Post on 17-Jan-2016
On Distance Learning Opportunitiesfor the Marketing Communication Department
at Columbia College Chicago Presentation by Alton Miller
October 23, 2013
What I hope to accomplish
What I hope to accomplish
• Give you a brief overview of distance learning
What I hope to accomplish
• Give you a brief overview of distance learning• Outline types/concepts of distance learning
What I hope to accomplish
• Give you a brief overview of distance learning• Outline types/concepts of distance learning• How-To: Breaking it down:
What I hope to accomplish
• Give you a brief overview of distance learning• Outline types/concepts of distance learning• How-To: Breaking it down:
1. Rendering your course material into digital (deliverable) form
What I hope to accomplish
• Give you a brief overview of distance learning• Outline types/concepts of distance learning• How-To: Breaking it down:
1. Rendering your course material into digital (deliverable) form
2. Experiencing the advantages of a blended course
What I hope to accomplish
• Give you a brief overview of distance learning• Outline types/concepts of distance learning• How-To: Breaking it down:
1. Rendering your course material into digital (deliverable) form
2. Experiencing the advantages of a blended coursea. for teachers
What I hope to accomplish
• Give you a brief overview of distance learning• Outline types/concepts of distance learning• How-To: Breaking it down:
1. Rendering your course material into digital (deliverable) form
2. Experiencing the advantages of a blended coursea. for teachers
b. for students
What I hope to accomplish
• Give you a brief overview of distance learning• Outline types/concepts of distance learning• How-To: Breaking it down:
1. Rendering your course material into digital (deliverable) form
2. Experiencing the advantages of a blended coursea. for teachers
b. for students
c. for the department
What I hope to accomplish
• Give you a brief overview of distance learning• Outline types/concepts of distance learning• How-To: Breaking it down
a. Rendering your course material into digital (deliverable) form
b. Experiencing the advantages of a blended course1) for teachers
2) for students
3) for the department
c. Discussion: the marketing rationale for distance learning (etc.)
What I hope to accomplish
• Give you a brief overview of distance learning• Outline types/concepts of distance learning• How-To: Breaking it down
a. Rendering your course material into digital (deliverable) form
b. Experiencing the advantages of a blended course1) for teachers2) for students3) for the department
c. Discussion: the marketing rationale for distance learning (etc.)
• Make the case for the importance of distance learning in the Marketing Communication Dept.
What I hope to accomplish
• Give you a brief overview of distance learning• Outline types/concepts of distance learning• How-To: Breaking it down• Make the case for the importance of distance learning
in the Marketing Communication Department
…a brief overview of distance learning
1. Correspondence courses in the 18th Century
…a brief overview of distance learning
1. Correspondence courses in the 18th Century
2. ICS (International Correspondence Schools) in 1890’s
…a brief overview of distance learning
1. Correspondence courses in the 18th Century
2. ICS (International Correspondence Schools) in 1890’s
The dropout rates were high; only one in six made it past the first third of the material in a course. Only 2.6% of students who began a course finished it. The students dropped out because they overestimated the difficulty, had little encouragement, and had poor study habits.
…a brief overview of distance learning
1. Correspondence courses in the 18th Century
2. ICS (International Correspondence Schools) in 1890’s
"The regular technical school or college aims to educate a man broadly; our aim, on the contrary, is to educate him only along some particular line.”
…a brief overview of distance learning
1. Correspondence courses in the 18th Century
2. ICS (International Correspondence Schools) in 1890’s
…a brief overview of distance learning
1. Correspondence courses in the 18th Century
2. ICS (International Correspondence Schools) in 1890’s
3. Open University (U.K.) in 1969 (1971)
…a brief overview of distance learning
1. Correspondence courses in the 18th Century2. ICS (International Correspondence Schools) in 1890’s3. Open University (U.K.) in 1969 (1971)250,000+ students enrolled, (32,000 under 25) …
more than 50,000 overseas students … the largest academic institution in the U.K. (and one of the largest in Europe) …qualifies as one of the world's largest universities. Since 1971, more than 1.5 million students have studied there … rated top university in England and Wales for student satisfaction in 2005, 2006 and 2012, 2nd place in 2007
…a brief overview of distance learning
1. Correspondence courses in the 18th Century2. ICS (International Correspondence Schools) in 1890’s3. Open University (U.K.) in 1969 (1971)
… awards undergraduate and postgraduate degrees … also non-degree diplomas and certificates, and continuing education … most study is off-campus …can be studied anywhere in the world … the Open University is also one of only three United Kingdom higher education institutions to gain accreditation in the United States of America
…a brief overview of distance learning
1. Correspondence courses in the 18th Century2. ICS (International Correspondence Schools ) in 1890’s3. Open University (U.K.) in 1969 (1971)
4. Internet Universities in 2011 (Wikipedia)
…a brief overview of distance learning
1. Correspondence courses in the 18th Century2. ICS (International Correspondence Schools ) in 1890’s3. Open University (U.K.) in 1969 (1971)
4. Internet universities in 2011 (Wikipedia)
In the US in 2011, a third of all postsecondary students had taken an accredited online course… Even though growth rates are slow, enrollment for online courses has been seen to increase with the advance in technology. The majority of public and private colleges now offer full academic programs online.
What I hope to accomplish
• Give you a brief overview of distance learning• Outline types/concepts of distance learning• How-To: Breaking it down:• Make the case for the importance of distance
learning in the Marketing Communication Dept.
Some types of distance learning
• Correspondence courses
Some types of distance learning
• Correspondence courses• Low residency – e.g. Goddard College
Some types of distance learning
• Correspondence courses• Low residency – e.g. Goddard College• Online courses, including entire online
programs
Some types of distance learning
• Correspondence courses• Low residency – e.g. Goddard College• Online courses, including entire online
programs• MOOCs – esp. adaptation/framing of others’
lectures
Some types of distance learning
• Correspondence courses• Low residency – e.g. Goddard College• Online courses, including entire online
programs• MOOCs – esp. adaptation/framing of others’
lectures• TutorText – guided learning
Some types of distance learning
• Correspondence courses• Low residency – e.g. Goddard College• Online courses, including entire online
programs• MOOCs – esp. adaptation/framing of others’
lectures• TutorText – guided learning• Hybrid or blended courses
Some types of distance learning
• Correspondence courses• Low residency – e.g. Goddard College• Online courses, including entire online
programs• MOOCs – esp. adaptation/framing of others’
lectures• TutorText – guided learning• Hybrid or blended courses • “Flipped” classroom
Some types of distance learning
• Correspondence courses• Low residency – e.g. Goddard College• Online courses, including entire online
programs• MOOCs – esp. adaptation/framing of others’
lectures• TutorText – guided learning• Hybrid or blended courses • “Flipped” classroom• Social media, TeacherTube, etc.
Some types of distance learning
• Correspondence courses• Low residency – e.g. Goddard College• Online courses, including entire online
programs• MOOCs – esp. adaptation/framing of others’
lectures• TutorText – guided learning• Hybrid or blended courses • “Flipped” classroom• Social media, TeacherTube, etc.• (Moodle as a platform)
Concepts to consider
• Synchronous vs. Asynchronous • The role of games • The usefulness of social media• Considerations of verification
Concepts to consider
• Synchronous vs. Asynchronous (S) Tools: web conferencing, audio-only, chat rooms (AS) Tools: online content, bulletin boards, iPod (BOTH): online 3rd-party resources
• The role of games • The usefulness of social media• Considerations of verification
Concepts to consider
• Synchronous vs. Asynchronous • The role of games • The usefulness of social media• Considerations of verification
Concepts to consider
• Synchronous vs. Asynchronous • The role of games
Gamification, Second Life Interactivity Collaboration
• The usefulness of social media• Considerations of verification
Concepts to consider
• Synchronous vs. Asynchronous • The role of games • The usefulness of social media• Considerations of verification
Concepts to consider
• Synchronous vs. Asynchronous • The role of games • The usefulness of social media
Communication with students Teaching and Learning techniques
• Considerations of verification
Concepts to consider
• Synchronous vs. Asynchronous • The role of games • The usefulness of social media• Considerations of verification
Concepts to consider
• Synchronous vs. Asynchronous • The role of games • The usefulness of social media• Considerations of verification
Proctored exams, positive ID, etc. Rethinking “plagiarism”
Concepts to consider
• Synchronous vs. Asynchronous • The role of games • The usefulness of social media• Considerations of verification
Concepts to consider
• Synchronous vs. Asynchronous (S) Tools: web conferencing, audio-only, chat rooms (AS) Tools: online content, bulletin boards, iPod (BOTH): online 3rd-party resources
• The role of games Gamification, Second Life Interactivity Collaboration
• The usefulness of social media Communication with students Teaching and Learning techniques
• Considerations of verification Proctored exams, positive ID, etc. Rethinking “plagiarism”
What I hope to accomplish
1. Give you a brief overview of distance learning2. Outline some types of distance learning3. How-To: Breaking it down:4. Make the case for the importance of distance
learning in the Marketing Communication Dept.
How-To: Breaking it down
Suggested phases of development
• online admin help (grading, attendance)
How-To: Breaking it down
Suggested phases of development
• online admin help (grading, attendance)• online communications / portal
How-To: Breaking it down
Suggested phases of development
• online admin help (grading, attendance)• online communications / portal • digitizing coursework
How-To: Breaking it down
Suggested phases of development
• online admin help (grading, attendance)• online communications / portal • digitizing coursework• online resources
How-To: Breaking it down
Suggested phases of development
• online admin help (grading, attendance)• online communications / portal • digitizing coursework• online resources• hybrid courses
How-To: Breaking it down
Suggested phases of development
• online admin help (grading, attendance)• online communications / portal • digitizing coursework• online resources• hybrid courses• online courses
How-To: Breaking it down
Suggested phases of development
• online admin help (grading, attendance)• online communications / portal • digitizing coursework• online resources• hybrid courses• online courses• online programs
How-To: Breaking it down
1. Assemble your lecture notes, and reviewa. Anything else you need to include?b. What needs updating?c. Is the sequence right? – logical, flows smoothlyd. Are the overlaps appropriate (e.g., for review before
proceeding)?
2. Divide into 12 modules, with 12 general take-aways (students’ outcomes)a. A positioning overview – Class 1, b. plus midterm and final, Class 8 and Class 15,c. plus twelve modules to produce a semester of 15
classroom meetings
How-To: Breaking it down
3. Write a narrative paragraph for each of the 12 meetings.Short version: what would a student miss if she skipped class that day?
4. Formalize the 12 modules into a table, pairing those paragraphs with a. Student activitiesb. Learning outcomes
How-To: Breaking it down
5. To create interactive online presentations,a. Rewrite the lecture notes as Q&Ab. At key points (one “page” apart) identify key
Questionsc. Expand Answers into 3-4 likely alternative.d. For “wrong answers” script explanationse. Cut and Paste into templates for hyperlink
connections
6. For online delivery, Class 1 should be a video overview, meet the professor
plus instructions in TutorText process, syllabus, etc. – i.e., an explanation of these six points.
What I hope to accomplish
• Give you a brief overview of distance learning• Outline types/concepts of distance learning• How-To: Breaking it down:• Make the case for the importance of distance learning
in the Marketing Communication Dept.
Making the case
Marketing Communication Department audiences for Distance Learning
• Occasional courses for students in our 4-year B.A.
Making the case
Marketing Communication Department audiences for Distance Learning
• Occasional courses for students in our 4-year B.A.• Intro courses designed to attract 2+2 transfer from
community colleges
Making the case
Marketing Communication Department audiences for Distance Learning
• Occasional courses for students in our 4-year B.A.• Intro courses designed to attract 2+2 transfer from
community colleges• LD 4-year B.A.’s (mostly online)
Making the case
Marketing Communication Department audiences for Distance Learning
• Occasional courses for students in our 4-year B.A.• Intro courses designed to attract 2+2 transfer from
community colleges• LD 4-year B.A.’s (mostly online)• Low-residency B.A.’s (Goddard model)
Making the case
Marketing Communication Department audiences for Distance Learning
• Occasional courses for students in our 4-year B.A.• Intro courses designed to attract 2+2 transfer from
community colleges• LD 4-year B.A.’s (mostly online)• Low-residency B.A.’s (Goddard model)• Alton Miller’s 3-year B.A. program (online, hybrid)
Making the case
Marketing Communication Department audiences for Distance Learning
• Occasional courses for students in our 4-year B.A.• Intro courses designed to attract 2+2 transfer from
community colleges• LD 4-year B.A.’s (mostly online)• Low-residency B.A.’s (Goddard model)• Alton Miller’s 3-year B.A. program (online, hybrid)• Alton Miller’s “Finish your degree” program
Making the case
Marketing Communication Department audiences for Distance Learning
• Occasional courses for students in our 4-year B.A.• Intro courses designed to attract 2+2 transfer from
community colleges• LD 4-year B.A.’s (mostly online)• Low-residency B.A.’s (Goddard model)• Alton Miller’s 3-year B.A. program (online, hybrid)• Alton Miller’s “Finish your degree” program• Enrollments in targeted minors (e.g. PR minor) for arts
majors (200)
Making the case
Marketing Communication Department audiences for Distance Learning (continued)
• (Reverse): Support for arts minors, to encourage a student inclined toward (e.g.) art and design to minor in art while earning an MCD degree. (This instead of waiting for that student to surrender her A+D major for an Advertising degree in MCD.
Making the case
Marketing Communication Department audiences for Distance Learning (continued)
• (Reverse): Support for arts minors, to encourage a student inclined toward (e.g.) art and design to minor in art while earning an MCD degree. (This instead of waiting for that student to surrender her A+D major for an Advertising degree in MCD.
• “Persuasive Communications” package of 3-5 courses for Chicago area executives looking to improve their writing, presentation, social media, and strategy skills, including clues as to how to identify and deal with advertising and marketing professionals.
Making the case
Marketing Communication Department audiences for Distance Learning (continued)
• “Strategic Communications” distance education packages. Target audiences are individual entrepreneurs and small businesses, nationwide.
Making the case
Marketing Communication Department audiences for Distance Learning (continued)
• “Strategic Communications” distance education packages. Target audiences are individual entrepreneurs and small businesses, nationwide.
• Similar program for pre-law.
Making the case
Marketing Communication Department audiences for Distance Learning (continued)
• “Strategic Communications” distance education packages. Target audiences are individual entrepreneurs and small businesses, nationwide.
• Similar program for pre-law.• Non-profit arts marketing packages, in response to a
need in small arts organizations (who often can’t afford professional PR/advertising personnel and thus depend on the efforts of trustees and executive directors) for how-to’s in media relations, advertising, etc. Target audiences are arts managers & trustees. We could partner with the Community Media Workshop for this.
Making the case
Marketing Communication Department audiences for Distance Learning (continued)
• Modules with specific learning outcomes intended for advanced placement and community college students, which supplement without supplanting our intro-level courses, similar to our high school institute offerings. Community college
Making the case
Marketing Communication Department audiences for Distance Learning (continued)
• Modules with specific learning outcomes intended for advanced placement and community college students, which supplement without supplanting our intro-level courses, similar to our high school institute offerings. Community college
• Compliance issues– Columbia College / Moodle etc.– Assessment– Dept. of Education: certificates
Making the case
• Trends in higher education• Public opinion• Technology agenda of our senior leadership• Leadership in social media• Mastery of persuasive communication technology • More efficient coordination of multi-section courses• College mission: we are not an “arts school” but a
college of “arts, communications, and public information” educating students “who will communicate creatively and shape the public’s perceptions of issues and events.”
Making the case
• Trends in higher education
Making the case
• Trends in higher education• Public opinion
Making the case
• Trends in higher education• Public opinion• Technology agenda of our senior leadership
Making the case
• Trends in higher education• Public opinion• Technology agenda of our senior leadership• Leadership in social media
Making the case
• Trends in higher education• Public opinion• Technology agenda of our senior leadership• Leadership in social media• Mastery of persuasive communication technology
Making the case
• Trends in higher education• Public opinion• Technology agenda of our senior leadership• Leadership in social media• Mastery of persuasive communication technology • More efficient coordination of multi-section courses
Making the case
• Trends in higher education• Public opinion• Technology agenda of our senior leadership• Leadership in social media• Mastery of persuasive communication technology • More efficient coordination of multi-section
courses• College mission: we are not an “arts school” but a
college of “arts, communications, and public information” educating students “who will communicate creatively and shape the public’s perceptions of issues and events.”
“Public resentment toward college leaders…”?(from Bowen, Higher Education in the Digital Age)
“Public resentment toward college leaders…”?(from Bowen, Higher Education in the Digital Age, continued)
Making the case
Why should we take the lead…?
• It’s coming – MOOCs, unless you have a better idea
Making the case
Why should we take the lead…?
• It’s coming – MOOCs, unless you have a better idea• If you’re not with the planners, you’re being planned
Making the case
Why should we take the lead…?
• It’s coming – MOOCs, unless you have a better idea• If you’re not with the planners, you’re being planned• We are confronting a crisis in higher education
Making the case
Why should we take the lead…?
• It’s coming – MOOCs, unless you have a better idea• If you’re not with the planners, you’re being planned• We are confronting a crisis in higher education• Higher ed is squeezed by technology: get a grip:
Technology is a double-edged sword for us, requiring that we keep up with upgrades and new trends (at a significant dollar cost), even as it offers some improvements in productivity…
Making the case
Why should we take the lead…?
• It’s coming – MOOCs, unless you have a better idea• If you’re not with the planners, you’re being planned• We are confronting a crisis in higher education• Higher ed is squeezed by technology: get a grip:
Technology is a double-edged sword for us, requiring that we keep up with upgrades and new trends (at a significant dollar cost), even as it offers some improvements in productivity…
• It “still takes 4 musicians 9 minutes to perform the first movement of Beethoven’s String Quartet No. 4 in C minor”
Making the case
Why should we take the lead…?
• It’s coming – MOOCs, unless you have a better idea• If you’re not with the planners, you’re being planned• We are confronting a crisis in higher education• Higher ed is squeezed by technology: get a grip:
Technology is a double-edged sword for us, requiring that we keep up with upgrades and new trends (at a significant dollar cost), even as it offers some improvements in productivity…
• It “still takes 4 musicians 9 minutes to perform the first movement of Beethoven’s String Quartet No. 4 in C minor”
• We need to scale what we deliver to a much bigger market.
Resources
Guide to Teaching Online CoursesNational Education Association guide to “creating an effective system for online learning and teaching.”
Distance Education Professional DevelopmentIn 1993 UW-Madison lauched the first “distance education certificate program to help teachers teach using the fledgling World Wide Web.”
Higher Education in the Digital AgeAn economist outlines how “technologies could transform traditional higher education…while preserving quality and protecting core values...”
The Flipped Classroom InfographicAn economist outlines how “technologies could transform traditional higher education…while preserving quality and protecting core values...”
Wikipedia: “Distance Education”A good overview, from which I have excerpted a few lines.
Resources
The Year of the MOOCA still-timely summary of massive open online courses from the N.Y. Times of Nov. 2/4 (online/print), 2012
.
On Distance Learning Opportunitiesfor the Marketing Communication Department
at Columbia College Chicago Presentation by Alton Miller
October 23, 2013
www.altonmiller.com
prw.columbiacollege.net