sfu laval-sept-2012-leveraging-strengths
DESCRIPTION
This talk is about the need for dual-mode universities (or DMUs), which offer both on-campus and online learning (OL) opportunities, to leverage its main strength in online course delivery, i.e. faculty, rather than trying to reproduce the single-mode university (SMUs) strength which is industrial-based, upfront course design, judged to be too labour-intensive and too costly for most DMUs. Furthermore, it is posited that the DMU’s true niche is graduate studies in OL, an area where SMU simply cannot compete given human resource shortages.TRANSCRIPT
Dr. Michael Power
Faculty of Education
Laval University
Leveraging Dual-mode University Strengths to Expand Outreach
*
http://www.radio-canada.ca/nouvelles/societe/2012/04/21/002-personnalites-declaration-greve-etudiante.shtml
The educational climate
is changing
QUEBEC
• violent protests on April 20, 2012
• (Students warn that) future protests over a proposed tuition hike will become “a little more ferocious.”
http://news.nationalpost.com/2012/04/20/analysis-striking-quebec-students-given-a-free-pass-on-violence/
The educational climateis changing
http://tinyurl.com/88gzj5g
The educational climate is changing
http://www.flickr.com/photos/webmonk/1470292918/needle-exchange.ca
The classroom has changed too…
http://www.flickr.com/photos/webmonk/1470292918/needle-exchange.ca
The classroom has changed too…
Just try competing with
http://www.educause.edu/EDUCAUSE+Quarterly/EDUCAUSEQuarterlyMagazineVolum/
TheFutureofOnlineTeachingandLe/157426
And Online Learning is changing
http://www.educause.edu/EDUCAUSE+Quarterly/EDUCAUSEQuarterlyMagazineVolum/
TheFutureofOnlineTeachingandLe/157426
bored students are dropping out of online classes while pleading
for richer and more engaging online learning experiences…
during the past decade, excitement and enthusiasm for e-
learning alternate with a pervasive sense of e-learning gloom,
disappointment, bankruptcy and lawsuits
despite lingering faculty concerns about the project and against the advice of the Academic Council and a Senate Advisory Council to slow down.
UCOP is moving ahead with “Wave II” of the UC Online Instruction Pilot Project (OIPP)…
Many faculty are confused… faculty also worry that UCOE will benefit only those students who can afford to pay up to $1,400 per course
Online Learning - UCAL 2012http://www.universityofcalifornia.edu/senate/onlineeducation.march2012.html
• The specter and promise of online education is perhaps nowhere more deeply felt than in California, where campus administrators and instructors are faced with a bloodletting.
Oct. 12, 2011
• University of California … the system will have to innovate out of the current financial crisis by expanding online programs.
• Instructors, meanwhile, are terrified that this is code for cutting their pay, or increasing their workloads, or outsourcing their jobs to interlopers, or replacing them with online teaching software.
www.obhe.ac.uk
http://www.obhe.ac.uk/resources/2008_AUA_Presentation.pdfDon Olcott CE OBHE
THE GAP
OBHE –Olcott/Hanna
Rosovsky (2005):
“By 2010, there will be a hundred million in the
world fully qualified to proceed from
secondary education to tertiary education for
which there will simply be no room on any
campus anywhere”.
OBHE –Olcott/Hanna
www.elcolmadito.com/Arte/MasProductos/PerezCafetera_3_2.jpgwww.dreamstime.com
BOTTLENECK
IN SUPPLY
of Higher
Education
DEMAND
SUPPLY
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”.
INCREASING DEMAND
INCREASING DEMAND
www.ifadem.org
« By 2015, more than 3,800,000 teacherswill be needed in Sub-Saharan Africa …»Agence universitaire francophone (AUF) (2011). UNESCO Brief.
Healthcare Training
INCREASING DEMAND
BusinessEducation
INCREASING DEMAND
An elusive resource
Ph. D.
http://portal.unesco.org/ci/en/ev.php-URL_ID=25929&URL_DO=DO_TOPIC&URL_SECTION=201.html
MEETING INCREASING DEMAND
http://portal.unesco.org/ci/en/ev.php-URL_ID=25929&URL_DO=DO_TOPIC&URL_SECTION=201.html
…every four years, the amountof information doubles in the world …
http://portal.unesco.org/ci/en/ev.php-URL_ID=25929&URL_DO=DO_TOPIC&URL_SECTION=201.html
…every four years, the amountof information doubles in the world …
…we estimate that, by the year 2020, it will double every 73 days!
What will the impact beon ONLINE LEARNING?
Power & Morven-Gould (2011). www.irrodl.org
COSTCOST
ACCESS ACCESS QUALITYQUALITY
Desired StateCurrent
State
Optimizing Higher Education
Source: http://www.col.org/SiteCollectionDocuments/Daniel_0411AAOUShanghai.pdf
Increase Access?
COST
ACCESS QUALITY
CurrentState
Source: http://www.col.org/SiteCollectionDocuments/Daniel_0411AAOUShanghai.pdf
IRONTRIANGLE
COST
ACCESS QUALITYIRON
TRIANGLE
Increase Access?= Cost increases & Quality decreases
Not a solution
IRONTRIANGLE
Increase Quality?
COST
ACCESS QUALITY
= Cost increases & Access decreases
Not a solution
IRONTRIANGLE
Decrease COST?
COST
ACCESS QUALITY
= Quality & Access decrease
Not a solution
HOW CAN WE BREAK OUT OF THE “IRON TRIANGLE”?
COST
ACCESS QUALITY
HOW CAN WE BREAK OUT OF THE “IRON TRIANGLE”?
COST
ACCESS QUALITY
Daniel’s basic argument: Distance-education universities alone
can enable us to break out of the Iron Triangle
Not a solutionFOR DUAL-MODE
UNIVERSITIES
The dual-mode university
TeachingOn-site
Teaching On-line
campus
OBSERVATIONS
1. Standards of quality highly variable, extreme example: “diploma mills” (Noble, 1998; Magnussen, 2005);
2. Demand increasing for higher education worldwide yet access is limited (Daniel, 2007; Rosovsky, 2005);
3. Costs spiraling out of control (Ucal, 2010) whileeffectiveness questioned (Brown, 2008; Fink, 2005).
QUESTIONS
1. QUALITY? (high number of adjunct faculty… is there level of commitment to quality optimal?)
2. ACCESSIBLE? (EX. Blended Learning… what about the distant learner?)
3. COST-EFFECTIVE? (A lot of OL is based on “pay-as-you go” Continuing Ed. model… costs have to be kept low … but is it effective? Are students simply buying their diploma?)
GOALS
1. Maintaining, even improving upon, QUALITY (at least, based on campus benchmarks);
2. Increasing ACCESSIBILITY (opening up HE to students wherever they live, Stanford prof);
3. Increasing COST-EFFECTIVENESS (making universities responsible for cost overruns while maintaining academic freedom and working conditions; achieving faculty “buy-in”).
djibnet.com
QUALITY
ACCESS
COST-EFFECTIVENESS
djibnet.com
QUALITY
ACCESS
COST-EFFECTIVENESS
RESIGNATION
LECTURING in the classroom…
LECTURING via videoconferencing…
© M. Power 2008
To LECTURING online (SyncDesktopConf)
University Teaching:
a synchronous,human resource-based tradition
Traditional Higher Education
From correspondence courses,
To multimedia courses,
To online courses
© M. Power 2008
Distance Education: an asynchronous,
learning resource–based tradition
University Distance Education (DE)
UNIVERSITY OUTREACH STRATEGIES
DIALOGUESTRUCTURE
© M. Power, 2012
• BASED ON MOORE’S TRANSACTIONAL DISTANCE THEORY (1973, 1993);• Moore & Kearsley (2012)
a synchronous, human resource-based tradition
an asynchronous, learning resource–
based tradition
TRADTRAD
TRADITIONAL UNIVERSITIES
SETPLACE
(ON CAMPUS)
SETTIME
Cohorts
Paced
DIALOGUE-BASED
© M. Power, 2012
SINCE THE 13TH CENTURY
UNIVERSITY OUTREACH STRATEGIES
TRADTRAD
ANYTIME
ANYWHERE
DISTANCE EDUCATION UNIVERSITIES OPEN/TÉLUQ/ATHABASCA
Individuals
Unpaced
STRUCTURE-BASED
DE
© M. Power, 2012
GEN. 1: SINCE 1858 -University of LondonGEN. 2: SINCE 1969 - OPEN UGEN. 3: SINCE 1980s – start of CBT
UNIVERSITY OUTREACH STRATEGIES
TRADTRADDE
© M. Power, 2012
OFF-CAMPUS COURSES SET TIME & SET PLACE
(OFTEN on SATELLITE CAMPUSES)
MOBILE FACULTY
TRADITIONAL UNIVERSITIES
SINCE 1960s… In North American universities
UNIVERSITY OUTREACH STRATEGIES
TRADTRADDE
© M. Power, 2012
VC
VIDEOCONFERENCINGSET TIME & SET PLACE
(on SATELLITE CAMPUSES)
REMOTE CLASSROOM
(THE DUAL-MODE UNIVERSITY EMERGES)
TRADITIONAL UNIVERSITIES
SINCE 1970-80s In North American universities
UNIVERSITY OUTREACH STRATEGIES
TRADTRAD
DISTANCE EDUCATION UNIVERSITIES
TRANSITION FROM DE TO ONLINE LEARNING
Individual
Unpaced
DE OL
ANYTIME
ANYWHERE
© M. Power, 2012
VC
SINCE mid-1980s
UNIVERSITY OUTREACH STRATEGIES
TRADTRAD
DUAL-MODE UNIVERSITY TRANSITION
FROM VC TO ONLINE LEARNING
Cohorts
Paced
DE OL
ANYTIME/ANYWHERE
© M. Power, 2012
VC
FORUM-BASED
OL
SINCE 1990s In North American universities
UNIVERSITY OUTREACH STRATEGIES
TRADTRADDE OL
© M. Power, 2012
VCOLBL
Courses• 50% (+/-) on campus• 50% (+/-) online
SET TIME &FLEXIBLE TIME
DUAL-MODE UNIVERSITY TRANSITION
FROM OL TO BLENDED LEARNING
SINCE 2000s In North American universities
UNIVERSITY OUTREACH STRATEGIES
TRADDE OL VCOLBL
NEW MODEL PROPOSED
© M. Power, 2012
UNIVERSITY OUTREACH STRATEGIES
TRAD
TRADDE
Courses • 50% online in synchronous mode• 50% online in asynchronous mode
DUAL-MODE UNIVERSITY TRANSITION
FROM OL TO BL TO BLENDED ONLINE LEARNING DESIGN
SINCE 2000s in North American universities
SYNC: SET TIME / ASYNCH: ANYTIME
100% ONLINE
TRADOL VCOLBL
© M. Power, 2012
UNIVERSITY OUTREACH STRATEGIES
BOLD
TRADDE
Courses • 50% online in synchronous mode• 50% online in asynchronous mode
DUAL-MODE UNIVERSITY TRANSITION
FROM BL TO BLENDED ONLINE LEARNING DESIGN
SINCE 2000s in North American universities
SYNC: SET TIME / ASYNCH: ANYTIME
100% ONLINE
TRADOL VCOLBLBOLD
© M. Power, 2012
BOLD- A combined-
technology approach;
- A hybrid model positioned between OL & BL;
- Spatial freedom, but not temporal;
- Set time (synch);- Cohort-based;- Virtual classroom-
based;- Community of
learning-based.© M. Power, 2012
UNIVERSITY OUTREACH STRATEGIES
© M. Power 2008
+
SYNCHRONOUS ASYNCHRONOUS
COURSE ACCESS
Blended Online Learning Design (BOLD): two traditions meet
A Virtual Classroom
Facultymember
SYNCHRONOUS
A virtual classroom
A community of inquiry approach
TEN-7019
From Distance Education to Online Learning
SyllabusStudy Guide Quiz
Resources Forum Email
Assignment
Drop
My Results Virtual Classroom
A Basic Web Site
ASYNCHRONOUS
A typical BOLD graduate seminar
1
2
3
© M. Power 2008
ASYNCHRONOUS
© M. Power 2008
ASYNCHRONOUS
ASYNCHRONOUS and/orSYNCHRONOUS
© M. Power 2008
ASYNCHRONOUS
ASYNCHRONOUS and/orSYNCHRONOUS
SYNCHRONOUS
© M. Power 2008
ONLINE LEARNING &GRADUATESTUDIES
booleanblackbelt.com
• Universities struggling to maintain some grad. programs;• Universities needing to increase recruitment options;
booleanblackbelt.com
• Universities struggling to maintain some grad. programs;• Universities needing 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;
booleanblackbelt.com
• 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;
booleanblackbelt.com
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
Why now?
highspeedinternetworld.com
Why now?
highspeedinternetworld.com
• Excellent Bandwidth speeds; Quebec, Canada envied;
• Cost of computers plummeting (Moore’s law);
• Spontaneous and instantaneous communications; huge benefit of instant feedback(Paloff & Pratt);
• Interactivity, key to sustainable e-learning environments (Rosenberg, 2001, 2006)
• The Internet generation (the Millennials are coming)…
http://sites.google.com/site/changchienlily/BlankWorldMap.gif
WORLDWIDE RESEARCH NETWORKS
an academic necessity in the 21st century
REALITY
http://sites.google.com/site/changchienlily/BlankWorldMap.gif
http://sites.google.com/site/changchienlily/BlankWorldMap.gif
WORLDWIDE GRADUATE PROGRAMS
RESEARCH CENTERS
GRADUATE PROGRAMS&
LIKELIHOOD:
• FACULTY: QUALITY: same contact time/seat time, same scheduling as F2F + lower front-end design, faster start-up =
Does BOLD deliver the goods?
http://sonoranalliance.com/wp-content/uploads/2007/07/ThumbsDown.jpg
• STUDENTS: ACCESSIBILITY: all online + higher interaction & lower isolation levels =
higher faculty buy-in;
lower W-DO rates, higher satisfaction levels;
• ADMIN: COST-EFFECTIVENESS: lower start-up
• costs; higher off-campus student enrolment levels ;
• Greater flexibility & Capacity; many costs offset or avoided=higher effectiveness (outreach) without
greater cost
• FACULTY: QUALITY: same contact time/seat time, same scheduling as F2F + lower front-end design, faster start-up =
Does BOLD deliver the goods?
http://sonoranalliance.com/wp-content/uploads/2007/07/ThumbsDown.jpg
• STUDENTS: ACCESSIBILITY: all online + higher interaction & lower isolation levels =
higher faculty buy-in;
lower W-DO rates, higher satisfaction levels;
• ADMIN: COST-EFFECTIVENESS: lower start-up
• costs; higher off-campus student enrolment levels ;
• Greater flexibility & Capacity; many costs offset or avoided=higher effectiveness (outreach) without
greater cost
• FACULTY: QUALITY: same contact time/seat time, same scheduling as F2F + lower front-end design, faster start-up =
Does BOLD deliver the goods?
http://sonoranalliance.com/wp-content/uploads/2007/07/ThumbsDown.jpg
• STUDENTS: ACCESSIBILITY: all online + higher interaction & lower isolation levels =
higher faculty buy-in;
lower W-DO rates, higher satisfaction levels;
• ADMIN: COST-EFFECTIVENESS: lower start-up
• costs; higher off-campus student enrolment levels ;
• Greater flexibility & Capacity; many costs offset or avoided=higher effectiveness (outreach) without
greater cost
• FACULTY: QUALITY: same contact time/seat time, same scheduling as F2F + lower front-end design, faster start-up =
Does BOLD deliver the goods?
http://sonoranalliance.com/wp-content/uploads/2007/07/ThumbsDown.jpg
• STUDENTS: ACCESSIBILITY: all online + higher interaction & lower isolation levels =
higher faculty buy-in;
lower W-DO rates, higher satisfaction levels;
• ADMIN: COST-EFFECTIVENESS: lower start-up
• costs; higher off-campus student enrolment levels ;
• Greater flexibility & Capacity; many costs offset or avoided=higher effectiveness (outreach) without
greater cost
BOLD Research and Researchers
Instructional Design&
Technology
Distance Education/Online Learning/Blended Learning
GRADUATE STUDIES
FACULTY DEVELOPMENT
BOLD
ARE YOU A BOLD RESEARCHER?
BOLD Research and Researchers
Instructional Design&
Technology
Distance Education/Online Learning/Blended Learning
GRADUATE STUDIES
FACULTY DEVELOPMENT
BOLD
DOCTORAL STUDENTS:
- CARON, BOLD & technol. innovation & change- COUTU, BOLD in indigenous communities- FAKIH, BOLD in Arab-speaking countries- ROY, BOLD & the ID & EM working relationship- SAVARD, BOLD and PLAR in Québec CEGEPs- ST-JACQUES, BOLD in graduate studies
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