faculty centric online learning- an old tradition in a new format
DESCRIPTION
Mulligan, B., Mulligan, B., Schroeder, R. "Faculty Centric Online Learning- An old tradition in a new format." EDUCA Online Conference, Berlin, Nov 30 - Dec 2, 2011TRANSCRIPT
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Faculty-centric online learning:An old tradition in a new format.
Brian Mulligan Institute of Technology Sligo, Ireland
Ray Schroeder University of Illinois at Springfield
EDUCA 2011, Berlin, Nov 30th- Dec 2nd, 2011
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Is this true?
• Online courses must be developed to the highest level of quality!
• Significant investment in design and content is required for an online course!
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University of Illinois at Springfield• 1997 to date• Mostly asynchronous• Autonomy of Faculty• No requirements for– Training– Design
• No extra quality assurance• 1,425 students (37% of activity)
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University of Illinois “Global Campus”
• 2006 – 2009• $9m investment• Separate from normal operations• Faculty create content– Following a template– Delivered by others
• Closed in 2009– Courses transferred to departments
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Institute of Technology Sligo (Ireland)
‘Evening Classes’online
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IT Sligo approach• 2002 to date• Lecturer Autonomy• Live online evening classes• Textbooks and handouts
– No investment in content
• Independent learning (Assignments)• Asynchronous support
– From lecturers and peers
• Attendance where necessary
• Continuous Improvement approach
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How did it go?
• 790 students (8%)• High performance and customer satisfaction
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What were other Irish (European?) institutions doing?• Developing content• Looking for scale economies• Market research• Pedagogical research.• Detailed and Planning and Design• Collaboration• Submitting grant applications• Hiring specialists (non-faculty)• Top-down initiatives
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How were they getting on?
• Slow going• Scale of operations:
~140,000 full-time higher education students in Ireland
~5,000 in IT Sligo
• IT Sligo had around the same number of online courses as all the other HE institutions put together.
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Observations..
..on common assumptions that might be causing the problem.
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The merits of teamwork– vs. Individual work
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The merits of collaboration– vs. competition
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• The impact of sophisticated pedagogical approaches – vs. simple good teaching practices
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• The value of research– vs. simple good teaching practices
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• The impact of high investment –on operating and maintenance costs
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• The reliability of deterministic approaches– vs. continuous improvement approaches in
changing environments
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• The merits of high quality
“Excellence is the enemy of the good!”
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• The value of content– vs. Communication– “Content is King?”
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• Grant aid helps
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• We have the right people.–Distance learning experts– Educational researchers– Instructional designers– Information technologists–Multi-media specialists
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Any Questions
Brian Mulligan, Institute of Technology Sligo, (Ireland) [email protected]
Ray Schroeder, University of Illinois at Springfield (USA) [email protected]