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The document discusses the history and future of online education. It begins with a brief overview of the speaker's background and experience in online learning. It then provides a high-level history of online education, noting that online learning started in the 1990s with asynchronous learning networks and grew through research and organizations like the Sloan Consortium. The document outlines concerns about a "quiet crisis" in online education and discusses changing dimensions in online learning like new technologies, widespread acceptance, and increased competition. It advocates for a focus on affordable, high-quality online education and learning through simulations, videos, mobile access, and competency-based models.
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- 1. The History andFuture of Online Education: What should you do? John Bourne, Ph.D. Chief Academic Officer American Sentinel University Executive Director Emeritus, The Sloan Consortium Emeritus Professor at Olin College and Babson College
- 2. Outline My background Your Challenge Briefhistory of online education The dimensions of online learning Are there problems? - yes, people just don’t know what is going on and how to do online education correctly! • The frog – just what is the problem? • What are solutions? Why should we consider the problem. • What are our solutions – take the best of on-ground and make it great online by replicating the best on-ground in an anytimeanywhere world. • • • • • • 2 Add things to do in the online world that can’t be done onground
- 3. John Bourne Ph.D-- Background • • • • • • • • • 3 B.E. Vanderbilt M.S.E. University of Florida Ph.D. University of Florida Professor at Vanderbilt (31 years) Professor at Olin College (10 years) Professor at Babson College (10 years) Executive Director, The Sloan Consortium (6 years) Chief Academic Officer, American Sentinel University ( 2 years) Fellow: IEEE, Sloan Consortium • Interests • Innovation in online education • Technology for teaching and learning • Social networking • Entrepreneurship • Analytics • French Horn playing
- 4. The Challenge forthis morning • In your discipline, as I present ideas, think about how could online education improve teaching and learning here at UMKC. • What can be done that cannot be done easily onground. • What affordances do you see for your discipline • Write things down and we’ll collect and organize – and have discussions with Devon Cancilla 4
- 5. Why talk aboutonline learning now? • Online learning is changing! The first phase is over. • How is it changing? – New technologies – Widespread acceptance by the public and government – Increased competition in a huge market • What does this mean for us? – What are the best steps to be leaders in this increasingly competitive market? - especially in the regional market. – Our direction: We should focus on affordable high quality online education for learners delivered at scale in markets that have sufficient growth in our focus programs. Focus on regional markets. 5
- 6. Some people worry thatwe have an Online Education crisis1 • “Friedman’s term quiet crisis, which others have called a “creeping crisis,” is reminiscent of the folk tale about boiling a frog. If a frog is dropped into boiling water, it will immediately jump out and survive. But a frog placed in cool water that is heated slowly until it boils won’t respond until it is too late.” – from the Rising Above the Gathering Storm report. – After Our Stem Crisis 6 1 Picture from Wikipedia
- 7. Sloan Foundation fundedprojects starting in 1993 in the “Learning outside the classroom” program spearheaded by Frank Mayadas and ultimately spent nearly $100M on projects, mostly in US. Online learning = ALN (asynchronous learning networks) grew in parallel paths: e-Learning (training) and in higher education. K-12 lagged significantly. Significant scholarly research proved the efficacy of online learning Sloan-C was established and grew into a prime mover organization for online education. • • • • 7 History of Online Learning
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- 9. The Changing Landscape •The Internet became widely available – The original pillar of access was largely realized. Scale became more important. • Better ways of learning were introduced but often often poorly utilized – often largely duplicating drawbacks of the classroom model (e.g., MOOCs) • Known learning theory discoveries have not been widely implemented (e.g.,Community of Inquiry (COI), immersive learning, simulation, learning by doing) • We believe schools that will be successful will embrace change and organize their offerings according to the educational needs of the student 9
- 10. The Online LearningLandscape • Immersive simulations – Immediate feedback – Assessment • MOOCs – Videos and Assessment • • • • 10 Mobile Video, audio, text, COI (e.g. voice thread) Competency-based; e-portfolios Cohort learning – COI and the • • • • bush taxi Self-paced to scale Curated Collections of Content – videos, papers, texts The changing role of the faculty – guide-on-the-side and/or Content creators? Learn-by-doing – “Challenges” and “Failures”
- 11. MOOCs: Yes, No,or Maybe? • Question: What is a MOOC (massively open online course)? • Answer: Basically you provide a recorded lecture that anyone can view, coupled with testing and feedback given frequently – Coursera, Udacity, Edx, others • Question: How does it differ from the traditional classroom style? • Answer: (1) only the very best lectures provided and (2) assessment is more rapid. Many drop out. • Q: should MOOCs be important to you? • A: Maybe, maybe not. Example: free MOOCs for regional presence 11
- 12. MOOCs: Yes, No,or Maybe? • MOOCs are “elitist.” Often used for marketing purposes. • MOOCs hurt one-on-one and small group teaching. Possibilities for integration – thus, helping? • Unless you have a “pinnacle of excellent” in your academic quiver, you will likely not succeed with MOOCs. • Don’t do it or maybe try out with the pinnacles of excellence only 12
- 13. Affordances: Consider howa university can benefit from online learning • Improve access, quality of learning, • • • • • • • • • • • 13 Arts and Liberal Arts Business Education Sciences Health care Medicine Nursing Pharmacy Dentistry Law Engineering student satisfaction, faculty satisfaction and reduced cost • • • • • • • Learning through “doing” Community of Inquiry created Higher quality learning through knowledge organization and delivery Computer–based methods work for anywhere anytime learning Connection with the region and the world Improved student performance Life-long learning model for the institution
- 14. The World ofEducational Simulations “my favorite topic”
- 15. Steamer – circa1980s 15
- 16. 2D Simulations Above fromConcord Consortium 16
- 17. Work in South Korea –15 years ago. Appeared in IMEJ; with permission. 17
- 18. Work in SouthKorea – 15 years ago. Appeared in IMEJ; with permission. 18
- 19. Health Simulations arebeing implemented to teach: Diagnostic Skills Communication Skills Health Promotion Environmental Health
- 20. Tox Town: NationalLibrary of Medicine (NIH)
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- 22. Serious Gaming Through roleplay the length and outcome of the simulation is determined through decision making. 22
- 23. A Serious Game– National University 23
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- 25. The View theStudent Sees (campus) Hello: This is Rick, I’m your guide-on-theside. Ask me about things you want to know about using this learning system: 25
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- 27. More features forthe Virtual Campus 27
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- 29. The India Simulation •Purpose: • Teach how to filter water in an Indian Village that has arsenic in its water 29
- 31. Some Examples • TheWindshield Survey – A learning exercise deeply rooted in the community health curriculum in nursing – Students ride a bus, take notes, discuss and report about the aspects of the community that might affect health and livability of that environment • Nursing Theorists – Nursing students learn the theories propounded by giants in the field • We have migrated these activities to online simulations that permits a variety of affordances 31
- 32. Affordances of Simulations Affordance Description Onboarding Introductionprovides explanation tutorial and practice Interaction Robust interaction with sim Feedback Immediate feedback given Identity Learning identifies with own identity in-world Immersion Immersion provides “Flow” (Csikszentmihalyi) Pleasurable frustration Provides challenges that are overcome with work Manipulation Objects in-world can be manipulated Increasing skills/knowledge Scaffolded learning is evident and clear Rules Rules are provide at outset Informed learning Students understand what the rules are Pedagogy The material could not be taught without the sim Multi and single player COI is evident and NPCs used for anywhere-anytime 32
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- 37. A playground inSentinel City 37
- 38. Next Generation Bot Example TheFlorence Nightingale Bot Dialogs 38
- 39. Museum and ResourceCenter • Nursing history (walk around, talk to simulated nursing theorists review slides, talk to docents) • Resources for how to use tools (e.g. Turn it in, ePortfolios, Moodle) • Staffed by bots and student success advisors 39
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- 41. The Next Immersionstep: Oculus Rift and Razer Hydra How do you teach how to draw blood? Millimeter accuracy 41
- 42. So, what shouldwe do? ? Immersive simulations ? Immediate feedback ? Assessment ? ? ? MOOCs ? Videos and Assessment ? ? Mobile ? Video, audio, text, COI (e.g. voice thread) ? Competency-based; e-portfolios ? Cohort learning – COI and the 42 ? bush taxi Self-paced to scale Curated Collections of Content – videos, papers, texts The changing role of the faculty – Guide-on-the-side and/or Content creators? Learn-by-doing ? “Challenges” and “Failures” And – it can all tie together in sims on a virtual campus
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