Opening the Floodgates: Synchronous-based Online Learningin a Dual-Mode University<br />Dr. Michael Power<br />Laval Unive...
Opening<br />the <br />floodgates<br />Photo: emilylhauserinmyhead.wordpress.com<br />
A worldwide problem <br />Why open the floodgates?<br />
A worldwide problem <br />Why open the floodgates?<br />an educational CRISIS islooming<br />
www.obhe.ac.uk<br />Transnational education<br />
http://www.obhe.ac.uk/resources/2008_AUA_Presentation.pdf<br />@ Don Olcott CE OBHE<br />
D. Olcott<br />DEMAND<br />THE <br />GAP<br />SUPPLY<br />http://www.obhe.ac.uk/resources/2008_AUA_Presentation.pdf<br />D...
TeacherEducation(09-10)<br />“It is now clear that “bricks and mortar” approaches to expanding teacher education may not b...
Healthcare Training<br />
BusinessEducation<br />
www.irrodl.org<br />
Online Learning, a paradox<br />easyvectors.com<br />mset.rst2.edu<br />
Online Learning, a paradox<br />OL, widely accessible and cutting-edge<br />On the<br />one<br />hand<br />mset.rst2.edu<b...
Online Learning, a paradox<br />BUT, the actual number of regular facultyinvolved is small. <br />On the<br />other<br />h...
Online Learning, a paradox<br />Growing recognition for OL, <br />On the<br />one<br />hand<br />mset.rst2.edu<br />
Online Learning, a paradox<br />BUT unacceptably high withdrawal & drop-out rates and general student and faculty isolatio...
Online Learning, a paradox<br />Administrators typically champion OL, <br />On the<br />one<br />hand<br />mset.rst2.edu<b...
Online Learning, a paradox<br />But are often unable/unwilling to marshal the necessary  resources required to produce hig...
Online Learning, a paradox<br />OL, paradoxically, is booming and busting, simultaneously.<br />easyvectors.com<br />mset....
Online Learning, a paradox<br />Supply is expanding yet not meeting demand for sustainable online learning. <br />easyvect...
So whatis<br />SUSTAINABLE <br />online learning?<br />
Daniel’s “Iron Triangle”<br />ACCESS<br />QUALITY<br />Sir John Daniel termed<br />the three variable-<br />based triangle...
Optimizing Higher Education<br />ACCESS<br />ACCESS<br />QUALITY<br />QUALITY<br />Desired <br />State<br />Current <br />...
D. Olcott<br />DEMAND<br />Still<br />not <br />closed<br />THE <br />GAP<br />SUPPLY<br />Distance educationneverwentmain...
ACCESSIBILITY<br />COST-<br />EFFECTIVENESS<br />QUALITY<br />Power, 2010<br />
ACCESSIBILITY<br />STUDENTS<br />Main<br />priority<br />Main<br />priority<br />main<br />priorities<br />FACULTY<br />AD...
STUDENTS<br />FACULTY<br />ADMIN<br />Key to sustainable OL: <br />balancing stakeholder PRIORITIES<br />Power & Morven-Go...
How have we donethus far?<br />29<br />
30<br />Closing the GAP<br />From the 13th century<br />© M. Power 2008<br />
Closing the GAP<br />From the 13th century<br />up untilWWII<br />guardian.co.uk<br />Olson, 1974; Greenberg, 1997<br />
Closing the GAP<br />From the 13th century<br />up untilWWII<br />WhatGap?<br />brockport.edu<br />guardian.co.uk<br />ELI...
Closing the GAP<br />From the 13th century<br />Up untilWWII<br />brockport.edu<br />guardian.co.uk<br />ELITIST SYSTEM<br...
34<br />Closing the GAP<br />DEMOCRATISATION <br />Lewis, 1996<br />Perkin, 1991<br />http://www.ibiblio.org/cccr/Australi...
Closing the GAP<br />DEMOCRATISATION <br />PROBLEMS<br />1. TOO MANY STUDENTS<br />2. UNIVERSITY SYSTEM       <br />    TO...
Closing the GAP<br />DEMOCRATISATION <br />PROBLEM:   1. TOO MANY STUDENTS<br />SOLUTION<br />1. OPEN MORE UNIVERSITIES<br...
Closing the GAP<br />DEMOCRATISATION <br />PROBLEMS:   1. TOO MANY STUDENTS<br />SOLUTION<br />1. OPEN MORE UNIVERSITIES<b...
Closing the GAP<br />DEMOCRATISATION <br />PROBLEMS:   1. TOO MANY STUDENTS<br />                         2. UNIS TOO CENT...
             2.  DECENTRALISATION STRATEGIES<br />Whatdecentralisationstrategieshave been implemented? Have theyprovensust...
Strategiesused and resultsobtained<br />1<br />Logistics-basedStrategy1: MFA <br /> (MOVING FACULTY AROUND)<br />FACE-TO-F...
SAME QUALITY</li></ul>http://www.sodahead.com/fun/cars-what-era-is-your-favourite/<br />http://cicip.com/carreviews/2011-h...
Strategiesused and resultsobtained<br />1<br />Logistics-basedStrategy1: MFA <br /> (MOVING FACULTY AROUND)<br />
Strategiesused and resultsobtained<br />1<br />Logistics-basedStrategy1: MFA <br /> (MOVING FACULTY AROUND)<br />FACE-TO-F...
SAME QUALITY</li></ul>http://www.sodahead.com/fun/cars-what-era-is-your-favourite/<br />http://cicip.com/carreviews/2011-h...
Strategiesused and resultsobtained<br />1<br />Logistics-basedStrategy1: MFA <br /> (MOVING FACULTY AROUND)<br />FACE-TO-F...
SAME QUALITY</li></ul>DISADVANTAGES:<br /><ul><li>COST-EFFECTIVENESS
Discomfort (faculty)
Basicallyunsustainable</li></ul>      on any large scale,<br />      long term<br />http://www.sodahead.com/fun/cars-what-...
Strategiesused and resultsobtained<br />1<br />Logistics-basedStrategy1: MFA <br /> (MOVING FACULTY AROUND)<br />FACE-TO-F...
SAME QUALITY</li></ul>DISADVANTAGES:<br /><ul><li>COST-EFFECTIVENESS
Discomfort (faculty)
Basicallyunsustainable</li></ul>      on any large scale,<br />      long term<br />Basicallyprovenunsustainable<br />http...
45<br />2<br />Strategiesused and resultsobtained<br />Technology-basedStrategy1: Distance Education<br />Since1850s <br /...
46<br />2<br />Strategiesused and resultsobtained<br />Technology-basedStrategy1: Distance Education<br />Since1850s <br /...
47<br />Strategiesused and resultsobtained<br />3<br />Technology-basedStrategy 2: VC<br />1980s<br />ISDN <br />Tele-<br ...
48<br />Strategiesused and resultsobtained<br />3<br />Technology-basedStrategy 2: VC<br />1980s<br />ISDN <br />Tele-<br ...
49<br />Strategiesused and resultsobtained<br />3<br />Technology-basedStrategy 2: VC<br />1980s<br />ISDN <br />Tele-<br ...
50<br />Strategiesused and resultsobtained<br />4<br />Technology-basedStrategy3: OL<br />ONLINE COURSES (ASYNCHRONOUS MOD...
51<br />Strategiesused and resultsobtained<br />4<br />Technology-basedStrategy 3: OL<br />ONLINE COURSES (ASYNCHRONOUS MO...
52<br />Strategiesused and resultsobtained<br />4<br />Technology-basedStrategy 3: OL<br />ONLINE COURSES (ASYNCHRONOUS MO...
Are core faculty involved?<br />“…mostly an adjunct phenomenon”(Sammons and Ruth, 2007)<br />Nowhere to beseen<br />http:/...
Are core faculty involved?<br />“…mostly an adjunct phenomenon” (Sammons and Ruth, 2007)<br />WHY? <br />I haven’tgot time...
Whyaren’ttheyinvolved?<br />“Part of the explanation for the limited use of online teaching and learning is its incompatib...
56<br />Strategiesused and resultsobtained<br />4<br />Technology-basedStrategy 3: OL<br />ONLINE COURSES (ASYNCHRONOUS MO...
57<br />Strategiesused and resultsobtained<br />4<br />Technology-basedStrategy 3: OL<br />ONLINE COURSES (ASYNCHRONOUS MO...
Strategiesused and resultsobtained<br />5<br />Combinedlogistical- & technological-<br />basedStrategy: BL<br />Blendedlea...
Strategiesused and resultsobtained<br />5<br />Combinedlogistical- & technological-<br />basedStrategy: BL<br />Blendedlea...
Strategiesused and resultsobtained<br />6<br />TechnologicalStrategy 4: BOLD<br />BlendedOnline Learning Design<br />Async...
Strategiesused and resultsobtained<br />6<br />TechnologicalStrategy 4: BOLD<br />BlendedOnline Learning Design<br />Async...
62<br />BLENDED ONLINE LEARNING DESIGN<br /> the 2 university traditions meet<br />+<br />SYNCHRONOUS<br />ASYNCHRONOUS<br...
Elluminate<br />WebCT or LMS-Laval<br />SYNCHRONOUS<br />ASYNCHRONOUS<br />Virtual Classroom+ a basic Website<br />caméra<...
64<br />The GRADUATE WEBINAR<br />EMPHASIS ON THE<br />SYNCHRONOUS <br />PROCESS<br />RATHER THAN ON THE <br />ASYNCHRONOU...
Strategiesused and resultsobtained<br />6<br />TechnologicalStrategy 3: BOLD<br />BlendedOnline Learning Design<br />Async...
GRADUATE<br />STUDIES<br />booleanblackbelt.com<br />
AligningResearchCenters and Graduate Programs<br />http://sites.google.com/site/changchienlily/BlankWorldMap.gif<br />
<ul><li>Increased recruitment options/grade A candidates;
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  1. 1. Opening the Floodgates: Synchronous-based Online Learningin a Dual-Mode University<br />Dr. Michael Power<br />Laval University<br />Quebec City, CANADA<br />
  2. 2. Opening<br />the <br />floodgates<br />Photo: emilylhauserinmyhead.wordpress.com<br />
  3. 3. A worldwide problem <br />Why open the floodgates?<br />
  4. 4. A worldwide problem <br />Why open the floodgates?<br />an educational CRISIS islooming<br />
  5. 5. www.obhe.ac.uk<br />Transnational education<br />
  6. 6. http://www.obhe.ac.uk/resources/2008_AUA_Presentation.pdf<br />@ Don Olcott CE OBHE<br />
  7. 7. D. Olcott<br />DEMAND<br />THE <br />GAP<br />SUPPLY<br />http://www.obhe.ac.uk/resources/2008_AUA_Presentation.pdf<br />Don Olcott CE OBHE<br />
  8. 8. TeacherEducation(09-10)<br />“It is now clear that “bricks and mortar” approaches to expanding teacher education may not be adequate if the current and projected shortfalls in teacher supply and low teacher quality are to be properly addressed”.<br />
  9. 9. Healthcare Training<br />
  10. 10. BusinessEducation<br />
  11. 11.
  12. 12. www.irrodl.org<br />
  13. 13. Online Learning, a paradox<br />easyvectors.com<br />mset.rst2.edu<br />
  14. 14. Online Learning, a paradox<br />OL, widely accessible and cutting-edge<br />On the<br />one<br />hand<br />mset.rst2.edu<br />
  15. 15. Online Learning, a paradox<br />BUT, the actual number of regular facultyinvolved is small. <br />On the<br />other<br />hand<br />easyvectors.com<br />
  16. 16. Online Learning, a paradox<br />Growing recognition for OL, <br />On the<br />one<br />hand<br />mset.rst2.edu<br />
  17. 17. Online Learning, a paradox<br />BUT unacceptably high withdrawal & drop-out rates and general student and faculty isolation. <br />On the<br />other<br />hand<br />easyvectors.com<br />
  18. 18. Online Learning, a paradox<br />Administrators typically champion OL, <br />On the<br />one<br />hand<br />mset.rst2.edu<br />
  19. 19. Online Learning, a paradox<br />But are often unable/unwilling to marshal the necessary resources required to produce high-quality courses.<br />On the<br />other<br />hand<br />easyvectors.com<br />
  20. 20. Online Learning, a paradox<br />OL, paradoxically, is booming and busting, simultaneously.<br />easyvectors.com<br />mset.rst2.edu<br />
  21. 21. Online Learning, a paradox<br />Supply is expanding yet not meeting demand for sustainable online learning. <br />easyvectors.com<br />mset.rst2.edu<br />
  22. 22. So whatis<br />SUSTAINABLE <br />online learning?<br />
  23. 23. Daniel’s “Iron Triangle”<br />ACCESS<br />QUALITY<br />Sir John Daniel termed<br />the three variable-<br />based triangle <br />effect, the<br />IRON TRIANGLE<br />Current <br />State<br />COST<br />Source: http://www.col.org/SiteCollectionDocuments/Daniel_0411AAOUShanghai.pdf<br />
  24. 24. Optimizing Higher Education<br />ACCESS<br />ACCESS<br />QUALITY<br />QUALITY<br />Desired <br />State<br />Current <br />State<br />COST<br />COST<br />Source: http://www.col.org/SiteCollectionDocuments/Daniel_0411AAOUShanghai.pdf<br />
  25. 25. D. Olcott<br />DEMAND<br />Still<br />not <br />closed<br />THE <br />GAP<br />SUPPLY<br />Distance educationneverwentmainstream<br />(Moore & Kearlsey, 2005)<br />http://www.obhe.ac.uk/resources/2008_AUA_Presentation.pdf<br />Don Olcott CE OBHE<br />
  26. 26. ACCESSIBILITY<br />COST-<br />EFFECTIVENESS<br />QUALITY<br />Power, 2010<br />
  27. 27. ACCESSIBILITY<br />STUDENTS<br />Main<br />priority<br />Main<br />priority<br />main<br />priorities<br />FACULTY<br />ADMIN<br />COST-<br />EFFECTIVENESS<br />QUALITY<br />Main<br />priority<br />Power & Morven-Gould, 2011<br />
  28. 28. STUDENTS<br />FACULTY<br />ADMIN<br />Key to sustainable OL: <br />balancing stakeholder PRIORITIES<br />Power & Morven-Gould, 2011<br />
  29. 29. How have we donethus far?<br />29<br />
  30. 30. 30<br />Closing the GAP<br />From the 13th century<br />© M. Power 2008<br />
  31. 31. Closing the GAP<br />From the 13th century<br />up untilWWII<br />guardian.co.uk<br />Olson, 1974; Greenberg, 1997<br />
  32. 32. Closing the GAP<br />From the 13th century<br />up untilWWII<br />WhatGap?<br />brockport.edu<br />guardian.co.uk<br />ELITIST SYSTEM<br />Olson, 1974; Greenberg, 1997<br />
  33. 33. Closing the GAP<br />From the 13th century<br />Up untilWWII<br />brockport.edu<br />guardian.co.uk<br />ELITIST SYSTEM<br />-GI BILL, 1945-46<br />-Economic BOOM<br />-DemographicBOOM<br />-here come the babyboomers…<br />1960s<br />Olson, 1974; Greenberg, 1997<br />instruct.westvalley.edu<br />
  34. 34. 34<br />Closing the GAP<br />DEMOCRATISATION <br />Lewis, 1996<br />Perkin, 1991<br />http://www.ibiblio.org/cccr/AustraliaPhotos/Preview005.png<br />
  35. 35. Closing the GAP<br />DEMOCRATISATION <br />PROBLEMS<br />1. TOO MANY STUDENTS<br />2. UNIVERSITY SYSTEM <br /> TOO CENTRALISED<br />Lewis, 1996<br />Perkin, 1991<br />http://www.ibiblio.org/cccr/AustraliaPhotos/Preview005.png<br />
  36. 36. Closing the GAP<br />DEMOCRATISATION <br />PROBLEM: 1. TOO MANY STUDENTS<br />SOLUTION<br />1. OPEN MORE UNIVERSITIES<br />http://thumbs.dreamstime.com/thumb_242/1204324714C372RB.jpg<br />© M. Power 2008<br />
  37. 37. Closing the GAP<br />DEMOCRATISATION <br />PROBLEMS: 1. TOO MANY STUDENTS<br />SOLUTION<br />1. OPEN MORE UNIVERSITIES<br />-NEW <br />universities<br />-Satellite<br />campuses<br />http://thumbs.dreamstime.com/thumb_242/1204324714C372RB.jpg<br />© M. Power 2008<br />
  38. 38. Closing the GAP<br />DEMOCRATISATION <br />PROBLEMS: 1. TOO MANY STUDENTS<br /> 2. UNIS TOO CENTRALISED<br />SOLUTION<br />1. OPEN MORE UNIVERSITIES<br />2. DECENTRALISE UNIS<br />-Nouvelles <br />universités<br />-Campus <br />satellites<br />http://thumbs.dreamstime.com/thumb_242/1204324714C372RB.jpg<br />© M. Power 2008<br />
  39. 39. 2. DECENTRALISATION STRATEGIES<br />Whatdecentralisationstrategieshave been implemented? Have theyprovensustainable?<br />Whatdecentralisationstrategieshave been implemented?<br />APPROX.<br />1<br />Since<br />Antiquity<br />Logistics-basedStrategy<br />Since<br />1850s<br />2<br />1ère<br />Technology-basedStrategy 1<br />3<br />Since<br />1970s<br />Technology-basedStrategy 2<br />4<br />Since<br />1995<br />Technology-basedStrategy 3<br />CombinedLogistics & Technology-basedStrategy<br />5<br />Since<br />2000<br />6<br />Since<br />2005<br />Technology-basedStrategy 4<br />http://cicip.com/carreviews/2011-honda-civic-is-a-newlegend-review/<br />Power (in press)<br />
  40. 40. Strategiesused and resultsobtained<br />1<br />Logistics-basedStrategy1: MFA <br /> (MOVING FACULTY AROUND)<br />FACE-TO-FACE<br />1970<br />2010<br />ADVANTAGES:<br /><ul><li>+ ACCESSIBILITY
  41. 41. SAME QUALITY</li></ul>http://www.sodahead.com/fun/cars-what-era-is-your-favourite/<br />http://cicip.com/carreviews/2011-honda-civic-is-a-newlegend-review/ <br />images.businessweek.com <br />Power (in press)<br />Power,Dallaire, Dionne& Théberge, 1994<br />
  42. 42. Strategiesused and resultsobtained<br />1<br />Logistics-basedStrategy1: MFA <br /> (MOVING FACULTY AROUND)<br />
  43. 43. Strategiesused and resultsobtained<br />1<br />Logistics-basedStrategy1: MFA <br /> (MOVING FACULTY AROUND)<br />FACE-TO-FACE<br />1970<br />2010<br />ADVANTAGES:<br /><ul><li>+ ACCESSIBILITY
  44. 44. SAME QUALITY</li></ul>http://www.sodahead.com/fun/cars-what-era-is-your-favourite/<br />http://cicip.com/carreviews/2011-honda-civic-is-a-newlegend-review/ <br />images.businessweek.com <br />Power (in press)<br />Bates, 1995; Power,Dallaire, Dionne& Théberge, 1994<br />
  45. 45. Strategiesused and resultsobtained<br />1<br />Logistics-basedStrategy1: MFA <br /> (MOVING FACULTY AROUND)<br />FACE-TO-FACE<br />1970<br />2010<br />ADVANTAGES:<br /><ul><li>+ ACCESSIBILITY
  46. 46. SAME QUALITY</li></ul>DISADVANTAGES:<br /><ul><li>COST-EFFECTIVENESS
  47. 47. Discomfort (faculty)
  48. 48. Basicallyunsustainable</li></ul> on any large scale,<br /> long term<br />http://www.sodahead.com/fun/cars-what-era-is-your-favourite/<br />http://cicip.com/carreviews/2011-honda-civic-is-a-newlegend-review/ <br />images.businessweek.com <br />Power (in press)<br />Bates, 1995; Power,Dallaire, Dionne& Théberge, 1994<br />
  49. 49. Strategiesused and resultsobtained<br />1<br />Logistics-basedStrategy1: MFA <br /> (MOVING FACULTY AROUND)<br />FACE-TO-FACE<br />1970<br />2010<br />ADVANTAGES:<br /><ul><li>+ ACCESSIBILITY
  50. 50. SAME QUALITY</li></ul>DISADVANTAGES:<br /><ul><li>COST-EFFECTIVENESS
  51. 51. Discomfort (faculty)
  52. 52. Basicallyunsustainable</li></ul> on any large scale,<br /> long term<br />Basicallyprovenunsustainable<br />http://www.sodahead.com/fun/cars-what-era-is-your-favourite/<br />http://cicip.com/carreviews/2011-honda-civic-is-a-newlegend-review/ <br />images.businessweek.com <br />Power (in press)<br />Bates, 1995; Power,Dallaire, Dionne& Théberge, 1994<br />
  53. 53. 45<br />2<br />Strategiesused and resultsobtained<br />Technology-basedStrategy1: Distance Education<br />Since1850s <br />Since<br />1969 <br />University-of-London dipity.com <br />ADVANTAGE:<br />+ ACCESSIBLE<br />DISADVANTAGES:<br />STUDENT ISOLATION<br />LOCK-STEP DESIGN<br />DE has « NOT GONE MAINSTREAM ».<br />Perry, 1977<br />Moore & Kearsley, 2005<br />© M. Power 2008<br />
  54. 54. 46<br />2<br />Strategiesused and resultsobtained<br />Technology-basedStrategy1: Distance Education<br />Since1850s <br />Since<br />1969 <br />University-of-London dipity.com <br />Basicallyprovenunsustainable<br />on any large scale<br />ADVANTAGE:<br />+ ACCESSIBLE<br />DISADVANTAGES:<br />STUDENT ISOLATION<br />LOCK-STEP DESIGN<br />DE has « NOT GONE MAINSTREAM ».<br />Perry, 1977<br />Moore & Kearsley, 2005<br />© M. Power 2008<br />
  55. 55. 47<br />Strategiesused and resultsobtained<br />3<br />Technology-basedStrategy 2: VC<br />1980s<br />ISDN <br />Tele-<br />presence<br />Videoconferencing<br />ADVANTAGE:<br />+ ACCESSIBLE<br />random-apples.net<br />http://tinyurl.com/6ffwdq<br />Field, 1997; Lee, Driscoll & Nelson, 2004<br />Power (in press)<br />© M. Power 2008<br />
  56. 56. 48<br />Strategiesused and resultsobtained<br />3<br />Technology-basedStrategy 2: VC<br />1980s<br />ISDN <br />Tele-<br />presence<br />Videoconferencing<br />DISADVANTAGES :lack of …<br />-QUALITY (soundqualityproblems)<br />-TECHNICAL ROBUSTNESS<br />(frequentdisconnections)<br />-COST-EFFECTIVENESS<br />(equipmentpurchase, ongoingconnectioncosts)<br />ADVANTAGE:<br />+ ACCESSIBLE<br />random-apples.net<br />http://tinyurl.com/6ffwdq<br />Field, 1997; Lee, Driscoll & Nelson, 2004<br />© M. Power 2008<br />
  57. 57. 49<br />Strategiesused and resultsobtained<br />3<br />Technology-basedStrategy 2: VC<br />1980s<br />ISDN <br />Tele-<br />presence<br />Videoconferencing<br />Basicallyproventechnologically<br />and logisticallyunsustainable<br />DISADVANTAGES :lack of …<br />-QUALITY (soundqualityproblems)<br />-TECHNICAL ROBUSTNESS<br />(frequentdisconnections)<br />-COST-EFFECTIVENESS<br />(equipmentpurchase, ongoingconnectioncosts)<br />ADVANTAGE:<br />+ ACCESSIBLE<br />random-apples.net<br />http://tinyurl.com/6ffwdq<br />Field, 1997; Lee, Driscoll & Nelson, 2004<br />© M. Power 2008<br />
  58. 58. 50<br />Strategiesused and resultsobtained<br />4<br />Technology-basedStrategy3: OL<br />ONLINE COURSES (ASYNCHRONOUS MODE)<br />AVANTAGES :<br />Professeurs <br /> - FLEXIBILITÉ ACCRUE<br /> - DÉLÉGATION CERTAINES TÂCHES <br />2) Étudiants <br /> - ACCESSIBILITÉ ACCRUE<br /> - FLEXIBILITÉ ACCRUE<br />Administrateurs <br /> - FINANCEMENT DISPONIBLE (parfois)<br /> - EMBAUCHE DE PERSONNEL ADJOINT<br />Approx. 50%<br />of all courses at Laval Univ.<br />enter<br />asynchronous<br />comms<br />exclusively<br />Power (in press)<br />Harasim, Hiltz, Teles & Turoff, 1995; Seaman & Allen, 2010; Hiltz & Goldman, 2005 <br />
  59. 59. 51<br />Strategiesused and resultsobtained<br />4<br />Technology-basedStrategy 3: OL<br />ONLINE COURSES (ASYNCHRONOUS MODE)<br />AVANTAGES :<br />ADVANTAGES :<br />Professeurs <br /> - FLEXIBILITÉ ACCRUE<br /> - DÉLÉGATION CERTAINES TÂCHES <br />2) Étudiants <br /> - ACCESSIBILITÉ ACCRUE<br /> - FLEXIBILITÉ ACCRUE<br />Administrateurs <br /> - FINANCEMENT DISPONIBLE (parfois)<br /> - EMBAUCHE DE PERSONNEL ADJOINT<br />Faculty<br /> - GREATER FLEXIBILITY<br /> - SOME TASK DELEGATION<br />2) Students <br /> - GREATER FLEXIBILITY<br /> - GREATER ACCESSIBILITY<br />Administrators<br /> - FUNDING AVAILABLE (variable)<br /> - POSSIBILITY OF HIRING ADJUNCTS<br />Approx. 50%<br />of all courses at Laval Univ.<br />enter<br />asynchronous<br />comms<br />exclusively<br />Harasim, Hiltz, Teles & Turoff, 1995; Hiltz & Goldman, 2005 ; Sammons & Ruth, 2007; Seaman & Allen, 2010 <br />Power (in press)<br />
  60. 60. 52<br />Strategiesused and resultsobtained<br />4<br />Technology-basedStrategy 3: OL<br />ONLINE COURSES (ASYNCHRONOUS MODE)<br />AVANTAGES :<br />DISADVANTAGES:<br />Professeurs <br /> - FLEXIBILITÉ ACCRUE<br /> - DÉLÉGATION CERTAINES TÂCHES <br />2) Étudiants <br /> - ACCESSIBILITÉ ACCRUE<br /> - FLEXIBILITÉ ACCRUE<br />Administrateurs <br /> - FINANCEMENT DISPONIBLE (parfois)<br /> - EMBAUCHE DE PERSONNEL ADJOINT<br />CoreFaculty<br /> - course design, time-consuming<br /> - doubts about quality(- interaction)<br /> - course delivery, feelings of alienation<br />Approx. 50%<br />of all courses at Laval Univ.<br />asynchronous<br />comms<br />exclusively<br />Power (in press)<br />Harasim, Hiltz, Teles & Turoff, 1995; Seaman & Allen, 2010; Hiltz & Goldman, 2005 <br />
  61. 61. Are core faculty involved?<br />“…mostly an adjunct phenomenon”(Sammons and Ruth, 2007)<br />Nowhere to beseen<br />http://www.e4innovation.com/<br />
  62. 62. Are core faculty involved?<br />“…mostly an adjunct phenomenon” (Sammons and Ruth, 2007)<br />WHY? <br />I haven’tgot time.<br />Myresearchis more important. <br />What’s in it for me?<br />Whereismyreward?<br />I don’t have the skills to do this’  and ‘I don’tbelieve in this, itwon’twork’.(Conole, 2009).<br />Nowhere to beseen<br />http://www.e4innovation.com/<br />
  63. 63. Whyaren’ttheyinvolved?<br />“Part of the explanation for the limited use of online teaching and learning is its incompatibility with the teaching styles of many professors’’. (Shea, Fredericksen, Pickett, and Pelz, 2004).<br />‘‘Faculty members new to online teaching often report being overwhelmed by increased interaction levels’’. Shea et al., 2004<br />“So the new 24/7 professor who is dragged from a traditional classroom into cyberspace may not be able to adjust”. Sammons & Ruth 2007<br />http://tinyurl.com/4mkvbt <br />
  64. 64. 56<br />Strategiesused and resultsobtained<br />4<br />Technology-basedStrategy 3: OL<br />ONLINE COURSES (ASYNCHRONOUS MODE)<br />AVANTAGES :<br />DISADVANTAGES:<br />Professeurs <br /> - FLEXIBILITÉ ACCRUE<br /> - DÉLÉGATION CERTAINES TÂCHES <br />2) Étudiants <br /> - ACCESSIBILITÉ ACCRUE<br /> - FLEXIBILITÉ ACCRUE<br />Administrateurs <br /> - FINANCEMENT DISPONIBLE (parfois)<br /> - EMBAUCHE DE PERSONNEL ADJOINT<br />CoreFaculty<br /> - course design, time-consuming<br /> - doubts about quality(- interaction)<br /> - course delivery, feelings of alienation<br />2) Students (verysimilar to DE)<br /> - + isolatedthan in F2F settings;<br /> - needgreater motivation/<br />autonomy to succeed in studies<br />Administrators<br /> - current OL, costly to implement<br /> - monopolises scarcehumanresources<br />Approx. 50%<br />of all courses at Laval Univ.<br />asynchronous<br />comms<br />exclusively<br />Power (in press)<br />Harasim, Hiltz, Teles & Turoff, 1995; Seaman & Allen, 2010; Hiltz & Goldman, 2005 <br />
  65. 65. 57<br />Strategiesused and resultsobtained<br />4<br />Technology-basedStrategy 3: OL<br />ONLINE COURSES (ASYNCHRONOUS MODE)<br />AVANTAGES :<br />DISADVANTAGES:<br />Professeurs <br /> - FLEXIBILITÉ ACCRUE<br /> - DÉLÉGATION CERTAINES TÂCHES <br />2) Étudiants <br /> - ACCESSIBILITÉ ACCRUE<br /> - FLEXIBILITÉ ACCRUE<br />Administrateurs <br /> - FINANCEMENT DISPONIBLE (parfois)<br /> - EMBAUCHE DE PERSONNEL ADJOINT<br />CoreFaculty<br /> - course design, time-consuming<br /> - doubts about quality(- interaction)<br /> - course delivery, feelings of alienation<br />2) Students (verysimilar to DE)<br /> - + isolatedthan in F2F settings;<br /> - needgreater motivation/<br />autonomy to succeed in studies<br />Administrators<br /> - OL, costly to implement<br /> - monopolises scarcehumanresources<br />Approx. 50%<br />of all courses at Laval Univ.<br />How sustainableis the current(asynchronous) model of OL? <br />More data required.<br />asynchronous<br />comms<br />exclusively<br />Power (in press)<br />Harasim, Hiltz, Teles & Turoff, 1995; Seaman & Allen, 2010; Hiltz & Goldman, 2005 <br />
  66. 66. Strategiesused and resultsobtained<br />5<br />Combinedlogistical- & technological-<br />basedStrategy: BL<br />Blendedlearning<br />On campus<br />Online (asynch)<br />LMS (ENA) <br />Laval University<br />back n’ forth<br />Variousapproaches<br />US Department of Education<br />Garrison & Vaughan, 2008<br />Power (in press)<br />
  67. 67. Strategiesused and resultsobtained<br />5<br />Combinedlogistical- & technological-<br />basedStrategy: BL<br />Blendedlearning<br />Combined<br />F2F / virtual<br />On campus<br />Online (asynch)<br />LMS (ENA) <br />Laval University<br />Does BL respond to the needs of the distance (off-campus) learner?<br />enter<br />ADVANTAGES : mainly COST- <br />EFFECTIVENESS (lesscrowding; increase in enrolmentcapacity); reportedlysame QUALITY.<br />DISADVANTAGES: REDUCED ACCESSIBILITY; courses restricted to local students; off-campus (distance) learnersipso facto excluded.<br />back n’ forth<br />Variousapproaches<br />US Department of Education<br />Garrison & Vaughan, 2008<br />Power (in press)<br />
  68. 68. Strategiesused and resultsobtained<br />6<br />TechnologicalStrategy 4: BOLD<br />BlendedOnline Learning Design<br />Asynchronous<br />Synchronous<br />100% online<br />Combined<br />synch / asynch<br />LMS (ENA) <br />Laval University<br />enter<br />cam.k12.il.us<br />Variouscombinations<br />Power, 2008; Power & Vaughan, 2010; Power, Vaughan & St-Jacques, 2010 <br />© M. Power 2008<br />Power (in press)<br />
  69. 69. Strategiesused and resultsobtained<br />6<br />TechnologicalStrategy 4: BOLD<br />BlendedOnline Learning Design<br />Asynchronous<br />Synchronous<br />100% online<br />Combined<br />synch / asynch<br />LMS (ENA) <br />Laval University<br />enter<br />DISADVANTAGES :<br />COURSES IDEALLY RESTRICTED TO SMALL NUMBERS; REAL-TIME CONSTRAINT (set time)<br />ADVANTAGES:SAME QUALITY (didacticrelationshippreserved ); GREATER ACCESSIBILITY; IMPROVED COST-EFFECTIVENESS<br />cam.k12.il.us<br />Variouscombinations<br />Power, 2008; Power & Vaughan, 2010; Power, Vaughan & St-Jacques, 2010 <br />© M. Power 2008<br />Power (in press)<br />
  70. 70. 62<br />BLENDED ONLINE LEARNING DESIGN<br /> the 2 university traditions meet<br />+<br />SYNCHRONOUS<br />ASYNCHRONOUS<br />LMS <br />Laval University<br />ORAL tradition <br />WRITTEN tradition<br />BLENDED<br />ONLINE LEARNING<br />DESIGN<br />© M. Power 2008<br />
  71. 71. Elluminate<br />WebCT or LMS-Laval<br />SYNCHRONOUS<br />ASYNCHRONOUS<br />Virtual Classroom+ a basic Website<br />caméra<br />Web<br />© M. Power 2008<br />
  72. 72. 64<br />The GRADUATE WEBINAR<br />EMPHASIS ON THE<br />SYNCHRONOUS <br />PROCESS<br />RATHER THAN ON THE <br />ASYNCHRONOUS <br />PRODUCT<br />FACE-TO-FACE<br />Continuity of pratice*<br />ORAL TRANSMISSION<br />VIRTUAL FACE-TO-FACE<br />VIRTUAL FACE-TO-FACE<br />*Power, 2008<br />http://tinyurl.com/6ffwd---cam.k12.il.us <br />-dreamstime.com<br />
  73. 73. Strategiesused and resultsobtained<br />6<br />TechnologicalStrategy 3: BOLD<br />BlendedOnline Learning Design<br />Asynchronous<br />Synchronous<br />?<br />enter<br />IS THIS A SUSTAINABLE SOLUTION?<br />MORE DATA REQUIRED<br />cam.k12.il.us<br />Variouscombinations<br />Power, 2008; Power & Vaughan, 2010; Power, Vaughan & St-Jacques, 2010 <br />© M. Power 2008<br />Power (in press)<br />
  74. 74. GRADUATE<br />STUDIES<br />booleanblackbelt.com<br />
  75. 75. AligningResearchCenters and Graduate Programs<br />http://sites.google.com/site/changchienlily/BlankWorldMap.gif<br />
  76. 76. <ul><li>Increased recruitment options/grade A candidates;
  77. 77. Graduate students/professionals, already in the workplace;
  78. 78. Small numbers involved(maximum 25 per class), spread out across Québec, Canada and even around the world;
  79. 79. Usually highly motivated and autonomous;
  80. 80. Accustomed to learning via technology & networking</li></ul>booleanblackbelt.com<br />
  81. 81. www.bold-research.org<br />
  82. 82. ENGLISH-language network<br />BOLD International Research Network<br />www.bold-research.org<br />Dual-mode universities<br />Founder: M. Power / Co-founder: N. Vaughan / Coordinator: A. St-Jacques<br />
  83. 83. FRENCH-language network<br />E-learning intégral (synchrone et asynchrone)<br />www.bold-research.org<br />Universités bimodales<br />Founder: M. Power / Co-founder: N. Vaughan / Coordinator: A. St-Jacques<br />
  84. 84. SPANISH-language network<br />Red de investigación hispanófono - design de enviros <br />de aprendizaje en línea en modo integral<br />www.bold-research.org<br />Universidades bimodales<br />Founder: M. Power / Co-founder: N. Vaughan / Coordinator: A. St-Jacques<br />
  85. 85. ARAB-LANUAGE NETWORK<br />شبكة البحث حول تصميم البرامج التربوية فيبيئةالتعلم الإلكترونيالمدمج (المتزامن و غير المتزامن)<br />الأعضاء المحتملۅن في الشبكة<br />Founder: M. Power / Co-founder: N. Vaughan / Coordinator: A. St-Jacques<br />www.bold-research.org<br />BOLD الشبكة الدولية للبحوث<br />
  86. 86. BOLD Research and Researchers<br />Distance Education/<br />Online Learning/<br />Blended Learning<br />Instructional Design<br /> & <br />Technology<br />BOLD<br />GRADUATE <br />STUDIES<br />FACULTY <br />DEVELOPMENT<br />ARE YOU A BOLD RESEARCHER?<br />
  87. 87. More on BOLD<br /><ul><li>Power, M. & Morven-Gould, A. (2011). Redesigning online learning for graduate seminar delivery. 12 (2) IRRODL. http://www.irrodl.org/index.php/irrodl/article/view/916</li></ul>Power, M. & Vaughan, N. (2010). Redesigning online learning for graduate seminar delivery. <br />Journal of Distance Education. 14(3) http://www.jofde.ca/index.php/jde/article/view/649<br /><ul><li>Power, M. (2009). A Designer’s Log: Case Studies in Instructional Design. Athabasca University Press http://www.aupress.ca/index.php/books/120161 .
  88. 88. Power, M. (2008). The emergence of blended online learning. Journal of Online Learning & Teaching. (4) 4. http://jolt.merlot.org/vol4no4/power_1208.htm</li></ul>michael.power@fse.ulaval.ca<br />
  89. 89. end<br />

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