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TRANSCRIPT
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Opening the Floodgates: Synchronous-based Online
Learning in a Dual-Mode University
Dr. Michael PowerLaval University
Quebec City, CANADA
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Photo: emilylhauserinmyhead.wordpress.com
Opening the
floodgates
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A worldwide problem Why open the floodgates?
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A worldwide problem Why open the floodgates? an educational CRISIS is looming
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www.obhe.ac.uk
Transnational education
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http://www.obhe.ac.uk/resources/2008_AUA_Presentation.pdf@ Don Olcott CE OBHE
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http://www.obhe.ac.uk/resources/2008_AUA_Presentation.pdfDon Olcott CE OBHE
THE GAP
DEMAND
SUPPLY
D. Olcott
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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”.
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Healthcare Training
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BusinessEducation
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easyvectors.com
Online Learning, a paradox
mset.rst2.edu
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mset.rst2.edu
Online Learning, a paradox
OL, widely accessible and cutting-edge
On theone
hand
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easyvectors.com
Online Learning, a paradox
BUT, the actual number of regular faculty involved is small.
On theotherhand
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mset.rst2.edu
Online Learning, a paradox
Growing recognition for OL,
On theone
hand
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easyvectors.com
Online Learning, a paradox
BUT unacceptably high withdrawal & drop-out rates and general student and faculty isolation.
On theotherhand
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mset.rst2.edu
Online Learning, a paradox
Administrators typically champion OL,
On theone
hand
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easyvectors.com
Online Learning, a paradox
But are often unable/unwilling to marshal the necessary resources required to produce high-quality courses.
On theotherhand
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easyvectors.com
Online Learning, a paradox
mset.rst2.edu
OL, paradoxically, is booming and busting, simultaneously.
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easyvectors.commset.rst2.edu
Supply is expanding yet not meeting demand for sustainable online learning.
Online Learning, a paradox
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So what is SUSTAINABLE
online learning?
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Daniel’s “Iron Triangle”
COST
ACCESS QUALITY
Current State
Source: http://www.col.org/SiteCollectionDocuments/Daniel_0411AAOUShanghai.pdf
Sir John Daniel termedthe three variable-based triangle effect, the
IRON TRIANGLE
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COSTCOST
ACCESS ACCESS QUALITYQUALITY
Desired StateCurrent
State
Optimizing Higher Education
Source: http://www.col.org/SiteCollectionDocuments/Daniel_0411AAOUShanghai.pdf
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http://www.obhe.ac.uk/resources/2008_AUA_Presentation.pdfDon Olcott CE OBHE
THE GAP
DEMAND
SUPPLY
D. Olcott
Distance education never went mainstream (Moore & Kearlsey, 2005)
Stillnot
closed
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ACCESSIBILITY
QUALITY
Power, 2010
COST-EFFECTIVENESS
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ADMIN
ACCESSIBILITYSTUDENTS
QUALITYFACULTY
mainpriorities
Mainpriority
Mainpriority
Mainpriority
Power & Morven-Gould, 2011
COST-EFFECTIVENESS
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ADMIN
STUDENTS
FACULTY
Power & Morven-Gould, 2011
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How have we donethus far?
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30
Closing the GAP
© M. Power 2008
From the 13th century
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up until WWIIFrom the 13th century
guardian.co.uk
Olson, 1974; Greenberg, 1997
Closing the GAP
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up until WWII
ELITIST SYSTEMguardian.co.uk
brockport.edu
Olson, 1974; Greenberg, 1997
From the 13th century
Closing the GAP
WhatGap?
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Up until WWII
-GI BILL, 1945-46-Economic BOOM-Demographic BOOM
-here come the babyboomers…
guardian.co.uk
brockport.edu
1960s
instruct.westvalley.eduOlson, 1974; Greenberg, 1997
ELITIST SYSTEM
From the 13th century
Closing the GAP
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34
DEMOCRATISATION
Lewis, 1996Perkin, 1991 http://www.ibiblio.org/cccr/AustraliaPhotos/Preview005.png
Closing the GAP
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PROBLEMS1. TOO MANY STUDENTS2. UNIVERSITY SYSTEM TOO CENTRALISED
http://www.ibiblio.org/cccr/AustraliaPhotos/Preview005.png
DEMOCRATISATION
Lewis, 1996Perkin, 1991
Closing the GAP
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© M. Power 2008
SOLUTION1. OPEN MORE UNIVERSITIES
http://thumbs.dreamstime.com/thumb_242/1204324714C372RB.jpg
PROBLEM: 1. TOO MANY STUDENTS
Closing the GAPDEMOCRATISATION
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© M. Power 2008http://thumbs.dreamstime.com/thumb_242/1204324714C372RB.jpg
-NEW universities-Satellitecampuses
PROBLEMS: 1. TOO MANY STUDENTS
SOLUTION1. OPEN MORE UNIVERSITIES
Closing the GAPDEMOCRATISATION
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© M. Power 2008http://thumbs.dreamstime.com/thumb_242/1204324714C372RB.jpg
2. DECENTRALISE UNIS
-Nouvelles universités-Campus satellites
PROBLEMS: 1. TOO MANY STUDENTS 2. UNIS TOO CENTRALISED
SOLUTION1. OPEN MORE UNIVERSITIES
Closing the GAPDEMOCRATISATION
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1ère
http://cicip.com/carreviews/2011-honda-civic-is-a-newlegend-review/
2. DECENTRALISATION STRATEGIES
Logistics-based Strategy
Technology-based Strategy 2
Technology-based Strategy 3
Combined Logistics & Technology-based Strategy
Technology-based Strategy 4
1
3456
What decentralisation strategies have been implemented?
Power (in press)
Since1970s
SinceAntiquity
Since1995
Since2000
Since2005
Technology-based Strategy 12Since1850s
What decentralisation strategies have been implemented? Have they proven sustainable? APPROX.
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http://www.sodahead.com/fun/cars-what-era-is-your-favourite/http://cicip.com/carreviews/2011-honda-civic-is-a-newlegend-review/ images.businessweek.com
1970
Logistics-based Strategy 1: MFA
FACE-TO-FACE
1
ADVANTAGES:- + ACCESSIBILITY- SAME QUALITY
Power, Dallaire, Dionne & Théberge, 1994
(MOVING FACULTY AROUND)
2010
Strategies used and results obtained
Power (in press)
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Logistics-based Strategy 1: MFA (MOVING FACULTY AROUND)
Strategies used and results obtained
1
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http://www.sodahead.com/fun/cars-what-era-is-your-favourite/http://cicip.com/carreviews/2011-honda-civic-is-a-newlegend-review/ images.businessweek.com
1970
Logistics-based Strategy 1: MFA
FACE-TO-FACE
1
ADVANTAGES:- + ACCESSIBILITY- SAME QUALITY
Bates, 1995; Power, Dallaire, Dionne & Théberge, 1994
(MOVING FACULTY AROUND)
2010
Strategies used and results obtained
Power (in press)
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http://www.sodahead.com/fun/cars-what-era-is-your-favourite/http://cicip.com/carreviews/2011-honda-civic-is-a-newlegend-review/ images.businessweek.com
1970
Logistics-based Strategy 1: MFA
FACE-TO-FACE
ADVANTAGES:- + ACCESSIBILITY- SAME QUALITY
Bates, 1995; Power, Dallaire, Dionne & Théberge, 1994
(MOVING FACULTY AROUND)
2010
Strategies used and results obtained
DISADVANTAGES:- COST-EFFECTIVENESS- Discomfort (faculty)- Basically unsustainable on any large scale, long term
Power (in press)
1
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http://www.sodahead.com/fun/cars-what-era-is-your-favourite/http://cicip.com/carreviews/2011-honda-civic-is-a-newlegend-review/ images.businessweek.com
1970
Logistics-based Strategy 1: MFA
FACE-TO-FACE
ADVANTAGES:- + ACCESSIBILITY- SAME QUALITY
Bates, 1995; Power, Dallaire, Dionne & Théberge, 1994
(MOVING FACULTY AROUND)
2010
Strategies used and results obtained
DISADVANTAGES:- COST-EFFECTIVENESS- Discomfort (faculty)- Basically unsustainable on any large scale, long term
Power (in press)
1
Basically proven unsustainable
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45© M. Power 2008
2Technology-based Strategy 1: Distance Education
ADVANTAGE:+ ACCESSIBLE
Strategies used and results obtained
DISADVANTAGES:STUDENT ISOLATIONLOCK-STEP DESIGN
Since1969
Perry, 1977 Moore & Kearsley, 2005
University-of-London dipity.com
Since 1850s
DE has « NOT GONE MAINSTREAM ».
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46© M. Power 2008
2Technology-based Strategy 1: Distance Education
ADVANTAGE:+ ACCESSIBLE
Strategies used and results obtained
DISADVANTAGES:STUDENT ISOLATIONLOCK-STEP DESIGN
Since1969
Perry, 1977 Moore & Kearsley, 2005
University-of-London dipity.com
Since 1850s
DE has « NOT GONE MAINSTREAM ».
Basically proven unsustainableon any large scale
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47© M. Power 2008
random-apples.net http://tinyurl.com/6ffwdq
Videoconferencing
3 Technology-based Strategy 2: VCTele-
presence
1980sISDN
ADVANTAGE:+ ACCESSIBLE
Field, 1997; Lee, Driscoll & Nelson, 2004
Strategies used and results obtained
Power (in press)
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48© M. Power 2008
random-apples.net http://tinyurl.com/6ffwdq
Videoconferencing
3 Technology-based Strategy 2: VCTele-
presence
1980sISDN
ADVANTAGE:+ ACCESSIBLE
Strategies used and results obtained
DISADVANTAGES :lack of …-QUALITY (sound quality problems) -TECHNICAL ROBUSTNESS(frequent disconnections)-COST-EFFECTIVENESS(equipment purchase, ongoing connection costs)Field, 1997; Lee, Driscoll & Nelson, 2004
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49© M. Power 2008
random-apples.net http://tinyurl.com/6ffwdq
Videoconferencing
3 Technology-based Strategy 2: VCTele-
presence
1980sISDN
ADVANTAGE:+ ACCESSIBLE
Strategies used and results obtained
DISADVANTAGES :lack of …-QUALITY (sound quality problems) -TECHNICAL ROBUSTNESS(frequent disconnections)-COST-EFFECTIVENESS(equipment purchase, ongoing connection costs)Field, 1997; Lee, Driscoll & Nelson, 2004
Basically proven technologically and logistically unsustainable
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50
ONLINE COURSES (ASYNCHRONOUS MODE)
AVANTAGES :
asynchronouscomms
exclusively
4
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)
Technology-based Strategy 3: OLStrategies used and results obtained
enter
Approx. 50%of all courses at
Laval Univ.
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51
ONLINE COURSES (ASYNCHRONOUS MODE)
AVANTAGES :
4
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)
Technology-based Strategy 3: OL
ADVANTAGES :1) Faculty - GREATER FLEXIBILITY - SOME TASK DELEGATION2) Students - GREATER FLEXIBILITY - GREATER ACCESSIBILITY3) Administrators - FUNDING AVAILABLE (variable) - POSSIBILITY OF HIRING ADJUNCTS
Strategies used and results obtained
asynchronouscomms
exclusively
enter
Approx. 50%of all courses at
Laval Univ.
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52
ONLINE COURSES (ASYNCHRONOUS MODE)
AVANTAGES :
4
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)
Technology-based Strategy 3: OL
DISADVANTAGES:1) Core Faculty - course design, time-consuming - doubts about quality (- interaction) - course delivery, feelings of alienation
Strategies used and results obtained
asynchronouscomms
exclusively
Approx. 50%of all courses at
Laval Univ.
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• “…mostly an adjunct phenomenon” (Sammons and Ruth, 2007)
Are core faculty involved?
http://www.e4innovation.com/
Nowhere to be seen
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• “…mostly an adjunct phenomenon” (Sammons and Ruth, 2007)
WHY? • I haven’t got time.• My research is more
important. • What’s in it for me?• Where is my reward?• I don’t have the skills to do
this’ and ‘I don’t believe in this, it won’t work’. (Conole, 2009).
Are core faculty involved?
http://www.e4innovation.com/
Nowhere to be seen
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“Part of the explanation for the limited use of online teaching and learning is its incompatibility with the teaching styles of many professors’’. (Shea, Fredericksen, Pickett, and Pelz, 2004).
‘‘Faculty members new to online teaching often report being overwhelmed by increased interaction levels’’. Shea et al., 2004
“So the new 24/7 professor who is dragged from a traditional classroom into cyberspace may not be able to adjust”. Sammons & Ruth 2007
http://tinyurl.com/4mkvbt
Why aren’t they involved?
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56
ONLINE COURSES (ASYNCHRONOUS MODE)
AVANTAGES :
4
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)
Technology-based Strategy 3: OL
DISADVANTAGES:1) Core Faculty - course design, time-consuming - doubts about quality (- interaction) - course delivery, feelings of alienation2) Students (very similar to DE) - + isolated than in F2F settings; - need greater motivation/ autonomy to succeed in studies3) Administrators - current OL, costly to implement - monopolises scarce human resources
Strategies used and results obtained
asynchronouscomms
exclusively
Approx. 50%of all courses at
Laval Univ.
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57
ONLINE COURSES (ASYNCHRONOUS MODE)
AVANTAGES :
4
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)
Technology-based Strategy 3: OL
DISADVANTAGES:1) Core Faculty - course design, time-consuming - doubts about quality (- interaction) - course delivery, feelings of alienation2) Students (very similar to DE) - + isolated than in F2F settings; - need greater motivation/ autonomy to succeed in studies3) Administrators - OL, costly to implement - monopolises scarce human resources
Strategies used and results obtained
asynchronouscomms
exclusively
Approx. 50%of all courses at
Laval Univ.
How sustainable is the current (asynchronous)
model of OL? More data required.
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Garrison & Vaughan, 2008 US Department of Education
On campus Online (asynch)
Various approaches
5
back n’ forth
Power (in press)
Strategies used and results obtainedCombined logistical- & technological-
based Strategy: BLBlended learning
LMS (ENA) Laval University
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Garrison & Vaughan, 2008 US Department of EducationVarious approaches
5
back n’ forth
Power (in press)
Strategies used and results obtainedCombined logistical- & technological-
based Strategy: BLBlended learning
ADVANTAGES : mainly COST- EFFECTIVENESS (less crowding; increase in enrolment capacity); reportedly same QUALITY.
Combined F2F / virtual
On campus Online (asynch)
enter
DISADVANTAGES: REDUCED ACCESSIBILITY; courses restricted to local students; off-campus (distance) learners ipso facto excluded.
Does BL respond to the needs of the distance (off-campus) learner?
LMS (ENA) Laval University
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cam.k12.il.us
Synchronous
Technological Strategy 4: BOLD
Asynchronous
6
Power, 2008; Power & Vaughan, 2010; Power, Vaughan & St-Jacques, 2010 © M. Power 2008Power (in press)
Strategies used and results obtained
Blended Online Learning Design
enter
Various combinations
LMS (ENA) Laval University
100% online Combined
synch / asynch
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cam.k12.il.us
Synchronous
Technological Strategy 4: BOLD
Asynchronous
6
Power, 2008; Power & Vaughan, 2010; Power, Vaughan & St-Jacques, 2010 © M. Power 2008Power (in press)
Strategies used and results obtained
Blended Online Learning Design
enter
Various combinations
DISADVANTAGES :COURSES IDEALLY
RESTRICTED TO SMALL NUMBERS; REAL-TIME CONSTRAINT (set time)
ADVANTAGES: SAME QUALITY (didactic relationship preserved ); GREATER ACCESSIBILITY; IMPROVED COST-EFFECTIVENESS
LMS (ENA) Laval University
100% online
Combined synch / asynch
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ORAL tradition
62© M. Power 2008
+
WRITTEN tradition
BLENDED ONLINE LEARNING DESIGN the 2 university traditions meet
BLENDEDONLINE LEARNING
DESIGN
SYNCHRONOUS ASYNCHRONOUS
LMS Laval University
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Virtual Classroom + a basic Website
SYNCHRONOUSElluminate WebCT or LMS-Laval
ASYNCHRONOUS
caméraWeb
© M. Power 2008
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64
The GRADUATE WEBINAR
http://tinyurl.com/6ffwd---cam.k12.il.us -dreamstime.com
EMPHASIS ON THESYNCHRONOUS
PROCESSRATHER THAN ON THE
ASYNCHRONOUS PRODUCT
ORAL TRANSMISSION
Continuity of pratice*
FACE-TO-FACE
VIRTUAL FACE-TO-FACE
*Power, 2008
VIRTUAL FACE-TO-FACE
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cam.k12.il.us
Synchronous
Technological Strategy 3: BOLD
Asynchronous
6
Power, 2008; Power & Vaughan, 2010; Power, Vaughan & St-Jacques, 2010 © M. Power 2008Power (in press)
Strategies used and results obtained
Blended Online Learning Design
enter
Various combinations
IS THIS A SUSTAINABLE SOLUTION?MORE DATA REQUIRED
?
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GRADUATESTUDIES
booleanblackbelt.com
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http://sites.google.com/site/changchienlily/BlankWorldMap.gif
Aligning Research Centers and Graduate Programs
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• Increased recruitment options/grade A candidates;• Graduate students/professionals, already in the
workplace;• Small numbers involved (maximum 25 per class), spread
out across Québec, Canada and even around the world;• Usually highly motivated and autonomous;• Accustomed to learning via technology & networking
booleanblackbelt.com
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www.bold-research.org
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ENGLISH-language networkBOLD International Research Network
www.bold-research.org
Dual-mode universities
Founder: M. Power / Co-founder: N. Vaughan / Coordinator: A. St-Jacques
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FRENCH-language networkE-learning intégral (synchrone et asynchrone)
Universités bimodales
www.bold-research.org
Founder: M. Power / Co-founder: N. Vaughan / Coordinator: A. St-Jacques
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SPANISH-language networkRed de investigación hispanófono - design de enviros
de aprendizaje en línea en modo integral
Universidades bimodales
www.bold-research.org
Founder: M. Power / Co-founder: N. Vaughan / Coordinator: A. St-Jacques
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ARAB-LANUAGE NETWORK
BOLD الدولية الشبكةللبحوث
الشبكة في المحتملۅن أ�عضاء ال
التربوية البرامج تصميم البحثحول شبكةالمدمج في اإللكتروني التعلم بيئة
) المتزامن) غير و المتزامن
Founder: M. Power / Co-founder: N. Vaughan / Coordinator: A. St-Jacques
www.bold-research.org
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BOLD Research and Researchers
Instructional Design &
Technology
Distance Education/Online Learning/Blended Learning
GRADUATE STUDIES
FACULTY DEVELOPMENT
BOLD
ARE YOU A BOLD RESEARCHER?
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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). Redesigning online learning for graduate seminar delivery. 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
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end