edutice power-final

www.ulaval.ca 1

Power & Morven-Gould (2011). www.irrodl.org

http://www.irrodl.org/

4 points: 1/4 1. A crisis is looming in higher education as current supply is not meeting demand.

A worldwide problem

A crisis is looming

Sir John Daniel (former President &

CEO of COL)

Don Olcott CE OBHE

DEMAND

Source: D. Olcott www.obhe.ac.uk

http://www.obhe.ac.uk/resources/2008_AUA_Presentation.pdf

V

Don Olcott CE OBHE

widening GAP

DEMAND

SUPPLY

D. Olcott

Source: D. Olcott www.obhe.ac.uk

http://www.obhe.ac.uk/resources/2008_AUA_Presentation.pdf

Teacher Education (09-10)

“It is now clear that “bricks and mortar” approaches to expanding teacher education may not be adequate if the current and projected shortfalls in teacher supply and low teacher quality are to be properly addressed”.

www.ifadem.org

« By 2015, more than 3,800,000 teachers will be needed in Sub-Saharan Africa …» Agence universitaire francophone (AUF) (2011). UNESCO Brief.

Healthcare Training

Business Education

An elusive resource

Ph. D.

4 points: 2/4 2. We need to use more user-friendly technology on a much wider scale and use it more systematically.

http://portal.unesco.org/ci/en/ev.php-URL_ID=25929&URL_DO=DO_TOPIC&URL_SECTION=201.html


…every four years, the amount of information doubles in the world …


…every four years, the amount of information doubles in the world …

…we estimate that, by the year 2020, it will double every 73 days!

What will be the impact on ONLINE LEARNING?

16

asynchronous comms

exclusively

Harasim, Hiltz, Teles & Turoff, 1995; Seaman & Allen, 2010; Hiltz & Goldman, 2005 Power (in press)

enter 50% at

Laval University

ONLINE COURSES (ASYNCHRONOUS MODE)

17

AVANTAGES : 1) Professeurs - FLEXIBILITÉ ACCRUE - DÉLÉGATION CERTAINES TÂCHES 2) Étudiants - ACCESSIBILITÉ ACCRUE - FLEXIBILITÉ ACCRUE 3) Administrateurs - FINANCEMENT DISPONIBLE (parfois) - EMBAUCHE DE PERSONNEL ADJOINT Harasim, Hiltz, Teles & Turoff, 1995; Hiltz & Goldman, 2005 ; Sammons & Ruth, 2007; Seaman & Allen, 2010

Power (in press)

ADVANTAGES :

asynchronous comms

exclusively

enter 50% at

Laval University


1) FACULTY - greater flexibilty - some division of labour 2) Students - GREATER ACCESSIBILITY - GREATER FLEXIBILITY 3) Administrators - some FUNDING AVAILABLE (variable) - POSSIBILITY OF HIRING ADJUNCTS

18

AVANTAGES : 1) Professeurs - FLEXIBILITÉ ACCRUE - DÉLÉGATION CERTAINES TÂCHES 2) Étudiants - ACCESSIBILITÉ ACCRUE - FLEXIBILITÉ ACCRUE 3) Administrateurs - FINANCEMENT DISPONIBLE (parfois) - EMBAUCHE DE PERSONNEL ADJOINT Harasim, Hiltz, Teles & Turoff, 1995; Seaman & Allen, 2010; Hiltz & Goldman, 2005 Power (in press)

DISADVANTAGES:

asynchronous comms

exclusively

50% at Laval University


1) Faculty - course design, time-consuming - doubts about quality (- interaction) - changing content & copyright issues 2) Students - + isolated than in F2F settings; - need greater motivation/autonomy to succeed in studies 3) Administrators - OL, costly to achieve quality - monopolises scarce human resources

“…limited use of online teaching and learning … its incompatibility with the teaching styles of many professors’’. (Shea, Fredericksen, Pickett, and Pelz, 2004).

‘

http://tinyurl.com/4mkvbt

Why aren’t faculty involved?


‘‘Faculty members new to online teaching often report being overwhelmed by increased interaction levels’’. Shea et al., 2004




‘‘Faculty members new to online teaching often report being overwhelmed by increased interaction levels’’. Shea et al., 2004

“…the new 24/7 professor …dragged from a traditional classroom into cyberspace may not be able to adjust”. Sammons & Ruth 2007



4 points: 3/4 3. We must adopt technology that engages both faculty and students, thus creating a true learning community.

cam.k12.il.us

Synchronous Asynchronous

Power, 2008; Power & Vaughan, 2010; Power, Vaughan & St-Jacques, 2010; Power & Morven-Gould, 2011; Power, in press

Blended Online Learning Design

Various combinations

100% online Combined

synch / asynch LMS

Virtual Classroom + a basic Website

SYNCHRONOUS Elluminate LMS-Laval

ASYNCHRONOUS

caméra Web

© M. Power 2008

cam.k12.il.us


ADVANTAGES: SAME QUALITY (didactic relationship preserved); GREATER ACCESSIBILITY; IMPROVED COST-EFFECTIVENESS

LMS

100% online

Combined synch / asynch



cam.k12.il.us


ADVANTAGES: SAME QUALITY (didactic relationship preserved ); GREATER ACCESSIBILITY; IMPROVED COST-EFFECTIVENESS

LMS

100% online

Combined synch / asynch

DISADVANTAGES : COURSES IDEALLY

RESTRICTED TO SMALL NUMBERS; REAL-TIME CONSTRAINT (set time)



ORAL tradition

29 © M. Power 2008

+

WRITTEN tradition

BLENDED ONLINE LEARNING DESIGN two university traditions blend

BLENDED ONLINE LEARNING

DESIGN

SYNCHRONOUS ASYNCHRONOUS

LMS

4 points: 4/4 4. Graduate studies are likely the most promising avenue for 2nd generation online learning.

ONLINE LEARNING & GRADUATE STUDIES

booleanblackbelt.com

cam.k12.il.us


Power, 2008; Power & Vaughan, 2010; Power, Vaughan & St-Jacques, 2010 © M. Power 2008 Power (in press)

Various combinations

LMS

The GRADUATE SEMINAR


• Universities struggling to maintain some grad. programs; • Universities needing to increase recruitment options;


• Universities struggling to maintain some grad. programs; • Universities needing to increase recruitment options; • Graduate students often workplace professionals; • Usually very motivated and autonomous; • Accustomed to learning via technology & networking; • Small numbers involved (maximum 25 per class); = Allows for the use of synchronous technology;


• Universities struggling to maintain some grad. programs; • Universities need to increase recruitment options; • Graduate students often workplace professionals; • Usually highly motivated and autonomous; • Accustomed to learning via technology & networking; • Small numbers involved (maximum 25 per class); = Allows for the use of synchronous technology;


COMBINING SYNCH & ASYNCH MODES

• Universities struggling to maintain some grad. programs; • Universities need to increase recruitment options; • Graduate students often workplace professionals; • Usually highly motivated and autonomous; • Accustomed to learning via technology & networking; • Small numbers involved (maximum 25 per class); = Allows for the use of synchronous technology;

• Quality dialogue (leveraging a faculty strength); • Higher accessibility (completely online); • High cost-effectiveness (many costs offset; lower front-

end design; faster faculty online migration; flexibility).

COMBINING SYNCH & ASYNCH MODES

http://sites.google.com/site/changchienlily/BlankWorldMap.gif

WORLDWIDE RESEARCH NETWORKS an academic necessity in the 21st century

REALITY



WORLDWIDE GRADUATE PROGRAMS

RESEARCH CENTERS

GRADUATE PROGRAMS &

LIKELIHOOD:

www.bold-research.org


www.BOLD-research.org An emerging international research network

Dual-mode universities

Founder: M. Power / Co-founder: N. Vaughan / Coordinator: A. St-Jacques

http://www.bold-research.org/



More on BOLD

• Power, M. (2009). A Designer’s Log: Case Studies in Instructional Design. Athabasca University Press http://www.aupress.ca/index.php/books/120161 .

• Power, M. (2008). The emergence of blended online

learning. Journal of Online Learning & Teaching. (4) 4. http://jolt.merlot.org/vol4no4/power_1208.htm

• Power, M. & Vaughan, N. (2010). Redesigning online learning for graduate seminar delivery.

• Power, M. & Morven-Gould, A. (2011). Head of gold, feet of clay: the online learning paradox. 12 (2) IRRODL. http://www.irrodl.org/index.php/irrodl/article/view/916

Journal of Distance Education. 14(3) http://www.jofde.ca/index.php/jde/article/view/649

[email protected]

7

http://www.aupress.ca/index.php/books/120161

http://www.aupress.ca/index.php/books/120161

http://jolt.merlot.org/vol4no4/power_1208.htm

http://www.irrodl.org/index.php/irrodl/article/view/916

http://www.jofde.ca/index.php/jde/article/view/649