Sfu laval-sept-2012-leveraging-strengths

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

http://www.educause.edu/EDUCAUSE+Quarterly/EDUCAUSEQuarterlyMagazineVolum/TheFutureofOnlineTeachingandLe/157426



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

http://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

http://www.elcolmadito.com/Arte/MasProductos/PerezCafetera_3_2.jpg

http://www.dreamstime.com/

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


…every four years, the amountof information doubles in the world …


…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

http://www.irrodl.org/

COSTCOST

ACCESS ACCESS QUALITYQUALITY

Desired StateCurrent

State

Optimizing Higher Education

Source: http://www.col.org/SiteCollectionDocuments/Daniel_0411AAOUShanghai.pdf

http://www.col.org/SiteCollectionDocuments/Daniel_0411AAOUShanghai.pdf

Increase Access?

COST

ACCESS QUALITY

CurrentState

Source: http://www.col.org/SiteCollectionDocuments/Daniel_0411AAOUShanghai.pdf

IRONTRIANGLE

http://www.col.org/SiteCollectionDocuments/Daniel_0411AAOUShanghai.pdf

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


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


TRADTRADDE

© M. Power, 2012

OFF-CAMPUS COURSES SET TIME & SET PLACE

(OFTEN on SATELLITE CAMPUSES)

MOBILE FACULTY


SINCE 1960s… In North American universities


TRADTRADDE

© M. Power, 2012

VC

VIDEOCONFERENCINGSET TIME & SET PLACE

(on SATELLITE CAMPUSES)

REMOTE CLASSROOM

(THE DUAL-MODE UNIVERSITY EMERGES)


SINCE 1970-80s In North American universities


TRADTRAD

DISTANCE EDUCATION UNIVERSITIES

TRANSITION FROM DE TO ONLINE LEARNING

Individual

Unpaced

DE OL

ANYTIME

ANYWHERE

© M. Power, 2012

VC

SINCE mid-1980s


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


TRADTRADDE OL

© M. Power, 2012

VCOLBL

Courses• 50% (+/-) on campus• 50% (+/-) online

SET TIME &FLEXIBLE TIME


FROM OL TO BLENDED LEARNING

SINCE 2000s In North American universities


TRADDE OL VCOLBL

NEW MODEL PROPOSED

© M. Power, 2012


TRAD

TRADDE

Courses • 50% online in synchronous mode• 50% online in asynchronous mode


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


BOLD

TRADDE

Courses • 50% online in synchronous mode• 50% online in asynchronous mode


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


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

ONLINE LEARNING &GRADUATESTUDIES

booleanblackbelt.com

• Universities struggling to maintain some grad. programs;• Universities needing to increase recruitment options;


• 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;


• 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);



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);


• 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



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

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

[email protected]

http://www.aupress.ca/index.php/books/120161



http://jolt.merlot.org/vol4no4/power_1208.htm







http://www.irrodl.org/index.php/irrodl/article/view/916

http://www.irrodl.org/index.php/irrodl/article/view/916

http://www.jofde.ca/index.php/jde/article/view/649

End

[email protected]

Sfu laval-sept-2012-leveraging-strengths

Education

Transcript of Sfu laval-sept-2012-leveraging-strengths