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Nelson Baker & Yakut Gazi: Workshop: Affordable Degrees at Scale: What Does it Really Take

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Day 3 Workshop
Nelson Baker & Yakut Gazi, Georgia Tech Professional Education at Georgia Institute of Technology
Workshop: Affordable Degrees at Scale: What Does it Really Take?

Annual conference for the SUNY online teaching and learning community of practice.
https://commons.suny.edu/cotehub/
March 6-8, 2019, Syracuse, NY.

Conference website: http://opensunysummit2019.edublogs.org/
Program: http://opensunysummit2019.edublogs.org/about/program/
Recordings: http://opensunysummit2019.edublogs.org/mediasite/
Materials: http://opensunysummit2019.edublogs.org/registration/materials/
Open SUNY Online Teaching: http://commons.suny.edu/cote/

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Nelson Baker & Yakut Gazi: Workshop: Affordable Degrees at Scale: What Does it Really Take

  1. 1. Degrees at Scale: What Does it Take? Nelson Baker, Ph.D. & Yakut Gazi, Ph.D.
  2. 2. Yakut Gazi, Ph.D. Assoc. Dean, Learning Systems Sr. Academic Professional IACEE Council Member Nelson Baker, Ph.D. Dean Faculty, Civil & Environmental Engineering President-elect, UPCEA Secretary General, IACEE
  3. 3. The Changing Face of the Georgia Tech Learner GT Credit Seeking Students GTPE Professional Development Students GT Credit-Seeking Students Online Credit Enrollments Learners We Serve Adult Learners Undergraduates K-12 Students& Teachers
  4. 4. https://pe.gatech.edu/2018-impact-report
  5. 5. Structure of Workshop • 4 sessions: part presentation, part Q/A • Each session: – Questions from room – Questions from Slido activity • Action Plan – Have a document for you as an action plan to take back.
  6. 6. Ask During the Session http://www.slido.com with #T171
  7. 7. Action Plan Example http://bit.ly/suny-action-plan
  8. 8. Section 1: Rationale for Programs at Scale
  9. 9. Higher Education’s Iron Triangle Accessibility AffordabilityQuality
  10. 10. What is a Degree-at-Scale? • High-demand fields? • Non-credit to credit/ open learning pathways? • Collaboration with MOOC platforms? • Innovative business models? • Online? • Address the iron triangle
  11. 11. EARLY EDUCATION CHANGING DEMOGRAPHICS IRON TRIANGLE CHANGING NATURE/PLACE OF WORK NEEDS AND CAPABILITIES SCIENCE & TECHNOLOGY OF EDUCATION The Changing Context
  12. 12. • Avg worker changes 10-15 jobs in career • 65% of schoolchildren will be employed in jobs that haven’t been created • Predicted that 50% of today’s jobs will disappear by 2030 • In 1965: avg tenure on S&P 500 = 33 years • By 1990= 20 years • By 2026= 14 years • ~50% of the S&P 500 will be replaced over the next 10 years (Innosight prediction) Jobs will change • Avg worker changes 10- 15 jobs in career • 65% of schoolchildren will be employed in jobs that haven’t been created yet • Predicted that 50% of today’s jobs will disappear by 2030 The Need for Renewal: Companies Won’t Last
  13. 13. Example of change - GM
  14. 14. Reports Suggesting Change • National Academy of Engineering, Engineering, Technology and the Future of Work https://www.nae.edu/19582/Bridge/142833/145193.aspx • Occupational Shifts https://upcea.edu/occupational-shifts-and-higher- education-credentials/ • Adult Training and Education https://nces.ed.gov/surveys/gemena/pdf/ATES2016.pdf • Nearly every conference, global engineering gathering • So, what is new now?
  15. 15. Online Master of Science Enrollment History 876 4043 7636 10579 13836 20793 0 5000 10000 15000 20000 25000 FY 2014 FY 2015 FY 2016 FY 2017 FY 2018 FY 2019 (est) OMS CS OMS Analytics OMS Cybersecurity Online Master of Science Enrollment History Initiative New products and Services
  16. 16. A Snapshot of OMS Learners Demographics of OMS Analytics 1st Cohort of 284 Students Growth of Degrees-at-Scale OMS Learners from Georgia 1,000 of the 10,000 OMSCS and OMS Analytics learners in FY18 are from Georgia. OMSCS: 10,000 learners since 2014 and 1,000 graduates. OMS Analytics: 1,200 learners since 2017. 32 states represented 33% from Georgia 22 countries represented 54% of learners are 30 or older 97% of learners are working professionals 37% of learners already have graduate degrees Degrees-at-Scale Overview
  17. 17. Inaugural OMS Analytics class
  18. 18. Inaugural OMS-Analytics Students Online Part-time 95% Median age 31 US Citizens 82% # of countries 24 # of continents 6 11% 27% u/r minority Female • 7% Vice President or above at their companies
  19. 19. Current Status • OMS CS • Spring ‘19 unique enrollment exceeded 8,500 • Future enrollment growth will be modest (Steady state 9,000 to 9,500) • Approach to assigning more support costs is being taken • 28 courses are available • 1,000+ graduates from the program • To date, over 1,000 articles about the degree • 7% more Americans will get this degree each year because of OMS CS • Dozens of followers, but avg cost is $27K • OMS Analytics • Currently in second year (FY 19) • More than a dozen courses currently available • Spring 2019 students just under 2000 • Actual demand is far exceeding estimates; Fall applications up 55% • Steady state enrollment projected at 3,500 to 4,000
  20. 20. • Program recently approved on July 6, 2018 • Launched January 2019 • Tuition rate of $310/hour and $194 SIF approved • Cost of the degree will be about $12,000 – 32 hours • Program structure more complex involving three colleges: Computing, Engineering and Ivan Allen • Three specialization tracks: Info security, Energy Systems and Policy • Academic advising is critical • Virtual lab environment • Steady state enrollment will be more like OMS Analytics – 3,500 • More competition in this market • Seed funding is uncertain, but promising • Marketing support and efforts are critical • Six OMSCS courses utilized Current Status- OMSA OMS Cybersecurity Current Status
  21. 21. DEFINING WHAT’S NEXT Read the report: www.gatech.edu/ed-innovation Who are we serving? What are we teaching? Where are we teaching? LIBRARY NEXT REALIZING THE GEORGIA TECH COMMITMENT
  22. 22. Reflection on Session http://www.slido.com with #T171
  23. 23. Section 2: Financial Models and Partnerships for Scale
  24. 24. Financial Factors to consider – Variable versus Fixed • Program and curriculum development • Online instructional design and video costs • Course revisions and maintenance • Student services • Financial Aid • Career services • How much will students pay per course/credit/degree? • Enrollment projections • Faculty compensation for development • Instructional staff compensation • Number of course sections • Marketing costs
  25. 25. How to Get from Ground Zero: Funding Start-up Costs Partnership Models • Corporate partners • Platform partners • Online Program Management Companies • Others? Self-Funded Models • Unit reserves • Central institutional funds • System funds • New initiative investment funds • Others?
  26. 26. Sample Budget Template Patrice Miles, Asst. Dean for Finance and Operations, Georgia Tech Professional Education
  27. 27. Online Master’s in Science - Model Element Flow Model Setup Enrollment Setup Financial Model Model Summary Cost Setup
  28. 28. Online Master’s in Science - Model Setup (1/3) Salary Expenses, Other Cost & Sponsorship Setup Salary Growth Rate Extra Comp Fringe Rate Staff Fringe Rate Other Costs Personnel (fixed costs) % Time Base AY18 AY19 AY20 AY21 AY22 Program Hard Costs AY18 AY19 AY20 AY21 AY22 Program Co-Executive Director (A) Proctored exams Program Co-Executive Director (B) Space Lab Program Co-Executive Director (C) Marketing Program Associate Director Supplies & equipment Student Assistants (5 x 10hr/wk) Travel Dir-Prof Master's Programs Independent Program Evaluation/Auditor Academic Program Manager II State Authorization fees Academic Advising Manager Misc. Academic Advisor II Academic Advisor II Proctoring Costs Cost $ Cost per x Academic Coord II Proctored exam cost Stdt Exam Dir-Financial Admin II Proctoring setup cost Enrollment Financial Analyst III Academic Advisor II MARKETING (feeds Program Hard Costs) AY18 AY19 AY20 AY21 AY22 IT / Lab Staff (Systems Support Engr Sr) Personal Services HR Support Rolanda Powell Asst Dir-Client Marketing II Chris Walker Marketing Mgr Vender Services Faculty Fringe Converge costs (estimating 5% annual fee increase) Student Fringe Digital Ad Spend Staff Fringe Video Total Personnel (fixed Cost): Print collateral Print Advertising Study Portals Photography Stock art T-shirts and other promo items Other digital ads/3rd party emails Total Sponsorship & Support Estimate AY18 AY19 AY20 AY21 AY22 Corporate Investment/sponsor Other Investment Total
  29. 29. Online Master’s in Science - Model Setup (2/3) Enrollment, Program, Student Services, & Course Setup Enrollment Estimates Delivery Support OMS Space Start Enrollment Students per TA/Grader Student Growth Rate %TA %Grader Stipend Increase YoY TA Monthly Stipend Waivers OMS Space Rate Charge Info Grader hours per week Program Grader Hourly Rate Credit hours Summer Weeks $ per credit hour Fall Weeks Fee- SIF Spring Weeks Fee- Student Tech Summer Months Average credit hours per course Fall and Spring Months Courses Per Student, Fall & Spring avg. Fringe Rate (Grad Students) Courses Per Student, Summer Student Fringe Increase YOY Proctored exams per term Course Offering & Development Devlp. Convert Offer Quick Update Content Development, Delivery and MaintenanceFall 2017 Spring 2018 Creator Summer 2018 Instructor - Course Delivery Fall 2018 Instructor Content Maint. Spring 2019 Fringe Rate (extra Comp) Summer 2019 Fringe Rate (Full Time) Fall 2019 Faculty Fringe Increase YOY Spring 2020 Production Cost per Course Summer 2020 Production Cost per Course Annual Growth Fall 2020 Finished Hours per Course Spring 2021 Studio hours per Finished hour Summer 2021 Editing Hours per Studio hour Fall 2021 Quality Assurance Hours per hr Spring 2022 Instructional Design per Finished Hour Summer 2022 Online delivery Staff Hours per Video Course Maintinance Rate Course Maintinance Extra Comp
  30. 30. Online Master’s in Science - Model Setup (3/3) Course Production & Support OMS Space Course-Level Costs Area Item (Unit) Course Development (per course) LMS Conversion (per course) Term Support (per course) #Units Rate/ Unit $ # Units Rate/ Unit $ # Units Rate/ Unit $ Production Studio - incl. staff (hours) Production Video Editor/graphic/creative TA Stipend and waiver I.D. Instructional design (hours) Delivery Online delivery staff (hours) Delivery Closed caption/encoding svc Dev. cost/course: Conv./course: Conv./course:
  31. 31. Online Master’s in Science - Model Enrollments OMS SPACE ENGINEERING ENROLLMENT ESTIMATOR AY19 AY20 AY21 AY22 Fall 2018 Spr 2019 Sum 2019 Fall 2019 Spr 2020 Sum 2020 Fall 2020 Spr 2021 Sum 2021 Fall 2021 Spr 2022 Sum 2022 Infosec New students Students from previous term Graduates Semester Drops Program Drops Term Enrollment Estimates Energy Systems New students Students from previous term Graduates Semester Drops Program Drops Term Enrollment Estimates Policy New students Students from previous term Graduates Semester Drops Program Drops Term Enrollment Estimates OMS Space Term Enrollment Estimate SPECIALIZATION INITIAL ENROLLMENT TERM-OVER-TERM GROWTH RATE I TERM-OVER-TERM GROWTH RATE II Infosec Energy Systems Policy Term Drop Rate % of all enrollments that drop each term Permanent Drop Rate % of drops each term that are permanent (equates to about 2% of enrollment) Summer % of Spring % of spring enrollments that return for summer Percent of students who start OMS Space who graduate after n terms... Terms after start (n) % of cohort graduating in term **Assumption: n% of a starting cohort graduate and graduation is distributed over a few semesters**
  32. 32. Online Master’s in Science - Financial Model (1/2) Courses & Enrollments AY19 AY20 Fall 2018 Spr 2019 Sum 2019 Total Fall 2019 Spr 2020 Sum 2020 Total Courses Under Development Courses Converted Sections Delivered Term Enrollment Estimates Term Registration Estimates Revenue AY19 AY20 Fall 2018 Spr 2019 Sum 2019 Total Fall 2019 Spr 2020 Sum 2020 Total Total Tuition + SIF Tuition SIF Other Investment/Sponsor Corporate Sponsor GT Funding Revenue & Funding Total Expenses AY19 AY20 Fall 2018 Spr 2019 Sum 2019 Total Fall 2019 Spr 2020 Sum 2020 Total Course Development Expenses Content Creation Extra Comp Course Maintenance Extra Comp Faculty Fringe Content Production & Maint. Faculty Personal Services Costs Course Delivery Extra Comp Faculty Course Use Fee Faculty Fringe
  33. 33. Online Master’s in Science - Financial Model (2/2) Expenses Continued AY19 AY20 Fall 2018 Spr 2019 Sum 2019 Total Fall 2019 Spr 2020 Sum 2020 Total TA Cost TA Stipend TA Waiver TA Fringe TAs Needed Graders Cost Grader Compensation Student Fringe Graders Needed Proctored Exam Cost Exam Cost Exams Needed Setups Needed Staff Personal Services Total Program Staff Personal Services Program Staff Fringe Program Costs Total Space lab Marketing Services Supplies & equipment Travel Independent Program Eval/Audit State Authorization fees Misc Expenses Total Term and AY Net
  34. 34. Online Master’s in Science - Financial Model Summary Online Master of Science in Space Engineering The degree is comprised of n courses (x total credits) with y total courses being offered in steady state. AY18 AY19 AY20 AY21 AY22 Annual Enrollments (Fall, Spring, Summer) # # # # # Revenue & Funding Tuition and Institutional Fee $ $ $ $ $ Gifts and Reallocation of Institute Resources $ $ $ $ $ Total Estimated Revenues $ $ $ $ $ Expenses/Costs Course Creation & Maintenance $ $ $ $ $ Course Delivery $ $ $ $ $ Program Staff $ $ $ $ $ Operations, Materials & Supplies $ $ $ $ $ Independent Program Evaluation/Auditor $ $ $ $ $ State Authorization fees $ $ $ $ $ Total Estimated Expenses $ $ $ $ $ AY Gain/Loss $ $ $ $ $ Cumulative Gain/Loss $ $ $ $ $
  35. 35. Reflection on Session http://www.slido.com with #T171
  36. 36. Break
  37. 37. Section 3: Design, Quality, Teaching at Scale
  38. 38. Course Team • Faculty member(s) • Instructional designer • Interactive media producer • Graphic designer • Teaching assistant* Process • Academic Programs formal kick-off • 6-8 months before launch Longer if course is new • Pre-production • Production • Post-production
  39. 39. In-House Learning Design & Production • 40+ year experience in teaching/learning at a distance • ID team: 7, IT team: 3, Producers: 5, Graphics Designer: 1, Dig. Lrn. Support Spec: 1. – 20+ more in other support roles • 2 black-box studios, one self-service, one audio studio (Whisper room), one studio with Lightboard • 15 distance learning-equipped classrooms
  40. 40. In-house production Master Control Facility
  41. 41. Black box studio (2)
  42. 42. Audio booth (Whisper Room)
  43. 43. ”Self-service” Studio
  44. 44. Course Design/Development Process 1. Project initiation/Partnership/Team Assignment 2. Course kick off meeting 3. Background information created 4. Work session(s) 5. Course outline/ timeline/ blueprint 9. Quality reviews 10. Implementation • Beta-test • Forum monitoring • Revisions 11. Course refresh in 3 years 6. Recording/Production begins 7. Editing/media post-production 8. Platform build
  45. 45. • All course team members are responsible • Degree use versus open access • Does the faculty own the materials? • Does the editor/publisher limit what the author(s) can do? • Public Domain/ Fair Use/ Teach Act • “I use it in my F2F class” • Consult with the library often/ attend webinars
  46. 46. Quality Matters © Higher Ed Rubric Standards • Focus Alignment • Learning Objectives • Assessments • Instructional Materials • Activities & Interactions • Course Technology • All work together to ensure desired learning outcomes are achieved Continuing and Professional Ed Rubric Standards • Assist in the evaluation of various structures and modalities for non-credit bearing courses
  47. 47. Learner Engagement • 1/50 TA/student ratio • Real-time office hours, Q&A sessions, exam debriefs • Course forums – Student-created and run forums – Rich discussions in forums - adult learners with work experience
  48. 48. Engagement – OMS-CS Canvas Account Provisioned and Courses Enrolled canvas.gatech.edu Udacity Account Provisioned and Courses Enrolled udacity.com Udacity OMS-CS Video Orientation udacity.com Udacity Non-Graded Programming udacity.com Udacity Non-GradedExercises udacity.com YouTube Video Lectures Bonnie CLI Graded Programming bonnie.udacity.com MOSS Code Plagiarism Detection Peer Feedback Peer Review peerfeedback.gatech.edu Piazza Discussion Tool (LTI) ProctorTrack Virtual Proctoring (LTI) Custom Scripts Faculty/TA Functions Banner Grade Publishing Yellow items are student-facing
  49. 49. Challenges - • Gradebook on edX vs Canvas • Accessibility features • Integrations • Blue Jeans / WebEx / YouTube Live / Google Hangouts • Discussion tool(s) • Piazza forum / Canvas
  50. 50. Challenges - • Multiple programs, multiple shells, multiple business models, multiple cohorts, multiple content types – OMSCS, OMS Analytics, OMS Cybersecurity now sharing courses – edX audit, verified and degree track | content types • Different assessments for different cohorts/content types • Create in Spring, shorten for Summer, then apply improvements to Fall à it never ends • What does not scale? – Group Assignments / Peer Review – Skip Days (Specific Professor) – Intro threads
  51. 51. Challenges • 60+ social media sites created by students • Attract and retain talent in Atlanta market • Slow state business processes – Procurement restrictions
  52. 52. Reflection on Session http://www.slido.com with #T171
  53. 53. Section 4: Strategic Collaborations versus Do-It-Yourself
  54. 54. Legacy of the Year of the MOOC We learned a whole lot…. (and still learning)
  55. 55. • Industry needs • Learner Persona • Competition • Key Messages / Positioning Statement • Email Nurturing • Social Media • Press • Constant Monitoring Market Research and Marketing
  56. 56. Business Plans Online Master of Science in Space Engineering The degree is comprised of n courses (x total credits) with y total courses being offered in steady state. AY18 AY19 AY20 AY21 AY22 Annual Enrollments (Fall, Spring, Summer) # # # # # Revenue & Funding Tuition and Institutional Fee $ $ $ $ $ Gifts and Reallocation of Institute Resources $ $ $ $ $ Total Estimated Revenues $ $ $ $ $ Expenses/Costs Course Creation & Maintenance $ $ $ $ $ Course Delivery $ $ $ $ $ Program Staff $ $ $ $ $ Operations, Materials & Supplies $ $ $ $ $ Independent Program Evaluation/Auditor $ $ $ $ $ State Authorization fees $ $ $ $ $ Total Estimated Expenses $ $ $ $ $ AY Gain/Loss $ $ $ $ $ Cumulative Gain/Loss $ $ $ $ $
  57. 57. Learning Design across programs/platforms • OMS-CS design and development transitioned to GTPE from Udacity in 2018 • All Coursera MOOCs, PMs, OMS Analytics, OMS Cyber and traditional distance programs • Integrated instructional design and production team • Learner differences • Content variations
  58. 58. Institutional Readiness and Partnerships • Many teams and areas of expertise – Marketing – Finance – Design/development – Learner services – Technology • What is strategic? What should not be outsourced? What should be built within?
  59. 59. The culture, capabilities, and conditions needed for Georgia Tech to succeed in attracting, developing, and retaining the workforce of the future. Vision Inclusive of Ourselves
  60. 60. Reflection on Session http://www.slido.com with #T171
  61. 61. Action Plan • What assets (expertise, units, resources) are in place? • How to scale existing assets, processes, policies? • How to engage universities? • How to engage the system? • How can the work be shared? • What components might be best positioned at the system? http://bit.ly/suny-action-plan
  62. 62. Thank you! Continue the conversation nelson.baker@pe.gatech.edu yakut@gatech.edu

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