Multi-Access Presentation for UVic Corporate/External Relations Tour

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Presentation of Multi-Access Learning given as part of tour hosted by UVic Corporate/External Relations.

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Multi-Access Presentation for UVic Corporate/External Relations Tour

  1. 1. Beyond Blended: Re-aligning Higher Ed for Multi-Access Learning Dr. Valerie Irvine @_valeriei Flickr@Wonderlane #multiaccess Nov 1, 2013 for UVic Tour
  2. 2. Dr. Valerie Irvine Assistant Professor, EdTech Co-Director, TIE Lab University of Victoria http://edtech.uvic.ca/virvine http://tie.uvic.ca @_valeriei virvine@uvic.ca
  3. 3. Access Control Learner Agency
  4. 4. Irvine, V. (2013). Multi-Access Learning
  5. 5. Four Tiers of Multi-Access 1. Face-to-Face 2. Synchronous Online 3. Asynchronous Online 4. Open
  6. 6. Grand Yellowhead School Division, Alberta
  7. 7. The Technology Integration and Evaluation (TIE) Research Lab
  8. 8. Irvine, V. (2011). Multi-Access learning
  9. 9. Seems Like A Lot of Effort?
  10. 10. Our Success  100% increase in meetings year/over/year  1,697 meetings last year  860 meetings in first 4 months this year  $334,000 in total savings last year
  11. 11. Online Learning • 25% increase in Higher Ed e-learning market in 2012-2017 (Education Sector Factbook, 2012) • Full-time students are in the minority (Bates) • Brick-and-Mortar Universities are sleeping giants in online learning (Irvine, 2013)
  12. 12. Revenue • 90-95% controlled by government • 50-60% of that is in grants • Remainder in regulated domestic tuition
  13. 13. Decreasing 18-22 demographic nationally. USask, (2009). Managing enrollment strategically at the University of Saskatchewan 2009 Report. Available online: http://bit.ly/Ik8ypY
  14. 14. Student Tuition Income • Demographic decline a significant issue • Domestic numbers unlikely to increase before 2030 • International student numbers will drop quickly after 2020 • Ability to increase resources is about increasing net tuition
  15. 15. ISSUES FACING BRICK & MORTAR UNIVERSITIES Current PSE Landscape demonstrates 1. Diminishing funds/cutbacks from the provincial government; 2. Increase in colleges with degree-granting status provincially 3. Increase in online programs globally
  16. 16. Increase in online programs world-wide…. or Everything we provide is now offered by someone else. -- David Wiley
  17. 17. Meeting Future Revenue Needs • • • • Governments… not Undergraduate students… not much Graduate students… yes International students… yes, but now competitive
  18. 18. ISSUES FACING BRICK & MORTAR UNIVERSITIES What students want: Flexibility in their learning options • Many have to work FT/PT jobs to be able to afford PSE • Reluctant to leave their positions in this economic climate
  19. 19. SOLUTION to Increase Revenue Top ways cited to increase revenue are to: 1. Recruit international students; and 2. Deliver course-based master’s programs.
  20. 20. A 3rd SOLUTION… Change access and registration options
  21. 21. SOLUTION: Multi-Access Learning
  22. 22. Current Face to Face Option
  23. 23. Current Online Option
  24. 24. Destination in Place and Space Ryan Ali (TIE Lab Master’s student) in the TIE Lab (MAC A210) with our other grad students in our TIE Lab Satellite classroom (MAC A092).
  25. 25. LEARNER ACCESS: Promoting Student Agency • Emergence of choice - expanding “anytime, anywhere” • Social media/personalized learning networks expanded this to “with anyone” • I would like to expand this to “in any way”
  26. 26. MOST IMPORTANTLY Transfer locus of control of how to access courses to the learner.
  27. 27. Reassembling the Building Blocks has RISK…but we otherwise risk irrelevance
  28. 28. Pilot of 2-Tier Multi-Access • • • • • Petition 26 learners in the course 17 remote learners 9 F2F Survey administered at the end with openended responses included
  29. 29. Pilot of 2-Tier Multi-Access • 16 consented to participate – 11 women, 5 men – 10 from remote group, 6 from F2F group – 8 had taken an online course before • 7 women and 1 man
  30. 30. Learner Preferences for Modality TOP CHOICE • 9 out of 15 (60%) ranked multi-access as top choice • 3 selected blended • 2 selected F2F • 1 selected online
  31. 31. Learner Preferences for Modality TOP CHOICE • 14 out of 15 (93.3%) chose multi-access (F2F or remote) as 1st or 2nd choice
  32. 32. Learner Preferences for Modality BOTTOM CHOICE • 9 out of 15 (60%) ranked online as lowest rank • 4 (25%) selected F2F as lowest • Last two participants chose blended and multi-access remote
  33. 33. Importance of Choice • 4.67 on a 5.0 scale for importance of choice in delivery mode • 73.3% of learners reported a score of 5.0 (very important) – All of these were students who had previously taken an online course before • Consistent across both F2F and remote groups
  34. 34. Perceptions of Quality • 8 students (57%) reported quality of learning increased • 6 students (42.9%) reported it stayed the same • No pattern between group membership as F2F or remote group
  35. 35. The REAL test of success. INITIAL STUDENT FEEDBACK
  36. 36. Multi-Access Remote Student • I think the quality of teaching and learning was not affected by the course being online. The instructor was effective in delivering the material and giving appropriate wait times after asking questions. It was a very interactive course which I believe would have the same impact if the course was fully F2F. We are going towards an online community, and it is great to know that there are already professors out there that are equipped with the skills and knowledge to effectively teach in any setting. Great experience. I wish more people this year had had the same opportunity.
  37. 37. Multi-Access Remote Student • I would say that it enhanced it. I felt like I was in the class with live video and audio feeds, but at the same time I had access to review the teaching materials on my own computer and expand with my own research during the class without disrupting the flow of the lesson. For a long class (3 hours +) the opportunity to access from home was a huge advantage because the comfortable setting allowed me to hold focus and breaks were more refreshing.
  38. 38. Multi-Access Remote Student • I really enjoyed the multi-access experience. I had ongoing conversations on instant messenger with a classmate whilst listening and taking in a presentation for example. If you're in a face-to-face class you can't just pull out your laptop and start typing because it's rude, but when you're using multi-access, you can immediately check out any thought tangents online whilst keeping up with the presenter. This makes the learning experience fuller, because you can check things out as you think of them instead of forgetting them and not getting around to it after the class is done. I did feel part of the class as well.
  39. 39. Multi-Access Remote Student • I also experienced the class from the other side of the monitor, and I have to say, it feels better on the technology. I felt the pace of the class was much slower when I was in the classroom F2F. • hmmmmm. Personally I am an auditory learner so this was exponentially better than any previous online learning courses I have taken.
  40. 40. Multi-Access Remote Student • It was fairly neutral, overall. I didn't feel like it was any better or worse in terms of learning quality, but I did feel that it was light years more convenient for me. Grow this opportunity! Offer these kinds of course mediums as often as possible! They really do make the grade, and it makes life for people in rural areas so much easier and more affordable!
  41. 41. Multi-Access Remote Student • I commend the individuals who designed and implemented this course. It was extremely successful, and accommodated many students who would have otherwise faced serious challenges regarding their living situations.
  42. 42. Multi-Access Remote Student • If I lived very close to campus year round, I think I would have preferred to be in a F2F class or a multi-access class in which I was in the room. However, I lived in [a town on the outskirts] and avoiding the 45 minute drive saved me a lot of money and valuable time that I could spend being more productive. On top of that, the flexibility that the multiaccess course provided allowed me to move to another city to prepare for my practicum much further ahead of schedule than a F2F course would have permitted. I went to my practicum city 3 weeks before my start day; while a F2F class would have given me a long weekend to pack up and move, meet with teachers, supervisor, and admin, and plan my lessons with no time to observe.
  43. 43. Multi-Access Remote Student • I think it contributes to the quality of learning because it's differentiated instruction. By having a multi-access course, students can choose how to participate. I felt like my needs were met and the video enhanced the quality of the teaching and learning. Without video, I wouldn't be able to concentrate for 3 hours.
  44. 44. Multi-Access F2F Student • I would have also appreciated the opportunity to choose whether I would be an online or F2F student, even though I reside in [university’s city].”
  45. 45. Multi-Access F2F Student • I know that the remote group benefitted from the online aspect of the class for monetary reasons, which I fully support. University is expensive, saving money any way that individuals can, should.” • “I think [multi-access] would be ESPECIALLY important for professional development courses that full-time teachers would want to take.
  46. 46. Multi-Access F2F Student • Multi-access allowed me to talk and discuss with students and hear their actual voices and their thoughts rather than just written comments. From other online classes I've taken there was very little student-student participation, with this class I felt like these peers were right there with us. It enhanced the experience.
  47. 47. Multi-Access F2F Student • This course was amazing. It allowed for freedom of life - the ability to participate online and face-to-face was essential in life as a parent, caregiver for an ailing parent and a full time student.
  48. 48. Next Steps • • • • Infrastructure More “n” and research Registration system Policies & Governance
  49. 49. VALERIE IRVINE, PH.D virvine@uvic.ca | @_valeriei http://edtech.uvic.ca/virvine http://tie.uvic.ca/ | @TIELab
  50. 50. References • Irvine, V., Code, J., & Richards, L. (in press). Realigning higher education through multi-access learning. MERLOT Journal of Online Learning and Teaching, 9(2). http://jolt.merlot.org/vol9no2/irvine_0613.htm • Irvine, V. (2013, July). Multi-access learning. Invited talk to Blendsync.org. Retrieved from http://connect.csu.edu.au/p6wu6ey0fhq/ • Irvine, V. (2013, May). The 21st century university. Keynote to TLT13. Retrieved from http://youtu.be/HZ_msR7YHwY (multiaccess part at 49:36)
  51. 51. References • Irvine, V., & Richards, L. (2013, January). Multi-access learning: Overview and preliminary project data. Presentation to the Canadian Institute of Distance Education Research. Retrieved from http://cider.athabascau.ca/CIDERSessions/irvine2013/sessiondetail s • Irvine, V., & Code, J. (2012, May). The 21st-century university: Implications and benefits of choice of learner access and openness. Paper presented at the BCNET-HPCS Annual Conference, Vancouver, Canada.
  52. 52. References • Irvine, V. & Code, J. (2011, January). The 21st Century University. Presentation to the Change11 MOOC. Retrieved from http://change.mooc.ca/week16.htm • Irvine, V. (*2009*). The emergence of choice in “multi-access” learning environments: Transferring locus of control of course access to the learner. In Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2009 (pp. 746–752). Chesapeake, VA: AACE.

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