Acces s, Quality and Affordability : How Technology Can Transform Education in Ontario Presentation for the Ministry of Training, Colleges & Universities

Acces s, Quality and Affordability : How Technology Can Transform Education in Ontario Stephen Murgatroyd, PhD. Chief Innovation Officer January 2009, Thunder Bay

About this Presentation Outline current state of e-learning in Canada / worldwide Look at implications for key policy issues, especially: Access Affordability Quality Completion Rates Costs per Student Skills Shortages Look at some “residual” social policy questions Encourage discussion

Outline current state of e-learning in Canada / worldwide

Look at implications for key policy issues, especially:

Access

Affordability

Quality

Completion Rates

Costs per Student

Skills Shortages

Look at some “residual” social policy questions

Encourage discussion

General Context In Canada, it is estimated that there are some 500,000+ e-learners at the post-secondary level (2.5 million e-learners at this level in the US) Broadband access is a critical requirement for 21st century learning, commerce and social networking All Universities and Colleges in Ontario and across Canada are engaged in e-learning activities Ontario is a powerhouse for such activity – 10,000 courses and 1,500 programs are available online There are ranges of “between institutions” providers that support e-learning in Ontario Contact North/ Contact Nord , e-Channel Literacy, e-learnetwork.ca, e-Leaning Ontario , Independent Learning Centre, OntarioLearn, SAMFO are examples – there are related organizations in other Provinces.

In Canada, it is estimated that there are some 500,000+ e-learners at the post-secondary level (2.5 million e-learners at this level in the US)

Broadband access is a critical requirement for 21st century learning, commerce and social networking

All Universities and Colleges in Ontario and across Canada are engaged in e-learning activities

Ontario is a powerhouse for such activity – 10,000 courses and 1,500 programs are available online

There are ranges of “between institutions” providers that support e-learning in Ontario

Contact North/ Contact Nord , e-Channel Literacy, e-learnetwork.ca, e-Leaning Ontario , Independent Learning Centre, OntarioLearn, SAMFO are examples – there are related organizations in other Provinces.

General Context (con’t) The costs of powerful and fast computing capacity in real terms is declining (Moore’s law) and access to digital devices is increasing. The current generation of elementary school students are largely digital natives they use digital technologies intuitively and share/collaborate they expect their formal learning to embrace such technologies e-learning and technology enhanced learning is playing an increasingly important role in company based and professional training and skills development. e.g. nurses, engineers, trades all use e-learning to support upgrading and continuing professional development

The costs of powerful and fast computing capacity in real terms is declining (Moore’s law) and access to digital devices is increasing.

The current generation of elementary school students are largely digital natives

they use digital technologies intuitively and share/collaborate

they expect their formal learning to embrace such technologies

e-learning and technology enhanced learning is playing an increasingly important role in company based and professional training and skills development.

e.g. nurses, engineers, trades all use e-learning to support upgrading and continuing professional development

Five Key Developments Blended learning Mobile learning Immersive learning Open Educational Resources (OER) Emergence of semantic web and machine learning supports for learning

Blended learning

Mobile learning

Immersive learning

Open Educational Resources (OER)

Emergence of semantic web and machine learning supports for learning

Blended Learning WHAT: Students take one or more courses in their on-campus program via online learning and utilize online components in their class work. 20% of all post-secondary students take one course or more for their post-secondary education as an e-learning course Over 80% of courses taught at Colleges/Universities have digital components (search, simulation, collaboration etc) Growing use of simulation and interactive technologies for courses and programs, especially at the graduate level Implications: Steady growth of digital content and opportunities for collaborative course development. Increase of faculty familiarity (though take up by Faculty is at 18%-20%).

WHAT: Students take one or more courses in their on-campus program via online learning and utilize online components in their class work.

20% of all post-secondary students take one course or more for their post-secondary education as an e-learning course

Over 80% of courses taught at Colleges/Universities have digital components (search, simulation, collaboration etc)

Growing use of simulation and interactive technologies for courses and programs, especially at the graduate level

Implications: Steady growth of digital content and opportunities for collaborative course development. Increase of faculty familiarity (though take up by Faculty is at 18%-20%).

From Classroom to Fully Integrated On Line Learning

Mobile Learning (mLearning) WHAT: Use of Smartphone's and hand-held wireless devices for learning. UOIT a leading user of mobile learning in North America iTouch / iPhone (and similar, such as the HTC Smartphone) have a Learning Management System available for course content and other learning functions Blackberry also used extensively for learning activities Significant growth of mLearning for apprenticeship and skills development Many “support functions” (careers guidance, registration, finance etc) can operate on a smartphone Implications: Access aided by anytime/anywhere as is collaboration. Short course components easily available. Watch for mobile based video conferencing in 2010.

WHAT: Use of Smartphone's and hand-held wireless devices for learning.

UOIT a leading user of mobile learning in North America

iTouch / iPhone (and similar, such as the HTC Smartphone) have a Learning Management System available for course content and other learning functions

Blackberry also used extensively for learning activities

Significant growth of mLearning for apprenticeship and skills development

Many “support functions” (careers guidance, registration, finance etc) can operate on a smartphone

Implications: Access aided by anytime/anywhere as is collaboration. Short course components easily available. Watch for mobile based video conferencing in 2010.

Immersive Learning “ School didn't teach me to read – I learned from my games.” Student WHAT: Use of virtual reality (e.g. Second Life), serious gaming and interactive technologies (ex. simulators) for learning. 75% of UK Universities are working with Second Life 50% of EU Universities have some use of serious gaming Gradual growth of immersive learning in Canada Harvard Law School uses Second Life to teach aspects of legal practice Significant use of virtual reality and simulation in applied studies (especially health, engineering) and apprenticeship Implications: Though initial development costs are high, more learners can access applied learning and apprenticeship and complete in shorter time periods

“ School didn't teach me to read – I learned from my games.” Student

WHAT: Use of virtual reality (e.g. Second Life), serious gaming and interactive technologies (ex. simulators) for learning.

75% of UK Universities are working with Second Life

50% of EU Universities have some use of serious gaming

Gradual growth of immersive learning in Canada

Harvard Law School uses Second Life to teach aspects of legal practice

Significant use of virtual reality and simulation in applied studies (especially health, engineering) and apprenticeship

Implications: Though initial development costs are high, more learners can access applied learning and apprenticeship and complete in shorter time periods

Open Educational Resources (OER) WHAT: Use of “commons license” to share courses, educational objects and learning resources MIT, Yale, Notre Dame, UC Berkeley, OU (UK) and many others openly share courses and course components (over 3,000 courses available from these alone) Open Courseware Consortium seeks to globalize this development (over 100 institutions are sharing) Wiki University and iTunes University are making resources freely available Digital text books becoming freely available online Implications: accelerated course development, global collaboration on courseware, new courses in half the time – role of faculty member more that of “hunter gatherer” than creator.

WHAT: Use of “commons license” to share courses, educational objects and learning resources

MIT, Yale, Notre Dame, UC Berkeley, OU (UK) and many others openly share courses and course components (over 3,000 courses available from these alone)

Open Courseware Consortium seeks to globalize this development (over 100 institutions are sharing)

Wiki University and iTunes University are making resources freely available

Digital text books becoming freely available online

Implications: accelerated course development, global collaboration on courseware, new courses in half the time – role of faculty member more that of “hunter gatherer” than creator.

Semantic Web WHAT: Use of machine learning (and artificial intelligence) to create personalized “smart” content – “self managing knowledge”. Google, Yahoo and Firefox all now are using intelligent search systems which understand what your search patterns are and automatically finds relevant material for you – TiVio for the web. Construction of intelligent learning resources now possible by learners Competency based learning can be supported by rapid resource gathering Implications: Rapid course development and rapid access to global information – learning content easier to create. Learner created courses and supports.

WHAT: Use of machine learning (and artificial intelligence) to create personalized “smart” content – “self managing knowledge”.

Google, Yahoo and Firefox all now are using intelligent search systems which understand what your search patterns are and automatically finds relevant material for you – TiVio for the web.

Construction of intelligent learning resources now possible by learners

Competency based learning can be supported by rapid resource gathering

Implications: Rapid course development and rapid access to global information – learning content easier to create. Learner created courses and supports.

Three Other Key Developments Development of powerful research networks ORION (Ontario Research and Innovation Optical Network ), CANARIE (Canadian Advanced Network and Research for Industry and Education) and others Linking public and private research and providing network infrastructure Growth of online libraries and journals 25,000+ journals online (full content) Digital libraries aided by the emergence of standards Significant growth of online student services Careers guidance, course selection, financial advising, etc. Benchmarking of online student services now available from WCET

Development of powerful research networks

ORION (Ontario Research and Innovation Optical Network ), CANARIE (Canadian Advanced Network and Research for Industry and Education) and others

Linking public and private research and providing network infrastructure

Growth of online libraries and journals

25,000+ journals online (full content)

Digital libraries aided by the emergence of standards

Significant growth of online student services

Careers guidance, course selection, financial advising, etc.

Benchmarking of online student services now available from WCET

Three Stages of e-Learning Development eLearning 1.0 eLearning 1.5 eLearning 2.0 Main Components Courseware, LMS, instructor Content Management / LMS, Discussion Groups Wiki, Second Life, Web Based Resources Ownership Top Down / One way Top Down, Collaborative Bottom up. Learner driven Development Time Long Rapid Almost instant Content Size 60 mins 15 mins From 1 minute to 3 hours Access Time Synchronous Asynchronous Mixed and Flexible Delivery At One Time Anytime On Demand Content Access LMS LMS + Web Semantic Web and Immersive Software Driver Instructor Subject Matter Expert Learner Content Creator Instructor Team Learner

Seven Policy Consequences Access : frequent entry points for courses and programs courses can start at anytime, more access at a lower unit cost Quality : e-learning is readily accessible for peer based or expert quality review. for 70% of students, e-learning is superior to classroom experiences standards need to embrace e-learning as normative, not an exception Affordability : by accelerating the speed at which people can learn, more students can be taught with the same faculty levels without substantial capital costs reduces the need for text books, residence and travel costs Completion : more students can access courses according to availability, flexibility and faster program completion.

Access : frequent entry points for courses and programs

courses can start at anytime, more access at a lower unit cost

Quality : e-learning is readily accessible for peer based or expert quality review.

for 70% of students, e-learning is superior to classroom experiences

standards need to embrace e-learning as normative, not an exception

Affordability : by accelerating the speed at which people can learn, more students can be taught with the same faculty levels without substantial capital costs

reduces the need for text books, residence and travel costs

Completion : more students can access courses according to availability, flexibility and faster program completion.

Seven Policy Consequences (con’t) Costs per Student : containment of cost growth through systematic focus on blended learning and transfer credit for e-learning within and between institutions and across national boundaries. Skills Shortages : focused use of e-learning to maintain skills and for lifelong learning can accelerate skills development and maintain competitive intelligence of workforce. Opportunity for competency based learning passports linked to known skill needs. Other : broadband access a key social policy issue (not just for education)

Costs per Student : containment of cost growth through systematic focus on blended learning and transfer credit for e-learning within and between institutions and across national boundaries.

Skills Shortages : focused use of e-learning to maintain skills and for lifelong learning can accelerate skills development and maintain competitive intelligence of workforce. Opportunity for competency based learning passports linked to known skill needs.

Other : broadband access a key social policy issue (not just for education)

Five Related Issues Digital Divide Who has access to what technology and by what means? Which communities do / do not have access to ubiquitous broadband? Transfer credit becomes a key issue for learners “mixing and matching” courses to programs from a variety of institutions and a variety of jurisdictions. How ready is the system for “mix and match” and what happens to residency? How ready are we for transfer of competency based learning (prior learning assessment)? Disruptive Technology: Competency Based Learning and Prior Learning assessment can be seen as a “Disruptive Technologies” learners will demand more recognition for their own learning and work based learning.

Digital Divide

Who has access to what technology and by what means?

Which communities do / do not have access to ubiquitous broadband?

Transfer credit becomes a key issue for learners “mixing and matching” courses to programs from a variety of institutions and a variety of jurisdictions.

How ready is the system for “mix and match” and what happens to residency?

How ready are we for transfer of competency based learning (prior learning assessment)?

Disruptive Technology: Competency Based Learning and Prior Learning assessment can be seen as a “Disruptive Technologies”

learners will demand more recognition for their own learning and work based learning.

.. and Equity - E-learning and distance education students expect to have equitable treatment in the system – especially in terms of financial assistance They also expect that their credits will be acceptable anywhere in Ontario and North America and expect their Government to ensure that this is the case Quality Students in traditional program expect their learning to be just as good as e-learning Students expect their educational institutions to have access to contemporary technologies that are relevant to their needs – wireless, broadband, streaming media, smart boards and relevant mobile technologies…which has implications for capital budgeting, capital asset management and professional development of faculty

Equity

- E-learning and distance education students expect to have equitable treatment in the system – especially in terms of financial assistance

They also expect that their credits will be acceptable anywhere in Ontario and North America and expect their Government to ensure that this is the case

Quality

Students in traditional program expect their learning to be just as good as e-learning

Students expect their educational institutions to have access to contemporary technologies that are relevant to their needs – wireless, broadband, streaming media, smart boards and relevant mobile technologies…which has implications for capital budgeting, capital asset management and professional development of faculty

Stephen Murgatroyd, PhD Chief Innovation Officer [email_address] www.contactnorth.ca Northeast Regional Coordinating Centre Contact North/ Contact Nord 410 Falconbridge Road, Sudbury ON P3A 4S4