Edutice power-final

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These are my slides from a talk I gave at EDUTICE, in Lille France, on April 16ht, 2012. The talk was about the crisis of access in higher education, the use of technology, the need for more user-friendly technology and the emerging www.bold-research.org research network focussed on blending synchronous and asynchronous online technologies at the graduate studies level.

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Edutice power-final

  1. 1. www.ulaval.ca 1
  2. 2. Power & Morven-Gould (2011). www.irrodl.org
  3. 3. 4 points: 1/41. A crisis is looming in highereducation as current supply isnot meeting demand.
  4. 4. A crisis is looming A worldwide problem Sir John Daniel (former President & CEO of COL)
  5. 5. www.obhe.ac.uk Source: D. Olcott DEMAND http://www.obhe.ac.uk/resources/2008_AUA_Presentation.pdfDon Olcott CE OBHE
  6. 6. www.obhe.ac.uk Source: D. OlcottD. Olcott V DEMAND widening GAP SUPPLY http://www.obhe.ac.uk/resources/2008_AUA_Presentation.pdfDon Olcott CE OBHE
  7. 7. Teacher Education (09-10) “It is now clear that “bricks and mortar” approaches to expanding teacher education may not be adequate if the current and projected shortfalls in teacher supply and low teacher quality are to be properly addressed”.
  8. 8. www.ifadem.org« By 2015, more than 3,800,000 teacherswill be needed in Sub-Saharan Africa …»Agence universitaire francophone (AUF) (2011). UNESCO Brief.
  9. 9. Healthcare Training
  10. 10. BusinessEducation
  11. 11. Ph. D.An elusive resource
  12. 12. 4 points: 2/42. We need to use more user-friendly technology on a muchwider scale and use it moresystematically.
  13. 13. http://portal.unesco.org/ci/en/ev.php-URL_ID=25929&URL_DO=DO_TOPIC&URL_SECTION=201.html
  14. 14. …every four years, the amount of information doubles in the world …http://portal.unesco.org/ci/en/ev.php-URL_ID=25929&URL_DO=DO_TOPIC&URL_SECTION=201.html
  15. 15. …every four years, the amount of information doubles in the world ……we estimate that, by the year 2020,it will double every 73 days! What will be the impact on ONLINE LEARNING? http://portal.unesco.org/ci/en/ev.php-URL_ID=25929&URL_DO=DO_TOPIC&URL_SECTION=201.html
  16. 16. ONLINE COURSES (ASYNCHRONOUS MODE) 50% at enter Laval University asynchronous comms exclusively 16Harasim, Hiltz, Teles & Turoff, 1995; Seaman & Allen, 2010; Hiltz & Goldman, 2005 Power (in press)
  17. 17. ONLINE COURSES (ASYNCHRONOUS MODE) ADVANTAGES AVANTAGES : :1) Professeurs 1) FACULTY --FLEXIBILITÉ ACCRUE greater flexibilty 50% at --DÉLÉGATION CERTAINES TÂCHES some division of labour 2) Students enter Laval University2) Étudiants ACCESSIBILITY - GREATER --ACCESSIBILITÉ ACCRUE GREATER FLEXIBILITY 3) -Administrators FLEXIBILITÉ ACCRUE asynchronous - some FUNDING AVAILABLE (variable) comms3) Administrateurs OF HIRING ADJUNCTS - POSSIBILITY - FINANCEMENT DISPONIBLE (parfois) exclusively - EMBAUCHE DE PERSONNEL ADJOINTHarasim, Hiltz, Teles & Turoff, 1995; Hiltz & Goldman, 2005 ; Sammons & Ruth, 2007; Seaman & Allen, 201017 Power (in press)
  18. 18. ONLINE COURSES (ASYNCHRONOUS MODE) DISADVANTAGES: AVANTAGES : 1) Faculty 1) Professeurs - -course design, time-consuming FLEXIBILITÉ ACCRUE 50% at - -doubts about CERTAINES TÂCHES DÉLÉGATION quality (- interaction) Laval University - changing content & copyright issues 2) Students 2) Étudiants - -+ACCESSIBILITÉ ACCRUE isolated than in F2F settings; - -need greaterACCRUE FLEXIBILITÉ motivation/autonomy to succeed in studies asynchronous 3) Administrators 3) Administrateurs comms - -OL, costly to achieve quality (parfois) FINANCEMENT DISPONIBLE exclusively - -monopolises DE PERSONNELresources EMBAUCHE scarce human ADJOINT 18Harasim, Hiltz, Teles & Turoff, 1995; Seaman & Allen, 2010; Hiltz & Goldman, 2005 Power (in press)
  19. 19. Why aren’t faculty involved?“…limited use of online teaching and learning … its incompatibility with the teaching styles of many professors’’. (Shea, Fredericksen, Pickett, and Pelz, 2004).‘ http://tinyurl.com/4mkvbt
  20. 20. Why aren’t faculty involved?“…limited use of online teaching and learning … its incompatibility with the teaching styles of many professors’’. (Shea, Fredericksen, Pickett, and Pelz, 2004).‘‘Faculty members new to online teaching often report being overwhelmed by increased interaction levels’’. Shea et al., 2004 http://tinyurl.com/4mkvbt
  21. 21. Why aren’t faculty involved?“…limited use of online teaching and learning … its incompatibility with the teaching styles of many professors’’. (Shea, Fredericksen, Pickett, and Pelz, 2004).‘‘Faculty members new to online teaching often report being overwhelmed by increased interaction levels’’. Shea et al., 2004“…the new 24/7 professor …dragged from a traditional classroom into cyberspace may not be able to adjust”. Sammons & Ruth 2007 http://tinyurl.com/4mkvbt
  22. 22. Why aren’t faculty involved?“…limited use of online teaching and learning … its incompatibility with the teaching styles of many professors’’. (Shea, Fredericksen, Pickett, and Pelz, 2004).‘‘Faculty members new to online teaching often report being overwhelmed by increased interaction levels’’. Shea et al., 2004“…the new 24/7 professor …dragged from a traditional classroom into cyberspace may not be able to adjust”. Sammons & Ruth 2007 http://tinyurl.com/4mkvbt
  23. 23. Why aren’t faculty involved?“…limited use of online teaching and learning … its incompatibility with the teaching styles of many professors’’. (Shea, Fredericksen, Pickett, and Pelz, 2004).‘‘Faculty members new to online teaching often report being overwhelmed by increased interaction levels’’. Shea et al., 2004“…the new 24/7 professor …dragged from a traditional classroom into cyberspace may not be able to adjust”. Sammons & Ruth 2007 http://tinyurl.com/4mkvbt
  24. 24. 4 points: 3/43. We must adopt technologythat engages both faculty andstudents, thus creating a truelearning community.
  25. 25. Blended Online Learning Design Synchronous Asynchronous 100% online Combined synch / asynch LMS Various combinationscam.k12.il.usPower, 2008; Power & Vaughan, 2010; Power, Vaughan & St-Jacques, 2010; Power & Morven-Gould, 2011; Power, in press
  26. 26. Virtual Classroom + a basic Website caméra WebElluminate LMS-LavalSYNCHRONOUS ASYNCHRONOUS © M. Power 2008
  27. 27. Blended Online Learning Design Synchronous Asynchronous 100% online Combined synch / asynch LMS ADVANTAGES: SAME QUALITY (didactic relationship preserved); GREATER ACCESSIBILITY; IMPROVED COST-EFFECTIVENESScam.k12.il.usPower, 2008; Power & Vaughan, 2010; Power, Vaughan & St-Jacques, 2010; Power & Morven-Gould, 2011; Power, in press
  28. 28. Blended Online Learning Design Synchronous Asynchronous 100% online Combined synch / asynch LMS ADVANTAGES: SAME QUALITY DISADVANTAGES : (didactic relationship preserved ); COURSES IDEALLY GREATER ACCESSIBILITY; RESTRICTED TO SMALL IMPROVED COST-EFFECTIVENESS NUMBERS; REAL-TIMEcam.k12.il.us CONSTRAINT (set time)Power, 2008; Power & Vaughan, 2010; Power, Vaughan & St-Jacques, 2010; Power & Morven-Gould, 2011; Power, in press
  29. 29. BLENDED ONLINE LEARNING DESIGN two university traditions blend SYNCHRONOUS + ASYNCHRONOUS LMS ORAL tradition WRITTEN tradition BLENDED ONLINE LEARNING DESIGN29 © M. Power 2008
  30. 30. 4 points: 4/44. Graduate studies are likelythe most promising avenue for2nd generation online learning.
  31. 31. ONLINELEARNING&GRADUATESTUDIES booleanblackbelt.com
  32. 32. Blended Online Learning Design Synchronous Asynchronous The GRADUATE SEMINAR LMS cam.k12.il.us Various combinationsPower, 2008; Power & Vaughan, 2010; Power, Vaughan & St-Jacques, 2010 © M. Power 2008 Power (in press)
  33. 33. • Universities struggling to maintain some grad. programs;• Universities needing to increase recruitment options; booleanblackbelt.com
  34. 34. • Universities struggling to maintain some grad. programs;• Universities needing to increase recruitment options;• Graduate students often workplace professionals;• Usually very motivated and autonomous;• Accustomed to learning via technology & networking;• Small numbers involved (maximum 25 per class); = Allows for the use of synchronous technology; booleanblackbelt.com
  35. 35. • Universities struggling to maintain some grad. programs;• Universities need to increase recruitment options;• Graduate students often workplace professionals;• Usually highly motivated and autonomous;• Accustomed to learning via technology & networking;• Small numbers involved (maximum 25 per class); = Allows for the use of synchronous technology; COMBINING SYNCH & ASYNCH MODES booleanblackbelt.com
  36. 36. • Universities struggling to maintain some grad. programs;• Universities need to increase recruitment options;• Graduate students often workplace professionals;• Usually highly motivated and autonomous;• Accustomed to learning via technology & networking;• Small numbers involved (maximum 25 per class); = Allows for the use of synchronous technology; COMBINING SYNCH & ASYNCH MODES• Quality dialogue (leveraging a faculty strength);• Higher accessibility (completely online);• High cost-effectiveness (many costs offset; lower front- end design; faster faculty online migration; flexibility).
  37. 37. REALITY WORLDWIDE RESEARCH NETWORKSan academic necessity in the 21st century http://sites.google.com/site/changchienlily/BlankWorldMap.gif http://sites.google.com/site/changchienlily/BlankWorldMap.gif
  38. 38. RESEARCH CENTERS & GRADUATE PROGRAMS LIKELIHOOD:WORLDWIDE GRADUATE PROGRAMS http://sites.google.com/site/changchienlily/BlankWorldMap.gif
  39. 39. Blended Online Learning Designwww.bold-research.org
  40. 40. www.BOLD-research.orgAn emerging international research network Dual-mode universitiesFounder: M. Power / Co-founder: N. Vaughan / Coordinator: A. St-Jacques
  41. 41. 7 More on BOLD• Power, M. & Morven-Gould, A. (2011). Head of gold, feet of clay: the online learning paradox. 12 (2) IRRODL. http://www.irrodl.org/index.php/irrodl/article/view/916• Power, M. & Vaughan, N. (2010). Redesigning online learning for graduate seminar delivery. Journal of Distance Education. 14(3) http://www.jofde.ca/index.php/jde/article/view/649• Power, M. (2009). A Designer’s Log: Case Studies in Instructional Design. Athabasca University Press http://www.aupress.ca/index.php/books/120161 .• Power, M. (2008). The emergence of blended online learning. Journal of Online Learning & Teaching. (4) 4. http://jolt.merlot.org/vol4no4/power_1208.htm michael.power@fse.ulaval.ca
  42. 42. end

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