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TECHNOLOGY
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Productivity
A university President has observed that education is
one
of the few areas that has not improved productivity
in
decades. He indicated that since Harvard, one of the
oldest and most prestigious universities in America
was
established, the teaching model has been one
instructor
teaching 20 students for a fixed period.
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The Beginning of Change
With the advent of distance learning and the
development of powerful new teaching and learning
technologies, rapid technological changes are now
taking
place in continuing education operations. There are
still
significant points of resistance such as tradition,
accrediting, faculty members and student
perceptions of
appropriate methods of learning.
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Failure to Automate Effectively
One of the most significant factors that prevents
effective
use of the new technologies is the tendency to
merely
automate old systems, without considering how new
systems can maximize learning by using totally
new
methods.
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Changing Administrative Systems
Changes in program delivery systems are also
creating significant changes in administrative
systems including:
1. on-line capabilities
2. marketing
3. registration
4. payment methods
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Administrative Technology
Many technologies contribute to the efficiency of CE
activities. These include:
1. automated management systems
2. voice mail
3. facsimile (FAX)
4. wireless telephones
Creative people find ways to use all of these tools in the
operation of the CE program. For example, specifically
selected classes can be marketed by FAX.
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Lifelong Learning Systems
Integrated software systems are making significant
contributions to CE operations. These systems are often
referred to as lifelong learning systems. Some of the essential
elements of the packages include:
* A registration module that handles all registration options
such as on-line, mail, and telephone
* A marketing module
* A financial analysis module
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Lifelong Learning SystemsLifelong Learning (continued)
* A financial module that includes accounting, financial analysis reports, tracking and evaluation
* A mail module of mail lists and mail processes
* A participant module with participant information, including financial history and participation by course
* A course module providing data for marketing staff, registration staff, and/or the customer
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Lifelong Learning SystemsLifelong Learning (continued)
* An instructor module including specific information such as
personal, financial, evaluation, and course history
* A location and facilities module
* Other modules designed for a specific applications
Many of these modules have previously been used, but the new
systems now have the capacity to move data from one module
to another, creating one seamless management system.
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Technology Impacts the Organizational Structure
Adoption of such a system now only leads to changes in
the way we typically do things but eventually, will lead
to changes in the organization structure. For example, as
more activities become technology based, more staff will
be needed to provide technical support. These positions
often become professional positions. Another side effect
is an increased need for additional technical training for
the entire staff.
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Program Delivery Technologies
The rapid changes in program delivery technologies are in the
process of restructuring higher education as a whole,
including continuing education. These technologies have
changed what were once local captive markets to open
markets for programmers worldwide. They have created a
buyer’s market for many types of programs. Institutional
service areas have expanded from a small radius to virtually
the entire world. A redefinition of the target markets and their
needs can lead to redefining the scope and mission of the
organization.
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Changing Investment Strategies
Dynamic CE programs are frantically trying to determine the
required investment in hardware and programming software
to effectively compete in the future. For example, a typical
electronic classroom may cost over $100,000. This contrasts
significantly with a room with desks, a blackboard and chalk.
Many CE managers have seen large, early investments
dissipate as new technology arrived on the scene making
earlier investments obsolete.
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Changing Competition
Another serious side effect of the new technologies is the
entry of new players in the traditional continuing education
arena. The new technologies have opened the door for profit
oriented organizations from the communication,
entertainment, and business fields to compete with
universities for continuing education customers.
Individuals with expertise in program development for these
new presentation systems and communication channels can
now compete with universities.
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Improved Learning
These new delivery systems allow us to more effectively serve existing
markets and reach new markets. They also present opportunities for the
improvement of instruction by incorporating advanced presentation
systems. Kozma and Johnston described eight ways in which instructional
technology can support and improve learning. These included:
1. Enabling active engagement in the construction of knowledge
2. Making real world situations available
3. Providing representations in multiple modalities (e.g. 3-D, auditory, graphic, and text)
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Improved LearningImproved Learning (continued)
4. Drilling basic concepts for mastery
5. Facilitating collaborative activity among students.
6. Seeing interconnections among concepts through hypertext
7. Learning to use the tools of scholarship
8. Simulating laboratory work
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Web-Based Instruction
This mode of instruction will eventually fulfill the
promise of offering training any place and any time.
In its most complex form, it offers almost all of the
forms of effective presentation such as video, text,
and voice in real time and virtual time. It also has the
ability to portray dynamic, interactive models.
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The Necessity of Team Development
Programmers for this mode of instruction require all of
the traditional program planning skills and added skills
in operating systems such as e-mail, Web browsers, Web
search engines, Web site development and editing, and
presentation systems. Few current programmers possess
all of these skills; therefore, the individual programmer
is being replaced with a team of specialists.
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Cost Effectiveness
The new management skill that is required is the ability to
build and coordinate the efforts of these teams. Another factor
is that teams are expensive. Therefore, the cost of new
program development is astronomical. One estimate is one
month of development time per hour of instruction. It can
only be justified if it is assumed that large numbers of
participants can be attracted to the program within a
reasonable time, or that the program content will be desirable
over a long time period.
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MarketingAfter the program has been developed, the next hurdle is to
market it to a very large regional or global market. Few
universities have an image that is recognized globally and can
attract the large numbers of participants needed to cover the
investment in the program. This has led to consortium
activities like the Western Governor’s University and the
Southern Regional Education Board’s “Electronic Common
Market” in an attempt to be large enough to reach an
awareness threshold. It has also created a market for program
wholesale operations to franchise courses to universities for
sale in their local service area.
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Consolidation of Providers
The large investments required and necessary global
marketing may eventually result in a few large operations
being the sole providers of this type of programming.
Individual CE operations may be reduced to purchasing
wholesale and marketing these programs and traditional
program development of custom programs to limited
audiences. Another related role for university CE operations
may be the sorting and evaluation of the mass of new
programs available and providing consultation and
distribution of the best to a local or regional market.
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Student Support
The Web necessitates new systems of student support
and administrative services. In some ways, these
services may even be more accessible than on-campus
services. Some institutions have programmed
outstanding virtual campuses with every service
well
defined and an alternative personal contact via a
toll
free number.
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Interactive Video Instruction
The technology is based upon compressed video, either two
way or one-way, with an audio return from the students.
It requires a significant up-front investment and generates
high operating costs. Program development costs are
relatively low because instructors can teach in much the
same
way they have taught in the past.
This delivery system has both local and global
capabilities.
Local and area programming can be relatively economical,
especially if total class size can be increased
significantly.
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Re-Inventing Universities
This methodology may eventually reshape the nature of
universities. In most states, public universities are
now
tied together through landlines. This makes it possible
for instructors to teach to multiple campuses and
multiple classrooms. If this practice continues, there
could eventually be only one interconnected institution
in each state. The independent campuses would become
learning centers.
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Economies of Scale
At the global level, this mode of instruction can be
relatively economical for short courses and seminars
that attract relatively large audiences. Similar to
Web-based instruction, effective global marketing
becomes a problem. This has led to partnerships
between institutions that provide a broad marketing
network that can successfully reach a large number
of local markets.
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Presentation Systems
The impact of new and powerful presentation systems
are not limited to courses by distance. When used
effectively, they are having a major impact upon
individual instruction. CE programmers should
encourage and support their use in CE classes.
However, this will require additional investment in
equipment and possible modification of facilities.
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Components of the New Investments
The investment includes the acquisition of video
projection systems, computers, screens, and support
staff
training. With the emphasis on visual presentations,
facilities may need adjustments in lighting and
removal
of sight line barriers. One of the early issues to be
resolved is whether the equipment will be portable so
it
can be moved between classrooms, or stationary and
installed in each classroom.
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Principles of Good Practice
The Southern Regional Education Board, through their
Electronic Common Market (ECM) has developed the
following, Principles of Good Practice:
Basic Assumptions
1. The program or course offered electronically is provided by or through an institution that is accredited by a
nationally-recognized accrediting body and authorized to operate in the state where the program or course originates.
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Principles of Good PracticeBasic Assumptions (continued)
2. The institution’s programs holding specialized accreditation meet the same requirements when offered electronically.
3. The institution may be a single institution or a consortium of institution.
4. These principles are generally applicable to degree or certificate programs and to courses offered for academic credit.
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Principles of Good PracticeBasic Assumptions (continued)
5. It is the institution’s responsibility to review educational programs and courses it provides electronically and certify continued compliance with these principles.
6. Participation in the Electronic Common Market will be coordinated by the appropriate state agency or organizations in the state where it is offered.
7. Institutions offering programs or for-credit courses are responsible for satisfying all in-state approval and accreditation requirements before students are enrolled.
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Principles of Good Practice
Basic Assumptions (continued)
8. Participating states agree to accept, in addition to other state regulations or policies, certification of compliance with the Principles of Good Practice by the offering institution and the state where the offering institution is located.
9. Priority shall be given in enrolling students for ECM courses and programs who are otherwise qualified residents of the SREB region.
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Curriculum and Instruction
Each program or course of study results in learning outcomes
appropriate to the rigor and breadth of the degree or
certificate awarded.
* A degree or certificate program offered electronically is coherent and complete.
* The course provides for appropriate interaction between faculty and students and among students.
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Curriculum and InstructionCurriculum and Instruction (continued)
* Qualified faculty will provide appropriate supervision of the program/course that is offered electronically.
* Academic standards for all programs or courses offered electronically will be the same as those for other programs or courses offered at the institution where the programs originate.
* Student learning in programs delivered electronically should be comparable to student learning in programs offered at the campus where the programs originate.
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Institution Context and Commitment
Role and Mission
* The program is consistent with the institution’s role and mission.
* Review and approval processes insure the appropriateness of the technology being used to meet program or course objectives.
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Students and Student Services
* The program or course profiles students with clear, complete, and timely
information about the curriculum, course
and degree requirements, nature of
faculty/student interaction, assumptions
about technological competence and skills,
technical equipment requirements,
availability of academic support services,
and financial aid resources, and costs and
payment policies.
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Students and Student ServicesStudent Services (continued)
* Enrolled students have reasonable and adequate access to the range of
student services and student rights
to support their learning.
* The institution has admission/acceptance criteria in place to assess whether the student has the background, knowledge, and technical skills required to under-take the course/program.
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Students and Student ServicesStudent Services (continued)
* Advertising, recruiting. and
admissions materials clearly and
accurately present the program
and the services available.
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Faculty Support
* The program provides faculty support services specifically related to teaching via an electronic system.
* The institution assures appropriate training for faculty who teach using technology.
* The program provides adequate equipment, software, and communications to faculty for interaction with students, institution, and other faculty.
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Commitment to Support
* Policies for faculty evaluation include appropriate recognition of teaching and scholarly activities related to programs or courses offered electronically.
* The institution demonstrates a commitment to ongoing support, both financial and technical, and to continuation of the program or course for a period sufficient for students to complete a degree or certificate.
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Evaluation and Assessment
* The institution evaluates program and course effectiveness, including assessment of student learning outcomes, student retention, and student and faculty satisfaction.
* At the completion of the program or course, the institution provides for assessment and documentation of student achievement in each course.
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Evaluation and AssessmentEval. & Assmt. (continued)
* Program or course announcements and electronic catalog entries provide appropriate information.
* Common standards based on the Principles of Good Practice are used to evaluate courses and programs offered through ECM.
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