Transcript Is the Sky falling? Challenges to traditional models of

REENGINEERING EDUCATION
THROUGH TECHNOLOGY
CCSU Faculty Presentation
August 28, 2012
Prevailing Model of Instruction in
Higher Education

“Cottage-Industry Course Model” (Mehaffy)
Each course is designed, delivered, and assessed by an
individual faculty member.
 If institutions offer an average of four sections of an
introductory general education course, approximately
16,000 separate sections of this course will be designed,
delivered, and assessed—as if this course had never been
taught before.





Instructor as originator of course content
Lecture as most prevalent mode of delivery
Courses have specified number of contact hours
Overall student performance assigned final grade
Alternative Course Models



Free online courses (e.g., EdX, MOOCs, Coursera)
Low-cost online courses (e.g., Straighterline
www.straighterline.com; Udacity www.udacity.com)
Pre-packaged digitized course shell and content
(www.aascu.org/GlobalChallenges/)
Flipped Classrooms


Mastery-based, adaptive learning models (e.g.,
Knewton)
Online Learning Initiative
Knewton’s Adaptive Learning
Adaptive learning supports mastery-based learning,
a school of teaching founded on the idea that
student progression through a course should be
dependent on proficiency as opposed to the amount
of time spent on academic work. Knewton Math
Readiness, for example, is designed to present
students with personal learning paths as it
continually assesses their mathematical proficiency
and adapts accordingly. Lessons consist of videos,
online textbook selections, and lesson quizzes.
www.knewton.com
Carnegie Mellon’s
Online Learning Initiative (oli.cmu.edu/)



Provides online content and evaluation for
independent learning or to support a course
Provides constant feedback to students and
teachers about progress and mastery of concepts
Students in OLI courses achieved the same or better
learning outcomes in half the time of students
enrolled in traditional course
Open Learning Initiative http://oli.cmu.edu)
Digital Repositories



Multimedia Educational Resource for Learning and
Online Teaching (www.merlot.org)
TED Talks (www.ted.com)
Khan Academy (www.khanacademy.org)
http://www.youtube.com/watch?v=gM95HHI4gLk
Learning Analytics




Degree Compass
MAP-Works (www.webebi.com/retention)
Rio PACE
Course Signals
(www.itap.purdue.edu/learning/tools/signals)
Course Signals
www.youtube.com/watch?v=KxYewO9iAgw
Characteristics of Technologically
Enhanced Learning Environments






Online delivery of course content
Competency-based model of student learning
Use of learning analytics to monitor student
progress
Individualized interventions; increased student
teacher interaction
Self-paced learning
Partnerships with private vendors
Homegrown Innovations




Insurance & Financial Services Initiative
Modern Language Videoconferencing Project
Academic Map Project
Ad Astra Course Projections
How we can use technology to enhance
student learning



Use Blackboard Learn and encourage colleagues to
do so; integrate online resources to deliver content
Design hybrid courses that “flip” the classroom
Focus on defining and documenting student learning
in terms of specific competencies; consider having
students contribute to an electronic portfolio
Aspirational goal

Strengthen online education
 Establish
Distance Learning Committee
 Develop Strategic Plan for Online Education
 Develop Online and Hybrid Course Policies
 Develop Repository of Digital Resources
 Provide Professional development for online instruction
 Develop and implement measures for assessing online
and hybrid courses
References

Christensen, Clayton M. and Henry J. Eyring, The Innovative
University: Changing the DNA of Higher Education from the
Inside Out. San Francisco: Jossey-Bass, 2011.

Davis, Michelle R., “Finding their Way to Completion.
Graduation rates can improve with a push from
universities.” Public Purpose (Spring 2012): 2-5.

DiSlavio, Phillip, “Shifting Landscapes, Changing
Assumptions Reshape Higher Ed,” NEBHE Journal (June 11,
2012).

Mehaffy, George L. “Challenge and Change.” EDUCAUSE
Review, vol. 47, no. 5 (September/October 2012).