Preserving the Social Mandate of Distance Education Mark Bullen BC Institute of Technology Canada July 21, 2005 Niter ó i, Brazil

Freireian Principles Dialogue vs. curriculum “ banking” view of education Praxis Conscientization Situating educational activity in lived experience Emancipatory role of education

Dialogue vs. curriculum

“ banking” view of education

Praxis

Conscientization

Situating educational activity in lived experience

Emancipatory role of education

Freireian Principles No specific reference to distance education Current thinking about distance education Constructivism not “banking” Learner-centered Dialogic Social/emancipatory role of distance education Access Equality Economic development

No specific reference to distance education

Current thinking about distance education

Constructivism not “banking”

Learner-centered

Dialogic

Social/emancipatory role of distance education

Access

Equality

Economic development

Distance Education Under Attack DE threatened by new movement: e-learning Ironically, focus on efficiency, effectiveness and quality has made DE vulnerable Our focus on these issues has blinded us to the emergence of this new movement More significantly, it is the prevailing organizational and management model of DE that is making it vulnerable to this new movement Threat is to DE in conventional higher education but has implications for all of DE

DE threatened by new movement: e-learning

Ironically, focus on efficiency, effectiveness and quality has made DE vulnerable

Our focus on these issues has blinded us to the emergence of this new movement

More significantly, it is the prevailing organizational and management model of DE that is making it vulnerable to this new movement

Threat is to DE in conventional higher education but has implications for all of DE

Distance Education Under Attack What is the threat? What is e-learning? How are quality, management, sustainability and organizational issues related to this threat? What can we do about it?

What is the threat?

What is e-learning?

How are quality, management, sustainability and organizational issues related to this threat?

What can we do about it?

Qualifications Argument based on: observations and experiences with DE in Canada & US In conventional universities Relevance to Latin American DE? Relevance to single mode DE?

Argument based on:

observations and experiences with DE in Canada & US

In conventional universities

Relevance to Latin American DE?

Relevance to single mode DE?

What is e-learning?

The Meaning of E-learning E-learning means different things to different people Massy & Zemsky (2005) suggest three categories of e-learning: E- learning as distance education E-learning as facilitated transaction software E-learning as electronically-mediated learning

E-learning means different things to different people

Massy & Zemsky (2005) suggest three categories of e-learning:

E- learning as distance education

E-learning as facilitated transaction software

E-learning as electronically-mediated learning

The Meaning of E-learning

The Meaning of E-Learning The term “E-learning” has been appropriated by people whose main interest is in e-learning as technology-enhanced teaching, not distance education (ELTET) This new movement has little interest in the distance learner or the historical mandate of DE to provide access

The term “E-learning” has been appropriated by people whose main interest is in e-learning as technology-enhanced teaching, not distance education (ELTET)

This new movement has little interest in the distance learner or the historical mandate of DE to provide access

The Meaning of E-Learning Main priority is providing technologically-enhanced teaching to on-campus learners

Main priority is providing technologically-enhanced teaching to on-campus learners

What is the threat?

The Threat to Distance Education E-learning is emerging as a movement in conventional universities Competing for same resources Gaining attention of university administrators and academics New movement is much closer to the core mission of traditional universities Threatening to displace DE Distance educators need to pay attention to this new force or else gains may be lost

E-learning is emerging as a movement in conventional universities

Competing for same resources

Gaining attention of university administrators and academics

New movement is much closer to the core mission of traditional universities

Threatening to displace DE

Distance educators need to pay attention to this new force or else gains may be lost

Social Mandate of Distance Education DE has had a mandate to provide access to underserved populations, particularly in developing countries DE has been extremely successful at providing quality education to disadvantaged groups Existed on the “margins” of conventional universities for many years

DE has had a mandate to provide access to underserved populations, particularly in developing countries

DE has been extremely successful at providing quality education to disadvantaged groups

Existed on the “margins” of conventional universities for many years

Social Mandate of Distance Education Acceptance of DE grew as more and more conventional universities began using it Most North American universities now have DE programs

Acceptance of DE grew as more and more conventional universities began using it

Most North American universities now have DE programs

The Threat to Distance Education Status and respectability of DE due in part to the acceptance it has achieved in conventional universities Single mode institutions like UNED, UOC, UKOU have contributed greatly to the legitimacy of DE But the legitimacy has been enhanced by growth in DE in conventional universities

Status and respectability of DE due in part to the acceptance it has achieved in conventional universities

Single mode institutions like UNED, UOC, UKOU have contributed greatly to the legitimacy of DE

But the legitimacy has been enhanced by growth in DE in conventional universities

The Threat to Distance Education Why is e-learning a threat? ELTET has a different philosophical orientation than e-learning as DE No social mandate If resources are diverted from distance education to ELTET, the social goals of DE may be longer be addressed by higher education

Why is e-learning a threat?

ELTET has a different philosophical orientation than e-learning as DE

No social mandate

If resources are diverted from distance education to ELTET, the social goals of DE may be longer be addressed by higher education

The Threat to Distance Education Growth of ELTET will cause DE to lose its newly-gained status and recede to the margins of conventional universities This will have an impact on the DE professional community and ultimately the status of DE The future of distance education as a socially-progressive movement is in danger

Growth of ELTET will cause DE to lose its newly-gained status and recede to the margins of conventional universities

This will have an impact on the DE professional community and ultimately the status of DE

The future of distance education as a socially-progressive movement is in danger

How are quality, sustainability and management of DE related to this threat?

Organizational Issues Modern DE has been obsessed with quality, efficiency and effectiveness Organized very differently from traditional higher education Creates an inherent conflict in traditional universities

Modern DE has been obsessed with quality, efficiency and effectiveness

Organized very differently from traditional higher education

Creates an inherent conflict in traditional universities

Organizational Issues Two types of e-learning tend to be organized differently: E-learning as distance education: organized and funded centrally managed approach with professional staff courses developed by teams attention to quality and sustainability

Two types of e-learning tend to be organized differently:

E-learning as distance education:

organized and funded centrally

managed approach with professional staff

courses developed by teams

attention to quality and sustainability

The Project Development Process

Organizational Issues E-Learning as technology-enhanced teaching (ELTET): Faculty/department-based Driven by individual professor Funded on a grant or project basis Quality is variable Sustainability not usually a consideration

E-Learning as technology-enhanced teaching (ELTET):

Faculty/department-based

Driven by individual professor

Funded on a grant or project basis

Quality is variable

Sustainability not usually a consideration

Sustainability, Quality & Management Organizational culture is a key issue Berquist (1992) - institutional cultures: Managerial Collegial Developmental Negotiated Clash between two distinctly different organizational cultures: collegial & managerial Sustainable, high quality distance e-learning requires a managed approach

Organizational culture is a key issue

Berquist (1992) - institutional cultures:

Managerial

Collegial

Developmental

Negotiated

Clash between two distinctly different organizational cultures: collegial & managerial

Sustainable, high quality distance e-learning requires a managed approach

Sustainability, Quality & Management Requires course development that is organized using a project management approach Teams of experts: professor, instructional designer, web designer, multimedia developer The distance e-learning course is a collective effort

Requires course development that is organized using a project management approach

Teams of experts: professor, instructional designer, web designer, multimedia developer

The distance e-learning course is a collective effort

Sustainability, Quality & Management Quality is ensured through the use of professionals, by building in external academic review and by building in formative and summative evaluation Sustainability is ensured by paying attention to quality and cost which is intimately linked to managed approach that is used

Quality is ensured through the use of professionals, by building in external academic review and by building in formative and summative evaluation

Sustainability is ensured by paying attention to quality and cost which is intimately linked to managed approach that is used

Sustainability, Quality & Management Most faculty are more comfortable with the “collegial culture” Course development is seen as in individual endeavor The course “belongs” to the professor Online course development tends to be experimental

Most faculty are more comfortable with the “collegial culture”

Course development is seen as in individual endeavor

The course “belongs” to the professor

Online course development tends to be experimental

Sustainability, Quality & Management Costs are not monitored Quality is difficult to control because of approach used No built in academic review or evaluation

Costs are not monitored

Quality is difficult to control because of approach used

No built in academic review or evaluation

Organizational Issues E-Learning as technology-enhanced teaching much closer to the core mission of the university Given higher priority than distance education which serves “other” learners who are often not considered “real” university students Organizational model more consistent with traditional university

E-Learning as technology-enhanced teaching much closer to the core mission of the university

Given higher priority than distance education which serves “other” learners who are often not considered “real” university students

Organizational model more consistent with traditional university

Organizational Issues DE in conventional universities has borrowed its organizational model from single mode DE institutions Garrison & Anderson (1999) distinguish between “big” and “little” distance education

DE in conventional universities has borrowed its organizational model from single mode DE institutions

Garrison & Anderson (1999) distinguish between “big” and “little” distance education

Big Distance Education Industrialized form of higher education Teachers are all-powerful Students are passive receivers of information, in a "dominated and alienated" position within the distance teaching and learning. Uses mass technologies like broadcast television, the large-scale production of correspondence materials, and computer assisted instruction

Industrialized form of higher education

Teachers are all-powerful

Students are passive receivers of information, in a "dominated and alienated" position within the distance teaching and learning.

Uses mass technologies like broadcast television, the large-scale production of correspondence materials, and computer assisted instruction

Big Distance Education Capital (technology of curriculum production) is substituted for labor (classroom teacher) Flexibility for the student is provided at the cost of severely reducing interaction and increasing learner isolation

Capital (technology of curriculum production) is substituted for labor (classroom teacher)

Flexibility for the student is provided at the cost of severely reducing interaction and increasing learner isolation

Little Distance Education Maximizes interaction collaborative learning, pacing, learning communities Focuses on meaningful learning outcomes challenges the student to dig deeply into the subject content and explore the implications of this knowledge with regard to personal and societal constructs Maximizes active learning extensive use of active learning activities, including simulations, explorations and explanatory assessment Flexible in design course materials are created in hyper-linked, hypermedia format and stored such that they can be easily modified, augmented, annotated, or printed by both instructor and learners as needed

Maximizes interaction

collaborative learning, pacing, learning communities

Focuses on meaningful learning outcomes

challenges the student to dig deeply into the subject content and explore the implications of this knowledge with regard to personal and societal constructs

Maximizes active learning

extensive use of active learning activities, including simulations, explorations and explanatory assessment

Flexible in design

course materials are created in hyper-linked, hypermedia format and stored such that they can be easily modified, augmented, annotated, or printed by both instructor and learners as needed

Little Distance Education Supports a systems view effective little DE systems provide for learner support services, registration flexibility, credit transfer, accreditation, provision of learning and research resources through electronic delivery and virtual libraries Compatible with research practice creates learning environments focused on problem solving, collaborative projects, and exploration of complex environments Cost-effective substantially increases access as courses become available at any time of the day or night and anywhere that Internet access is available.

Supports a systems view

effective little DE systems provide for learner support services, registration flexibility, credit transfer, accreditation, provision of learning and research resources through electronic delivery and virtual libraries

Compatible with research practice

creates learning environments focused on problem solving, collaborative projects, and exploration of complex environments

Cost-effective

substantially increases access as courses become available at any time of the day or night and anywhere that Internet access is available.

Big vs. Little Distance Education Most DE in conventional universities is not “big” but perceived as such Seen as alien to the prevailing organizational culture

Most DE in conventional universities is not “big” but perceived as such

Seen as alien to the prevailing organizational culture

Competition for Resources Resources are being diverted from distance education to support e-learning as technology-enhanced teaching Organizational restructuring around the needs of ELTET One of the side effects of decisions made without a full understanding of DE and how it differs from ELTET

Resources are being diverted from distance education to support e-learning as technology-enhanced teaching

Organizational restructuring around the needs of ELTET

One of the side effects of decisions made without a full understanding of DE and how it differs from ELTET

Examples: UBC Successful DE department with nearly 60 years of experience Attempt to “decentralized” Rationale: only way that university can increase its use of e-learning and integrate with ELTET Reveals a lack of understanding of the differences between two types of e-learning

Successful DE department with nearly 60 years of experience

Attempt to “decentralized”

Rationale: only way that university can increase its use of e-learning and integrate with ELTET

Reveals a lack of understanding of the differences between two types of e-learning

Examples: UBC Reorganization fails to recognize that DE learners have distinct needs Supported more effectively and efficiently by centrally-organized department that specializes in DE than by having each Faculty deal with DE separately

Reorganization fails to recognize that DE learners have distinct needs

Supported more effectively and efficiently by centrally-organized department that specializes in DE than by having each Faculty deal with DE separately

Examples: BC Open University Part of Open Learning Agency (OLA) OLA closed BC Open University now part of Thompson Rivers University (TRU) TRU a dual mode university

Part of Open Learning Agency (OLA)

OLA closed

BC Open University now part of Thompson Rivers University (TRU)

TRU a dual mode university

Examples: T élé-Université T élé-Université: autonomous campus of Université de Québec Now being absorbed into main campus No longer an autonomous distance teaching institution

T élé-Université: autonomous campus of Université de Québec

Now being absorbed into main campus

No longer an autonomous distance teaching institution

Concluding Remarks Distance educators have been so focused on quality, cost, and sustainability that they have not recognized the significance of ELTET ELTET represents a new movement in higher education Poses a threat to social mandate of distance education

Distance educators have been so focused on quality, cost, and sustainability that they have not recognized the significance of ELTET

ELTET represents a new movement in higher education

Poses a threat to social mandate of distance education

Concluding Remarks ELTET has stronger connections to the core mandate of conventional universities Distance educators need to cultivate support, build connections, seek allies Need support at senior levels Need to “appropriate” the term e-learning Can no longer rely on “marginal champions”

ELTET has stronger connections to the core mandate of conventional universities

Distance educators need to cultivate support, build connections, seek allies

Need support at senior levels

Need to “appropriate” the term e-learning

Can no longer rely on “marginal champions”

For Further Information Mark Bullen [email_address] http://www2.cstudies.ubc.ca/~bullen/ BCIT Learning & Teaching Centre http://www.bcit.ca/ltc/

Mark Bullen

[email_address]

http://www2.cstudies.ubc.ca/~bullen/

BCIT Learning & Teaching Centre

http://www.bcit.ca/ltc/