Michael Power , PhD, Université Laval, Quebec City, Kanada. "Sustainable online learning: balancing priorities"....
Sustainable Online Learning: Balancing Priorities Dr. Michael Power
http://www.irrodl.org/index.php/irrodl/article/view/916  Vol 12, No 2 (2011)  >  Power
LAVAL UNIVERSITY – QUEBEC CITY, CANADA <ul><li>2 ND  OLDEST in CA-USA after Harvard </li></ul><ul><li>+35 K  students </li...
16-01-07 david-kilgour.com
WHY ONLINE LEARNING? <ul><li>LARGE UNIVERSITY, SMALL CITY </li></ul><ul><li>WORLD-CLASS EXPERTISE (1,400 PROFESSORS) </li>...
WHY ONLINE LEARNING? <ul><li>LARGE UNIVERSITY, SMALL CITY </li></ul><ul><li>WORLD-CLASS EXPERTISE (1,400 PROFESSORS) </li>...
Sustainable Online Learning: Balancing Priorities <ul><li>Is OL currently non sustainable? </li></ul><ul><li>And whose pri...
1. What does  sustainable  mean? <ul><li>capable of being maintained at a steady level  without exhausting natural resourc...
1. Example of  sustainable growth No growth High growth Sustainable growth
Whose priorities need balancing? <ul><li>Those of  </li></ul><ul><li>FACULTY </li></ul><ul><li>STUDENTS </li></ul><ul><li>...
Is OL currently non sustainable? <ul><li>POSITION : OL, as the current form of DE, is not sustainable because  user priori...
Numerous studies on online learning
http://portal.unesco.org/ci/en/ev.php-URL_ID=25929&URL_DO=DO_TOPIC&URL_SECTION=201.html
2009! <ul><li>Important </li></ul><ul><li>Study on Online </li></ul><ul><li>Learning </li></ul>US Department of Education ...
2010! US Department of Education 2010
http://www.americanprogress.org/issues/2011/02/pdf/disrupting_college_execsumm.pdf
http://www.innosightinstitute.org/media-room/publications/education-publications/the-rise-of-k-12-blended-learning/
 
Traditional Universities  must CHANGE NOW http://us.123rf.com/400wm/400/400/domenicogelermo/domenicogelermo0810/domenicoge...
<ul><li>CHANGING </li></ul>
Change is difficult COST ACCESS QUALITY Current  State Source:  http://www.col.org/SiteCollectionDocuments/Daniel_0411AAOU...
Sustainable online learning <ul><li>The “ IRON TRIANGLE ” of higher education  </li></ul><ul><li>The evolution of educatio...
COST COST ACCESS ACCESS QUALITY QUALITY Desired  State Current  State Optimizing  Higher Education Source:  http://www.col...
Increase  Accessibility? COST ACCESS QUALITY Current  State Source:  http://www.col.org/SiteCollectionDocuments/Daniel_041...
Increase  Quality ? COST ACCESS QUALITY Current  State Source:  http://www.col.org/SiteCollectionDocuments/Daniel_0411AAOU...
Lower  COST? COST ACCESS QUALITY Source:  http://www.col.org/SiteCollectionDocuments/Daniel_0411AAOUShanghai.pdf   Sir Joh...
The challenge <ul><li>Maintaining  QUALITY </li></ul><ul><li>While  </li></ul><ul><li>Increasing  ACCESSIBILITY  and </li>...
HOW DO WE DO  THAT ? <ul><li>POSITION : OL, as the current form of DE, is not sustainable because  user priorities  are no...
Balancing Stakeholder Priorities
ADMIN STUDENTS FACULTY QUALITY FACULTY “ MAKE  OL  ATTRACTIVE TO THEM”
ADMIN STUDENTS QUALITY FACULTY FACULTY ISSUES
<ul><li>“ (OL)…mostly an adjunct phenomenon”  </li></ul><ul><li>(Sammons and Ruth, 2007) </li></ul><ul><li>WHY NOT GET INV...
<ul><li>“… mostly an adjunct phenomenon”  </li></ul><ul><li>(Sammons and Ruth, 2007) </li></ul><ul><li>WHY?  </li></ul><ul...
<ul><li>“ Part of the explanation …is its  incompatibility   with the teaching styles of many professors’’.   (Shea, Frede...
<ul><li>FORUMS DON’T WORK:  “ We have to be able to hear one another , but not necessarily see one another.  Written commu...
Why faculty  are not involved. jeffleake.typepad.com Our workload sometimes looks like this…
Teaching http://i.dailymail.co.uk/i/pix/2009/04/07/article-0-04564BC2000005DC-25_634x367_popup.jpg OR rather like this… IT...
Publications Fac. Research Projects  Teaching Grad students Depart- ment OR rather like this… Grant Apps
Conferences  Depart- ment Assoc. colleagues Publications Grad students Fac. Research Projects  Teaching OR rather like thi...
Conferences  Depart- ment Assoc. colleagues Publications Grad students Fac. Research Projects  Teaching Grant Apps and ALL...
What is increasingly expected of faculty worldwideperformers.com newsletter-genie.com 1
16-01-07 Last.fm WHAT KIND OF OL IS BEING PROPOSED TO FACULTY? ADMIN Faculty  Source: last.fm
16-01-07 Online Learning:  what is being proposed  to Faculty  WHAT KIND OF OL  IS BEING PROPOSED TO FACULTY?
16-01-07 Online Learning: what is being proposed to Faculty  Major obstacle MAJOR FRONT-END DESIGN WHAT KIND OF OL  IS BEI...
16-01-07 Online Learning: what is being proposed to Faculty  Major obstacle MAJOR FRONT-END DESIGN WHAT KIND OF OL  IS BEI...
Many faculty do not want to spend their days (and nights) at a keyboard. How did I  get involved  in this? 2
Online Learning: what should be proposed to Faculty  Power, 2010 Major obstacle WHAT KIND OF OL SHOULD ADMIN   BE PROPOSIN...
Online Learning: what should be proposed to Faculty  Power, 2010 Major obstacle WHAT KIND OF OL SHOULD ADMIN   BE PROPOSIN...
Online Learning: what should be proposed to Faculty  Power, 2010 NO obstacle WHAT KIND OF OL SHOULD ADMIN   BE PROPOSING T...
Online Learning: what should be proposed to Faculty  Power, 2010 Minor obstacle WHAT KIND OF OL SHOULD ADMIN   BE PROPOSIN...
Online Learning: what should be proposed to Faculty  airborne Power, 2010 Minor obstacle A  B  C  D  E  WHAT KIND OF OL SH...
Online Learning: what should be proposed to Faculty  airborne Safety margin Power, 2010 WHAT KIND OF OL SHOULD ADMIN   BE ...
Online Learning: what should be proposed to Faculty  airborne Off-ramp Power, 2010 WHAT KIND OF OL SHOULD ADMIN   BE PROPO...
Online Learning: what should be proposed to Faculty  airborne Off-ramp Power, 2010 WHAT KIND OF OL SHOULD ADMIN   BE PROPO...
Online Learning: what should be proposed to Faculty  airborne Off-ramp Power, 2010 WHAT KIND OF OL SHOULD ADMIN   BE PROPO...
ADMIN ACCESSIBILITY STUDENTS QUALITY FACULTY STUDENTS Power, 2010 COST- EFFECTIVENESS “ MAKE OL ACCESSIBLE  TO THEM ”
ADMIN ACCESSIBILITY STUDENTS QUALITY FACULTY Power, 2010 COST- EFFECTIVENESS STUDENT ISSUES
A worldwide problem  A worldwide problem   Accessibility issues
www.obhe.ac.uk Transnational education
http://www.obhe.ac.uk/resources/2008_AUA_Presentation.pdf Don Olcott CE OBHE THE  GAP DEMAND SUPPLY D. Olcott Accessibilit...
OBHE –Olcott/Hanna Rosovsky (2005):  “ By 2010, there will be a  hundred million  students in the world  fully qualified  ...
Shortage of doctoral candidates in business Accessibility issues
Accessibility  issues Source: bizEd March-April 2009
Accessibility  issues
Accessibility  issues
Shortage of teachers <ul><li>“ It is now clear that “bricks and mortar” approaches to expanding teacher education  may not...
So what do we do? <ul><li>Offer more  </li></ul><ul><li>completely  </li></ul><ul><li>online,  </li></ul><ul><li>scalable ...
ADMIN STUDENTS ADMIN FACULTY cost-effectiveness “ MAKE OL COST-EFFECTIVE”
ADMIN STUDENTS FACULTY cost-effectiveness Cost-effectiveness issues
APPROX. FUNDS FOR COURSE DESIGN & DEV Let’s compare.  *chiffres approximatifs
Let’s compare.  APPROX. FUNDS FOR COURSE DESIGN & DEV DISTANCE EDUCATION UNIVERSITIES *chiffres approximatifs
<ul><li>LAVAL </li></ul><ul><li>$5,000  plus varying degrees of technical support </li></ul>APPROX. FUNDS FOR COURSE DESIG...
Budgets for DE/OL design, development, production  delivery delivery Traditional universities Power (1999, 2005) Distance ...
Budgets for DE/OL design, development, production  delivery delivery Traditional universities (20 – 80) Power (1999, 2005)...
What can we do? design, development, production  delivery delivery Traditional universities Power (1999, 2005) Distance ed...
COST- EFFECTIVENESS ACCESSIBILITY QUALITY GOAL: BALANCING PRIORITIES
http://thumbs.dreamstime.com/thumb_242/1204324714C372RB.jpg Traditional Studies Distance/OL  ONLINE /  BLENDED To recap, a...
http://thumbs.dreamstime.com/thumb_242/1204324714C372RB.jpg NO Distance/OL  Blended  <ul><li>STATUS QUO unacceptable </li>...
http://thumbs.dreamstime.com/thumb_242/1204324714C372RB.jpg Traditional Distance/OL  COST-EFFECTIVENESS Overriding value A...
<ul><li>TOO MUCH TIME  </li></ul><ul><li>DOUBTS / QUALITY </li></ul><ul><li>LOW INTERACTION </li></ul><ul><li>LEARNER ISOL...
http://thumbs.dreamstime.com/thumb_242/1204324714C372RB.jpg NO NO INTEREST <ul><li>NO REAL OUTREACH </li></ul><ul><li>OFF-...
http://thumbs.dreamstime.com/thumb_242/1204324714C372RB.jpg NO NO INTEREST NO STATUS QUO COST-EFFECTIVENESS Overriding val...
http://thumbs.dreamstime.com/thumb_242/1204324714C372RB.jpg WE DO  NOT  HAVE SUSTAINABILITY. SO,  WHAT DO WE DO? NO NO COS...
BREAKING OUT OF THE “Iron Triangle” COST ACCESS QUALITY
©  M. Power 2008 + SYNCHRONOUS  ASYNCHRONOUS COURSE ACCESS Blended Online Learning Design Accessibility, Quality and Cost-...
ONLINE   DESIGN & DELIVERY F A C U L T Y ON-CAMPUS   DESIGN & DELIVERY “ Faculty”= faculty-led instruction S Y N C H R O N...
ONLINE   DESIGN & DELIVERY F A C U L T Y ON-CAMPUS   DESIGN & DELIVERY “ Faculty”= faculty-led instruction S Y N C H R O N...
ONLINE   DESIGN & DELIVERY F A C U L T Y ON-CAMPUS   DESIGN & DELIVERY “ Faculty”= faculty-led instruction S Y N C H R O N...
ONLINE   DESIGN & DELIVERY F A C U L T Y ON-CAMPUS   DESIGN & DELIVERY “ Faculty”= faculty-led   instruction S Y N C H R O...
A Blended Online Learning Environment <ul><li>… is the simultaneous and complimentary  integration  and implementation of ...
Virtual Classroom  + Basic Web site Mystery guest TEN-7019 From Distance Education to Online Learning Power, 2008 SYNCHRON...
Virtual Classroom Virtual classroom SYNCHRONOUS Power, 2008 Invited speaker
Virtual Classroom Virtual classroom Power, 2008 webcam
TEN-7019 From Distance Education to Online Learning Syllabus Study Guide Quiz Resources Forum Email Deposit My Results Vir...
A typical BOLD seminar  Power, 2008
Professeur Participants Travail en dyades  en mode asynchrone   pendant la semaine Groupwork Équipes Participant Membre 1 ...
Professeur Participants Travail en dyades  en mode asynchrone   pendant la semaine Groupwork Équipes Participant Membre 1 ...
Professeur Travail individuel pendant la semaine (lectures, recherche en ligne, quiz) Participants Groupe TEAMWORK Partici...
Professor Travail individuel pendant la semaine (lectures, recherche en ligne, quiz) Participants Travail en dyades  en mo...
A typical BOLD graduate seminar  1 2 3 Individual work Teamwork Iayork.com Webinar
A Blended Online Learning Environment <ul><li>… is the simultaneous and complimentary  integration  and implementation of ...
Virtual Classroom  + Basic Web Site Power, 2008 webcam SYNCHRONOUS Virtual classroom LMS ASYNCHRONOUS
www.bold-research.org
<ul><li>FACULTY :  QUALITY: same as F2F (lower Transactional Distance) +  lower front-end design, faster start-up  = </li>...
<ul><li>FACULTY :  QUALITY: same as F2F (lower Transactional Distance) +  lower front-end design, faster start-up  = </li>...
<ul><li>FACULTY :  QUALITY: same as F2F (lower Transactional Distance) +  lower front-end design, faster start-up  = </li>...
<ul><li>FACULTY :  QUALITY: same as F2F (lower Transactional Distance) +  lower front-end design, faster start-up  = </li>...
BOLD Research and Researchers BOLD ARE  YOU  A  BOLD  RESEARCHER? Instructional Design &  Technology Distance Education/ O...
Going online everywhere! Miami Boston Vancouver Montreal Monterrey Lima Santiago AUGMENTED WEBINAR (Power, 2010) Power & S...
Miami Boston Halifax Montreal Monterrey Lima Bermuda even  Umea AUGMENTED WEBINAR (Power, 2010) Power & St-Jacques (2009) ...
www.bold-research.org
ENGLISH-language network BOLD International Research Network www.bold-research.org   Dual-mode universities Founder : M. P...
FRENCH-language network Carroll-Ann Keating &  Richard  Lemay E-learning intégral (synchrone et asynchrone) Universités bi...
SPANISH-language network Fabio Suarez Red de investigación hispanófono - design de enviros  de aprendizaje en línea en mod...
QUEBEC & MONTERREY…JUST ONE HOUR AWAY! Synch comms
MORE ON BOLD  <ul><li>Power, M. & Vaughan, N. (2010). Redesigning online learning for graduate seminar delivery.  Journal ...
Power, 2009 <ul><li>Athabasca </li></ul><ul><li>University </li></ul><ul><li>Press   </li></ul>16-01-07
michael.power@fse.ulaval.ca  www.bold-research.org
QUESTIONS COMMENTARY REFLECTIONS CRITIQUE OVER TO YOU!
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    1. 1. Michael Power , PhD, Université Laval, Quebec City, Kanada. &quot;Sustainable online learning: balancing priorities&quot;. Ingvill Rasmussen , PhD, Oslo universitet, Pedagogiska fakulteten. “ Developing feedback tools for teacher and student collaboration in a wiki”. Pierre Dillenbourg , prof i datavetenskap vid EPDL, Lausanne. &quot;Orchestration: the real time management of multiple activities in the classroom&quot;.
    2. 2. Sustainable Online Learning: Balancing Priorities Dr. Michael Power
    3. 3. http://www.irrodl.org/index.php/irrodl/article/view/916 Vol 12, No 2 (2011) > Power
    4. 4. LAVAL UNIVERSITY – QUEBEC CITY, CANADA <ul><li>2 ND OLDEST in CA-USA after Harvard </li></ul><ul><li>+35 K students </li></ul><ul><li>Top 10 in Canada </li></ul><ul><li>French-language university </li></ul>16-01-07
    5. 5. 16-01-07 david-kilgour.com
    6. 6. WHY ONLINE LEARNING? <ul><li>LARGE UNIVERSITY, SMALL CITY </li></ul><ul><li>WORLD-CLASS EXPERTISE (1,400 PROFESSORS) </li></ul><ul><li>MANY UNMET NEEDS REGIONALLY, NATIONALLY AND INTERNATIONALLY </li></ul><ul><li>NEED FOR OUTREACH </li></ul><ul><li>VIRTUALLY UNLIMITED POTENTIAL FOR GROWTH ONLINE </li></ul>16-01-07
    7. 7. WHY ONLINE LEARNING? <ul><li>LARGE UNIVERSITY, SMALL CITY </li></ul><ul><li>WORLD-CLASS EXPERTISE (1,400 PROFESSORS) </li></ul><ul><li>MANY UNMET NEEDS REGIONALLY, NATIONALLY AND INTERNATIONALLY </li></ul><ul><li>NEED FOR OUTREACH </li></ul><ul><li>VIRTUALLY UNLIMITED POTENTIAL FOR GROWTH ONLINE </li></ul>16-01-07 BUT HOW CAN WE MAKE IT - accessible - good quality and - cost-effective ? In other words, SUSTAINABLE ?
    8. 8. Sustainable Online Learning: Balancing Priorities <ul><li>Is OL currently non sustainable? </li></ul><ul><li>And whose priorities need balancing? </li></ul>
    9. 9. 1. What does sustainable mean? <ul><li>capable of being maintained at a steady level without exhausting natural resources or causing severe ecological damage (i.e. sustainable development) </li></ul>URL: http://www.thefreedictionary.com/sustainable
    10. 10. 1. Example of sustainable growth No growth High growth Sustainable growth
    11. 11. Whose priorities need balancing? <ul><li>Those of </li></ul><ul><li>FACULTY </li></ul><ul><li>STUDENTS </li></ul><ul><li>ADMINISTRATORS </li></ul>
    12. 12. Is OL currently non sustainable? <ul><li>POSITION : OL, as the current form of DE, is not sustainable because user priorities are not balanced. </li></ul><ul><li>Core faculty not sufficiently involved and engaged; </li></ul><ul><li>Online students isolated and in survival mode; </li></ul><ul><li>Administrators challenged with high front-end design and delivery costs (i.e. adjunct faculty). </li></ul>MORE LATER
    13. 13. Numerous studies on online learning
    14. 14. http://portal.unesco.org/ci/en/ev.php-URL_ID=25929&URL_DO=DO_TOPIC&URL_SECTION=201.html
    15. 15. 2009! <ul><li>Important </li></ul><ul><li>Study on Online </li></ul><ul><li>Learning </li></ul>US Department of Education 2009
    16. 16. 2010! US Department of Education 2010
    17. 17. http://www.americanprogress.org/issues/2011/02/pdf/disrupting_college_execsumm.pdf
    18. 18. http://www.innosightinstitute.org/media-room/publications/education-publications/the-rise-of-k-12-blended-learning/
    19. 20. Traditional Universities must CHANGE NOW http://us.123rf.com/400wm/400/400/domenicogelermo/domenicogelermo0810/domenicogelermo081000060/3706694.jpg http://images.google.ca/
    20. 21. <ul><li>CHANGING </li></ul>
    21. 22. Change is difficult COST ACCESS QUALITY Current State Source: http://www.col.org/SiteCollectionDocuments/Daniel_0411AAOUShanghai.pdf Daniel’s “Iron Triangle” Sir John Daniel termed the three variable-based triangle effect, the IRON TRIANGLE
    22. 23. Sustainable online learning <ul><li>The “ IRON TRIANGLE ” of higher education </li></ul><ul><li>The evolution of educational models </li></ul><ul><li>Obstacles to breaking out of the Iron Triangle </li></ul><ul><li>Using technology to advance OL </li></ul><ul><li>Achieving a sustainable design for OL </li></ul>
    23. 24. COST COST ACCESS ACCESS QUALITY QUALITY Desired State Current State Optimizing Higher Education Source: http://www.col.org/SiteCollectionDocuments/Daniel_0411AAOUShanghai.pdf
    24. 25. Increase Accessibility? COST ACCESS QUALITY Current State Source: http://www.col.org/SiteCollectionDocuments/Daniel_0411AAOUShanghai.pdf Sir John Daniel termed the three variable- based triangle effect, the IRON TRIANGLE
    25. 26. Increase Quality ? COST ACCESS QUALITY Current State Source: http://www.col.org/SiteCollectionDocuments/Daniel_0411AAOUShanghai.pdf Sir John Daniel termed the three variable- based triangle effect, the IRON TRIANGLE
    26. 27. Lower COST? COST ACCESS QUALITY Source: http://www.col.org/SiteCollectionDocuments/Daniel_0411AAOUShanghai.pdf Sir John Daniel termed the three variable- based triangle effect, the IRON TRIANGLE
    27. 28. The challenge <ul><li>Maintaining QUALITY </li></ul><ul><li>While </li></ul><ul><li>Increasing ACCESSIBILITY and </li></ul><ul><li>Decreasing COST </li></ul>HOW DO WE DO THAT? CAN IT BE DONE?
    28. 29. HOW DO WE DO THAT ? <ul><li>POSITION : OL, as the current form of DE, is not sustainable because user priorities are not balanced. Solution : Balance priorities </li></ul><ul><li>Engage core faculty not sufficiently involved and engaged: MAKE OL ATTRACTIVE TO THEM </li></ul><ul><li>Online students isolated and in survival mode: MAKE OL ACCESSIBLE TO THEM </li></ul><ul><li>Administrators and high design & delivery costs: MAKE OL COST-EFFECTIVE </li></ul>
    29. 30. Balancing Stakeholder Priorities
    30. 31. ADMIN STUDENTS FACULTY QUALITY FACULTY “ MAKE OL ATTRACTIVE TO THEM”
    31. 32. ADMIN STUDENTS QUALITY FACULTY FACULTY ISSUES
    32. 33. <ul><li>“ (OL)…mostly an adjunct phenomenon” </li></ul><ul><li>(Sammons and Ruth, 2007) </li></ul><ul><li>WHY NOT GET INVOLVED? </li></ul><ul><li>I haven’t got time . </li></ul><ul><li>My research is more important. </li></ul><ul><li>What’s in it for me? </li></ul><ul><li>Where is my reward? </li></ul><ul><li>I don’t have the skills to do this’  and ‘I don’t believe in this, it won’t work’. (Conole, 2009). </li></ul>FACULTY ISSUES: involvement in OL? http://www.e4innovation.com/
    33. 34. <ul><li>“… mostly an adjunct phenomenon” </li></ul><ul><li>(Sammons and Ruth, 2007) </li></ul><ul><li>WHY? </li></ul><ul><li>I haven’t got time . </li></ul><ul><li>My research is more important. </li></ul><ul><li>What’s in it for me? </li></ul><ul><li>Where is my reward? </li></ul><ul><li>I don’t have the skills to do this’  and ‘I don’t believe in this, it won’t work’. (Conole, 2009). </li></ul>So, is it a surprise faculty are not involved? http://www.e4innovation.com/ http://www.e4innovation.com/ ONLINE LEARNING FACULTY ISSUES: involvement in OL?
    34. 35. <ul><li>“ Part of the explanation …is its incompatibility with the teaching styles of many professors’’. (Shea, Fredericksen, Pickett, and Pelz, 2004). </li></ul><ul><li>‘‘ Faculty members new to online teaching often report being overwhelmed by increased interaction levels’’. Shea et al., 2004 </li></ul><ul><li>“ So the new 24/7 professor who is dragged from a traditional classroom into cyberspace may not be able to adjust ”. Sammons & Ruth 2007 </li></ul><ul><li>“ Disembodiment … alienation ”. Dreyfus, 2001 </li></ul>http://tinyurl.com/4mkvbt FACULTY ISSUES: involvement in OL?
    35. 36. <ul><li>FORUMS DON’T WORK: “ We have to be able to hear one another , but not necessarily see one another. Written communication just doesn’t cut it … the human voice is so rich in emotion, even in sarcasm and irony…” (Case 3) </li></ul>FACULTY ISSUES: involvement in OL? <ul><li>MORE WORK, LESS RESEARCH :“ For a whole year now, I have done nothing else but design this course . I haven’t written a book, not even an article… I don’t have time to do anything else” ; (Case 8) </li></ul><ul><li>NO NEED FOR UPFRONT DESIGN: “Actually, my course planning is ongoing … I’m always looking for new sources, new case studies, news about developments in my field” . (C-1) </li></ul>Power, 2009 Athabasca University Press
    36. 37. Why faculty are not involved. jeffleake.typepad.com Our workload sometimes looks like this…
    37. 38. Teaching http://i.dailymail.co.uk/i/pix/2009/04/07/article-0-04564BC2000005DC-25_634x367_popup.jpg OR rather like this… IT’S JUST ONE THING WE DO! Source: Dailymail.co.uk
    38. 39. Publications Fac. Research Projects Teaching Grad students Depart- ment OR rather like this… Grant Apps
    39. 40. Conferences Depart- ment Assoc. colleagues Publications Grad students Fac. Research Projects Teaching OR rather like this… Grant Apps
    40. 41. Conferences Depart- ment Assoc. colleagues Publications Grad students Fac. Research Projects Teaching Grant Apps and ALL THE REST OR rather like this…
    41. 42. What is increasingly expected of faculty worldwideperformers.com newsletter-genie.com 1
    42. 43. 16-01-07 Last.fm WHAT KIND OF OL IS BEING PROPOSED TO FACULTY? ADMIN Faculty Source: last.fm
    43. 44. 16-01-07 Online Learning: what is being proposed to Faculty WHAT KIND OF OL IS BEING PROPOSED TO FACULTY?
    44. 45. 16-01-07 Online Learning: what is being proposed to Faculty Major obstacle MAJOR FRONT-END DESIGN WHAT KIND OF OL IS BEING PROPOSED TO FACULTY? ONLINE COURSE
    45. 46. 16-01-07 Online Learning: what is being proposed to Faculty Major obstacle MAJOR FRONT-END DESIGN WHAT KIND OF OL IS BEING PROPOSED TO FACULTY? ONLINE COURSE There has GOT to be an easier way!
    46. 47. Many faculty do not want to spend their days (and nights) at a keyboard. How did I get involved in this? 2
    47. 48. Online Learning: what should be proposed to Faculty Power, 2010 Major obstacle WHAT KIND OF OL SHOULD ADMIN BE PROPOSING TO FACULTY So what can we do? NOT add to workload
    48. 49. Online Learning: what should be proposed to Faculty Power, 2010 Major obstacle WHAT KIND OF OL SHOULD ADMIN BE PROPOSING TO FACULTY
    49. 50. Online Learning: what should be proposed to Faculty Power, 2010 NO obstacle WHAT KIND OF OL SHOULD ADMIN BE PROPOSING TO FACULTY LOWER front-end design (focus on Redesign)
    50. 51. Online Learning: what should be proposed to Faculty Power, 2010 Minor obstacle WHAT KIND OF OL SHOULD ADMIN BE PROPOSING TO FACULTY ALLOW faculty the possibility of ongoing design and development
    51. 52. Online Learning: what should be proposed to Faculty airborne Power, 2010 Minor obstacle A B C D E WHAT KIND OF OL SHOULD ADMIN BE PROPOSING TO FACULTY PROVIDE faculty with attainable design & development goals (recycle & reuse existing materials)
    52. 53. Online Learning: what should be proposed to Faculty airborne Safety margin Power, 2010 WHAT KIND OF OL SHOULD ADMIN BE PROPOSING TO FACULTY ALLOW faculty time to adjust
    53. 54. Online Learning: what should be proposed to Faculty airborne Off-ramp Power, 2010 WHAT KIND OF OL SHOULD ADMIN BE PROPOSING TO FACULTY WCS: GIVE faculty an exit strategy
    54. 55. Online Learning: what should be proposed to Faculty airborne Off-ramp Power, 2010 WHAT KIND OF OL SHOULD ADMIN BE PROPOSING TO FACULTY Chances are that faculty will adapt
    55. 56. Online Learning: what should be proposed to Faculty airborne Off-ramp Power, 2010 WHAT KIND OF OL SHOULD ADMIN BE PROPOSING TO FACULTY Sounds great eh? SO WHAT KIND OF OL IS THAT?
    56. 57. ADMIN ACCESSIBILITY STUDENTS QUALITY FACULTY STUDENTS Power, 2010 COST- EFFECTIVENESS “ MAKE OL ACCESSIBLE TO THEM ”
    57. 58. ADMIN ACCESSIBILITY STUDENTS QUALITY FACULTY Power, 2010 COST- EFFECTIVENESS STUDENT ISSUES
    58. 59. A worldwide problem A worldwide problem Accessibility issues
    59. 60. www.obhe.ac.uk Transnational education
    60. 61. http://www.obhe.ac.uk/resources/2008_AUA_Presentation.pdf Don Olcott CE OBHE THE GAP DEMAND SUPPLY D. Olcott Accessibility issues
    61. 62. OBHE –Olcott/Hanna Rosovsky (2005): “ By 2010, there will be a hundred million students in the world fully qualified to proceed from secondary education to tertiary education for which there will simply be no room on any campus, anywhere ”. OBHE –Olcott/Hanna Accessibility issues
    62. 63. Shortage of doctoral candidates in business Accessibility issues
    63. 64. Accessibility issues Source: bizEd March-April 2009
    64. 65. Accessibility issues
    65. 66. Accessibility issues
    66. 67. Shortage of teachers <ul><li>“ 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”. </li></ul>Accessibility issues
    67. 68. So what do we do? <ul><li>Offer more </li></ul><ul><li>completely </li></ul><ul><li>online, </li></ul><ul><li>scalable </li></ul><ul><li>programs </li></ul><ul><li>in fields of </li></ul><ul><li>high </li></ul><ul><li>demand </li></ul>
    68. 69. ADMIN STUDENTS ADMIN FACULTY cost-effectiveness “ MAKE OL COST-EFFECTIVE”
    69. 70. ADMIN STUDENTS FACULTY cost-effectiveness Cost-effectiveness issues
    70. 71. APPROX. FUNDS FOR COURSE DESIGN & DEV Let’s compare. *chiffres approximatifs
    71. 72. Let’s compare. APPROX. FUNDS FOR COURSE DESIGN & DEV DISTANCE EDUCATION UNIVERSITIES *chiffres approximatifs
    72. 73. <ul><li>LAVAL </li></ul><ul><li>$5,000 plus varying degrees of technical support </li></ul>APPROX. FUNDS FOR COURSE DESIGN & DEV Let’s compare. TRADITIONAL UNIVERSITIES *chiffres approximatifs
    73. 74. Budgets for DE/OL design, development, production delivery delivery Traditional universities Power (1999, 2005) Distance education universities (80 – 20) design, development, production NO Faculty/tutors Full design & development team
    74. 75. Budgets for DE/OL design, development, production delivery delivery Traditional universities (20 – 80) Power (1999, 2005) Distance education universities design, development, production Large numbers of Faculty No or small D&D team NO Faculty/tutors Full design & development team
    75. 76. What can we do? design, development, production delivery delivery Traditional universities Power (1999, 2005) Distance education universities design, development, production Implement delivery technologies Lower front-end design levels
    76. 77. COST- EFFECTIVENESS ACCESSIBILITY QUALITY GOAL: BALANCING PRIORITIES
    77. 78. http://thumbs.dreamstime.com/thumb_242/1204324714C372RB.jpg Traditional Studies Distance/OL ONLINE / BLENDED To recap, are TRADITIONAL on-campus STUDIES sustainable? <ul><li>STATUS QUO unacceptable </li></ul><ul><li>NEEDS TOO GREAT </li></ul><ul><li>TO REMAIN </li></ul><ul><li>CAMPUS-BASED </li></ul><ul><li>& ELITIST </li></ul>Efficiency Overriding value ADMIN-driven Accessibility Overriding value Learner-driven Quality Overriding value Faculty-driven
    78. 79. http://thumbs.dreamstime.com/thumb_242/1204324714C372RB.jpg NO Distance/OL Blended <ul><li>STATUS QUO unacceptable </li></ul><ul><li>NEEDS TOO GREAT </li></ul><ul><li>TO REMAIN </li></ul><ul><li>CAMPUS-BASED </li></ul><ul><li>& ELITIST </li></ul>To recap, are TRADITIONAL on-campus STUDIES sustainable? Traditional Studies Efficiency Overriding value ADMIN-driven Accessibility Overriding value Learner-driven Quality Overriding value Faculty-driven
    79. 80. http://thumbs.dreamstime.com/thumb_242/1204324714C372RB.jpg Traditional Distance/OL COST-EFFECTIVENESS Overriding value ADMIN-driven ONLINE / BLENDED Is DISTANCE EDUCATION/ONLINE LEARNING sustainable? Accessibility Overriding value Learner-driven Quality Overriding value Faculty-driven
    80. 81. <ul><li>TOO MUCH TIME </li></ul><ul><li>DOUBTS / QUALITY </li></ul><ul><li>LOW INTERACTION </li></ul><ul><li>LEARNER ISOLATION </li></ul><ul><li>ADMIN: TOO MUCH $$ </li></ul><ul><li>and INVESTMENT </li></ul>http://thumbs.dreamstime.com/thumb_242/1204324714C372RB.jpg NO Traditional COST-EFFECTIVENESS Overriding value ADMIN-driven ONLINE / BLENDED Is DISTANCE EDUCATION/ONLINE LEARNING sustainable? Distance/OL Accessibility Overriding value Learner-driven Quality Overriding value Faculty-driven
    81. 82. http://thumbs.dreamstime.com/thumb_242/1204324714C372RB.jpg NO NO INTEREST <ul><li>NO REAL OUTREACH </li></ul><ul><li>OFF-CAMPUS </li></ul><ul><li>LEARNERS DO NOT </li></ul><ul><li>BENEFIT </li></ul><ul><li>STILL CUT OFF </li></ul>NO STATUS QUO COST-EFFECTIVENESS Overriding value ADMIN-driven BLENDED Is BLENDED LEARNING sustainable? Accessibility Overriding value Learner-driven Quality Overriding value Faculty-driven
    82. 83. http://thumbs.dreamstime.com/thumb_242/1204324714C372RB.jpg NO NO INTEREST NO STATUS QUO COST-EFFECTIVENESS Overriding value ADMIN-driven NO Is BLENDED LEARNING sustainable? BLENDED <ul><li>NO REAL OUTREACH </li></ul><ul><li>OFF-CAMPUS </li></ul><ul><li>LEARNERS DO NOT </li></ul><ul><li>BENEFIT </li></ul><ul><li>STILL CUT OFF </li></ul>Accessibility Overriding value Learner-driven Quality Overriding value Faculty-driven
    83. 84. http://thumbs.dreamstime.com/thumb_242/1204324714C372RB.jpg WE DO NOT HAVE SUSTAINABILITY. SO, WHAT DO WE DO? NO NO COST-EFFECTIVENESS Overriding value ADMIN-driven ONLINE / BLENDED NO Accessibility Overriding value Learner-driven Quality Overriding value Faculty-driven
    84. 85. BREAKING OUT OF THE “Iron Triangle” COST ACCESS QUALITY
    85. 86. © M. Power 2008 + SYNCHRONOUS ASYNCHRONOUS COURSE ACCESS Blended Online Learning Design Accessibility, Quality and Cost- effectiveness meet up LMS SDC
    86. 87. ONLINE DESIGN & DELIVERY F A C U L T Y ON-CAMPUS DESIGN & DELIVERY “ Faculty”= faculty-led instruction S Y N C H R O N O U S A Blended Online Learning Design Traditional Higher Education Power, 2008
    87. 88. ONLINE DESIGN & DELIVERY F A C U L T Y ON-CAMPUS DESIGN & DELIVERY “ Faculty”= faculty-led instruction S Y N C H R O N O U S A Blended Online Learning Design S Y S T E M A S Y N C H R O N O U S Online Learning “ System”= system-managed instruction Traditional Higher Education Power, 2008
    88. 89. ONLINE DESIGN & DELIVERY F A C U L T Y ON-CAMPUS DESIGN & DELIVERY “ Faculty”= faculty-led instruction S Y N C H R O N O U S A Blended Online Learning Design S Y S T E M A S Y N C H R O N O U S Online Learning “ System”= system-managed instruction Traditional Higher Education Blended Learning Power, 2008
    89. 90. ONLINE DESIGN & DELIVERY F A C U L T Y ON-CAMPUS DESIGN & DELIVERY “ Faculty”= faculty-led instruction S Y N C H R O N O U S A Blended Online Learning Design S Y S T E M A S Y N C H R O N O U S Online Learning “ System”= system-managed instruction Traditional Higher Education Blended Learning Blended ONLINE Learning Power, 2008
    90. 91. A Blended Online Learning Environment <ul><li>… is the simultaneous and complimentary integration and implementation of an asynchronous -mode learning environment (i.e. a course management system, or CMS) and a synchronous desktop conferencing environment” (i.e. a virtual classroom). </li></ul>Power, 2008; inspired by Garrison & Vaughan, 2008
    91. 92. Virtual Classroom + Basic Web site Mystery guest TEN-7019 From Distance Education to Online Learning Power, 2008 SYNCHRONOUS Virtual classroom LMS ASYNCHRONOUS
    92. 93. Virtual Classroom Virtual classroom SYNCHRONOUS Power, 2008 Invited speaker
    93. 94. Virtual Classroom Virtual classroom Power, 2008 webcam
    94. 95. TEN-7019 From Distance Education to Online Learning Syllabus Study Guide Quiz Resources Forum Email Deposit My Results Virtual Classroom Y Basic Web site Power, 2008
    95. 96. A typical BOLD seminar Power, 2008
    96. 97. Professeur Participants Travail en dyades en mode asynchrone pendant la semaine Groupwork Équipes Participant Membre 1 Équipe X Rencontres de groupe en direct en mode synchrone à chaque semaine, à heure fixe Participant Participant Participant Membre 2 Équipe X Participant Participant Participant Participant Participant 3. 2. 1. Course organisation Weekly Individual Assignments (readings, online research, quiz) TEAMWORK Power, 2008
    97. 98. Professeur Participants Travail en dyades en mode asynchrone pendant la semaine Groupwork Équipes Participant Membre 1 Équipe X Rencontres de groupe en direct en mode synchrone à chaque semaine, à heure fixe Participant Participant Participant Membre 2 Équipe X Participant Participant Participant Participant Participant 3. 2. 1. Course organisation Weekly Individual Assignments (readings, online research, quiz) TEAMWORK Power, 2008
    98. 99. Professeur Travail individuel pendant la semaine (lectures, recherche en ligne, quiz) Participants Groupe TEAMWORK Participant Membre 1 Équipe X Rencontres de groupe en direct en mode synchrone à chaque semaine, à heure fixe Participant Participant Participant Membre 2 Équipe X Participant Participant Participant Participant Participant 3. 2. 1. Weekly Teamwork Assignments Reviewing readings, debating questions, writing team questions Power, 2008
    99. 100. Professor Travail individuel pendant la semaine (lectures, recherche en ligne, quiz) Participants Travail en dyades en mode asynchrone pendant la semaine Group Équipes Participant Membre 1 Équipe X SYNCHRONOUS MODE Participant Participant Participant Membre 2 Équipe X Participant Participant Participant Participant Participant 3. 2. 1. Weekly Groupwork Power, 2008
    100. 101. A typical BOLD graduate seminar 1 2 3 Individual work Teamwork Iayork.com Webinar
    101. 102. A Blended Online Learning Environment <ul><li>… is the simultaneous and complimentary integration and implementation of an asynchronous -mode learning environment (i.e. a course management system, or CMS) and a synchronous desktop conferencing environment” (i.e. a virtual classroom). </li></ul>Power, 2008; inspired by Garrison & Vaughan, 2008
    102. 103. Virtual Classroom + Basic Web Site Power, 2008 webcam SYNCHRONOUS Virtual classroom LMS ASYNCHRONOUS
    103. 104. www.bold-research.org
    104. 105. <ul><li>FACULTY : QUALITY: same as F2F (lower Transactional Distance) + lower front-end design, faster start-up = </li></ul>SO, does BOLD deliver the goods? http:// sonoranalliance.com/wp-content/uploads/2007/07/ThumbsDown.jpg higher faculty buy-in ;
    105. 106. <ul><li>FACULTY : QUALITY: same as F2F (lower Transactional Distance) + lower front-end design, faster start-up = </li></ul>SO, does BOLD deliver the goods? http:// sonoranalliance.com/wp-content/uploads/2007/07/ThumbsDown.jpg <ul><li>STUDENTS : ACCESSIBILITY: all online + higher interaction & lower isolation levels = </li></ul>higher faculty buy-in ; lower W-DO rates, higher satisfaction levels;
    106. 107. <ul><li>FACULTY : QUALITY: same as F2F (lower Transactional Distance) + lower front-end design, faster start-up = </li></ul>SO, does BOLD deliver the goods? <ul><li>ADMIN : COST-EFFECTIVENESS: lower start-up costs; higher off-campus student enrolment levels = </li></ul>http:// sonoranalliance.com/wp-content/uploads/2007/07/ThumbsDown.jpg <ul><li>STUDENTS : ACCESSIBILITY: all online + higher interaction & lower isolation levels = </li></ul>higher faculty buy-in ; lower W-DO rates, higher satisfaction levels; higher effectiveness (outreach) without greater cost
    107. 108. <ul><li>FACULTY : QUALITY: same as F2F (lower Transactional Distance) + lower front-end design, faster start-up = </li></ul>SO, does BOLD deliver the goods? <ul><li>ADMIN : COST-EFFECTIVENESS: lower start-up costs; higher off-campus student enrolment levels = </li></ul>http:// sonoranalliance.com/wp-content/uploads/2007/07/ThumbsDown.jpg <ul><li>STUDENTS : ACCESSIBILITY: all online + higher interaction & lower isolation levels = </li></ul>higher faculty buy-in ; lower W-DO rates, higher satisfaction levels; higher effectiveness (outreach) without greater cost
    108. 109. BOLD Research and Researchers BOLD ARE YOU A BOLD RESEARCHER? Instructional Design & Technology Distance Education/ Online Learning/ Blended Learning GRADUATE STUDIES FACULTY DEVELOPMENT
    109. 110. Going online everywhere! Miami Boston Vancouver Montreal Monterrey Lima Santiago AUGMENTED WEBINAR (Power, 2010) Power & St-Jacques (2009)
    110. 111. Miami Boston Halifax Montreal Monterrey Lima Bermuda even Umea AUGMENTED WEBINAR (Power, 2010) Power & St-Jacques (2009) Going online everywhere!
    111. 112. www.bold-research.org
    112. 113. ENGLISH-language network BOLD International Research Network www.bold-research.org Dual-mode universities Founder : M. Power / Co-founder : N. Vaughan / Coordinator : A. St-Jacques
    113. 114. FRENCH-language network Carroll-Ann Keating & Richard Lemay E-learning intégral (synchrone et asynchrone) Universités bimodales www.bold-research.org Founder : M. Power / Co-founder : N. Vaughan / Coordinator : A. St-Jacques
    114. 115. SPANISH-language network Fabio Suarez Red de investigación hispanófono - design de enviros de aprendizaje en línea en modo integral Universidades bimodales www.bold-research.org Founder : M. Power / Co-founder : N. Vaughan / Coordinator : A. St-Jacques
    115. 116. QUEBEC & MONTERREY…JUST ONE HOUR AWAY! Synch comms
    116. 117. MORE ON BOLD <ul><li>Power, M. & Vaughan, N. (2010). Redesigning online learning for graduate seminar delivery. Journal of Distance Education . </li></ul>Google-moi! Michael Power Université Laval <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   . </li></ul><ul><li>Power, M. (2008). The emergence of blended online learning. MERLOT-Journal of Online Learning & Teaching (4) 4, December 15th. http://jolt.merlot.org/vol4no4/power_1208.htm </li></ul><ul><li>Power, M. & Morven-Gould, A. (2011). Head of gold, feet of clay: the paradox of online learning. IRRODL. www.irrodl.org </li></ul>
    117. 118. Power, 2009 <ul><li>Athabasca </li></ul><ul><li>University </li></ul><ul><li>Press </li></ul>16-01-07
    118. 119. michael.power@fse.ulaval.ca www.bold-research.org
    119. 120. QUESTIONS COMMENTARY REFLECTIONS CRITIQUE OVER TO YOU!
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