Access Quality And Affordability How Technology Can Transform Education In Ontario


Published on

An introduction to distance education and e-learning with a focus on Ontario., Developed in 2008.

Published in: Education, Technology
  • Be the first to comment

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide
  • Access Quality And Affordability How Technology Can Transform Education In Ontario

    1. 1. Acces s, Quality and Affordability : How Technology Can Transform Education in Ontario Presentation for the Ministry of Training, Colleges & Universities
    2. 2. Acces s, Quality and Affordability : How Technology Can Transform Education in Ontario Stephen Murgatroyd, PhD. Chief Innovation Officer January 2009, Thunder Bay
    3. 3. About this Presentation <ul><li>Outline current state of e-learning in Canada / worldwide </li></ul><ul><li>Look at implications for key policy issues, especially: </li></ul><ul><ul><li>Access </li></ul></ul><ul><ul><li>Affordability </li></ul></ul><ul><ul><li>Quality </li></ul></ul><ul><ul><li>Completion Rates </li></ul></ul><ul><ul><li>Costs per Student </li></ul></ul><ul><ul><li>Skills Shortages </li></ul></ul><ul><li>Look at some “residual” social policy questions </li></ul><ul><li>Encourage discussion </li></ul>
    4. 4. General Context <ul><li>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) </li></ul><ul><li>Broadband access is a critical requirement for 21st century learning, commerce and social networking </li></ul><ul><li>All Universities and Colleges in Ontario and across Canada are engaged in e-learning activities </li></ul><ul><ul><li>Ontario is a powerhouse for such activity – 10,000 courses and 1,500 programs are available online </li></ul></ul><ul><li>There are ranges of “between institutions” providers that support e-learning in Ontario </li></ul><ul><ul><li>Contact North/ Contact Nord , e-Channel Literacy,, e-Leaning Ontario , Independent Learning Centre, OntarioLearn, SAMFO are examples – there are related organizations in other Provinces. </li></ul></ul>
    5. 5. General Context (con’t) <ul><li>The costs of powerful and fast computing capacity in real terms is declining (Moore’s law) and access to digital devices is increasing. </li></ul><ul><li>The current generation of elementary school students are largely digital natives </li></ul><ul><ul><li>they use digital technologies intuitively and share/collaborate </li></ul></ul><ul><ul><li>they expect their formal learning to embrace such technologies </li></ul></ul><ul><li>e-learning and technology enhanced learning is playing an increasingly important role in company based and professional training and skills development. </li></ul><ul><ul><li>e.g. nurses, engineers, trades all use e-learning to support upgrading and continuing professional development </li></ul></ul>
    6. 6. Five Key Developments <ul><li>Blended learning </li></ul><ul><li>Mobile learning </li></ul><ul><li>Immersive learning </li></ul><ul><li>Open Educational Resources (OER) </li></ul><ul><li>Emergence of semantic web and machine learning supports for learning </li></ul>
    7. 7. Blended Learning <ul><li>WHAT: Students take one or more courses in their on-campus program via online learning and utilize online components in their class work. </li></ul><ul><ul><li>20% of all post-secondary students take one course or more for their post-secondary education as an e-learning course </li></ul></ul><ul><ul><li>Over 80% of courses taught at Colleges/Universities have digital components (search, simulation, collaboration etc) </li></ul></ul><ul><ul><li>Growing use of simulation and interactive technologies for courses and programs, especially at the graduate level </li></ul></ul><ul><li>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%). </li></ul>
    8. 8. From Classroom to Fully Integrated On Line Learning
    9. 9. Mobile Learning (mLearning) <ul><li>WHAT: Use of Smartphone's and hand-held wireless devices for learning. </li></ul><ul><ul><li>UOIT a leading user of mobile learning in North America </li></ul></ul><ul><ul><li>iTouch / iPhone (and similar, such as the HTC Smartphone) have a Learning Management System available for course content and other learning functions </li></ul></ul><ul><ul><li>Blackberry also used extensively for learning activities </li></ul></ul><ul><ul><li>Significant growth of mLearning for apprenticeship and skills development </li></ul></ul><ul><ul><li>Many “support functions” (careers guidance, registration, finance etc) can operate on a smartphone </li></ul></ul><ul><li>Implications: Access aided by anytime/anywhere as is collaboration. Short course components easily available. Watch for mobile based video conferencing in 2010. </li></ul>
    10. 10. Immersive Learning <ul><li>“ School didn't teach me to read – I learned from my games.” Student </li></ul><ul><li>WHAT: Use of virtual reality (e.g. Second Life), serious gaming and interactive technologies (ex. simulators) for learning. </li></ul><ul><ul><li>75% of UK Universities are working with Second Life </li></ul></ul><ul><ul><li>50% of EU Universities have some use of serious gaming </li></ul></ul><ul><ul><li>Gradual growth of immersive learning in Canada </li></ul></ul><ul><ul><li>Harvard Law School uses Second Life to teach aspects of legal practice </li></ul></ul><ul><ul><li>Significant use of virtual reality and simulation in applied studies (especially health, engineering) and apprenticeship </li></ul></ul><ul><li>Implications: Though initial development costs are high, more learners can access applied learning and apprenticeship and complete in shorter time periods </li></ul>
    11. 11. Open Educational Resources (OER) <ul><li>WHAT: Use of “commons license” to share courses, educational objects and learning resources </li></ul><ul><ul><li>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) </li></ul></ul><ul><ul><li>Open Courseware Consortium seeks to globalize this development (over 100 institutions are sharing) </li></ul></ul><ul><ul><li>Wiki University and iTunes University are making resources freely available </li></ul></ul><ul><ul><li>Digital text books becoming freely available online </li></ul></ul><ul><li>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. </li></ul>
    12. 12. Semantic Web <ul><li>WHAT: Use of machine learning (and artificial intelligence) to create personalized “smart” content – “self managing knowledge”. </li></ul><ul><ul><li>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. </li></ul></ul><ul><ul><li>Construction of intelligent learning resources now possible by learners </li></ul></ul><ul><ul><li>Competency based learning can be supported by rapid resource gathering </li></ul></ul><ul><li>Implications: Rapid course development and rapid access to global information – learning content easier to create. Learner created courses and supports. </li></ul>
    13. 13. Three Other Key Developments <ul><li>Development of powerful research networks </li></ul><ul><ul><li>ORION (Ontario Research and Innovation Optical Network ), CANARIE (Canadian Advanced Network and Research for Industry and Education) and others </li></ul></ul><ul><ul><li>Linking public and private research and providing network infrastructure </li></ul></ul><ul><li>Growth of online libraries and journals </li></ul><ul><ul><li>25,000+ journals online (full content) </li></ul></ul><ul><ul><li>Digital libraries aided by the emergence of standards </li></ul></ul><ul><li>Significant growth of online student services </li></ul><ul><ul><li>Careers guidance, course selection, financial advising, etc. </li></ul></ul><ul><ul><li>Benchmarking of online student services now available from WCET </li></ul></ul>
    14. 14. 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
    15. 15. Seven Policy Consequences <ul><li>Access : frequent entry points for courses and programs </li></ul><ul><ul><li>courses can start at anytime, more access at a lower unit cost </li></ul></ul><ul><li>Quality : e-learning is readily accessible for peer based or expert quality review. </li></ul><ul><ul><li>for 70% of students, e-learning is superior to classroom experiences </li></ul></ul><ul><ul><li>standards need to embrace e-learning as normative, not an exception </li></ul></ul><ul><li>Affordability : by accelerating the speed at which people can learn, more students can be taught with the same faculty levels without substantial capital costs </li></ul><ul><ul><li>reduces the need for text books, residence and travel costs </li></ul></ul><ul><li>Completion : more students can access courses according to availability, flexibility and faster program completion. </li></ul>
    16. 16. Seven Policy Consequences (con’t) <ul><li>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. </li></ul><ul><li>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. </li></ul><ul><li>Other : broadband access a key social policy issue (not just for education) </li></ul>
    17. 17. Five Related Issues <ul><li>Digital Divide </li></ul><ul><ul><li>Who has access to what technology and by what means? </li></ul></ul><ul><ul><li>Which communities do / do not have access to ubiquitous broadband? </li></ul></ul><ul><li>Transfer credit becomes a key issue for learners “mixing and matching” courses to programs from a variety of institutions and a variety of jurisdictions. </li></ul><ul><ul><li>How ready is the system for “mix and match” and what happens to residency? </li></ul></ul><ul><ul><li>How ready are we for transfer of competency based learning (prior learning assessment)? </li></ul></ul><ul><li>Disruptive Technology: Competency Based Learning and Prior Learning assessment can be seen as a “Disruptive Technologies” </li></ul><ul><ul><li>learners will demand more recognition for their own learning and work based learning. </li></ul></ul>
    18. 18. .. and <ul><li>Equity </li></ul><ul><ul><li>- E-learning and distance education students expect to have equitable treatment in the system – especially in terms of financial assistance </li></ul></ul><ul><ul><li>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 </li></ul></ul><ul><li>Quality </li></ul><ul><ul><li>Students in traditional program expect their learning to be just as good as e-learning </li></ul></ul><ul><ul><li>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 </li></ul></ul>
    19. 19. Stephen Murgatroyd, PhD Chief Innovation Officer [email_address] Northeast Regional Coordinating Centre Contact North/ Contact Nord 410 Falconbridge Road, Sudbury ON P3A 4S4