Transcript e-Learning in 2016

e-Learning in 2020
G. Donald Allen
Department of Mathematics
Texas A&M University
College Station, TX
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Drivers for Change
Changing demographics of students
 Demand for unlimited access
 Spiraling costs
 Competencies vs. Degrees
 Lifelong learning
 Knowledge explosion
 Failure of current systems
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http://www.collegeboard.com/highered/res/hel/hel.html
Texas: High School Grads
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Total Enrollment
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Student Enrollments
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Undergrad Enrollments
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Graduate Enrollments
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Drivers for growth of eeducation
Institutions now recognize that
information technology can assist them
in their operations and in fulfilling their
educational mission.
 E-education solutions have developed
greater robustness, ease of use, and
functionality.
 These lower “traditional” objections to
adoption and acceptance.
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In consequence…
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An increasing percentage of collegiate budgets
have been directed toward e-education
infrastructure and teaching
Technology spending will only increase as the
use of e-solutions in academia increases –
mirroring business successes.
When the technological infrastructure is in
place, content delivery will accelerate.
Statistical surveys and anecdotal evidence
indicate increasing experimentation with and
adopting of e-learning.
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Institutions leading the
charge…
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Seek solutions interoperable with legacy
systems and materials.
Are forming cross-departmental committees
with representatives from affected groups, e.g.
library, the registrar, IT, student services.
View e-learning within the context of the
institutional vision and mission, not simply as a
tool or resource that benefits the individual user.
Key institutional drivers of e-learning
implementation are no longer simply
technology evangelists.
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There is no turning back to the
“simpler” life of the teacher, a
chalkboard and a roomful of
willing students
But there is still the voice of caution… “What
will fix public education? A teacher, a
chalkboard and a roomful of willing students.”
By Evan Keliher
© 2002 Newsweek
http://teachmath.net/Newsweek.html
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Technology strategic plans
address…
Enhancing teaching and learning
 Improving student services
 Strengthening institutional
communication and relationships
 Revitalizing operational processes
and activities
 Capturing new market opportunities
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University Business, 2006
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Major University Efforts
University of Illinois – global campus
http://www.insidehighered.com/news/200
6/08/31/illinois
 Penn State University World Campus
http://www.worldcampus.psu.edu/
 University of Maryland
http://www.umuc.edu/gen/virtuniv.shtml
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University of Illinois
U.S. post-secondary education is in the
midst of a sea change. The public is
demanding greater access to higher
education at the same time taxpayer
support for public universities, student
financial aid, and basic research has
weakened and accountability has
increased. …
University of Illinois Global Campus Initiative Final
Report, 2006
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Penn State World Campus
We must not only develop a broader, sharper
vision of how teaching must change, we must
use appropriately new resources and
technologies; we must balance, appropriately,
knowledge transmission and knowledge
utilization. Most important, we must have the
energy and the courage to respond to the
urgencies and demands for change that our
new vision clarifies, and our technologies make
possible." (1992)
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Texas A&M University
Computer-based DL/TML are both in their infancy
in the United States, being barely a decade old.
However, with the speed of virtually every facet of
education is changing at a record pace and ten
years is a long time. Nonetheless, owing to the
size and quality of this institution, this committee
feels confident that TAMU can still choose to play a
significant role of national leadership in the
development and delivery of distance education.
(2004)
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TAMU – Dr. Robert Gates
Sept. 9, 2006
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Task Force on Improving Undergraduate
education recommendation on DL/TML:
--increase access and opportunities for
students on and off-campus through
innovative technology-mediated
instruction and distance learning
technologies;
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Current Information. In
2005…
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3 million* students took at least 1 online course
compared to 17 million students enrolled in all
of higher education.
Online enrollments are growing 23%/year,
generating ~$5 billion/year.
Soon, one in five degrees will be online.
Dominant institutions:
 University of Phoenix (130,000)
 University of Maryland University College
(50,000)
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Data
Of all universities
offering
Graduate courses
The percentage for
Online is
65%
Masters degrees
44%
Undergrad courses
63%
Business degrees
43%
Growing by Degrees, Sloan Report, 2005
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Data
Schools
2003
2005
View online
education as critical
49%
56%
Associate degree
type view online
education as critical
58%
72%
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Campus Computing Project
TML
http://www.campuscomputing.net/
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According to the Campus
Computing Project
42% of postsecondary institutions a
strategic plan for deploying a coursemanagement solution
 22% plan to implement e-learning
tools and resources.
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http://www.campuscomputing.net/
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Campus Computing Project
Wireless classrooms
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Components of DL/TML
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Components of e-learning
Technology Mediated Learning (TML)
 Facilitator teachers
 Arrays of resources
 Science of learning research
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Learning styles
 Longitudinal tracking
 Skills vs. Inquiry
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Integrating the components
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Using the Onion Metaphor
Not pealing the onion
 But building the onion
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layer by layer
Making effective use
of legacy materials
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TML features
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Symbolic mathematics
functionality
Complete solutions – with
videos
Learning style adaptability
Longitudinal analysis
Question-answer notes
Animations
Video tutorials/lectures
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Homework systems
Consistent, artistic look
and feel
Interactive applets
Interactive quizzes and
exams
Peer review systems
•Years of testing
validation
reliability
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The Technologies
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Theorem: DL is but one form
of TML.
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A little math…
Theorem: DL is but one
form of TML.
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Project-based learning
Shown to be effective
 Keeps students engaged
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Good place to use peer review
methods.
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Modes of Instruction
Tutorial (Socratic)
 Traditional, (Seminar, Small class, Large
lecture)
 Facilitator
 Fully computer based instruction
 Distance
 Self-Study (Correspondence, etc)
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Learning modes – current
buzz
Drill for Skill
 Active learning for construction of
knowledge
 Cooperation and teamwork in learning
 Learning via problem solving.
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The “Math Wars”
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The Teacher
Social context of student learning
 Social context of teacher needs
 Teacher competency, capacity,
adaptability
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student learning styles, multiple
intelligences
 content mastery
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Teachers and technology
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The Facilitator Teacher
Fewer formal presentations (lectures)
 Expanded role in one-on-one teaching
 Greater content competency required
 Diminished role in training
 More cooperative --- less contentious
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BUT: Is TML/DL teaching bulletproof?
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Changing Roles of Students
Students proceed at own pace
 Students will have personal learning
plans
 Students become active learners
 Students have less teacher-student
interaction
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What is the social
context of learning?
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TML means …
The end of “one-size-fits-all” course
formats
 The end of “one-size-fits-all” pedagogy
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…the end of …..
“one-size-fits-all”
education
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Pedagogical Theory
Learning models - “constructivist”,
“collaborative”, “cognitive” and
“sociocultural”, “traditional”
 Learning cycles – “experiential”,
“situational”
Pedagogy is focused on enabling learning
and intellectual growth in contrast to
instruction that treats students as the object of
curriculum implementation.
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ADDIE – for e-learning
Analyzing learners
 Designing instruction
 Developing instruction
 Implementing instruction
 Evaluating instruction
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What are the Critical
Uncertainties in
implementing any e-learning
model on a mass scale?
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Critical uncertainties
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Can TML work? Will learning research results
support the viability of TML?
Teacher training? Will a sufficient corps of
teachers opt for the new type of “teaching?”
When? At what point (grade) should the TML
become more intensive?
Social implications? Will long term TML
support a continued highly social society?
Privacy? With TML comes long term records of
student behavior. Are they secure?
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Critical uncertainties
Academic Inertia – can we convince
administrators that TML is here to stay?
 Length of time from inception to
implementation – what is the realistic
time of development of first quality
materials.
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Scenario #1
A modern day at the books...
 Mode: Independent TML study with
facilitator. Students can work alone or in
groups, though group projects need not be
a component. Students working together
can better understand what they don’t
understand. This poises them for real
learning. The facilitator is available at most
times.
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A day in the Algebra class
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Whole class gathering to launch topic of the
day and to engage students in learning
Visual tutorial (readings backup) – based on
individuals learning style
Using the homework system – integrates
assessment – gives learning plan –
feedback to videos – calls teacher –
identifies student misconception
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A day in the Algebra class
Group interaction – organized or
spontaneous
 Whole class gathering
 Teacher: extension, explanation,
applications, reinforce learning,
feedback
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The facilitator …
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Needs to work from where the student is, to
identify and correct misconceptions
Needs to identify what the student knows
Needs to enable student interaction
Rewarding because …
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Work with students wanting help
Work with actual specific issues – not
generalities
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Who falls through the cracks
of the TML system?
Reluctant guessers: A certain aspect
of the whole system involves guessing
for feedback
 Keyboard challenged students
 Students needing the student-toteacher direct communication
 The unknown consequences of the
mass application of TML
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What falls through the
cracks?
Problem solving?
 Inquiry based learning?
 Social context for learning?
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Group efforts
 Interpersonal relation building
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Behavior learning?
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TML “Learning” Issues
Some learning difficulties will be
diminished
 Some learning difficulties will be
amplified
 New learning difficulties will emerge
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What are they?
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Conclusions - Optimistic
Student easily adapt to TML or “Weblearning.”
 Students become active learners.
 Students work together - profitably.
 Students get to work right away.
 Faculty help those students that need
& request help.
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Conclusions - Pessimistic
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Students finesse TML is ways yet to be
determined
Social innovation, originality decreases
Computer dependency emerges
Proliferation of erroneous information
Anti-socialism increases substantially
Citizen educational records are used for
nefarious means
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Scenario #2
Hybrid TML…
 Mode: Traditional classroom setting
with TML options.
Classroom/lecture format available
 Video lectures available
 TM homework system
 TM assessment
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The traditional lecture
Most lectures are average
 Students have difficulty sustaining
interest for 50 minutes. (15-20
minutes is the max for sustained
focus)
 Some students are not “lecture
learners.”
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Benefits
Classes can be oversubscribed.
 Bricks and mortar issues relieved.
 Students are given alternative
learning venues.
 Students can relearn/relive the
learning experience through the TML
materials.
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Benefits
Teaching resources can be applied in
a more productive way.
 The traditional format is maintained
for those needing it.
 Students know clearly the rules of the
course.
 Standardization of course materials.
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Scenario #3
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Digital libraries. DML= Digital Mathematics
Library The purpose of the DML is to digitize old mathematical literature; - new
electronic articles, to be compatible with old
ones. Several programs are under way but
a joint world effort should be made. Plans
have been made and several meetings
have been held. Europe has a key role in
the digitizing of old mathematical literature.
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Possible issues
Day before exam classroom
compression.
 Instructor may tend to lose the
“sense” of the class.
 Does TML favor “knowing how” over
“knowing that?”
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Which Scenario?
Dependency on learning research
 Dependency on societal resources for
education
 Dependency on resolution of many
unknowns
 Dependency on societal acceptance
of a new learning format(s).
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Visual Algebra Process
From the
student’s world
Shape,
data,
graphic,
or animation
Type
tutorials
Differentiate
types
Formulate
relations
Formulate
problems
Construct
a model
Solve
problems
Family of
models
Model
tutorials
Construct
data
Traditional
Visual algebra process
- visual component
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