The document discusses how online education can promote economic development by:
1) Providing access to higher education for working professionals, which creates a more educated workforce that attracts higher-paying jobs.
2) Allowing universities to "geotarget" online programs to areas with workforce needs.
3) Exporting U.S. education globally through massive open online courses (MOOCs) and other online programs.
4) Aligning online programs with in-demand industry skills to strengthen the link between education and the labor market.
The unprecedented impact of Covid-19 on education systems around the world has affected more than 1.6 billion students representing 91% of all students in the world. World over Education is experiencing Non-Linear Changes.
COVID -19 has given a death blow to Higher Education by attacking the essential element of social connection on which the university and higher education system thrives forcing the world over all the universities within 7 to 10 days to go for online education. At the moment, universities are focused on ensuring academic continuity for students through “emergency remote teaching.”
The big question that arises is that will this Online Teaching be able to produce lasting change?
Open Distance Education in China: Trends and Developments by Haixia Xu (Chine...EduSkills OECD
This presentation was given by Haixia Xu of the National Center for Education Development Research - Chinese Ministry of Education at the international seminar “Opening higher education: what the future might bring” 8-9 december 2016, in Berlin, Germany, jointly organised by OECD Centre for Educational Research and Innovation (CERI) and Laureate International Universities (LIU).
Students’ Perception towards Learning Platforms – A Comparative Analysis of O...Dr. Amarjeet Singh
The purpose of this study is to find out college students perception towards the learning platforms and their priorities with regard to online learning as well as offline learning. Rapid developments in education technology have provided many new options of learning to students and thus made this research important to determine their preferences for the same. Moreover due to covid-19, the students have fresh experience of online learning which would make the comparison more relevant. The study makes comparison of online education and traditional way of education from the point of view of Post - Graduate students from M.COM, MBA, MA (economics), M.SC, and M.TECH respectively. To know their perception and preference, online questionnaire was constructed via Google form and data was collected from 100 respondents. 10 variables based on 5 point likert scale have been used to analyze the perception. These variables include Convenience, Flexibility, Teacher – student interaction, accessibility in terms of time and cost, Freedom in learning, Doubt clarity, Learning experience, Content analysis, Adaptability and performance evaluation. This preliminary analysis of students' perception will determine whether there are statistically significant differences between online learning and offline learning, and preference for online learning technology between gender groups and between post graduate students from different educational qualifications and family income, along with investigating the reasons for their preference.
Peter Ockerbloom, Senior Vice President Client Management Penn Foster, presents the future of career technical education with online and hybrid learning models.
Higher ed consultant George Dehne gave this presentation on Friday, June 18, 2010 at Wagner College at a program organized by the New American Colleges & Universities.
The unprecedented impact of Covid-19 on education systems around the world has affected more than 1.6 billion students representing 91% of all students in the world. World over Education is experiencing Non-Linear Changes.
COVID -19 has given a death blow to Higher Education by attacking the essential element of social connection on which the university and higher education system thrives forcing the world over all the universities within 7 to 10 days to go for online education. At the moment, universities are focused on ensuring academic continuity for students through “emergency remote teaching.”
The big question that arises is that will this Online Teaching be able to produce lasting change?
Open Distance Education in China: Trends and Developments by Haixia Xu (Chine...EduSkills OECD
This presentation was given by Haixia Xu of the National Center for Education Development Research - Chinese Ministry of Education at the international seminar “Opening higher education: what the future might bring” 8-9 december 2016, in Berlin, Germany, jointly organised by OECD Centre for Educational Research and Innovation (CERI) and Laureate International Universities (LIU).
Students’ Perception towards Learning Platforms – A Comparative Analysis of O...Dr. Amarjeet Singh
The purpose of this study is to find out college students perception towards the learning platforms and their priorities with regard to online learning as well as offline learning. Rapid developments in education technology have provided many new options of learning to students and thus made this research important to determine their preferences for the same. Moreover due to covid-19, the students have fresh experience of online learning which would make the comparison more relevant. The study makes comparison of online education and traditional way of education from the point of view of Post - Graduate students from M.COM, MBA, MA (economics), M.SC, and M.TECH respectively. To know their perception and preference, online questionnaire was constructed via Google form and data was collected from 100 respondents. 10 variables based on 5 point likert scale have been used to analyze the perception. These variables include Convenience, Flexibility, Teacher – student interaction, accessibility in terms of time and cost, Freedom in learning, Doubt clarity, Learning experience, Content analysis, Adaptability and performance evaluation. This preliminary analysis of students' perception will determine whether there are statistically significant differences between online learning and offline learning, and preference for online learning technology between gender groups and between post graduate students from different educational qualifications and family income, along with investigating the reasons for their preference.
Peter Ockerbloom, Senior Vice President Client Management Penn Foster, presents the future of career technical education with online and hybrid learning models.
Higher ed consultant George Dehne gave this presentation on Friday, June 18, 2010 at Wagner College at a program organized by the New American Colleges & Universities.
The science of learning. can it make learning more resilient against the risk...dvndamme
Education research is growing, but has not enough impact to tackle the systemic risks of education systems (quality, productivity, equity, innovation). Why? Do we work with outdated theories? And can the science of learning help to do better? Keynote at ECER2019.
Frank F. Britt, CEO Penn Foster, addresses the nation's mega trends that is changing the face of education as we know it at the 2013 ASU/GSV Summit in Scottsdale, AZ.
Vocational Education: A Backbone for the Development of Chile by Gonzalo Varg...EduSkills OECD
This presentation was given by Gonzalo Vargas of the Council of Accredited Professional Institutes and Technical Education Centers) at the international seminar “Opening higher education: what the future might bring” 8-9 december 2016, in Berlin, Germany, jointly organised by OECD Centre for Educational Research and Innovation (CERI) and Laureate International Universities (LIU).
The Unbundled University: Researching emerging models in an unequal landscape – ESRC/NRF funded 26 month project
Profs Neil Morris and Laura Czerniewicz from the universities of Leeds and Cape Town, respectively, are the Principal Investigators on the 26-month project ‘The Unbundled University: Researching Emerging Models in an Unequal Landscape’, from October 2016 to November 2018. Also on the team are Carlo Perrotta, Bronwen Swinnerton and Mariya Ivancheva from the University of Leeds and Alan Cliff, Sukaina Walji and Rebecca Swartz from the University of Cape Town. This project examines the profound confluence which constitutes the unbundled university – the intersection of increasingly disaggregated curricula and services, the affordances of digital technologies, the growing marketisation of the higher education sector itself and the deep inequalities which characterise both the sector and the contexts in which they are located.
Each of these aspects contributes to the complex ways in which the nature of Higher Education is itself evolving. For example, the past few years have seen the appearance of many flexible online courses and qualifications, delivered in new configurations of providers and partnerships, including by parties new to the sector. Whilst these changes may offer opportunities for increased numbers of learners to access education and thus contribute to economic prosperity, there is very little empirical research about the nature, process and impact of unbundling and rebundling, as it is playing out in the rapidly reconfiguring sphere. This project will explore how these formulations are coming into being, how opportunities are being exploited and whose interests are being served
Factors affecting the quality of e-learning during the COVID-19 pandemic from...eraser Juan José Calderón
"Factors affecting the quality of e-learning during the COVID-19 pandemic from the perspective of higher education students." de Elumalai, K. V., Sankar, J. P., R, K., John, J. A., Menon, N., Alqahtani, M. S. N., & Abumelha. M. A. (2020).
Opportunities of online education during Covid-19 PandemicBhavmeet Kaur
There are three fundamental components of tacit knowledge – standard teaching, lectures and discussions, and deep interactions. E-learning has begun sowing seeds of inspiration in the field of executive education as well.
Education System during Pandemic Situation of COVID 19 in Indiaijtsrd
This is on the transformation of education system during pandemic situation of COVID 19 in India .COVID 19 is an infectious disease caused by corona virus .The first case of COVID 19 in India was reported on 30th January 2020,originating from china .the virus not only affected the human life ,economy and other living factors but also disturbed education system. for purpose of social distancing and human safetly various strong decisions are taken by government of India was announced on 24th march midnight by prime minister Narendra Modi which was of 21 days .On 14th April the prime minister extended lockdown up to 3 May ,the rising in corona virus cases the lockdown again extended till 17th may and there are chances of extension depending upon cases. The extension of lockdown and closures of school, colleges affected the education learning, classes ,economy as well as the academic year of 2020. Shreyal Darole "Education System during Pandemic Situation of COVID-19 in India" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-4 , June 2020, URL: https://www.ijtsrd.com/papers/ijtsrd31030.pdf Paper Url :https://www.ijtsrd.com/other-scientific-research-area/other/31030/education-system-during-pandemic-situation-of-covid19-in-india/shreyal-darole
Lessons for Education from COVID: A policy maker's handbook for more resilien...EduSkills OECD
The COVID-19 pandemic has shaken long-accepted beliefs about education, showing that learning can occur anywhere, at any time, and that education systems are not too heavy to move.
When surveyed in May 2020, only around one-fifth of OECD education systems aimed to reinstate the status quo.
Policy makers must therefore maintain the momentum of collective emergency action to drive education into a new and better normal.
This Handbook provides practical guidance to support them to do just that.
It presents the current state-of-play in over 40 education systems, and efforts to improve pedagogical practices in the midst of the pandemic.
It proposes three key lessons and related policy pointers for the current academic term and beyond.
Drawing on concrete examples of COVID-19 policy responses from primary to tertiary, as well as impactful pre-crisis policies, it addresses the policy areas of flexible learning, educator skills, and student equity.
The Handbook has been prepared with evidence from the Education Policy Outlook series – the OECD’s analytical observatory of education policy.
As such, it benefits from a decade of policy analysis, outcomes from the Education Policy Reform Dialogues 2020, and the development of an actionable Framework for Responsiveness and Resilience in education.
Higher Ed: Global Education
Sponsored & Hosted by: Wimba, Inc. (http://www.wimba.com/)
This webinar will explore a broad range of issues related to the institution's/unit's practices and procedures as new global campuses become the norm and the traditional education landscape transforms. Specific areas of interest may focus on strategic planning, accreditation, faculty workload, international programs, virtual learning communities, leadership, connecting educational institutions globally, trends, best practices and alternative education as an issue of national competitiveness.
The science of learning. can it make learning more resilient against the risk...dvndamme
Education research is growing, but has not enough impact to tackle the systemic risks of education systems (quality, productivity, equity, innovation). Why? Do we work with outdated theories? And can the science of learning help to do better? Keynote at ECER2019.
Frank F. Britt, CEO Penn Foster, addresses the nation's mega trends that is changing the face of education as we know it at the 2013 ASU/GSV Summit in Scottsdale, AZ.
Vocational Education: A Backbone for the Development of Chile by Gonzalo Varg...EduSkills OECD
This presentation was given by Gonzalo Vargas of the Council of Accredited Professional Institutes and Technical Education Centers) at the international seminar “Opening higher education: what the future might bring” 8-9 december 2016, in Berlin, Germany, jointly organised by OECD Centre for Educational Research and Innovation (CERI) and Laureate International Universities (LIU).
The Unbundled University: Researching emerging models in an unequal landscape – ESRC/NRF funded 26 month project
Profs Neil Morris and Laura Czerniewicz from the universities of Leeds and Cape Town, respectively, are the Principal Investigators on the 26-month project ‘The Unbundled University: Researching Emerging Models in an Unequal Landscape’, from October 2016 to November 2018. Also on the team are Carlo Perrotta, Bronwen Swinnerton and Mariya Ivancheva from the University of Leeds and Alan Cliff, Sukaina Walji and Rebecca Swartz from the University of Cape Town. This project examines the profound confluence which constitutes the unbundled university – the intersection of increasingly disaggregated curricula and services, the affordances of digital technologies, the growing marketisation of the higher education sector itself and the deep inequalities which characterise both the sector and the contexts in which they are located.
Each of these aspects contributes to the complex ways in which the nature of Higher Education is itself evolving. For example, the past few years have seen the appearance of many flexible online courses and qualifications, delivered in new configurations of providers and partnerships, including by parties new to the sector. Whilst these changes may offer opportunities for increased numbers of learners to access education and thus contribute to economic prosperity, there is very little empirical research about the nature, process and impact of unbundling and rebundling, as it is playing out in the rapidly reconfiguring sphere. This project will explore how these formulations are coming into being, how opportunities are being exploited and whose interests are being served
Factors affecting the quality of e-learning during the COVID-19 pandemic from...eraser Juan José Calderón
"Factors affecting the quality of e-learning during the COVID-19 pandemic from the perspective of higher education students." de Elumalai, K. V., Sankar, J. P., R, K., John, J. A., Menon, N., Alqahtani, M. S. N., & Abumelha. M. A. (2020).
Opportunities of online education during Covid-19 PandemicBhavmeet Kaur
There are three fundamental components of tacit knowledge – standard teaching, lectures and discussions, and deep interactions. E-learning has begun sowing seeds of inspiration in the field of executive education as well.
Education System during Pandemic Situation of COVID 19 in Indiaijtsrd
This is on the transformation of education system during pandemic situation of COVID 19 in India .COVID 19 is an infectious disease caused by corona virus .The first case of COVID 19 in India was reported on 30th January 2020,originating from china .the virus not only affected the human life ,economy and other living factors but also disturbed education system. for purpose of social distancing and human safetly various strong decisions are taken by government of India was announced on 24th march midnight by prime minister Narendra Modi which was of 21 days .On 14th April the prime minister extended lockdown up to 3 May ,the rising in corona virus cases the lockdown again extended till 17th may and there are chances of extension depending upon cases. The extension of lockdown and closures of school, colleges affected the education learning, classes ,economy as well as the academic year of 2020. Shreyal Darole "Education System during Pandemic Situation of COVID-19 in India" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-4 , June 2020, URL: https://www.ijtsrd.com/papers/ijtsrd31030.pdf Paper Url :https://www.ijtsrd.com/other-scientific-research-area/other/31030/education-system-during-pandemic-situation-of-covid19-in-india/shreyal-darole
Lessons for Education from COVID: A policy maker's handbook for more resilien...EduSkills OECD
The COVID-19 pandemic has shaken long-accepted beliefs about education, showing that learning can occur anywhere, at any time, and that education systems are not too heavy to move.
When surveyed in May 2020, only around one-fifth of OECD education systems aimed to reinstate the status quo.
Policy makers must therefore maintain the momentum of collective emergency action to drive education into a new and better normal.
This Handbook provides practical guidance to support them to do just that.
It presents the current state-of-play in over 40 education systems, and efforts to improve pedagogical practices in the midst of the pandemic.
It proposes three key lessons and related policy pointers for the current academic term and beyond.
Drawing on concrete examples of COVID-19 policy responses from primary to tertiary, as well as impactful pre-crisis policies, it addresses the policy areas of flexible learning, educator skills, and student equity.
The Handbook has been prepared with evidence from the Education Policy Outlook series – the OECD’s analytical observatory of education policy.
As such, it benefits from a decade of policy analysis, outcomes from the Education Policy Reform Dialogues 2020, and the development of an actionable Framework for Responsiveness and Resilience in education.
Higher Ed: Global Education
Sponsored & Hosted by: Wimba, Inc. (http://www.wimba.com/)
This webinar will explore a broad range of issues related to the institution's/unit's practices and procedures as new global campuses become the norm and the traditional education landscape transforms. Specific areas of interest may focus on strategic planning, accreditation, faculty workload, international programs, virtual learning communities, leadership, connecting educational institutions globally, trends, best practices and alternative education as an issue of national competitiveness.
Our goal is to ensure that more children find jobs by being academically and socially ready for their first year of college. The "College Ready" High School to College Pipeline program allows colleges and universities to enroll students that have been acculturated to college, both socially and academically. This program will increase their retention and graduation rates, while decreasing the institution's drop-out rates.
Dr. King
College of Communication & Information Degree ProgramsFSUlibIT
The Florida State University College of Communication & Information undergraduate Information Technology bachelor's degree and graduate Library & Information Studies masters' degree programs for careers in IT, libraries, health informatics and more - http://slis.fsu.edu
Division Meeting - Feb. 25, 2022
University of South Carolina Division of Student Affairs and Academic Support
presenters:
Megan Colascione, Student Life, Staff Senate
Pam Bowers, Planning, Assessment and Innovation
Jennifer Keup, National Resource Center for The First-Year Experience and Students in Transition
From factors contributing to decreased enrollment at campuses across the midwest to patterns college administrators are seeing with summer bridge and remedial programs, explore 10 gamechangers transforming the higher education landscape.
LiFT Scholars Program: Supporting the Next Generation of Technology LeadersDr. Molly Morin
This presentation is from the 2018 NASPA Assessment and Persistence Annual Conference and provides an overview of the LiFT Scholars Program, a scholarship and support program for students who demonstrate financial need and are pursuing a career in the information technology (IT) fields from IUPUI and Ivy Tech Community College. This program now serves 140 students and not only helps build the students' professional networks in the IT field, but is also support the transfer pathways for Ivy Tech community college students, whom come from a variety of diverse backgrounds including: first-generation college students, military veterans, returning college students, refugee students, student parents, and more.
Rural hospitals are in crisis as the complex health care landscape continues to change. Taylor Regional Hospital in Pulaski County,GA, credits the strong community bonds created through the community's participation in the UGA Archway Partnership program as a key factor in the hospital's ability to not only stay open but to expand services at a time when similar hospitals are shutting their doors.
Marquette's Explorer Challenge is an annual competition that is integral toward promoting a campus-wide culture of innovation, fueled by entrepreneurial thinking, cross-campus participation, interdisciplinary collaboration, and external partnerships. Open to all members of the University community.
The Program's Lean Startup approach helps accelerate business model concepts generated on campuses to better match market needs. Ideadvance encourages teams to try new ideas as part of a fail-fast, pivot, and move-on strategy.
The majority of Iowa is rural and most of their small businesses are isolated from the services necessary to successfully operate and grow. Advance Iowa, a comprehensive consulting program designed to work with small to medium enterprises to enhance profitability and growth, create strategy within their companies, and plan for their exits.
Internship Draft Day is and innovative college talent program focused on the recruiting and hiring of student interns. This unique event, now in its fourth year, connects college students to hundreds of internship opportunities with businesses in northeast Wisconsin.
University of Wisconsin- Seven Points and Sentry Insurance collaboration places the Cooperative in the context of a variety of coordinated and intentional initiatives all designed to ensure Central Wisconsin employers can attract, train and retain the talent they need given the pressing demands for more employers with strong technology backgrounds.
The VIP Program offers a paid internship program to engineering, construction management, and industrial technology students comprised of twenty-three industry partners from California's Central Valley who are dedicated to the success of the students.
UT Center for Industrial Services and Tennessee Department of Economic and Community Development, developed an Asset Based Planning Program serving 23 rural, distressed counties throughout the state. The purpose of the program is to help participating counties identify 2-3 economic development projects that build on community assets in a twelve-month period.
Four universities and collaborated on the creation of an Advanced Economic Development Leadership training program to solve a need for an in-depth, experiential program designed for mid and senior economic development professional.
The University of Georgia developed the Georgia Certified Economic Developer Program. This was developed to help economic developers improve their effectiveness and performance.
Montana State University's Montana Manufacturing Extension Center led Montana's manufacturing ecosystem, photonics cluster, and entrepreneurs to adopt agile strategy discipline, improve the state's collaborative advantage, and accelerate and increase prosperity for community.
More from University Economic Development Association (20)
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
3. On Line Forensic Programs
MS Programs
Forensic Toxicology
Drug Chemistry
DNA & Serology
Forensic Science
Pharm. Chem
Clinical Toxicology
6 Graduate Certificates
Two non credit (CE) courses
4. Forensic program growth
3000 enrollments/year
Students from 50
countries
Self supporting from
$4million annual
revenue
Started with $40k loan
UF $70million revenue
from 6700 online
students
5. Reasons for Success
UF Name and Reputation
Flexible
Students can start any semester.
Degree Seeking
Graduate level designed for working professionals
Market Research
All key courses available 3 x year
Has to quickly become self sustaining
Advertizing
6. Reasons for Success
Customer Service
Registrations support
Help Desk/IT
Advising
Funding Model
University/College/Department 20%
Marketing 40%
Everything else 40%
7. Challenges
Marketing
Help desk
Need 24/7 knowledgeable IT support
Registrations
Customer Service
Financial Services
Difficulty accepting payments
Instructional/Graphic Design
Greater access
Better Coordination/Collaboration
8. Globalizing Education
Growing demand for online education
Individualized education through course
sharing
Identify and tap existing resources on
campus, statewide, nationally
Self supporting
Creates jobs, not place bound
Export US education
9. Dr. Joel L. Hartman
Vice Provost and Chief Information Officer
University of Central Florida
WHAT DOES ONLINE LEARNING
HAVE TO DO WITH ECONOMIC
DEVELOPMENT?
10. Premise
• Economic development means the creation and
growth of businesses and job creation to
promote economic well being
• An educated workforce is critical to the
economic development of a city or region
• Well-paying jobs and upward mobility are
requiring increasingly higher levels of education
11. A College Educated Person
• Earns about $1M more over their lifetime,
which leads to greater tax revenue
• Is healthier
• Is more likely to support their community and
donate to charity
• Is less likely to be unemployed
12. A College Educated Person
• Is three times less likely to be incarcerated (the
annual cost of maintaining a prisoner is more
than the cost of educating a student)
• Is likely to make greater contributions to society
• Is believed to have a happier, more fulfilling life
13. The 21st Century Economy
• Will need an increasingly well educated
workforce in a broadening array of fields
• Four of the five fastest-growing occupations will
require high levels of postsecondary education
14. The 21st Century Economy
• 55 million new job openings by 2020
– 24 million will be new jobs
– 31 million will be replacing retirees
– 65% of these jobs will require some postsecondary
education and training, up from 28% in 1973
– 5 million of these new jobs will remain unfilled due
to a lack of workers with sufficient education
(over two years’ worth of BS/MS graduates: IPEDS)
- Georgetown University Center on Education and the Workforce
15. Online Learning
• Expands access to higher education through
increased convenience and flexibility
• Brings education to the student, rather than
the student to education
• Allows students to blend school, family, and
work obligations around their personal
schedules
16. Online Learning
• Increasing numbers of baccalaureate and
graduate degree and certificate programs
becoming available online (>700 in Florida)
• Can “geotarget” programs to areas where the
need exists, when no institution or suitable
program is nearby
• Can bring higher education to rural areas
17. Nationally, online degree programs can meet postsecondary requirements for ~80% of job openings in
target clusters
EFI Target Industry Job Openings (2020 Projected) that Can Be
Satisfied with Current National Online Degree Program Offerings
30K
Strengthening the
Link Between the
Labor Market and
Post-Secondary
Education
Florida Today
• Institutions are offering online courses
and degree programs with careerfocused options at every degree level
• Of the EFI Target Industry Job Openings
(2020 Projected), ~30% can be satisfied
with SUS or FCS online programs
28.2K
Job
Requirements
Cannot be Met
with Online
Programs
20
18.1K
Opportunities for Further
Innovation Within
the SUS/FCS
10
Job
Requirements
Can be Met
with Online
Programs
8.6K
6.0K
2.8K
0
Life Sciences Financial and
Professional
Services
Information
Techology
Clean Tech
2.6K
Aviation/
Defense and
Aerospace Homeland Security
• Increase the focus on online-only
students through a broader portfolio of
more flexible offerings, while maintaining
high standards of academic quality
• Better alignment between industry and
post-secondary education through statelevel “Industry Councils” and Florida
Department of Economic Opportunity,
who would provide input on new degree
programs and curriculum
Note: SOC codes are manually mapped to Florida’s 6 target clusters, identified by Enterprise Florida Inc; Job openings in positions with SOC codes are mapped to a program CIP code; it is then
determined which program CIP codes map to DL courses offered nationally (green); Some occupations fell into more than one job cluster and are therefore duplicated within appropriate industry clusters
Source: BLS; Florida Department of Economic Opportunity’s 2012-2020 Projections Statewide (FL DEO); 2010-2015 Strategic Plan for Economic Development, from Enterprise Florida Inc. (EFI);
Peterson’s Distance Learning Database; IPEDS; SUS Board of Governors; FL DOE
1211SUFL_01
17
20. Academic Year 2012-2013
• UCF enrolled ~60,000 students
• 34.5% of total university SCH from online courses
• 72% (46,995) of all students took at least one
online or blended course
• 74% (41,251) of all undergraduate students took
at least one online or blended course
21. A Profile of UCF’s Online Students
•
•
•
•
67% female
Average age: 25
Undergrads, primarily full-time students
Graduate students, primarily part-time
22. What Online Grad Students Study
1.
2.
3.
4.
5.
Social Work
Health Sciences
Criminal Justice
Nursing
Communication
Disorders
6. Accounting
7. Teacher Education
8. Counselor Education
9. Nonprofit Management
10. Education PhD
23. Quality Courses = Student Success
100
90
F2F (n=669,638)
Blended (n=66,124)
Fully Online (n=176,856)
94
94
91
90 88
90 88
90
90
90
89
89
87
87
87
87
87
87
80
70
60
50
40
30
20
10
0
Spring 11
Sum 11
Fall 11
Spring 12
Sum 12
Fall 12
24. Withdrawal Rates
100
F2F (n=748,226)
90
Blended (n=67,190)
Fully Online (n=176,983)
80
70
60
50
40
30
20
10
3 3 4
2 2 4
4 4 5
4 4 5
3 3 4
5 4 6
Spring 11
Sum 11
Fall 11
Spring 12
Sum 12
Fall 12
0
25. MOOCs
•
•
•
•
Massive – up to 160,000 students
Open – anyone can register
Online – delivered via the Web
Courses – but not yet degree programs
26. MOOCs
• Free – no tuition
• No credit from originating institution
• But options are emerging to get academic credit
27. Florida Performance Funding
• UCF and USF each received the top performance
funding awards
– % of bachelor’s grads employed or continuing their
education 1 year after graduation
– median average full-time wages of undergrads
employed 1 year after graduation
– average institutional cost per undergrad
28. Dr. Joel L. Hartman
Vice Provost and Chief Information Officer
University of Central Florida
WHAT DOES ONLINE LEARNING
HAVE TO DO WITH ECONOMIC
DEVELOPMENT?
30. The University of South Florida
• Located in the Tampa Bay area and founded in 1956.
• USF is one of the nation’s top public research universities and
one of only 40 public research universities nationwide with very
high research activity.
• USF serves more than 47,000 students, with campuses in
Tampa, St. Petersburg, and Sarasota-Manatee, with a medical
campus in Tampa.
• USF offers 241 degree programs at the
undergraduate, graduate, specialist, and doctorate levels.
• 80,000 enrollments in more than 2,000 online course sections
annually, including 31 degree and 31 certificate programs
availably fully online.
31. The Market
• Of the 4.4 trillion dollar education market
in, 2012, $91 billion is attributed to online learning.
• eLearning is the fastest growing and forecasted to
have 23% compound annual growth through 2017
• Investments in the US are increasing and have grown
more than 3.5x in last decade
Source: http://blogs.edweek.org/edweek/marketplacek12/IBIS.pdf
32. Distance Learning
• Creates greater access for learners
• Allows flexibility for learners
• Meets growing demand in expanding marketplace
• Advances professional and workforce development
• Encourages lifelong learning
34. Addressing Challenges
• Mobility
– Tailoring classes for adult learning
• Anytime, anywhere learning
– Flexibility in delivery
– Building models that can evolve
• Competency-based programs
– Credit to non-credit
– Building a strong foundation
35. Addressing Challenges
• Workforce alignment
– Changing model to “outside looking in”
– Creating skill sets that meet industry needs
• Marketplace
– Listening to workforce demands from industry
– Redefining what a traditional “student” is
UCF has been delivering online courses since 1996, and blended courses since 1997More online degrees in development
UCF began delivering courses online in 1996, and added blended courses since 1997UCF has been named a “Next Generation University” and national model in a recent national study by the New America FoundationThe growth of online learning has accounted for 91% of the increase in UCF SCH over the past five academic years
Online students:2/3 are femaleAverage age of 24¼ are 25 or older
Success = achieving a grade of A, B, or CUCF provides award-winning faculty development, course design and development, and online student/faculty support
Our online student withdrawal rates are among the lowest in the country and nearly identical to face-to-face
According to a recent study by IBIS Capital, a London based investment bank, of the 4.4 trillion dollar education market, in 2012, $91 billion is attributed to online learning. The eLearning portion of the education market is the fastest growing and forecasted to have 23% compound annual growth through 2017. Investments in the US are increasing…grown more than 3.5x in last decade, with over $600M of VC funding to educational technology start ups in 2012 alone…from 2Tor (now 2U) to Lynda.com, to the Minerva Project…not all just going to MOOCs, but MOOC platforms also receiving heavy investments.
Institutions have to ask why they are entering online learning?