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Choices and Challenges: Lessons Learned in the Evolution of Online Education

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    Prep: computer, memory stick, remote advancer, pointer, internet, post slides, clock, wireless mic glasses, water, brochuresDo: Relate to conference theme, thank organizers (follow-up note), post to siteQuotes:- Hungry wolves hunt best.- “If you’re not slightly out of control you’re not driving fast enough” Michael Schumacher/dale Earnhardt- “Only the paranoid survive” Andy Grove- “It’s not ADD -- I’m just not listening.”- Breaking campus boundaries; Stretching boundaries:\" What is a campus?”“A crisis is a terrible thing to waste.” – Eric Schmidt, CEO Google in 09- Middle school story

    Slumdog Millionaire

    Electronics City 9 kilometers outside of Bangalore. Home of Wipro, Infosys, Reliance, Satyam. Tata, HP, MS, Siemaens, GE, Cisco -- both second largest research centers and becoming global hub for R&D beyond IT: Indian groups designing jet interiors and collision avoidance systems for Boeing and Airbus, performing clinical research for multinational drug companies,, designing dashboards and powertrains for Detroit.NEXT SLIDE: Envision your worst traffic nightmare in U.S. and multiply by 10.Other: Korean story of kids on subway in Seoul. Blue awning story.

    VP of HR for Wipro – multi-billion dollar company – saw this as an online education opportunity. During commute hours provided free cell phone service and offered audio training for supervisors (performance reviews), language training for call center operators on US slang and current events, engineers heard technical presentations, etc. Interactive testing using push buttons for evals. And gave them free minutes

    What I will cover today: Provide broad perspective/50,000 foot view of online learning – at a distance -- with a focus on strategies to employ in HIGHER ED. News headlines from the last few years, (2) demand vs supply side: what students and employers want, need and expect from online providers – as a look to the future, (3) how does Stanford do it? (4) 10 institutional strategies based on lessons learned.Breaking campus boundaries; Stretching boundaries:\" What is a campus?”From HELIOS 07 report: Observe, report and predict in order to support innovation – in a lifelong learning perspective - at political, organizational, economic, social and institutional level in the knowledge society – AT A PRACTICAL LEVEL. A reflection on how the evolution of learning can contribute to improving society. Questions: to what extent is online learning an effective means to provide access to learning? 2. how can online learning help employability? 3. how is online learning contributing to personal development and citizenship? 4. what impact does online learning have in internationalization of education and training? and 5. how can online learning facilitate organizational change in companies, public admin and HE? 6. how and how much is online learning supporting innovation practices in E&T? Online learning and e-learning are the same. Slides are posted, url at end

    - 3700 degree-granting institutions in U.S. , $4B annual revenue for online education – Eduventure report - “In the industrial age we went to school, in the information age the school comes to us”- “What’s the point of bringing a 200 lb body to campus, when all you want is an 8lb brain.” Peter DruckerEduventures 08- Online learning accounts for ~20% of continuing ed enrollments with ~85% willing to consider a complete online course or program. Eduventures May 200825% of adult learners report a strong preference for online study and 10% of all higher ed students are totally online. Eduventures May 200865% of intuitions have credit-granting distance ed courses Nat Center for Ed Statistics – Dec 08Sloan-C study 07: - Almost 3.5M students taking at least one online course during fall 06; a 10% growth from previous year. Represent almost 20% of total higher ed enrollments Growth from 1.6M in 02 to 3.5M in 06is compound annual growth rate of 21.5% vs size of entire HE population with annual rate of around 1.5% during same period:16.6M to 17>6M- Nearly 20% of all US higher ed students taking at least 1 online course in fall of 06

    1. Massachusetts: new initiative with China’s Continuing Ed Association for 40 online courses based on survey of 6000 students (April 08). Fewer than 30% out of state--------------------------------------------------------------------2. Illinois goal: new revenue, promote Illinois as an educational innovator, tap into adults needs for anywhere/anytime education. Will spend up to $20M to get it going. $9.9M in 08-09Initially to be a corporation with part-time instructors and free of university regulations. Lack of faculty input or governance killed it along with the for-profit motive similar to U Phoenix. Now regular faculty will oversee, design, develop and teach of courses and will be separately accredited. Only 121 in 5 programs in Sept 08. The Global Campus intends to become a national leader in online education, focused on innovation, quality, superior instruction, service, and accessibility. Our goal is to provide access to high-quality online education programs that merit the University of Illinois name. All degree and certificate programs are created in collaboration with the colleges and academic departments at the University's residential campuses at Urbana-Champaign, Chicago, and Springfield. The curricula are developed by world-class University of Illinois faculty who are leaders in their fields of study. Upon completion of a program, you will earn a degree from the fully accredited University of Illinois. ------------------------------------------------------------------------3. UNC Online delivers course from 16 campuses and plans to expand the operation into a national program. April 2007

    Universitas 21:21 leading research-intensive universities in thirteen countries. National University of Singapore, Fudan, Univ College Dublin, McGill and Univ of Brt Collumbia, Univ of Hong Kong, Univ of U Virginia. Programs in business, IT and custom. Work with Wipro---------------------------------------------------------------------------------2. Provost said 150 years ago no one heard of schools started by other wealthy industrialists: Carnegie, Mellon, Leland Stanford. Check back in 100 years. Real estate, entrepreneurship, management. “Learn by doing” w/ faculty from Columbia, Dartmouth and industry

    Phoenix: #17 on Business Week, stock up 500% since starting, Apollo Group, $1B annual revenue. Attributes: part-time instructors, highly accelerated schedule, graduation rate of 16%, one of the country’s lowest (Dept of Ed data), recruitment abuse problems. Intel pulled out since it only wanted to be associated with “highly accredited” institutions. Class size of 10Others: Capella, Cardean, Jones, Laureate, Kaplan. For-profit online univs represent $6.2B industry with 620K students as of fall 08.Apollo group spends nearly 50% of revenue on marketing -- $1 of every $4 spent on marketing ---------------------------------------------------------------------------------------------2. NextEd: business, technology, healthcare and education degrees and courses. 11 schools: Oregon State University, George Washington University, The Rochester Institute of Technology and the University of Wisconsin at Milwaukee in the U.S.; Athabasca University in Canada; Auckland University of Technology in New Zealand; International Business School in The Netherlands; The Royal Melbourne Institute of Technology and The University of South Australia in Australia; and The University of Derby and The University of Glamorgan in Great Britain

    Phoenix, Cardean, Capella, Jones, Corinthian, Laureate.- “Starbuck’s effect”: arrive in a community whose businesses have not been responsive to consumers wishes and takes market share. - Reason: pays attention to the needs of its students – - Nimble, flexible, responsive, and speedy to market. Apply commercial grade marketing, sales, customer service, design and production skills. Larger investments, more resources. Ability to capitalize on instructional technology.No university bureaucracy and strict faculty evaluation measures. - Regard education as a commodity-----------------------------------------------------------------2. MIT: 1800 courses, spent $27M.-- $20K per course Schools from U.S. (Johns Hopkins, MIT, Notre Dame, Utah State, Tufts), China, France, Austria, Netherlands, Spain, Portugal, Japan, UK, Korea, Vietnam, Thailand UC Berkeley on You TubeYale offers its top 30 courses, Stanford Engineering Everywhere -- more later.National Programme on Technology Enhanced Learning India: to enhance the quality of engineering education by developing curriculum based video and web courses. Carried out by seven IITs and IISc Bangalore as a collaborative project. There are 110 video (approximately 4500 hours) lecture courses from phase I and there will be about 400 video lecture courses (with about 16000 hours of lectures) at the end of phase II. In addition, IITs have large repositories of video lectures prepared already from their own efforts outside of NPTEL and these are also being made available as free and open educational resources for all. When this is completed, this will be the largest single repository of technical courses in the world in the streaming video format and will be helpful to everyone who is interested in enhancing his/her learning.New P2P University announced in 10/08 or working professionals and retirees. Own diploma: David Wiley Utah State 6 week courses run by tutors (grad students) using courses created by faculty with credit elsewhere such as WGU. Similar to SuperCool School: request-based learning on Facebook

    Each IIT has 500 courses in all, but its distance-learning offering is 50 courses: a combination of Webcasts, live lectures, and prerecorded lectures. Courses range from the study of nanoelectronics to an introduction to biochemical engineering for both college and individual students. All the IITs are negotiating with Google (GOOG) video, which will help students download lectures for free. The opportunity is so enormous that venture capitalists have begun to fund online education companies. In 2007, they invested more than $74 million in Indian education companies and say the sector will be among the hottest in 2008. Think about it: Although India has a large, young population, it is not the most productive. Boosting basic education with a current online education certificate helps make Indians more employable. Online education addresses some of India's shortcomings: a dismal education system, limited reach, and a severe paucity of faculty. 2. Kaplan University is part of Kaplan, Inc.'s Higher Education unit, which includes 70 campus-based schools, as well as online programs through Kaplan University and Concord Law School. Through its schools, Kaplan Higher Education offers master, bachelor and associate degree programs as well as career-oriented certificates designed to provide students with the skills necessary to qualify them for entry-level employment in fields such as healthcare, business, information technology, technology, fashion and design. Kaplan is a subsidiary of The Washington Post Company

    Scotland: 500k students in China, India and S. America, self-paced and scheduled, education as an export commodity. Edinburgh (UK), May 2007 – The Interactive University closed its doors at the end of April 2007. The joint venture among Scottish Enterprise, Herriot Watt University, and Robert Gordon University was intended to be a \"one-stop-shop\" for foreign students accessing courses from Scottish universities. However, the expected number of student registrations was not achieved. he move to shut down comes after the majority of Scottish universities failed to get on board and a £1.5 million bid for emergency funds was turned down by Scottish Enterprise. It had been hoped the IU would bring in millions in revenue for Scottish universities, with the institutions using it as a means to offer supported learning to students at partner institutions in up to forty other countries. However, less than a quarter of the anticipated number of students was attracted to the venture. 2. Babson, Oregon Graduate Institute, UTexas

    1. Under the auspices of the United Nations University (UNU) the Global Virtual University (GVU) is a consortium of universities that work together to enhance learning for environmental sustainability. Through a range of online study programmes and courses offered by partner universities, the mission of GVU is to increase people's sensitivity to and involvement in finding solutions for environment and development issues. Master’s in environmental and developmental studies called Global Environment and Development Studies (GEDS), which currently includes two areas of specialization: Development Management and Environmental Information Management. Agder University College, Kenyatta University, Mogadishu University, Norwegian Institute of Gene Ecology, Suez Canal University, University of Pretoria, University of Zimbabwe, ----------------------------------------------------------------------------------------2.

    Offers technology and marketing support. Courses ASU, Stanford, NYU, Northern Kentucky---------------------------------------------------------------------------------2. Energy and the environment, nanotechnology, bioengineering, design, IT and EE/CS,

    Stretching the boundary of “What is a campus?” Is helping people to learn, find jobs, advance in careers, learn about other countries---------------------------------------------------------------------2. “Even if you are on the right track, you are going to get run over if you just sit there.” Will Rogers“Standing still is like going backwards.”Most schools are still small scale, scattered across depts and lack central coordination and support -- but growing commitment to scale and increase number of courses----------------------------------------------------------------------3. Selection: quality, cost, accreditation, geographic dominance (still want to be near a “local” campus i.e. in-state for possibility of F-2-F contact, blended learning, convenience and in-state tuition)) and technology used. Also to foster social relationships, professional relationships, need to better serve others, pure interest in subject. Bottom line is ROI.

    THIS IS A LOOK AT THE FUTUREA look from the demand vs supply side. Data collected from surveys, meetings and analysis at SU and elsewhere -- at least 25 years old.. “Needs-Desires-Dreams” LG Electronics Design Center, Seoul. These are trends and a trend is not destiny. Demographic patterns are shifting – current generation is larger than the baby boom based on rising tide of high school grads --and will have a major impact on national policy, institutional priorities, enrollment and revenue, competition for market share, and funding and financing. Over next 10 years adult learners will represent the “fastest growing segment of higher ed” These are enrichment seekers, regulatory compliers, career advancers, career changers, degree completers. Older, completed more credit hours,and degrees. Motivated by professional advancement, external expectations, social relationships, escape or stimulation, and pure interest in subject. Audience: Net generation, 21st century learner , adults ages 25-64, autonomous, practical, self-directed, motivated, mature, working full or part-time, mobile, parents, caregivers, info-age mind set, staying connected essential, not blue or white collar, but “no-collar” nomads, location agnostic, consumer-oriented mentality, staying connected essential, multitask with instant messaging, phone and e-mail. Milennials. People like you and me -- NOT 18-21 year old who goes to the university to understand the 4Ls: life, love, liquor and learning. Smart, impatient, creative, want immediate results, customized and mobile. Users behaviors, preferences and interests drive learningInformation age mindset: internet better than tv, multitasking way of life, computers aren’t technology (Alan Kay quote), doing more important than knowing, zero tolerance for delays.- Require continuous, career-long education to support economic growth and development, maintain corporate competitiveness and insure career vitality- Increased work demands, mobility and changing lifestyles reduces time for education.- This group wants to “break the campus boundaries” Wants the university to come to them“In the industrial age we went to school, in the information age the school comes to us.”

    1.Treat me like an adult with career, life and family responsibilities. Motivated, mature, self-directed, practicalTechnology professional needs continuous education to maintain career advancement, vitality and to support corporate competitiveness“What’s the point of bringing a 200 lb body to campus, when all you want is access to an 8lb brain.” – Peter Drucker---------------------------------------------------------------------------2. Supermarkets and electronic commerce such as banks, bookstores.- Lockheed-Martin M & S story “video projected on windshield.” Long commute. - Consumer mentality- Push to mLearning on portable devices and to the point of need. Mobile, broadband wireless such as WiMAX, 3G, 4G, Google Android- Learning has become decentralized and self-directed- Going green: no commute, smaller footprint, no campus means less energy output, paper saver------------------------Next slide is Stanley:\" Online Education of the Future?”

    Defense Advanced Research Projects Agency (DARPA) Grand Challenge for autonomous, driverless vehicles w/ $2M prize. 195 applicants and 40 teams selected then 23 finalists: CMU, Stanford, CalTech, Princeton, Ohio State car/truck companies. 132 miles/212km through deserts and mountains -- only four finished. Stanley/Stanford won in 6 hours. Next: urban challenge– 60 miles in under six hours in a simulated city with traffic regulations. $2m, $1M, $500k prizesWiMax via Clearwire high speed, ubiquitous computing. Experiment in Baltimore/

    1. - Consumer mentality banks, supermarkets, bookstores -- want choice- Push to mLearning on portable devices. Mobile, broadband wireless such as WiMAX- Learning has become decentralized and self-directed and is perceived to e a commodity with students shopping for courses that meet their schedules and circumstances. Fit it around work, family and social obligations.-------------------------------------------------------------------------------2. U Phoenix: class starts every week- Courselets and podcasts iPod University, YouTube, SuperCool School

    Cisco date-stamped, not dumbed down, solve real world problems. Learner pulled vs instructor push is preferred. Formal (univ) vs informal (friends, non-academics). Opportunities for personalized assignments matched to existing work responsibilities. Learner focused and offered in a relevant context. Small class size preferred. Want competency testing (knowledge, performance skills for employers) vs seat time (degree).Hands-on, minds-on methods with authentic learning. Matched to existing job assignments.--------------------------------------------------------------------------------Games: 100 million Americans played a game last week. - Steven: Counterstrike. Advantages:solving a problem, pre-screening to correct level trial and error, persistent failure doesn’t hurt -- “failing forward” –game designers build in continuing failure points to engage, stimulate, motivate and challenge, , competition is fun, feedback is immediate, group involvement, risk part of the game, practice, always an answer, group interaction and teams, learn-by-doing, group involvement, eliminates cultural/racial/age issues, learn where you want to, try novel ideas, approaches, strategies . - “Engage me or enrage me” Mark Prensky. Digital Natives/Digital Immigrants- Edutainment, interactive modules, multimedia- BBC given $350M to create a “digital curriculum:. Conclusion: most of it should be game based. Encounter, engage, explore ,challenge, build, perform, search, lead- Second life avatars: altough communication is by typing, it is disconcerting to have an interaction with an avatar with the head of a dog. More than 70 universities have island campuses including a faculty member at the Harvard Law School.- Include PDAs, podcasting, wikis, gaming/simulation, location awareness- Shared virtual environments for collaboration, exploration and role playing, Cities, historic events. Challenge to extend, remix and recompose

    Think Starbuck’s as a parallel universe: customers serve themselves, in their own way, at their own pace, in their own time according to their own tastes in a welcoming environment. Self directed, tailored experience. You can make 19,000 variations based on their posted menu. China: can be found in the heart of the forbidden city in Beijing with only emperor, concubines and eunuchs.Want speed and a sense of urgency. Adapt and configure established programs to meet their needs.Open courses allow this------------------------------------------------------------------------------------------2. CHOICE is operative word -- like a consumer for banks, airlines, supermarkets, online shopping.

    Want TIVO (digital video recorder) like experience: technology/education that learns and adapts to their needs -- not something that requires the learner to change. “Intelligent tutoring” e.g. CMU’sOpen Learning Initiative w/ virtual labs, group experiments and cognitive tutors. Holy grail of online education is to be able to provide personalized instruction for every student. (this is e-colleges intent) Education is targeted to users’ behaviors, preferences and interests. Want assessment and recommendation engines. Prescriptive guidance and dynamically assembled content based on learner profile. Offer credit for existing knowledge and competencies. Time Magazine experimenting w/ customized online magazine from 8 publications – Time, S.I. Money, Travel, Golf -09Just-in-case - broadcast tv Just-in-time – DVR Just-for-me – TIVO learning Just enough. These learners are autonomous, self-directed and goal oriented. Instruction needs to be more learner centered, non-linear and self directed. Content disaggregated and learner created i.e. Flip video, You TubeGoogle seeking to develop the perfect search engine that “understands exactly what you mean and gives you back exactly what you want.” --from “Is Google Making Us Stupid?” Atlantic Ju/Au 08- Recommendation engine software---------------------------------------------------

    Facebook, My Space, Friendster, Tagged.com, blogs, WIKIs, DIGG, del.icious.us, Flickr (photos can be tagged with multiple terms for searching), iTunes, YouTube, telepresence (H-P, Cisco), crave interaction. Web 2.0:user generated content, data and content sharing and collaboration, and use of web for generating, repurposing and consuming content. Minimal distinction between on-site and off-site students through networked learning communities. Increased interest in informal learning. Web 2.0characterized by tagging, social networks and user generated content – known as “writing web.” Web 3.0 is “semantic web” to include mobile broadband access and allows computers to organize and draw conclusions. 2nd life avatars.Social networking sites: flexibility, easy access, spontaneity and connectedness. Students want to share, access, publish – and learn from– online content and software from around the globe.Use wikis and blogs. Online study groups. Web 3.0 augmented reality. All IBM orientation done in 2nd life (now on 3G and Wi-Fi phones). SUN holding classes in 2nd Life as is Army (COMMITTEE). Also Project Wonderland from Sun: open source toolkit for creating collaborative 3D virtual worlds. Within those worlds, users can communicate with high-fidelity, immersive audio, share live desktop applications and documents and conduct real business. Active Worlds, World of Warcraft- Information is created, shared, mixed, repurposed and passed along. Mash-ups. Not isolated or “lonely learning.” Web 2.0: browser based, manipulate, share and modify own data, users add value to the application, open source development, rich, interactive and user friendly interfaces, social networking, e.g. Wikipedia. Create, edit, publish, share content by collaborating thru the internet in a social manner -- peer-to-peer learning. SUN employees produce You-Tube like training videos at desk or kiosks and post to “genres”. WSJ “Virtual Career Fair” Communities of practice e.g. software development: watch peers, defend own work and participate in community discussions. You learn to be a practitioner not just learn about software----------------------------------------------------------2. UWisconsin professional masters degree pointed to this as the most important factor for students. Companies concerned with lack of team activties and international experiences

    Partnering opportunities for universities. What Fathom tried to do.Students want to unbundle courses, credits, services and fee structures.-------------------------------------------------------------------------2. E-Bay, Amazon, NetFlix Consumer mentality: previous users and expertsSUN – participants rate value of each piece of learning and share results

    Portfolios -- everything I ever did at a university and at work stored and accessible. Cloud computing.----------------------------------------------------------------------------------------------------------2. Zero tolerance for delay, Sylvan/Laureate “concierge” concept- Technology innovation create disruption and a need for new customer service approaches. - Want to do nothing in person -- prefer online help 24/7.- Want to be like Federal Express or UPS. Design everything from the customer’s experience -- outside-in. Want to help themselves- Treat me like an adult “Hungry Wolves Hunt Best”- Easy to register, return assignments, order texts, receive exams--------------------------------------------------------------------------------------------------3. Tiered pricing, buy like a podcast, iTunes -- only what I want “songs vs albums”

    GM apply course to job ROI------------------------------------------------------------------------2. iPods, iPhones, Blackberries, Google phone Faculty quote: “I’m not sure I can compete with that IPod, but at least I know I can be on it.” Provide engaging experiences anywhere to any device. “ Student demand for technology is trumping university inertia” Sometimes the egg is teaching the chicken. Miniature projection screens on phones. Include gadgets and wizards to pop up based on readings and assignments. Frenzy of fascination and hype about wiki’s, Second Life, podcasting, Web 2.0, 3D virtual worlds, etc. Must map back to learning development and design asking does it allow us to do something we couldn't do before: faster, better, less costly, more collaborative, more global or more impact on learning, e.g. what does a cool looking avatar in a virtual world provide us in terms of different or better learning opportunities. Technology: chat, wikis, blogs (text, audio, video), electronic note taking/sharing, tutorials, e-portfolios, social bookmarks/tagging (del.icio.us, Elgg), mashups, virtual learning worlds (Second Life, Active Worlds, machinima clips), multiplayer games, user created content (Flickr, You Tube , Google Video), web cams, DVDs, podcasts with RSS feeds, twitter, VOIP, speech to text, IM, telepresence. Access via gadgets. Coming use of WimaxMobile learning: location aware learning, sensors and accelerometers, games/simulations--------------------------------------------------------------------------------3. “They want education– you want a lifetime commitment. Predict their future online needs. They want to own the entire customer experience. What’s the first communication you get from your university after you graduate? Helps development offices. Use this to build institutional loyalty. NEXT SLIDE: online higher ed attracting new competitors.

    Sand Hill Road – densest concentration of VCs in the world.--------------------------------------------------------------------------

    Faculty: 17 Nobel prize winners, 4 Pulitzer prize winners, 20 National Medal of Science winnersTop athletic program in the U.S. Directors Cup for 13 straight years, Olympic athletes 7th in world in BeijingStanford University Network (SUN) born at Stanford in ’82, Cisco, HP, Yahoo, Google (some of technology owned by Stanford)Alumni: Sally Ride, Ted Koppel, Yang/Philo, 4 members of Supreme Court

    7000+ industry enrollments in graduate/professional education courses 420 member companies250 graduate credit courses from 11 departments 52 MS degree concentrations from 7 departments35 graduate certificate programs from 11 departments65 professional education courses from 7 departments26 research seminars from 9 departments 65 courselets and academic resource programs6 custom programs for industry16,000 new program hours for online education

    GM Mexico – Design for ManufacturabilityIBM Brazil – SAPMMicrosoft Iceland – SAPMChina Mobile – IT LeadershipHitach Japan – IC FabricationTata Motors India – Design and InnovationIkanos New Zealand – SAPMSaudi Arabia -- ACS

    Destiny OneCEBecame a business processes project- Uses analytics and data mining- Student enrollment manager- Marketing manager- Admin manager- Reporting manager- Security manager- Inquiry and communications manager- List managerStaff view

    Goal: bring Stanford educational experience anywhere and anytime: oil platform in North Sea, Microsoft site in Seattle, Toyota in Tokyo or on a Lufthansa flight, HP in Stanford Industrial Park..

    Initiatives: energy and the environment, bioengineering, nanotechnologies, design, world health, ITAlso: iTunes University, YouTube.Campus students: take two classes at same time, preview classes for next year, create study groups and teams, view other parts of the SU curriculum, help when English isn’t a native language. Downside: Friday afternoon classes, skiing and attendance. Also faculty development.- Shared note-taking, integrated into SU’s LMS’: Courseworks, Sakai, Blackboard, EE

    Market niche

    Our template for going forward: SDRM, ACS

    Multiple platforms including mobileStarted wi/ open source movement. Cape Town Education Declaration – 140 organizations and 1500 individuals. Then MIT and over 100 worldwide including Notre Dame, Yale, Tufts, Johns Hopkins, CMU –Open Learning Initiative. Vietnam, China, India(129 web courses and 110 video courses) ITunes University and You Tube (UCB). Each MIT course is $20K– Now a money problemRepositories: Merlot, Connexions – courses, materials modules, texts, video, exams, software and lab experiences - Public service and expanding reach and reputation. Access vs certification- Open access to courses from the EE and CS curriculum on multiple platforms for free use by educators, students and self-learners worldwide.- Complete course: online video lectures, syllabus, slides, notes, assignments, exams, etc.- Creative Commons license allows for free and open use, reuse, adaptation and redistribution.- Social networking tools to encourage users to interact and add materials, simulations, translations, etc. facebook, My Space, del.icio.us, Digg Users: univs as entire course, faculty upgrading and use, study for exams, alumni, hi school kidsWhy: public service mission, faculty capture mindshareSuperCool School P2P School – David Wiley, volunteer students, give a certificateSEE data: 210 countries,

    “It’s easier to invent the future than predict it.” Alan Kay, Xerox Parc “The best way to predict the future is to invent it.”“Been there, done that, can’t remember.” LESSONS LEARNED

    “Been there, done that, can’t remember.”My work as a consultant: Danish Virtual University, California Virtual University, Army e-learning committee, Korean e-learning initiative, Confederation of Indian Industry, Stanford Center for Innovation in Learning, Northwestern, Nova, NEIEP, Cisco, USDLA board member, Stanford doesn’t do all this.Caution with 18-22 undergrads who want/need 4Ls: to experience life, love, liquor and learning.“Those who live by the crystal ball are bound to eat ground glass.”“It is better to be approximately right rather than precisely wrong.”

    Academic culture can’t be abandoned. FDR: “Only thing more difficult than getting a university to change is to move a graveyard.” Example: Fathom, NYU Online, Global Education Network; Scotland’s Interactive University, UKeU. Make it part of your mission from the top down e.g. USC – need senior level advocates. MISSION: public service and legislative priorities, workforce development, underserved populations, industry relations, professional education, gerontology, real estate, international connections, publicize the departments and faculty, improver alumni relations, transnational collaboration (EU); What’s your university’s most important segment? NOT to make $$. Know thyself: strengths/weaknesses, resources, mission. Acting on political, financial and technology mandates. Cement value to parent institution – onion analogy. Top 10 online programs from 07 Eduventures report of 163 online institution: Masters: business, IT, curriculum and instruction, public administration, Bachelor’s: business, liberal arts, IT and healthcare, Associate: liberal arts, business and IT------------------------------------------------------------------------------2. Align with university's strategic initiatives e.g. SCPD and energy & environment, design, bioengineering, world health, nanotechnologies. Ideally, enterprise-wide scale. Do internal marketing.- Use it for tenure, promotion and salary considerations, credit loads, Note what happened at Illinois, Fathom,Global Education Network, Scotland’s Interactive University- Sloan pillars: student satisfaction, faculty satisfaction, learning effectiveness, cost-effectiveness and institutional commitment

    3. Irish Virtual University -- Celtic history, Espoo in Finland -- telecommunications because of Nokia, turf management Penn State, University of Kentucky – thoroughbred horses and horse industry, University of Aberdeen/Scotland: oil and gas courses to oil rigs. Over 1000 introduction to marketing courses online. Stanford: Advanced Project Management and Advanced Computer Security in Google #1 spot. Benchmark against competition. What’s your “targeting differentiation?” If lacking competitive edge in “local market” need to stand out with distinctive programming, student experience or marketing spend. More tailored offerings. Education free market evolving with fewer geographic monopolies. Emerging trend in “green” programs in environmental sustainability and energy related programs. Best topics from Eduventure study in 6/08: business, nursing, education, social work and social science programs. Greatest opportunity for workforce development. Protect brand integrity Addressing the blurring of higher ed boundaries and new competition. Developing collaborations, partnerships and alliances Partners: IPS, SemiZone, CEG. Cooperate to compete. Consider forging partnerships with professional and trade associations: highly valued by learners and employers, 3rd part endorsement of curriculum, alignment with labor market, expanded marketing opportunities (access to lists, contacts, directories), differentiation from competitors, possible grant funding. Examples: CFP, AMA, CFA, PMI (PMP), AST&L, CAEL coalitions Differences: speed vs reflection, $$ vs access, quality, research. The ideal partnership needs to: enhance value, extend geographical reach, share costs (fronts costs – Compass Group), distribute risk, build incrementally, protect the brand. Example: Financial Engineering\" Gucci story” in Hong Kong. Strong brands with weak programs will diminish the reputation of the institution – or the opposite. Oxford and advanced computer security.--------------------------------------------------------------------------4. Not just what faculty want to do. Need market research. New and emerging fields. Match to university initiatives. Increased corporate focus on measuring ROI and outcomes. Conduct market feasibility studies.

    5. Online ed beginning to shift from single, narrow conception centered on convenience and flexibility to an array of themes, versions and interpretations. Make course equivalent to campus course – no second tier programs------------------------------------------------------6. Nuisance without reward. Risk of diminishing teacher’s role. Find champions/evangelists – otherwise it is a one-off w/ no scaling. “Herding cat problem – move the food”: extra $$, credit towards tenure, promotion, salary increases, extra staff support, TAs, course load reduction e.g. CS Dept at 1.5, release time, licensing, faculty training, grants awards. Reward online learning vs online teaching. Building an institutional culture, structure and reward system supportive of change. Recruit, train and support faculty.-------------------------------------------------------------------------------------X. OTHER SLIDE REMOVED: Create a unified institutional brand with a single portal or entry point. Strong brands with weak programs will diminish the reputation of the institution – or just the opposite.

    7. Use education outreach for: - Promote academic departments, centers, labs, institutes and faculty. PHD recruitment - consulting – moral and social values - Build and strengthen industry, govt, higher ed, alumni and prospective student connections and relationships. Corporate relations/ development- Support education requirements of grants and contracts.- Experiment with new pedagogical approaches, distance ed applications and e-learning tools.- Generate revenue for participating depts, centers, institutes and faculty. DON”T do it as a cost-savings measure----------------------------------------------------------------------------------8. Don’t promise more than you can deliver -- then deliver more than you promised. AMEX CEO Promise small – deliver big. Showcase success stories and best practices. Use alumni and do it as a beta “under the radar”. Do webinars to publicize

    9. OpenCourseWare, Connexions, Merlot, WIKI educator Learning objects. Materials can be localized and contextualized with attribution. Can you add materials to the mix? Use it as a lost leader. ---------------------------------------------------------------------------------------10. Single entry point, one stop shopping, reduce number of clicks. Move to “permission marketing” – people seeking you out. Focus on B2B customer serviceSurprise and delight factors to exceed student expectations: free textbooks, discount on next course, UCLA frequent flyer miles on AA, concierge concept (Laureate), beep-a-tutor/beep-a-tech, RSS feeds of content, assignments, reminders, updates and discussion topics and letter to bossOther factors: online course management system, tutorials, automated assessment, shared resources, access , faculty satisfaction, learning effectiveness. Most valuable (Eduventures): library access, advising services, application assistance, registration, help desks (differentiated technical, academic, logistics, 24/7), e-mail access to faculty and advising. Career service job posting was least valuable. Technology innovation create disruption and a need for new customer service approaches. Need solid quality assurance measures. Track everything with CRM: FRED. “Moment of Truth” concept. Beep-a-tutor, 24x7 help deskEvaluate using Sloan’s five pillars: Learning Effectiveness, Student Satisfaction, Faculty Satisfaction, Cost Effectiveness, AccessTRANSITION: Converting strategy into action is another presentation

    1. Sloan’s five pillars: Learning Effectiveness, Student Satisfaction, Faculty Satisfaction, Cost Effectiveness, AccessUse only the technology required and expected. Frenzy of fascination and hype about wiki’s, Second Life, podcasting, Web 2.0, 3D virtual worlds, etc. Must map back to learning development and design asking does it allow us to do something we couldn't do before: faster, better, less costly, more collaborative, more global or more impact on learning, e.g. what does a cool looking avatar in a virtual world provide us in terms of different or better learning opportunities. DON’T BELIEVE VENDORS Technology: chat, wikis, blogs (text, audio, video), electronic note taking/sharing, tutorials, e-portfolios, social bookmarks/tagging (del.icio.us, Elgg), mashups, virtual learning worlds, Second Life, Active Worlds, machinima clips), multiplayer games, user created content (Flickr, You Tube , Google Video), web cams, DVDs, podcasts with RSS feeds, , VOIP, speech to text,IM----------------------------------------------------- Thinking outside the box story reflected in Wipro story

    Reflect on India story, mobile engineer, needs and interests of audiences we serve. “It’s easier to invent the future than predict it.” Alan Kay, Xerox Parc. “Standing still is like going backwards”- “The illiterate of the 21st century will be those who cannot read and write, but those who cannot learn, unlearn and relearn.” Alvin Toffler, “Rethinking the Future.”- “If you’re not slightly out of control you’re not going fast enough.” Michael Schumacher: - “Out of the clutter, find simplicity. From discord, find harmony. In the middle of difficulty lies opportunity” Einstein- “Imagination is more important than knowledge.” – Einstein- “An organization’s ability to learn and translate that learning into action is the ultimate competitive advantage.” Jack Welch, former CEO GE- “In times of change, it is the learners who inherit the future. Those who have finished learning find themselves equipped to live in a world that no longer exists.” – Eric Hoffer- “Technology has limitations on what it can accomplish. You do not!” Lou Gerstner, former CEO IBM

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    Choices and Challenges: Lessons Learned in the Evolution of Online Education - Presentation Transcript

    1. Choices and Challenges Lessons Learned in the Evolution of Online Education Dr. Andy DiPaolo Executive Director, SCPD Senior Associate Dean, School of Engineering Stanford Center for Professional Development • 1
    2. Where in the world is this? Stanford Center for Professional Development • 2
    3. Bangalore: Silicon Valley of India Stanford Center for Professional Development • 3
    4. And what is it like to get there… Stanford Center for Professional Development • 4
    5. An online education opportunity? Stanford Center for Professional Development • 5
    6. Choices and Challenges Lessons Learned in the Evolution of Online Education Stanford Center for Professional Development • 6
    7. Online Education • 3.9 million U.S. students – over 20% of higher ed enrollments – took at least one online course during 2007. Compound annual growth of 21.5% since 2002. Sloan-C October 2008 • Online learning accounts for nearly 20% of continuing education enrollments with 85% willing to consider a complete online course or program. Eduventures May 2008 Stanford Center for Professional Development • 7
    8. Online Education • UMass Online – using courses developed by faculty from 5 state universities – expands online enrollments in one year to over 35,000 (+26%) and revenue to $37M (+32%). January 2009 • University of Phoenix – largest private university in North America – enrolls over 160,000 in online degree programs. Anticipates 500,000 students worldwide by 2010. December 2007 Stanford Center for Professional Development • 8
    9. Online Education • Universitas 21 Global, an international education partnership of 21 research universities in 13 countries, offers online degree and professional programs and anticipates 60K enrollments by 2010. January 2008 • UK eUniversities Worldwide designed to provide global online degrees and certificates from UK’s best universities fails after spending $63M. May 2004 Stanford Center for Professional Development • 9
    10. Online Education • Indian Institute of Technology – India’s premier seven university system – offers self-learning, video-on-demand courses to , corporations, labs and universities around the world. January 2006 • Global University Alliance – a partnership with nine universities on four continents to deliver online graduate and professional education throughout Asia – fails. November 2006 Stanford Center for Professional Development • 10
    11. Online Education • Over 150 institutions from 38 U.S. states join together to offer free online courses to support thousands of displaced students from Hurricane Katrina. Effort provides boost to acceptability of online higher education. October 2005 • Sloan Foundation contributes over $80M to 118 academic institutions to develop asynchronous learning networks. March 2009 Stanford Center for Professional Development • 11
    12. Online Education • American Council on Education indicates online higher education is attractive to entrepreneurs and unless traditional universities seek more online students will likely lose an increasing share of market to alternative providers. August 2005 • OpenCourseWare Consortium offers free access to 5000 online courses/materials from more than 200 higher education institutions in 28 countries. November 2008 Stanford Center for Professional Development • 12
    13. Online Education • Univ of Illinois Global Campus – originally planned as standalone, for-profit online entity serving – struggles due to faculty concerns about oversight and structure. April 2009 • Newsweek Magazine and Kaplan University announce online global MBA degree program. September 2006 Stanford Center for Professional Development • 13
    14. Online Education • Scotland’s Interactive University claims it enrolls more than 60,000 online students in 20 countries in first 18 months – then closes down three years later due to low numbers and lack of government support. April 2007 • Donald Trump, U.S. billionaire, opens “Trump U” offering online courses in business education. May 2005 Stanford Center for Professional Development • 14
    15. Online Education • United Nations and 14 university partners launch Global Virtual University delivering online degrees and courses to address environmental issues faced by developing countries. June 2003 • AllLearn – a nonprofit venture by Yale, Stanford and Oxford to provide online continuing education courses in the humanities – closes citing financial woes. March 2006 Stanford Center for Professional Development • 15
    16. Online Education • New York Times Knowledge Network partners with universities to provide access to online professional development and personal enrichment courses. September 2007 • Stanford Center for Professional Development adds to its portfolio and now delivers 350 online graduate and cont ed courses to technology professionals and managers worldwide. February 2008 Stanford Center for Professional Development • 16
    17. The Online Education Market Continues to Evolve… • Successfully implemented with mixed elements of hype and reality and rapidly becoming mainstream. • Many providers ranging from traditional universities to collaborations to start- ups. • Learners select online education providers with a known brand and reputation especially those most able to aid in employability and career growth. Stanford Center for Professional Development • 17
    18. In online education it sometimes feels as if… • You’re driving a new car down an unfamiliar road • Without a map • To get to an unknown destination at breakneck speed It may sometimes seem like the best strategy is doing nothing! Stanford Center for Professional Development • 18
    19. The Challenge What Do Lifelong Learners and Employers Want, Need and Expect of Online Higher Education Providers? Stanford Center for Professional Development • 19
    20. The Online Learner Challenge • Assume responsibility for increasing personal market value. Busy yet anxious to learn. • Access to learning anytime and anywhere. Time and availability is often more important than cost for learners who want a mobile, on-the-go, 24/7 connection to education. Stanford Center for Professional Development • 20
    21. Online Education of the Future? Stanford Center for Professional Development • 21
    22. The Online Learner Challenge • Convenience and flexibility with a range of course and delivery options and multiple avenues for learning. • Wide range of online degree, certification and career-building programs with flexibility around when programs start and end. Push is for short, focused modules and “learning experiences” versus courses. Stanford Center for Professional Development • 22
    23. The Online Learner Challenge • Well-designed, engaging, relevant and continuously updated programs which facilitate the transfer of learning to direct application. Rapid mastery of knowledge and skills – practice oriented education – is the desire. Want mix of formal and informal education. • Emphasis on active, challenging scenario-based learning using real, vivid and familiar examples. Think games, simulations and shared virtual and immersive environments. Stanford Center for Professional Development • 23
    24. The Online Learner Challenge • Self-directed, demand-driven learning with control of the sequence, mode and pace of learning. Impatient with inefficient methods. Want to multi-task while learning. • Choice of synchronous, asynchronous and blended learning options with small class sizes. Stanford Center for Professional Development • 24
    25. The Online Learner Challenge • Customized learning paths based on assessment of knowledge gaps, personal learning styles and preferences. Think TIVO. Shift from “just-in-case” to “just- in-time” to “just-for-me” learning. Strong interest in search/Google- like approaches to learning. • Expert facilitation along with provisions for e-advising, e- coaching and e-mentoring. Stanford Center for Professional Development • 25
    26. The Online Learner Challenge • Participation in a shared learning community using social networking tools for peer-to-peer learning and relationship building. Shift from \"connectivity to collectivity” – Web 2.0 – and interest in Web 3.0 virtual worlds. • Chance to learn, refine and apply online collaboration skills and knowledge management tools in group learning situations. Interest in international interactions. Stanford Center for Professional Development • 26
    27. The Online Learner Challenge • Access to providers with a recognized brand and reputation. Will consider content integrated from a mix of higher education, professional associations, publishers, govt agencies and companies – but want formal “certification” from a university. • Preview of courses, rating of content and assignments, and review of evaluations before registering. Stanford Center for Professional Development • 27
    28. The Online Learner Challenge • Development of digitized portfolio to include faculty reviews and archiving functions. • Personal support services with a focus on “student as customer.” Elimination of delays and inefficient procedures regarded as essential. • Competitive and variable pricing. Stanford Center for Professional Development • 28
    29. The Online Learner Challenge • Timely, prompt, detailed and meaningful forms of assessment and feedback. • Delivery to mobile devices which are smarter, faster, easier to navigate, less costly and usable anywhere. • Ongoing educational renewal over an entire career with commitment from their institution to support learning for a lifetime. Stanford Center for Professional Development • 29
    30. Venture Capital Prospectus Online Higher Education Company Higher Education… • Is one of the most fertile new markets for investors in many years. • Presents the opportunity for very large scale activities. • Has many disgruntled current users. Stanford Center for Professional Development • 30
    31. Venture Capital Prospectus Online Higher Education Company • Generates a large amount of revenue and its market is increasing and becoming global. • Poorly run, low in productivity, high in cost, and relatively low technology utilization. • Existing management is sleepy after years of monopoly and field is ripe for takeover, remaking and profits. Stanford Center for Professional Development • 31
    32. Online Education Entrepreneurs Versus Traditional Institutions • Larger investments, more resources. • Nimble, flexible, responsive and speedy to market with an understanding of students and their needs. • Apply commercial grade marketing, sales, customer service, design and production skills. Stanford Center for Professional Development • 32
    33. Online Education Entrepreneurs Versus Traditional Institutions • Ability to easily capitalize on delivery technology. • Freedom from academic politics and bureaucracy with strict instructor evaluation measures. • Regard education as a commodity. Stanford Center for Professional Development • 33
    34. Online Education: How Does Stanford Do It? Stanford Center for Professional Development • 34
    35. Stanford University • Located in Silicon Valley and recognized as offering high quality research and education programs. • Research: 4,500+ projects at over $800 million. • Students: 6,759 undergrad 8,186 graduate • Faculty: 1,700 • Very strong history of connections to industry Stanford Center for Professional Development • 35
    36. Stanford University and Industry “Stanford University fosters a climate where collaboration with industry thrives, generating both breakthrough discoveries and the science and technology that can support continuous innovation.” “With a long history of very productive relationships with corporations of all sizes, from startups to mature, successful enterprises, Stanford provides firms with education, research partnerships, consulting, and connections to world class faculty and students.” - Stanford Corporate Relations Stanford Center for Professional Development • 36
    37. Stanford Center for Professional Development SCPD – working with Stanford faculty and industry experts – develops and delivers graduate and professional programs on-campus, on-site and online to meet the career-long education needs of technical professionals, managers and executives. Stanford Center for Professional Development • 37
    38. Stanford Center for Professional Development Stanford University Curriculum and Research Academic Professional Programs Programs Meeting education needs of technology Degrees, Certificates, Individual Courses professionals, managers and executives … to meet your education and schedule requirements Stanford Center for Professional Development • 38
    39. SCPD Customers 420 SCPD member companies Stanford Center for Professional Development • 39
    40. Stanford Center for Professional Development Learning without limits. . . online, at Stanford, at work Stanford Center for Professional Development • 40
    41. The SCPD User Experience mystanfordconnection— a new student portal Stanford Center for Professional Development • 41
    42. The Problem “What our engineers and managers are saying is that the demands of their jobs are such that they can’t get away from work. Since they are working 60 hours a week any education they get has to be at their convenience and available online.” - Manager of Engineering Education - Amp Inc. Stanford Center for Professional Development • 42
    43. Stanford Online Provide busy, mobile professionals and managers access to career-long education where and when needed. Stanford Center for Professional Development • 43
    44. Stanford Online • Delivers 16,000 hours annually of online graduate & professional education courses to industry students in 40 countries. • Offered first online graduate degree in engineering. Currently 56 online MS degree concentrations, 35 graduate certificates and 65 professional courses. Stanford Center for Professional Development • 44
    45. Stanford Online • Courses updated annually to insure coverage of latest research and application. • Rapid production process. • Uses community tools. • Used strategically in support of Stanford’s departments, centers and research initiatives. • Highly valued by distance and campus students. Stanford Center for Professional Development • 45
    46. A Successful Online Program Stanford Advanced Project Management Certificate • Joint faculty/industry development of certificate program. • Engaging, relevant and up-to-date content. • Modular format delivered on-campus, online, on-site or in combination. • Individual start, path and pace. • Participation in a networked community. Stanford Center for Professional Development • 46
    47. A Successful Online Program Stanford Advanced Project Management Certificate • Includes course previews/ratings and offers variable pricing. • Fits students needs and lifestyles. • Faculty satisfaction with results and reward structure. • Corporate satisfaction with program and results. • Awarded “Best Professional Education Program in U.S.” for 2005 by Association for Continuing Higher Education. Stanford Center for Professional Development • 47
    48. Mobile Delivery Introduction to Electronics • Students download course videos and materials. • Participate asynchronously at industry sites and at Overseas Studies Program in Berlin, Paris and Kyoto. • Built in video camera and Wi-Fi allows for synchronous discussion, team activities and lab work while on the move. Stanford Center for Professional Development • 48
    49. Stanford Engineering Everywhere Open access to complete courses in electrical engineering and computer science for free use, reuse, adaptation and redistribution by educators, students, and self-learners. SEE.Stanford.edu Stanford Center for Professional Development • 49
    50. Choices and Challenges “Impressive advances in technology over the past few years provide hope that technological solutions, intelligently applied, can allow greater access, higher quality and lower cost per learner. To achieve massive improvements through technologies will require learning from past mistakes and careful analysis of how to innovate broadly and durably.” - Sir John Daniel Former Vice Chancellor, UK Open University Stanford Center for Professional Development • 50
    51. Converting Lessons Learned into Institutional Strategies Ten Recommendations for Online Higher Education Stanford Center for Professional Development • 51
    52. Strategies 1. Online education initiative needs to be consistent with institution’s mission, values, strengths and areas of distinction. It should build from tradition in new ways. 2. Begin with a clear, worthy strategic plan – in alignment with the institution’s plan – keeping it close to core faculty and stakeholders. Best to use traditional academic structures and systems to promote change and accelerate development. Stanford Center for Professional Development • 52
    53. Strategies 3. Position online education initiative as a way to extend and enhance programs. Develop a unique niche to meet a local, national or global market need. Consider forging alliances and working with outside partners, but protect the brand. 4. Aim for the “sweet spot” – intersection of audience needs and wants, institutional strengths, faculty interests and what people will pay for. Stanford Center for Professional Development • 53
    54. Strategies 5. Think course-to-certificate-to-degree progression. Online versions of existing courses are easier to create than new ones. Continuing and professional education is a good place to start. 6. Recruit and train faculty by offering incentives and rewards supportive of innovation. Address concerns regarding ownership of intellectual property, increased student demands and impact on workload. Stanford Center for Professional Development • 54
    55. Strategies 7. Develop a financial model covering costs and investments with revenue distributed to participating departments and faculty. Point out non-revenue values of online education outreach. 8. Start small: pilot with existing students, alumni and focus groups. Experiment, adapt, improve and incorporate best practices. Grow carefully in order to scale and sustain. Publicize only when ready and showcase success stories. Stanford Center for Professional Development • 55
    56. Strategies 9. Don’t do it all locally. Work with faculty to develop online courses using their own materials blended with others that are free or purchased. 10. Identify every possible service interaction so that online students and faculty have a productive, positive and rewarding experience. Be fast, flexible and attentive. Stanford Center for Professional Development • 56
    57. Choices and Challenges • Remember: it is not about technology – it is about innovation to improve learning! • Question everything like an entrepreneur. Think daringly, execute steadily. • Capitalize on the unexpected and have the courage to stop doing. • Appoint faculty and staff with vision, passion and a willingness to take risks. Stanford Center for Professional Development • 57
    58. Choices and Challenges “The scarce resource today is not bandwidth, but people who can create and innovate in the knowledge age.” - How Academic Leadership Works Stanford Center for Professional Development • 58
    59. Questions and Conversations Andy DiPaolo adp@stanford.edu Stanford Center for Professional Development scpd.stanford.edu Stanford Center for Professional Development • 59

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