The chair of the subcommittee on collaboration and distance learning reported on the winter 2014 meeting. Key points included: - Distance education goals of improving data, removing barriers, and raising awareness of urgency. - Potential technology focus areas like LMS/Banner integration, learning analytics, and content delivery networks. - A report found over 6.7 million students take at least one online course and 32% of students take at least one course online. - The subcommittee will continue examining supportive technologies for online learning and inform the CIO council on opportunities.

1. Chief Information Officers Advisory Council
Winter 2014 Meeting
Subcommittee on Collaboration and Distance Learning
Chair’s Report February 6, 2014
Samuel S. Conn, Ph.D.

2. Report Agenda
• Brief Review
• Distance (Online) Education Reports
• Current Areas of Focus
• Content Delivery Network Prototype
• 2014 Agenda

3. Brief Review
• Distance Education Taskforce: Out briefing with Dr. David
Stone
• Essence was three strategic goals: (1) Improving data, (2)
removing barriers, and (3) raising awareness (institutions need
to gain a sense of urgency with respect to distance learning)
• CIO study from early 2013: Online learning and supportive &
integrative technologies, technology requirements for MOOCs,
learning analytics
• Identify potential focus areas for Sub Committee examination
• Make recommendations on how USG can support growth in
online education

4. Potential Technology Focus Areas
for Subcommittee Examination
• LMS and Banner integration
• System-wide data dictionary
• Core Technologies/Tools
• Learning Analytics
• Mobile Learning
• 3rd party virtual services
• XML grammar standards for learning objects
• Content Delivery Network design/development

5. Convergence of Technologies in
21st Century Learning Models
• Consumer Technologies
• Digital Strategies
• Internet Technologies
• Learning Technologies
• Social Media Technologies
• Visualization Technologies
• Enabling Technologies
The NMC Horizon Report: 2014 Higher Education Edition

6. Key Report* Findings
• Over 6.7 million students were taking at least one online course during the fall 2011
term, an increase of 570,000 students over the previous year.
• Thirty-two percent of higher education students now take at least one course online.
• Only 2.6 percent of higher education institutions currently have a MOOC (Massive
Open Online Course), another 9.4 percent report MOOCs are in the planning stages.
• Academic leaders remain unconvinced that MOOCs represent a sustainable method
for offering online courses, but do believe they provide an important means for
institutions to learn about online pedagogy.
• Seventy-seven percent of academic leaders rate the learning outcomes in online
education as the same or superior to those in face-to-face classes.
• The proportion of chief academic officers who believe their faculty accept the value
and legitimacy of online education has not increased – it now stands at only 30.2
percent.
• The proportion of chief academic leaders who say online learning is critical to their
long-term strategy is at a new high of 69.1 percent.
• The perception of a majority of chief academic officers at all types of institutions is
lower retention rates for online courses remain a barrier to the growth of online
instruction.
*Changing Course: Ten Years of Tracking Online Education in the United
States, Babson Research Group (2013)

7. Growth in Online Learning
Changing Course: Ten Years of Tracking Online Education in the United States,
Babson Research Group (2013)

8. MOOC Trajectory
Changing Course: Ten Years of Tracking Online Education in the United States,
Babson Research Group (2013)

9. Learning Spaces
Convergent Learning Framework
Core Technologies/
Platforms
Instructional Delivery
Modes
Physical and Virtual
Learning Spaces
Learning Space

10. Supportive & Integrative
Core Technologies/Tools
Instructional Delivery Mode Technology/Platform
F2F (Traditional & Web
Facilitated)
Internet Projection;
Collaborative/Flipped
Classroom; LMS/CMS;
Lecture Capture; BYOD
Online (Asynchronous) LMS/CMS; CDN; VDI
Online (Synchronous) LMS/CMS; CDN; VDI; Web
Conferencing
Online
(Asynchronous/Synchronous)
LMS/CMS; CDN; VDI; Web
Conferencing;
Hybrid/Blended/IP Distributed LMS/CMS; CDN; VDI; Web
Conferencing; Bridging
Service; ARN/HPC

11. Standardizing Definitions
Changing Course: Ten Years of Tracking Online Education in the United States,
Babson Research Group (2013)

12. Key Trends Accelerating Higher
Education Technology Adoption
• 1. Growing Ubiquity of Social Media
• 2. Integration of Online, Hybrid, and Collaborative
Learning
• 3. Ride of Data-Driven Learning and Assessment
• 4. Shift from Students as Consumers to Students as
Creators
• 5. Agile Approached to Change
• 6. Evolution of Online Learning
The NMC Horizon Report: 2014 Higher Education Edition
Next1-2YearsNext3-5Years5ormoreYears

13. Significant Challenges Impeding
Higher Education Technology
Adoption
• Low Digital Fluency of Faculty
• Relative Lack of Rewards for Teaching
• Competition from New Models of Education
• Scaling Teaching Innovations
• Expanding Access
• Keeping Education Relevant
The NMC Horizon Report: 2014 Higher Education Edition

14. Important Developments in
Technology for Higher Education
• Flipped/Collaborative Classroom
• Learning Analytics
• 3D Printing
• Games and Gamification
• Quantified Self
• Virtual Assistants
The NMC Horizon Report: 2014 Higher Education Edition
Time to Adoption Horizon:
One Year or Less
Time to Adoption Horizon:
Two Years or Less
Time to Adoption Horizon:
Four to Five Years

15. Generation “C”
• …demanding video in all aspects of their lives, including
in their learning experiences. Universities ought to
harness the power of academic video not only to meet
these expectations, but to realize the power of lecture
capture, personalized education, and flipped classrooms.
University Business Web Seminar Digest (2013)

16. 2014 Agenda
• Continue examination of Online Learning supportive and
integrative technologies
• Inform CIO Council on emerging technologies/tools,
progress in Online Learning research, and opportunities
for discovery
• Make recommendations regarding USG support for
Online Learning

17. Questions/Comments?