![The Cyberization of Education: Six Levels
Improved
Teaching
& Learning
Online ----------------------------
Education Instruction
is here... (New Delivery Mode)
----------------------------------------
Information & Communication
(web sites, email)
----------------------------------------------------------
Education Resource (Internet as knowledge source for
formal HW assignments, school projects, etc.)
------------------------------------------------------------------------
Learning Resource (web-based informal learning [Cross], revolution in
learning experiences [Bonk])
-----------------------------------------------------------------------------------------
Life resource (Internet used to communicate, socialize, network, inform, learn)](https://image.slidesharecdn.com/bcuenr310-100429201939-phpapp02/85/Bcuenr310-5-320.jpg)
![San Diego: A Tale of Two Cities...
• ...at least when it comes to online higher education.
• SDSU, SDCCD: lots. UCSD, USD: little or none.
• Why? Let’s say philosophical differences...
“The philosophical
question that needs to be
“Online grappled with is, what does it mean to
learning is the new have a UC-quality course, and how do you
normal - and it’s almost preserve that notion of quality in the
becoming a preference.” online course material?”
-- Andrea Henne, Dean of Online and -- William S. Hodgkiss, Scripps Professor of
Distributed Learning, San Diego Oceanography, University of California at
Community College District San Diego
• [Source: San Diego Business Journal Online, 3/22/10 http://www.sdbj.com/
industry_article.asp?aID=145877]](https://image.slidesharecdn.com/bcuenr310-100429201939-phpapp02/85/Bcuenr310-6-320.jpg)
![Reason #2: Because the Myths and Fears Are
Unfounded...
• It’s not as good as traditional education
• It’s isolating, not interactive; nothing can replace “flesh & blood,” in-person
experience
• It’s too expensive
• Online education is a lot more work -- too much more work
• Online education will take away our jobs
• _______________________________ [your answer here]](https://image.slidesharecdn.com/bcuenr310-100429201939-phpapp02/85/Bcuenr310-9-320.jpg)
![Reason #4: Because It’s As Good or Better* --
The Research Says So *(like everything else) if done properly
• Hiltz et al. (2001) ‘the evidence is overwhelming that ALN tends to be > effective than
traditional course delivery at the university level’’
• Kassop (2003) 10 Ways OL > F2F: student-centered, > intense writing, highly interactive
discussions, enriched course materials, immediate feedback, flexibility, community of
learners, ... [now: many more ways]](https://image.slidesharecdn.com/bcuenr310-100429201939-phpapp02/85/Bcuenr310-18-320.jpg)
![Reason #4: Because It’s As Good or Better* --
The Research Says So *(like everything else) if done properly
• Hiltz et al. (2001) ‘the evidence is overwhelming that ALN tends to be > effective than
traditional course delivery at the university level’’
• Kassop (2003) 10 Ways OL > F2F: student-centered, > intense writing, highly interactive
discussions, enriched course materials, immediate feedback, flexibility, community of
learners, ... [now: many more ways]
• (No) Significant Difference web site: ~400 studies showing NSD or more SD for DL vs. F2F
(www.nosignificantdifference.org)](https://image.slidesharecdn.com/bcuenr310-100429201939-phpapp02/85/Bcuenr310-19-320.jpg)
![Reason #4: Because It’s As Good or Better* --
The Research Says So *(like everything else) if done properly
• Hiltz et al. (2001) ‘the evidence is overwhelming that ALN tends to be > effective than
traditional course delivery at the university level’’
• Kassop (2003) 10 Ways OL > F2F: student-centered, > intense writing, highly interactive
discussions, enriched course materials, immediate feedback, flexibility, community of
learners, ... [now: many more ways]
• (No) Significant Difference web site: ~400 studies showing NSD or more SD for DL vs. F2F
(www.nosignificantdifference.org)
• NSSE (2008, 2009): OL learners > engagement, intellectual challenge, deep learning;
interactive technologies “positively related to student engagement, self-reported learning
outcomes, and deep approaches to learning.”](https://image.slidesharecdn.com/bcuenr310-100429201939-phpapp02/85/Bcuenr310-20-320.jpg)
![Reason #4: Because It’s As Good or Better* --
The Research Says So *(like everything else) if done properly
• Hiltz et al. (2001) ‘the evidence is overwhelming that ALN tends to be > effective than
traditional course delivery at the university level’’
• Kassop (2003) 10 Ways OL > F2F: student-centered, > intense writing, highly interactive
discussions, enriched course materials, immediate feedback, flexibility, community of
learners, ... [now: many more ways]
• (No) Significant Difference web site: ~400 studies showing NSD or more SD for DL vs. F2F
(www.nosignificantdifference.org)
• NSSE (2008, 2009): OL learners > engagement, intellectual challenge, deep learning;
interactive technologies “positively related to student engagement, self-reported learning
outcomes, and deep approaches to learning.”
• USDoE study (2009): meta-analysis found “students in online learning conditions
performed better vs. those receiving f2f instruction” [but read the fine print]](https://image.slidesharecdn.com/bcuenr310-100429201939-phpapp02/85/Bcuenr310-21-320.jpg)
![The Cyberization of Education: Six Levels
Online
education Improved
could be Teaching
here & Learning
Online ----------------------------
Education Instruction
is here... (New Delivery Mode)
----------------------------------------
Information & Communication
(web sites, email)
----------------------------------------------------------
Education Resource (Internet as knowledge source for
formal HW assignments, school projects, etc.)
------------------------------------------------------------------------
Learning Resource (web-based informal learning [Cross], revolution in
learning experiences [Bonk])
-----------------------------------------------------------------------------------------
Life resource (Internet used to communicate, socialize, network, inform, learn)](https://image.slidesharecdn.com/bcuenr310-100429201939-phpapp02/85/Bcuenr310-47-320.jpg)
Bcuenr310
- 1. Why Natural Resources FacultyShould Welcome Online Education John Sener Director of Special Initiatives, Sloan Consortium Founder/CLO, Sener Knowledge LLC 8th Biennial Conference on University Education in Natural Resources Virginia Polytechnic & State University, Blacksburg, VA, March 26, 2010
- 2.
- 3. Online Education: ADefinition Online EducationComputer-Based Training Distance LearningTechnology-Enhanced Learning Blended Learning Distributed Education E-Learning Computer-Based Learning Computer-Supported Collaborative Learning Electronic Performance Support Systems
- 4. Online Education: ADefinition •Online education = the use of online technologies for teaching and learning
- 5. The Cyberization ofEducation: Six Levels Improved Teaching & Learning Online ---------------------------- Education Instruction is here... (New Delivery Mode) ---------------------------------------- Information & Communication (web sites, email) ---------------------------------------------------------- Education Resource (Internet as knowledge source for formal HW assignments, school projects, etc.) ------------------------------------------------------------------------ Learning Resource (web-based informal learning [Cross], revolution in learning experiences [Bonk]) ----------------------------------------------------------------------------------------- Life resource (Internet used to communicate, socialize, network, inform, learn)
- 6. San Diego: ATale of Two Cities... • ...at least when it comes to online higher education. • SDSU, SDCCD: lots. UCSD, USD: little or none. • Why? Let’s say philosophical differences... “The philosophical question that needs to be “Online grappled with is, what does it mean to learning is the new have a UC-quality course, and how do you normal - and it’s almost preserve that notion of quality in the becoming a preference.” online course material?” -- Andrea Henne, Dean of Online and -- William S. Hodgkiss, Scripps Professor of Distributed Learning, San Diego Oceanography, University of California at Community College District San Diego • [Source: San Diego Business Journal Online, 3/22/10 http://www.sdbj.com/ industry_article.asp?aID=145877]
- 7. Why Welcome OnlineEducation? Reason #1: Because You Already Have... • (...or at least many of your colleagues have)
- 8. Reason #1: Because YouAlready Have... In fact, some of you have been welcoming online education for a long time!
- 9. Reason #2: Becausethe Myths and Fears Are Unfounded... • It’s not as good as traditional education • It’s isolating, not interactive; nothing can replace “flesh & blood,” in-person experience • It’s too expensive • Online education is a lot more work -- too much more work • Online education will take away our jobs • _______________________________ [your answer here]
- 10. Reason #3: BecauseIt’s Not Going Away
- 11. Reason #3: BecauseIt’s Not Going Away • It’s only going to get bigger...
- 12. Reason #3: BecauseIt’s Not Going Away • It’s only going to get bigger... • Sloan-C Report: 4.6M learners taking online courses in Fall 2008; 15-20% annual growth for previous five years; no signs of letup
- 13. Reason #3: BecauseIt’s Not Going Away • It’s only going to get bigger... • Sloan-C Report: 4.6M learners taking online courses in Fall 2008; 15-20% annual growth for previous five years; no signs of letup • Ambient Insight Report: 12M learners taking OL courses now; 22M by 2014; # of ‘all OL’ learners will triple in five years (from 1.25M to 3.55M)
- 14. Reason #3: BecauseIt’s Not Going Away • It’s only going to get bigger... • Sloan-C Report: 4.6M learners taking online courses in Fall 2008; 15-20% annual growth for previous five years; no signs of letup • Ambient Insight Report: 12M learners taking OL courses now; 22M by 2014; # of ‘all OL’ learners will triple in five years (from 1.25M to 3.55M) • ...it’s only going to get better
- 15. Reason #3: BecauseIt’s Not Going Away • It’s only going to get bigger... • Sloan-C Report: 4.6M learners taking online courses in Fall 2008; 15-20% annual growth for previous five years; no signs of letup • Ambient Insight Report: 12M learners taking OL courses now; 22M by 2014; # of ‘all OL’ learners will triple in five years (from 1.25M to 3.55M) • ...it’s only going to get better • ...and it’s going to become (more) ubiquitous
- 16. Reason #4: BecauseIt’s As Good or Better* -- The Research Says So *(like everything else) if done properly
- 17. Reason #4: BecauseIt’s As Good or Better* -- The Research Says So *(like everything else) if done properly • Hiltz et al. (2001) ‘the evidence is overwhelming that ALN tends to be > effective than traditional course delivery at the university level’’
- 18. Reason #4: BecauseIt’s As Good or Better* -- The Research Says So *(like everything else) if done properly • Hiltz et al. (2001) ‘the evidence is overwhelming that ALN tends to be > effective than traditional course delivery at the university level’’ • Kassop (2003) 10 Ways OL > F2F: student-centered, > intense writing, highly interactive discussions, enriched course materials, immediate feedback, flexibility, community of learners, ... [now: many more ways]
- 19. Reason #4: BecauseIt’s As Good or Better* -- The Research Says So *(like everything else) if done properly • Hiltz et al. (2001) ‘the evidence is overwhelming that ALN tends to be > effective than traditional course delivery at the university level’’ • Kassop (2003) 10 Ways OL > F2F: student-centered, > intense writing, highly interactive discussions, enriched course materials, immediate feedback, flexibility, community of learners, ... [now: many more ways] • (No) Significant Difference web site: ~400 studies showing NSD or more SD for DL vs. F2F (www.nosignificantdifference.org)
- 20. Reason #4: BecauseIt’s As Good or Better* -- The Research Says So *(like everything else) if done properly • Hiltz et al. (2001) ‘the evidence is overwhelming that ALN tends to be > effective than traditional course delivery at the university level’’ • Kassop (2003) 10 Ways OL > F2F: student-centered, > intense writing, highly interactive discussions, enriched course materials, immediate feedback, flexibility, community of learners, ... [now: many more ways] • (No) Significant Difference web site: ~400 studies showing NSD or more SD for DL vs. F2F (www.nosignificantdifference.org) • NSSE (2008, 2009): OL learners > engagement, intellectual challenge, deep learning; interactive technologies “positively related to student engagement, self-reported learning outcomes, and deep approaches to learning.”
- 21. Reason #4: BecauseIt’s As Good or Better* -- The Research Says So *(like everything else) if done properly • Hiltz et al. (2001) ‘the evidence is overwhelming that ALN tends to be > effective than traditional course delivery at the university level’’ • Kassop (2003) 10 Ways OL > F2F: student-centered, > intense writing, highly interactive discussions, enriched course materials, immediate feedback, flexibility, community of learners, ... [now: many more ways] • (No) Significant Difference web site: ~400 studies showing NSD or more SD for DL vs. F2F (www.nosignificantdifference.org) • NSSE (2008, 2009): OL learners > engagement, intellectual challenge, deep learning; interactive technologies “positively related to student engagement, self-reported learning outcomes, and deep approaches to learning.” • USDoE study (2009): meta-analysis found “students in online learning conditions performed better vs. those receiving f2f instruction” [but read the fine print]
- 22. But There AreEven Better Reasons... • Comparisons are shallow • Deep: effectiveness, improvement • Deeper: transformation The CEIT Model: Comparisons, Effectiveness, Quality Improvement, and Transformation: Using comparisons to understand the key capabilities of online learning practices. Effectiveness evaluates online learning on its own terms. Quality improvement measures the effects of implementing changes. Transformation focuses on how implementing OL programs affect the institution.
- 23. Reason #5: Because OnlineLearning Is Effective • Think Effectiveness • Look at affordances first, not delivery mode = What can x do for you? • Different types of effectiveness • Learning effectiveness, cost effectiveness • The research also says so • Hiltz et al., Kassop, NSSE, JALN, et al.:
- 24. OL Effectiveness Research& Conference Topics • Oliver, K. & Raubenheimer, D. (2006). Online Concept Mapping in Distance Teacher Education: Two Case Studies. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology & • Concept Teacher Education International Conference 2006 (pp. 114-119). Chesapeake, VA: AACE. maps in Retrieved from http://www.editlib.org/p/22013. DL/OL: Shortridge, A. (2001). Using Concept Mapping as an Interactive Learning Tool in Web-based Distance Education. In C. Montgomerie & J. Viteli (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2001 (pp. 1723-1724). Chesapeake, VA: AACE. Retrieved from http://www.editlib.org/p/9196. Cicognani, A. (2000). Concept Mapping as a Collaborative Tool for Enhanced Online Learning. Educational Technology & Society 3(3) 2000. Retrieved from citeseerx.ist.psu.edu/viewdoc/ • Critical download?doi=10.1.1.62.1083&rep... thinking San Millan Maurino, L. (2006). Looking for Critical Thinking in Online Threaded Discussions. e- skills and Journal of Instructional Science and Technology (e-JIST) Vol. 9 No. 2, September 2006. Retrieved from http://www.ascilite.org.au/ajet/e-jist/docs/vol9_no2/papers/full_papers/maurino.pdf DL/OL: Swan, K. (2003). Learning effectiveness: what the research tells us. In J. Bourne & J. C. Moore (Eds) Elements of Quality Online Education, Practice and Direction. Needham, MA: Sloan Center for Online Education, 13-45. • Reflection and DL/ Keeton, M.T., Scheckley, B.G., Krecji-Griggs, J. (2002). Effectiveness and Efficiency in Higher Education for Adults. Council on Adult and Experiential Learning. Chicago: Kendall-Hunt, 2002. OL: Poole, D. M. (2000). Student participation in a discussion-oriented online course: a case study. Journal of Research on Computing in Education, 33 (2), 162-177, 2000.
- 25. Reason #6: Because OnlineEducation Is an Improvement...
- 26. Reason #6: Because OnlineEducation Is an Improvement... • It’s a golden opportunity to reflect on, improve teaching and learning
- 27. Reason #6: Because OnlineEducation Is an Improvement... • It’s a golden opportunity to reflect on, improve teaching and learning • ‘Conversion experience’; faculty rejuvenation; a chance to innovate
- 28. Reason #6: Because OnlineEducation Is an Improvement... • It’s a golden opportunity to reflect on, improve teaching and learning • ‘Conversion experience’; faculty rejuvenation; a chance to innovate • More work? Often, yes -- but rewarding work
- 29. Reason #6: Because OnlineEducation Is an Improvement... • It’s a golden opportunity to reflect on, improve teaching and learning • ‘Conversion experience’; faculty rejuvenation; a chance to innovate • More work? Often, yes -- but rewarding work • Losing jobs? No evidence, but it’s changing them (‘guide on side’; mentoring, facilitating, coaching)
- 30. Reason #6: Because OnlineEducation Is an Improvement... • It’s a golden opportunity to reflect on, improve teaching and learning • ‘Conversion experience’; faculty rejuvenation; a chance to innovate • More work? Often, yes -- but rewarding work • Losing jobs? No evidence, but it’s changing them (‘guide on side’; mentoring, facilitating, coaching) • New pedagogical approaches, rich learning resources
- 31. Reason #6: Because OnlineEducation Is an Improvement... • It’s a golden opportunity to reflect on, improve teaching and learning • ‘Conversion experience’; faculty rejuvenation; a chance to innovate • More work? Often, yes -- but rewarding work • Losing jobs? No evidence, but it’s changing them (‘guide on side’; mentoring, facilitating, coaching) • New pedagogical approaches, rich learning resources • The research again (Hiltz et al., Kassop, NSSE, JALN, etc.)
- 32. Reason #7: Because OnlineEducation Is Transformative...
- 33. Reason #7: Because OnlineEducation Is Transformative... • Why be transformative?
- 34. Reason #7: Because OnlineEducation Is Transformative... • Why be transformative? • To respond to society’s calls (again)
- 35. Reason #7: Because OnlineEducation Is Transformative... • Why be transformative? • To respond to society’s calls (again) • society: educate everyone (no, we really mean it)
- 36. Reason #7: Because OnlineEducation Is Transformative... • Why be transformative? • To respond to society’s calls (again) • society: educate everyone (no, we really mean it) • policymakers: > grads, > quality, < cost
- 37. Reason #7: Because OnlineEducation Is Transformative... • Why be transformative? • To respond to society’s calls (again) • society: educate everyone (no, we really mean it) • policymakers: > grads, > quality, < cost • business community: ‘need a whole new delivery system’
- 38. Reason #7: Because OnlineEducation Is Transformative... • Why be transformative? • To respond to society’s calls (again) • society: educate everyone (no, we really mean it) • policymakers: > grads, > quality, < cost • business community: ‘need a whole new delivery system’ • To meet emergent challenges: redefining knowledge, redistributing access, renegotiating authority, re-empowering learning, revitalizing the education enterprise
- 39. Knowledge Is Undergoingan Historic Shift Old New Where it Inside academia: > Outside academia: resides Campuses, libraries, profs Internet, workplace, etc. Where it’s Inside academia: > Outside academia: produced Campuses, libraries, profs Internet, workplace, etc. How it’s Sage on the Stage; guide on side; shared Expertise Distributed, Contextual Size, Programs, courses; JIT, PS, informal learning; timing, years soon/now; measure seat time outcomes, competencies How fast Knowable volume Unknowable volume it’s made How new Explosion of data => Manageable volume K is made Unmanageable volume
- 40. The New Definitionof Knowledge
- 42. • Students: not“self-disciplined,”, but “self-initiating”
- 43. • Students: not“self-disciplined,”, but “self-initiating” • Actually, it is going away (sort of) • Blended, mobile, ubiquitous learning + exponentially increasing computing power, storage = assimilation
- 44. ‘Course on aStick’ • TESC FlashTrack courses: • Entire courses + full suite of applications • Enable portable computing online or offline • Soon every USB-ported device becomes a player • FIPSE-funded
- 45. ‘Welcome aboard, MATE’ • MobileAccessible Technologies for Education program (California State University, Monterey Bay) • Rent mobile devices cheap • Students use in class, for course projects • Teachers integrate tools into curriculum • Also FIPSE-funded
- 46.
- 47. The Cyberization ofEducation: Six Levels Online education Improved could be Teaching here & Learning Online ---------------------------- Education Instruction is here... (New Delivery Mode) ---------------------------------------- Information & Communication (web sites, email) ---------------------------------------------------------- Education Resource (Internet as knowledge source for formal HW assignments, school projects, etc.) ------------------------------------------------------------------------ Learning Resource (web-based informal learning [Cross], revolution in learning experiences [Bonk]) ----------------------------------------------------------------------------------------- Life resource (Internet used to communicate, socialize, network, inform, learn)
- 48. Questions? • Contact info: • John Sener, Sloan-C - jsener@sloanconsortium.org • Sloan-C web site: www.sloanconsortium.org