Sfu laval-sept-2012-leveraging-strengths
Upcoming SlideShare
Loading in...5
×
 

Sfu laval-sept-2012-leveraging-strengths

on

  • 778 views

This talk is about the need for dual-mode universities (or DMUs), which offer both on-campus and online learning (OL) opportunities, to leverage its main strength in online course delivery, i.e. ...

This talk is about the need for dual-mode universities (or DMUs), which offer both on-campus and online learning (OL) opportunities, to leverage its main strength in online course delivery, i.e. faculty, rather than trying to reproduce the single-mode university (SMUs) strength which is industrial-based, upfront course design, judged to be too labour-intensive and too costly for most DMUs. Furthermore, it is posited that the DMU’s true niche is graduate studies in OL, an area where SMU simply cannot compete given human resource shortages.

Statistics

Views

Total Views
778
Views on SlideShare
778
Embed Views
0

Actions

Likes
0
Downloads
2
Comments
0

0 Embeds 0

No embeds

Accessibility

Categories

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

Sfu laval-sept-2012-leveraging-strengths Sfu laval-sept-2012-leveraging-strengths Presentation Transcript

  • *Leveraging Dual-mode University Strengths to Expand Outreach Dr. Michael Power Faculty of Education Laval University
  • The educational climate is changinghttp://www.radio-canada.ca/nouvelles/societe/2012/04/21/002-personnalites-declaration-greve-etudiante.shtml
  • QUEBEC• violent protests on April 20, The educational climate 2012 is changing• (Students warn that) future protests over a proposed tuition hike will become “a little more ferocious.” http://news.nationalpost.com/2012/04/20/analysis-striking-quebec-students-given-a-free-pass-on-violence/
  • The educational climate is changinghttp://tinyurl.com/88gzj5g
  • The classroom has changed too…http://www.flickr.com/photos/webmonk/1470292918/ needle-exchange.ca
  • The classroom has changed too… Just try competing withhttp://www.flickr.com/photos/webmonk/1470292918/ needle-exchange.ca
  • http://www.educause.edu/EDUCAUSE+Quarterly/EDUCAUSEQuarterlyMagazineVolum/TheFutureofOnlineTeachingandLe/157426 And Online Learning is changing
  • http://www.educause.edu/EDUCAUSE+Quarterly/EDUCAUSEQuarterlyMagazineVolum/TheFutureofOnlineTeachingandLe/157426 bored students are dropping out of online classes while pleading for richer and more engaging online learning experiences… during the past decade, excitement and enthusiasm for e- learning alternate with a pervasive sense of e-learning gloom, disappointment, bankruptcy and lawsuits
  • Online Learning - UCAL 2012http://www.universityofcalifornia.edu/senate/onlineeducation.march2012.htmlUCOP is moving ahead with “Wave II” of the UC Online InstructionPilot Project (OIPP)… despite lingering faculty concerns about the project and against the advice of the Academic Council and a Senate Advisory Council to slow down. Many faculty are confused… faculty also worry that UCOE will benefit only those students who can afford to pay up to $1,400 per course
  • Oct. 12, 2011• The specter and promise of online education is perhaps nowhere more deeply felt than in California, where campus administrators and instructors are faced with a bloodletting.• University of California … the system will have to innovate out of the current financial crisis by expanding online programs.• Instructors, meanwhile, are terrified that this is code for cutting their pay, or increasing their workloads, or outsourcing their jobs to interlopers, or replacing them with online teaching software.
  • www.obhe.ac.uk
  • THE GAP
  • OBHE –Olcott/HannaRosovsky (2005):“By 2010, there will be a hundred million in theworld fully qualified to proceed fromsecondary education to tertiary education forwhich there will simply be no room on anycampus anywhere”.
  • SUPPLYBOTTLENECK IN SUPPLY of Higher Education DEMAND www.elcolmadito.com/Arte/MasProductos/PerezCafetera_3_2.jpg www.dreamstime.com
  • Teacher Education (09-10)INCREASING DEMAND “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”.
  • INCREASING DEMAND www.ifadem.org« By 2015, more than 3,800,000 teacherswill be needed in Sub-Saharan Africa …»Agence universitaire francophone (AUF) (2011). UNESCO Brief.
  • Healthcare TrainingINCREASING DEMAND
  • INCREASING DEMAND Business Education
  • Ph. D.An elusive resource
  • MEETING INCREASING DEMANDhttp://portal.unesco.org/ci/en/ev.php-URL_ID=25929&URL_DO=DO_TOPIC&URL_SECTION=201.html
  • …every four years, the amount of information doubles in the world …http://portal.unesco.org/ci/en/ev.php-URL_ID=25929&URL_DO=DO_TOPIC&URL_SECTION=201.html
  • …every four years, the amount of information doubles in the world ……we estimate that, by the year 2020,it will double every 73 days! What will the impact be on ONLINE LEARNING? http://portal.unesco.org/ci/en/ev.php-URL_ID=25929&URL_DO=DO_TOPIC&URL_SECTION=201.html
  • Power & Morven-Gould (2011). www.irrodl.org
  • Optimizing Higher Education ACCESS QUALITY ACCESS QUALITY Desired Current State State COST COSTSource: http://www.col.org/SiteCollectionDocuments/Daniel_0411AAOUShanghai.pdf
  • Increase Access? IRON ACCESS QUALITYTRIANGLE Current State COSTSource: http://www.col.org/SiteCollectionDocuments/Daniel_0411AAOUShanghai.pdf
  • Increase Access?= Cost increases & Quality decreases IRON ACCESS QUALITYTRIANGLE Not a solution COST
  • Increase Quality?= Cost increases & Access decreases IRONTRIANGLE ACCESS QUALITY Not a solution COST
  • Decrease COST? = Quality & Access decrease IRONTRIANGLE ACCESS QUALITY Not a solution COST
  • HOW CAN WE BREAK OUT OF THE “IRON TRIANGLE”? ACCESS QUALITY COST
  • HOW CAN WE BREAK OUT OF THE “IRON TRIANGLE”? ACCESS QUALITY Daniel’s basic argument: Distance-education universities alonecan enable us to break out of the Iron Triangle Not a solution FOR DUAL-MODE COST UNIVERSITIES
  • The dual-mode university campus Teaching On-site Teaching On-line
  • OBSERVATIONS1. Standards of quality highly variable, extreme example: “diploma mills” (Noble, 1998; Magnussen, 2005);2. Demand increasing for higher education worldwide yet access is limited (Daniel, 2007; Rosovsky, 2005);3. Costs spiraling out of control (Ucal, 2010) while effectiveness questioned (Brown, 2008; Fink, 2005).
  • QUESTIONS1. QUALITY? (high number of adjunct faculty… is there level of commitment to quality optimal?)2. ACCESSIBLE? (EX. Blended Learning… what about the distant learner?)3. COST-EFFECTIVE? (A lot of OL is based on “pay- as-you go” Continuing Ed. model… costs have to be kept low … but is it effective? Are students simply buying their diploma?)
  • GOALS1. Maintaining, even improving upon, QUALITY (at least, based on campus benchmarks);2. Increasing ACCESSIBILITY (opening up HE to students wherever they live, Stanford prof);3. Increasing COST-EFFECTIVENESS (making universities responsible for cost overruns while maintaining academic freedom and working conditions; achieving faculty “buy-in”).
  • djibnet.comQUALITY COST- EFFECTIVENESS ACCESS
  • djibnet.comQUALITY COST- EFFECTIVENESS ACCESS RESIGNATION
  • Traditional Higher Education LECTURING in the classroom… University Teaching: a synchronous, LECTURING via videoconferencing… human resource- based tradition To LECTURING online (SyncDesktopConf) © M. Power 2008
  • University Distance Education (DE)From correspondence courses, Distance Education: an asynchronous, learning resource– based tradition To multimedia courses, To online courses © M. Power 2008
  • UNIVERSITY OUTREACH STRATEGIES an asynchronous, a synchronous, learning resource– human resource- based tradition based tradition STRUCTURE DIALOGUE • BASED ON MOORE’S TRANSACTIONAL DISTANCE THEORY (1973, 1993); • Moore & Kearsley (2012) © M. Power, 2012
  • UNIVERSITY OUTREACH STRATEGIES TRADITIONAL UNIVERSITIES SET TIME DIALOGUE-BASED Cohorts TRAD TRAD Paced SET PLACE (ON CAMPUS) SINCE THE 13TH CENTURY © M. Power, 2012
  • UNIVERSITY OUTREACH STRATEGIESDISTANCE EDUCATION UNIVERSITIES OPEN/TÉLUQ/ATHABASCA ANYTIME Individuals STRUCTURE-BASED DE TRAD TRAD Unpaced ANYWHEREGEN. 1: SINCE 1858 -University of LondonGEN. 2: SINCE 1969 - OPEN UGEN. 3: SINCE 1980s – start of CBT © M. Power, 2012
  • UNIVERSITY OUTREACH STRATEGIES TRADITIONAL UNIVERSITIES MOBILE FACULTY DE TRAD TRAD OFF-CAMPUS COURSES SET TIME & SET PLACE (OFTEN on SATELLITE CAMPUSES) SINCE 1960s… In North American universities © M. Power, 2012
  • UNIVERSITY OUTREACH STRATEGIES TRADITIONAL UNIVERSITIES REMOTE CLASSROOM (THE DUAL-MODE UNIVERSITY EMERGES) DE TRAD VC TRAD VIDEOCONFERENCING SET TIME & SET PLACE (on SATELLITE CAMPUSES) SINCE 1970-80s In North American universities © M. Power, 2012
  • UNIVERSITY OUTREACH STRATEGIES DISTANCE EDUCATION UNIVERSITIES TRANSITION FROM DE TO ONLINE LEARNING ANYTIME Individual DE OL TRAD VC TRAD Unpaced ANYWHERE SINCE mid-1980s © M. Power, 2012
  • UNIVERSITY OUTREACH STRATEGIES DUAL-MODE UNIVERSITY TRANSITION FROM VC TO ONLINE LEARNING FORUM- ANYTIME/ANYWHERE BASED Cohorts DE OL OL VC TRAD TRAD Paced SINCE 1990s In North American universities © M. Power, 2012
  • UNIVERSITY OUTREACH STRATEGIES DUAL-MODE UNIVERSITY TRANSITION FROM OL TO BLENDED LEARNING DE OL BL OL VC TRAD TRAD SET TIME & FLEXIBLE TIME Courses • 50% (+/-) on campus • 50% (+/-) online SINCE 2000s In North American universities © M. Power, 2012
  • UNIVERSITY OUTREACH STRATEGIES NEW MODEL PROPOSED DE OL BL OL VC TRAD TRAD © M. Power, 2012
  • UNIVERSITY OUTREACH STRATEGIES DUAL-MODE UNIVERSITY TRANSITIONFROM OL TO BL TO BLENDED ONLINE LEARNING DESIGN SYNC: SET TIME / ASYNCH: ANYTIME DE OL BOLD BL OL VC TRAD TRAD 100% ONLINE Courses • 50% online in synchronous mode • 50% online in asynchronous mode SINCE 2000s in North American universities © M. Power, 2012
  • UNIVERSITY OUTREACH STRATEGIES DUAL-MODE UNIVERSITY TRANSITION BOLD FROM BL TO BLENDED ONLINE LEARNING DESIGN - A combined- SYNC: SET TIME / ASYNCH: ANYTIME technology approach; - A hybrid model DE OL BOLD BL OL VC TRAD TRAD positioned between OL & BL; - Spatial freedom, but not temporal; 100% ONLINE Courses - Set time (synch); • 50% online in synchronous mode - Cohort-based; • 50% online in asynchronous mode - Virtual classroom- SINCE 2000s in North American universities based; - Community of © M. Power, 2012 learning-based. © M. Power, 2012
  • Blended Online Learning Design (BOLD): two traditions meet + COURSE ACCESS SYNCHRONOUS ASYNCHRONOUS © M. Power 2008
  • A Virtual classroom A virtual Classroom Faculty member SYNCHRONOUSA community of inquiry approach
  • TEN-7019 A Basic Web SiteFrom Distance Education to Online Learning Study Guide Quiz Syllabus Resources Forum Email Assignment My Results Virtual Classroom Drop ASYNCHRONOUS
  • A typical BOLD graduate seminar 3 2 1
  • ASYNCHRONOUS © M. Power 2008
  • ASYNCHRONOUS and/or SYNCHRONOUSASYNCHRONOUS © M. Power 2008
  • SYNCHRONOUS ASYNCHRONOUS and/or SYNCHRONOUSASYNCHRONOUS © M. Power 2008
  • © M. Power 2008
  • ONLINELEARNING&GRADUATESTUDIES booleanblackbelt.com
  • • Universities struggling to maintain some grad. programs;• Universities needing to increase recruitment options; booleanblackbelt.com
  • • Universities struggling to maintain some grad. programs;• Universities needing to increase recruitment options;• Graduate students often workplace professionals;• Usually highly motivated and autonomous;• Accustomed to learning via technology & networking;• Small numbers involved (maximum 25 per class); = Allows for the use of synchronous technology; booleanblackbelt.com
  • • Universities struggling to maintain some grad. programs;• Universities need to increase recruitment options;• Graduate students often workplace professionals;• Usually highly motivated and autonomous;• Accustomed to learning via technology & networking;• Small numbers involved (maximum 25 per class); = Allows for the use of synchronous technology; COMBINING SYNCH & ASYNCH MODES booleanblackbelt.com
  • • Universities struggling to maintain some grad. programs;• Universities need to increase recruitment options;• Graduate students often workplace professionals;• Usually highly motivated and autonomous;• Accustomed to learning via technology & networking;• Small numbers involved (maximum 25 per class); = Allows for the use of synchronous technology; COMBINING SYNCH & ASYNCH MODES• Quality dialogue (leveraging a faculty strength);• Higher accessibility (completely online);• High cost-effectiveness (many costs offset; lower front- end design; faster faculty online migration; flexibility).
  • Why now? highspeedinternetworld.com
  • Why now?• Excellent Bandwidth speeds; Quebec, Canada envied;• Cost of computers plummeting (Moore’s law);• Spontaneous and instantaneous communications; huge benefit of instant feedback(Paloff & Pratt);• Interactivity, key to sustainable e-learning environments (Rosenberg, 2001, 2006)• The Internet generation (the Millennials are coming)… highspeedinternetworld.com
  • REALITY WORLDWIDE RESEARCH NETWORKSan academic necessity in the 21st century http://sites.google.com/site/changchienlily/BlankWorldMap.gif http://sites.google.com/site/changchienlily/BlankWorldMap.gif
  • RESEARCH CENTERS & GRADUATE PROGRAMS LIKELIHOOD:WORLDWIDE GRADUATE PROGRAMS http://sites.google.com/site/changchienlily/BlankWorldMap.gif
  • Does BOLD deliver the goods?• FACULTY: QUALITY: same contact time/seat time, same scheduling as F2F + lower front-end design, faster start-up = higher faculty buy-in; • STUDENTS: ACCESSIBILITY: all online + higher interaction & lower isolation levels = lower W-DO rates, higher satisfaction levels; • ADMIN: COST-EFFECTIVENESS: lower start-up • costs; higher off-campus student enrolment levels ; • Greater flexibility & Capacity; many costs offset or avoided= higher effectiveness (outreach) without greater cost http://sonoranalliance.com/wp-content/uploads/2007/07/ThumbsDown.jpg
  • Does BOLD deliver the goods?• FACULTY: QUALITY: same contact time/seat time, same scheduling as F2F + lower front-end design, faster start-up = higher faculty buy-in; • STUDENTS: ACCESSIBILITY: all online + higher interaction & lower isolation levels = lower W-DO rates, higher satisfaction levels; • ADMIN: COST-EFFECTIVENESS: lower start-up • costs; higher off-campus student enrolment levels ; • Greater flexibility & Capacity; many costs offset or avoided= higher effectiveness (outreach) without greater cost http://sonoranalliance.com/wp-content/uploads/2007/07/ThumbsDown.jpg
  • Does BOLD deliver the goods?• FACULTY: QUALITY: same contact time/seat time, same scheduling as F2F + lower front-end design, faster start-up = higher faculty buy-in; • STUDENTS: ACCESSIBILITY: all online + higher interaction & lower isolation levels = lower W-DO rates, higher satisfaction levels; • ADMIN: COST-EFFECTIVENESS: lower start-up • costs; higher off-campus student enrolment levels ; • Greater flexibility & Capacity; many costs offset or avoided= higher effectiveness (outreach) without greater cost http://sonoranalliance.com/wp-content/uploads/2007/07/ThumbsDown.jpg
  • Does BOLD deliver the goods?• FACULTY: QUALITY: same contact time/seat time, same scheduling as F2F + lower front-end design, faster start-up = higher faculty buy-in; • STUDENTS: ACCESSIBILITY: all online + higher interaction & lower isolation levels = lower W-DO rates, higher satisfaction levels; • ADMIN: COST-EFFECTIVENESS: lower start-up • costs; higher off-campus student enrolment levels ; • Greater flexibility & Capacity; many costs offset or avoided= higher effectiveness (outreach) without greater cost http://sonoranalliance.com/wp-content/uploads/2007/07/ThumbsDown.jpg
  • BOLD Research and Researchers Instructional Design Distance Education/ & Online Learning/ Technology Blended Learning BOLD FACULTY GRADUATE DEVELOPMENT STUDIES ARE YOU A BOLD RESEARCHER?
  • BOLD Research and ResearchersDOCTORAL STUDENTS: Instructional Design Distance Education/- CARON, BOLD & technol. innovation & change & Online Learning/- COUTU, BOLD in indigenous communities Technology Blended Learning- FAKIH, BOLD in Arab-speaking countries BOLD- ROY, BOLD & the ID & EM working relationship FACULTY GRADUATE- SAVARD, BOLD and PLAR in Québec CEGEPs DEVELOPMENT STUDIES- ST-JACQUES, BOLD in graduate studies
  • www.bold-research.org
  • More on BOLD• Power, M. & Morven-Gould, A. (2011). Head of gold, feet of clay: the online learning paradox. 12 (2) IRRODL. http://www.irrodl.org/index.php/irrodl/article/view/916• Power, M. & Vaughan, N. (2010). Redesigning online learning for graduate seminar delivery. Journal of Distance Education. 14(3) http://www.jofde.ca/index.php/jde/article/view/649• Power, M. (2009). A Designer’s Log: Case Studies in Instructional Design. Athabasca University Press http://www.aupress.ca/index.php/books/120161 .• Power, M. (2008). The emergence of blended online learning. Journal of Online Learning & Teaching. (4) 4. http://jolt.merlot.org/vol4no4/power_1208.htm michael.power@fse.ulaval.ca
  • Endmichael.power@fse.ulaval.ca