The document discusses the sustainability of online learning and proposes balancing the priorities of key stakeholders to make online learning more sustainable. It identifies the stakeholders as faculty, students, and administrators. It suggests engaging faculty by making online learning attractive and less time-intensive, making it accessible and affordable for students, and reducing costs for administrators through lower initial design requirements and delivery technologies. Balancing the priorities of these groups could help address current issues that make online learning non-sustainable.

1. Michael Power , PhD, Université Laval, Quebec City, Kanada. "Sustainable online learning: balancing priorities". 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. "Orchestration: the real time management of multiple activities in the classroom".

2. Sustainable Online Learning: Balancing Priorities Dr. Michael Power

3. http://www.irrodl.org/index.php/irrodl/article/view/916 Vol 12, No 2 (2011) > Power

5. 16-01-07 david-kilgour.com

10. 1. Example of sustainable growth No growth High growth Sustainable growth

13. Numerous studies on online learning

14. http://portal.unesco.org/ci/en/ev.php-URL_ID=25929&URL_DO=DO_TOPIC&URL_SECTION=201.html

16. 2010! US Department of Education 2010

17. http://www.americanprogress.org/issues/2011/02/pdf/disrupting_college_execsumm.pdf

18. http://www.innosightinstitute.org/media-room/publications/education-publications/the-rise-of-k-12-blended-learning/

20. Traditional Universities must CHANGE NOW http://us.123rf.com/400wm/400/400/domenicogelermo/domenicogelermo0810/domenicogelermo081000060/3706694.jpg http://images.google.ca/

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

24. COST COST ACCESS ACCESS QUALITY QUALITY Desired State Current State Optimizing Higher Education Source: http://www.col.org/SiteCollectionDocuments/Daniel_0411AAOUShanghai.pdf

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

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

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

30. Balancing Stakeholder Priorities

31. ADMIN STUDENTS FACULTY QUALITY FACULTY “ MAKE OL ATTRACTIVE TO THEM”

32. ADMIN STUDENTS QUALITY FACULTY FACULTY ISSUES

37. Why faculty are not involved. jeffleake.typepad.com Our workload sometimes looks like this…

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

39. Publications Fac. Research Projects Teaching Grad students Depart- ment OR rather like this… Grant Apps

40. Conferences Depart- ment Assoc. colleagues Publications Grad students Fac. Research Projects Teaching OR rather like this… Grant Apps

41. Conferences Depart- ment Assoc. colleagues Publications Grad students Fac. Research Projects Teaching Grant Apps and ALL THE REST OR rather like this…

42. What is increasingly expected of faculty worldwideperformers.com newsletter-genie.com 1

43. 16-01-07 Last.fm WHAT KIND OF OL IS BEING PROPOSED TO FACULTY? ADMIN Faculty Source: last.fm

44. 16-01-07 Online Learning: what is being proposed to Faculty WHAT KIND OF OL IS BEING PROPOSED TO FACULTY?

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

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!

47. Many faculty do not want to spend their days (and nights) at a keyboard. How did I get involved in this? 2

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

49. Online Learning: what should be proposed to Faculty Power, 2010 Major obstacle WHAT KIND OF OL SHOULD ADMIN BE PROPOSING TO FACULTY

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)

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

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)

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

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

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

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?

57. ADMIN ACCESSIBILITY STUDENTS QUALITY FACULTY STUDENTS Power, 2010 COST- EFFECTIVENESS “ MAKE OL ACCESSIBLE TO THEM ”

58. ADMIN ACCESSIBILITY STUDENTS QUALITY FACULTY Power, 2010 COST- EFFECTIVENESS STUDENT ISSUES

59. A worldwide problem A worldwide problem Accessibility issues

60. www.obhe.ac.uk Transnational education

61. http://www.obhe.ac.uk/resources/2008_AUA_Presentation.pdf Don Olcott CE OBHE THE GAP DEMAND SUPPLY D. Olcott Accessibility issues

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

63. Shortage of doctoral candidates in business Accessibility issues

64. Accessibility issues Source: bizEd March-April 2009

65. Accessibility issues

66. Accessibility issues

69. ADMIN STUDENTS ADMIN FACULTY cost-effectiveness “ MAKE OL COST-EFFECTIVE”

70. ADMIN STUDENTS FACULTY cost-effectiveness Cost-effectiveness issues

71. APPROX. FUNDS FOR COURSE DESIGN & DEV Let’s compare. *chiffres approximatifs

72. Let’s compare. APPROX. FUNDS FOR COURSE DESIGN & DEV DISTANCE EDUCATION UNIVERSITIES *chiffres approximatifs

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

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

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

77. COST- EFFECTIVENESS ACCESSIBILITY QUALITY GOAL: BALANCING PRIORITIES

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

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

85. BREAKING OUT OF THE “Iron Triangle” COST ACCESS QUALITY

86. © M. Power 2008 + SYNCHRONOUS ASYNCHRONOUS COURSE ACCESS Blended Online Learning Design Accessibility, Quality and Cost- effectiveness meet up LMS SDC

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

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

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

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

92. Virtual Classroom + Basic Web site Mystery guest TEN-7019 From Distance Education to Online Learning Power, 2008 SYNCHRONOUS Virtual classroom LMS ASYNCHRONOUS

93. Virtual Classroom Virtual classroom SYNCHRONOUS Power, 2008 Invited speaker

94. Virtual Classroom Virtual classroom Power, 2008 webcam

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

96. A typical BOLD seminar Power, 2008

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

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

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

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

101. A typical BOLD graduate seminar 1 2 3 Individual work Teamwork Iayork.com Webinar

103. Virtual Classroom + Basic Web Site Power, 2008 webcam SYNCHRONOUS Virtual classroom LMS ASYNCHRONOUS

104. www.bold-research.org

109. BOLD Research and Researchers BOLD ARE YOU A BOLD RESEARCHER? Instructional Design & Technology Distance Education/ Online Learning/ Blended Learning GRADUATE STUDIES FACULTY DEVELOPMENT

110. Going online everywhere! Miami Boston Vancouver Montreal Monterrey Lima Santiago AUGMENTED WEBINAR (Power, 2010) Power & St-Jacques (2009)

111. Miami Boston Halifax Montreal Monterrey Lima Bermuda even Umea AUGMENTED WEBINAR (Power, 2010) Power & St-Jacques (2009) Going online everywhere!

112. www.bold-research.org

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

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

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

116. QUEBEC & MONTERREY…JUST ONE HOUR AWAY! Synch comms

119. michael.power@fse.ulaval.ca www.bold-research.org

120. QUESTIONS COMMENTARY REFLECTIONS CRITIQUE OVER TO YOU!