared accommodation, joining club and societies, playing sports and general socialising.

Living Cost Second to tuition fees the biggest expense for students is accommodation and living costs.

The cost of renting is becoming increasingly more expensive.

Students pay for up to nine months accommodation each year.

Sometimes this is more depending on the tenancy agreement.

TRADITIONAL HIGHER EDUCATION

Traditionally the university year runs from September through the May/ June. Some Universities offer year long courses, and some offer a variety of starting points throughout each year.

Some institutions rent out the campus to external education providers during the summers.

has existed for centuries. It has established rituals and routines, and has a place in the traditional ‘education journey’ through life.

As this model becomes increasingly more expensive, there is more opportunity for new experimental models to break through. WMUs success lies in creating a magical

balance between expensive campus based learning with face-to-face tuition and social experiences, and cheaper online distant learning.

WMU After

OLD MODEL

Total number of students:

Total number of students: 4500

Living Cost The WMU model includes accommodation within the tuition fees, and provides a room for each student for the three months that they are on campus. Students no longer have to search for accommodation, or pay for time in which they are not studying.

WMU MODEL

WMU Before

NEW MODEL

Traditionally the university year runs from September through the May/June. Some Universities offer year long courses, and some offer a variety of starting points throughout each year.

Some institutions rent out the campus external education Totaltonumber of providers during the summers.

students: 6000

Social Experience

Academic Experience

CAMPUS The new model incorporates aspects of the university campus life in a compact and intense experience. The three months spent on campus is long enough to form meaningful and lasting relationships with other students and experience independent living. The repetition of this campus experience each year could also provide a seasonal ‘holiday effect’. If students are looking forward to the time on campus each year, they will make the most of the three months to ensure the memories are long-lasting.

ONLINE When students are studying online they will already be familiar with one another from the time on campus. They can continue to develop relationships in a virtual learning environment. Services such as PEN will help to maintain the communication between students, and provide a space in which they can share knowledge and learning outcomes as they progress through the course.

CAMPUS Students commence their university studies on campus with their tutors and peers. This allows the students and tutors to get to know each other.

It also allows the tutors to undertake any teaching that requires the physical classroom environment.

Institution The institution is used all year round.

Each school has a set year which is structured so that the physical teaching happens within the first three months. Following this staff can provide distant tutorials online, and re-usable online teaching resources can be used. The staff can structure research and preparation time into the 7 months while students are studying online. This provides a solid structure for schools to follow each year.

ONLINE The online experience will change depending on the approach each individual school has. Service such as PEN will provide a peer led learning platform, while other institutions might invest in developing other online tuition services. The independence of each school allows them to formulate online teaching methods that suit both the subject and type of student.

Institution Costs

The cost of running the institution is far less for the individual students as they only use the facilities for three months of each year. The campus still generates a large income by renting the facilities out for the entire year, however the cost of maintenance is spread between more students. Costs are also cut by eliminating unnecessary sports clubs and societies. With students only staying for a short period, their focus is on the education and social experience.

Opportunity for an increase in participation

Decrease in cost for students

Diversified learning landscape

By utilising the camps all year round WMU can provide more time and space for educational activities to happen.

Delivering the majority of the courses online results in less staff hours, less non-academic staff. and less building maintenance costs. These savings can be passed directly onto the students through a decrease in tuition fees.

By not being attached to a large institution independent schools can have complete control over how they teach courses and recruit students.

This can provide more opportunity for experimental models and services to emerge.

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05 Summary & Conclusion This project began with an intentionally broad question; What will the future of higher education look like and what will the student experiences be?

or course. A secondary driver was an insight drawn from an interview with Alex Dunedin which related to the need for diversified learning landscapes.

The project focus took twists and turns throughout the research, and an emphasis was placed on social mobility. By the time we got to the final concept the focus was leaning towards how do we best manage the running of higher education institutions in a changing landscape.

Some of the key insights came from three families that participated in the research stage of the project. These families shared experiences of being educated in a fee paying era and shared thoughts on how they would encourage their children’s hypothetical career choices.

The final outcome looks at a future landscape in which higher education has become more expensive, and more distant from the traditional campus based model. The final concept is a model that can provide affordable options to students in an increasingly unfordable market.

It was these choices that helped formulate the user scenarios and Mary’s quest to become an environmental activist.

The primary aim of this model was to provide the same human contact and social experiences that traditional universities can offer, but at a reduced cost. The insight that was the key driver for this model was Kate O’Malley’s comment on the importance of human contact from the outset of a learning event

The Final Concept The final concept offers two user journeys through a future blended learning model that involves additional services to help reduce eduction costs, and enhance social experiences.

The Environment School and PEN service.

The PEN service was designed specifically for the hypothetical manifesto of the Environment School. The service aimed to foster

a collaborative learning environment which is driven by peer-to-peer learning in a community of students.

This is the most successful outcome of this project, and is a service that could exist today.

One of the biggest challenges for online education is the design and functionality of virtual learning environments. The Minerva project explored in the research phase of this project demonstrates how quickly and elegantly VLE technology in developing. This demonstrates that there is a demand for innovation in education delivery, and future casting design research projects can play a role in this.

The Tourism School and FREETUTOR service.

These two aspects of the final outcome were intentionally (mildly) provocative. The Tourism school explores the result the social experience of University taking a more important role than the education itself.

The FREETUTOR service is a plays with the idea that the students should be able to choose who

they are taught by. The design of the app borrows ideas from dating apps, and auction sites with the intention of creating an informal tutor introduction service written in a visual language that is quick and easy to access.

This project does not recommend this service for further development, it is used only to illustrate the diverse range of services that could exist in the future given a scenario similar to the one this project has formulated.

The outcome of the project is a picture of a future landscape in which different models of education exist. These new models should be seen as additions to the landscape and not replacements of the traditional model.

This project will be delivered back to the stakeholders through this publication and the feedback from this will be documented within a final reflective personal journal that will feature in this project submission.

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“Life chan Acknowledgments Project Supervisor: Elio Caccavale

Tutor Support: Stuart Bailey Emma Murphey Gordon Hush Iain Reid

Peer Support: Tim Cairns Luke McKinney Giulia Fiorista Gillian Duffy Lindsay Pope

Stakeholders: Tom Mann Kate O’Malley Nathan Stefano Mirti Alex Dunedin The Behardiens The Perrys

e nger�

WMU Undergraduate Tourism School Prospectus

107

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