Andy DiPaolo Executive Director Stanford Center for Professional Development Stanford University
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Andy DiPaolo
Executive Director
Stanford Center for Professional Development
Stanford University
Online Education: Myth or Reality?
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“The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn.”
Alvin Toffler
“Rethinking the Future”
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“The ability to learn faster than your competitors may be the only sustainable competitive advantage.”
Peter Senge,
“The Fifth Discipline”
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News Items
• Stanford, Princeton, Yale and Oxford join forces to create an independent, not-for-profit alliance to develop distance learning programs.
October 2000
• Cornell announces eCornell, a for-profit company to create and market distance learning programs.
March 2000
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News Items
• Columbia University announces Fathom, a web venture to share learning for profit.
April 2000
• Duke Corporate Education raises $24M in its first round of financing.
July 2000
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News Items
• Unext.com launches Cardean with top universities to provide world-class education via the Internet.
June 1999
• Universitas 21, an international network of universities, announces plans with Thomson Learning to deliver online education worldwide.
November 2000
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News Items
• U.S. Army enters into $600M partnership with universities for e-learning.
November 2000
• High-tech billionaire Michael Saylor announces $100 million donation to create an online university that will offer an Ivy League-quality education to anyone in the world - - free.
March 2000
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What Online Learners Want
• Access to learning independent of time and distance.
• Convenience and flexibility in course and program delivery with multiple avenues for learning.
• Choice of synchronous (real-time) and/or asynchronous (time-delayed) delivery options.
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What Online Learners Want
• Well designed, engaging and intellectually challenging courses with degree, certification and credentialing options.
• Emphasis on active, experiential, goal oriented, context based learning vs teacher-centered approaches.
• Presentations and interactions incorporating problem based simulations and gaming.
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What Online Learners Want
• “Learner pull vs teacher push” approaches with learning on demand.
• Modules and courselets which can be bundled into a learning experience to meet goals of organization, workgroup, and career.
• Reliable delivery technology on any internet station with 24 X 7 technical support.
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What Online Learners Want
• Provisions for tele-advising, tele-coaching and tele-mentoring.
• Participation in a “learning community” through online and real interaction with instructor, teaching assistants, tutors, peers and experts.
• Opportunity to “customize” learning experience based on background and needs.
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What Online Learners Want
• Opportunity to “test” course and be assessed before registering.
• Access to multimedia learning materials, content collections, libraries, electronic tools - - and lots of video.
• Opportunity to practice working in geographically dispersed learning teams.
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What Online Learners Want
• Outstanding e-support for student services with a focus on “student as customer.”
• Provision for extended duration of a course and ongoing access to faculty and experts.
• Continuous, rich and varied forms of feedback.
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What Online Learners Want
• Competitive pricing with a mix of fixed price and pay-per-view options.
• Return on investment.
• Lifelong educational renewal with institutional commitment to support continuous learning of its graduates.
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“Motorola no longer wants to hire engineers with a four year degree. Instead, we want our employees to have a 40 year degree.”
Christopher Galvin
President and CEO of Motorola
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Higher Education OnlineU.S. Examples
• Stanford• Georgia Tech• Illinois • UC Berkeley• Western
Governors• Michigan• Southern Region E-campus
• Penn State• Penn/Wharton• SUNY• Johns Hopkins• Calif State Univ
System• Open University
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University For-Profit Subsidiaries
• NYUonline
• Columbia
• Duke Corporate Education
• eCornell
• Maryland
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Online Education Entrepreneurs“The Rise of a New Industry”
• University of Phoenix
• UNext.com- Cardean
• Jones International
• Capella University
• Concord University
• Global Education Network
• Thomson Learning
• Universitas 21
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Online Education Entrepreneurs“The Rise of a New Industry”
• Caliber Learning
• Kaplan Colleges
• DeVry Institutes
• Fathom
• ElementK
• Pensare
• NETg
• Quisic
• DigitalThink
• IBM Mindspan
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Online Education Entrepreneurs “The Rise of a New Industry”
• Hungry Minds
• Click2learn
• Smart Force
• Interwise
• Stratys-NTU & PBS
• Powered, Inc.
• FT Knowledge
• Thinq
• Online Learning.net
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Online Education Entrepreneurs “The Rise of a New Industry”
• McGraw Hill Learning Network
• Barnes & Noble University
• Dow Jones University
• Harcourt Learning
• The Teaching Company
• Global Learning Systems
• Motorola University
• Cisco Academy
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Online Education Entrepreneurs vs Higher Education
• Focus on customer needs and competition.
• Speed to market.• Commercial grade marketing, sales,
design and production skills.• Larger investments.• No university bureaucracy.• Applies incentives and rewards to
attract faculty and experts.
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Stanford University
Schools• Business• Earth Sciences• Education• Engineering• Humanities
and Science• Law• Medicine
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• Students: • 6,591
undergrad • 7,553
graduate• Faculty:
1,595
Stanford University• Recognized as offering outstanding
education and research programs.
• Research volume: $523+ million annually
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Learning Technologies and Extended Education at Stanford
• An alliance consisting of:
• Stanford Center for Professional Development
• Stanford Continuing Studies Program
• Stanford Learning Lab
• Stanford Media Solutions
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Stanford Center for Professional Development
The Stanford Center for Professional Development develops and delivers courses, programs and services using multimedia, telecommunications, campus and on-site solutions to support the advanced educational needs of professionals, managers and executives.
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SCPD Program Offerings
• Masters Degree - Honors Cooperative Program
• Credit courses - Non-Degree Option • Academic Certificate Programs• Audit• Professional and executive education• Course licensing• Research seminars• Custom programs
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• Videotape
• Multimedia
• Internet and web
• On-site
SCPD Delivery
• Five TV channels
• Satellite
• Two-way video
• On-campus
• Combinations
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Stanford Online
VisionTo make Stanford’s rich intellectual content accessible and convenient in order to address the information, knowledge and education needs of today’s professional workforce.
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Stanford Online• Transformed from
research project into Stanford Online in Spring 1997.
• Compaq Computer and Microsoft are strategic partners.
• SCPD televises 75 courses per quarter and most are available via Stanford Online.
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Stanford Online
• Over 600 online courses since 1997.
• Courses updated quarterly to maintain currency.
• Approach transparent to faculty.
• Delivers credit and professional education programs.
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Stanford Online Programs
• Courses in Electrical Engineering, Computer Science, Mechanical Engineering, and Management Science & Engineering
• MS Degree in Electrical Engineering with Telecommunications focus.
• Certificates in Telecommunications, Bioinformatics and 20 other areas.
• Professional education courses, seminars and conferences.
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E-learning Distributed Annually to Industry by SCPD
• 200+ credit courses leading to MS degrees and academic certificates.
• 25 research seminars.
• 25 professional education courses.
• 6000 credit enrollments annually at over 450 corporations.
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E-learning Distributed Annually to Industry by SCPD
• Modules and courselets in process.
• Delivery via Stanford Instructional TV Network and Stanford Online.
• 10,000 new program hours annually in digital form.
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Summary of Feedback To Date
• Online learning attracts professionals who would not otherwise have taken course.
• Convenience and choice is critical for busy professionals.
• Best for motivated, focused, mature students.
• Significant benefit for campus students.
• Students satisfied with learning via Stanford Online - assessment ongoing.
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Recommendations from Lessons Learned
• Constitute an e-learning board or committee.
• Choose high demand disciplines and recruit best faculty.
• Make sure program is consistent with institution’s mission and has an “enabling environment.”
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Recommendations from Lessons Learned
• Position initiative as a way to extend - not replace - academic programs.
• Offer faculty incentives and rewards and address concerns with ownership of intellectual property.
• Don’t over promise - - state realistic expectations regarding program costs and revenue.
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Recommendations from Lessons Learned
• Create or select uniform course development system with common “look and feel” - - think modular, scalable, dynamic and interactive.
• Make programs available from any internet station on a 24 X 7 basis.
• Develop comprehensive faculty and learner e-support services and infrastructure.
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Recommendations from Lessons Learned• Create strong marketing enterprise with
database management at its core using “net magnets” to attract and retain students.
• Provide students electronic access to learning resources and tools.
• Select learning management system (LMS) with admission, registration, tracking, reporting, advising,feedback, course delivery, etc.
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Recommendations from Lessons Learned• Select learning content management system
(LCMS) with centralized repository, tagging and search, reusable learning objects, etc.
• Create a “community of learners” with synchronous and asynchronous interactions and peer-to-peer collaborations.
• Consider blending online and on site activities.
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Recommendations from Lessons Learned• Consider outside partnering for
development, management and marketing of courses.
• Develop strong assessment program on student learning, student retention, and student and faculty satisfaction.
• Target revenue to cover costs with remainder provided to sponsoring departments/faculty and for future development.
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Success Factors of Online Learning
• Access
• Learning
• Cost effectiveness
• Learner satisfaction
• Faculty satisfaction
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Hurdles Universities Face in Online Education
• Can a university compete in this environment?
• Higher ed generally not skilled at developing new businesses.
• High quality online courses differ significantly from traditional courses.
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Hurdles Universities Face in Online Education
• Disparity between “corporate speed” and “college speed.”
• Skilled, staff and expensive resources required to produce and deliver courses.
• Faculty incentive structure needed.
PROMISE SMALL, DELIVER BIG
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“E-learning will make e-mail look like a rounding error.”
John Chambers
CEO of Cisco
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Future of Online Education
• Online education - - as the intersection of learning activities, learning resources and enterprise systems - - recognized as an essential function of universities and organized to meet the needs and lifestyle of students.
• Minimal distinction between on-site and off-site students through networked learning communities.
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Future of Online Education
• Focus of online education shifts from teaching to learning with students having more control.
• Continuum of online education from high school to graduate programs to professional education to lifelong enrichment creating an online educational portfolio.
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Future of Online Education
• Education and training organizations not rooted in time and place: learning accessible from anywhere and available at all times - - personal, portable, wireless. The future is “M” learning.
• Accelerated development of alliances between higher education, professional organizations, publishers, industry and new dot.coms for online program development and distribution.
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Future of Online Education
• Evolution of non-traditional degree, certification and career professional universities characterized by online degrees based on knowledge/skill modules, variable pacing, short residencies, distributed cohort groups, and competency assessment vs. academic credit.
• Content management systems applied to personalize the learning experience.
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Future of Online Education
• Unbundling of the design, development, delivery and management of teaching a common practice.
• Emphasis on experiential, non-linear, goal-oriented, scenario-based learning with immersion learningware and virtual reality.
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Future of Online Education
• Intelligent tutoring to include learner profile specifications with personal information, performance records and learning preference information allowing for prescriptive guidance and dynamically assembled customized education.
• Independent producers sell courses and award credits to the end user bypassing traditional institutions.
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Future of Online Education
• Faculty members become increasingly independent of colleges and universities in the delivery of online education.
• Programs offered over an entire career evolve as a means to create institutional loyalty and leverage into new relationships.
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“Technology has limitations on what it can accomplish. You do not…”
Lou GerstnerCEO IBM
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For additional information:• Andy DiPaolo
• Stanford Center for Professional Development
http://scpd.stanford.edu
• Stanford Online
http://stanford-online
• Stanford Learning Lab
http://learninglab.stanford.edu
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Andy DiPaolo
Executive Director
Stanford Center for Professional Development
Stanford University
Online Education: Myth or Reality?