Transcript Document

Blended Learning and Beyond:
Developing Successful ELearning Partnerships
Curt Bonk, Indiana University,Professor
http://php.indiana.edu/~cjbonk
and
President, CourseShare
[email protected]
http://CourseShare.com
What is happening in
higher education?
Any Obstacles to Teaching Online?
(Survey of 222 early Web adopters, Bonk, 2001)
Percent of Respondents
Figure 32. Major Obstacles to Use of the Web in
Teaching
ic
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60
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40
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20
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0
Problems Faced
Administrative:
• “Lack of admin vision.”
• “Lack of incentive from
admin and the fact that
they do not understand
the time needed.”
• “Lack of system support.”
• “Little recognition that this
is valuable.”
• “Rapacious U intellectual
property policy.”
• “Unclear
univ.
policies
concerning int property.”
Pedagogical:
• “Difficulty in performing lab
experiments online.”
• “Lack of appropriate models
for pedagogy.”
Time-related:
• “More ideas than time to
implement.”
• “Not enough time to correct
online assign.”
• “People need sleep; Web
spins forever.”
Te
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Percent of Respondents
Supports Needed for Web-Based Teaching By
Institution Type
100
80
60
40
20
0
Private
Public
Any Supports Needed?
Primary Institutional Motives
for Online Education
Access (81 percent)
Learning (53 percent)
Profit (29 percent)
Percent of Respondents
Figure 24. Reasons for Institutional Investment
in Web-Based Teaching and Learning
80
60
40
20
0
Improved
Efficiency in
Teaching and
Research
Higher Ed
Community
Cooperation
Low
Education to
Unlimited
Audience
Medium
Access to
External
Resources
High
Build Business
and Gov't
Partnerships
Blended Works
(Jeff Barbian, Summer 2002, Online
Learning, p. 28)
Marc Rosenberg…The question is
not if we should blend,” he says.
“Rather, the question is what are
the ingredients?”...e-learning
courses can be blended unto
themselves.
Blended Learning Clarified
(Margaret Driscoll, March 2002, e-learning
Magazine, p. 54)
1. To combine or mix modes of Web technology
(e.g., self-paced, streaming video, audio, text)
2. To combine various pedagogical approaches
(constructivism, behaviorism, cognitivism)
3. To combine any instructional technology
(videotape, CD, etc.) with face-to-face training
4. To mix instructional technology with actual job
tasks to create work and learning harmony
Blended Learning Ideas
(Margaret Driscoll, March 2002, e-learning Magazine, p. 54)
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Put assessment online
Put threaded discussions (community) online
Make reference materials available for depth
Deliver preclass materials electronically
Provide online office hours
Extend class with an online coach or mentor
Life discussions with experts
Create a lifeline for learners outside of class
Use email and messaging
Posted Resources (e.g., cases, Glossary)
More Blended Ideas
(Bonk, 2003)
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Take to lab for online group collaboration.
Take to computer lab for Web search.
Take to an electronic conference.
Put syllabus on the Web.
Create a class computer conference.
Require students sign up for a listserv.
Use e-mail minute papers & e-mail admin.
Have students do technology demos.
TICKIT: Rural Teacher
Technology Integration
IU and IUPUI Education Colleague
Technology Ideas
1. Load PowerPoint lectures to Web site before
class (does not have to bring disk to class)
2. Students submit all work electronically (give
time-date stamp and allows updates)
3. Uses designated Lab days (work on collab
projects & see innards of computer)
4. Students create digital movie (here a digital
research project with questions,
background research, interviews, etc.)
Blended Learning
Advantages
1. Course access at one’s convenience and
flexible completion
2. Reduction in physical class time
3. Promotes independent learning
4. Multiple ways to accomplish course objectives
5. Increased opportunities for human interaction,
communication, & contact among students
6. Less time commuting and parking
7. Introverts participate more
Blended Learning
Disadvantages
1. Procrastination, procrastination, procrastination
2. Students have trouble managing time
3. Problems with technology at the beginning (try
too much)
4. Can be overwhelming or too novel
5. Poor integration or planning
6. Resistance to change
7. Good ideas but lack of time, money, & support
How get to instructors to adopt?
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Reflection activities (what works)
Provide technical support
Showcase effective ideas (mini conference)
Small pockets of money, recognize in annual
merit, or other award systems
Instructor of the month spotlight
Peer mentoring programs
Laptop programs
Staff development, send to conferences
Some Blended
Learning
Results…
Higher Education: Student survey
results after a hybrid course
• Student feedback N=282
• 69% felt they could control the pace of
their own learning
• 77% felt they could organize their time
better
• 16% felt the time spent online would have
been better spent in class
• 61% felt there should be more courses
like this
Making Connections
Partnering in a
Digital Age
Ideas from Ann Hill Duin
© Ann Hill Duin, [email protected]
2002
“An Internet gateway
through which
learners, employers,
and learning providers
are drawn together
into a dynamic
partnership that
creates value for
learners, enhances
economic
development, and
engages institutions in
meeting the lifelong
learning needs of
twenty-first century
learners” (2001, xvii).
Goals & Outcomes – Consensus
(Robert Jackson, e-learning 2002)
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Self-paced
Preassess/gain scores
Independent study
Learning management
system (LMS)
• Training manager and
programmers
• Asynchronous Selfpaced and
synchronous with an
instructor
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Instructor led
Rarely
Cohort
Course management
system (CMS)
• Faculty and graduate
students
• Synchronous FTF and
Async Instructor Led
Possible Priorities
1. Address a clear learner need
2. Leverage resources; share
infrastructure
3. Respond to new markets; improve
competitiveness
4. Enhance access and pedagogy of
learning
US Army Choose
Pricewaterhouse
• $453 million e-learning program
• 10 companies and 29 colleges
• 12,000 students in year 1; 10,000 more in
2002
• Goals: Tech savvy soliders; succeed in on the
digitized battlefield, enhance retention and
help soldiers achieve academic degrees.
• Soldiers stationed in Australia, Honduras,
Kosovo, Bosnia and Herzegovina, Belgium,
Japan, Egypt, the UK, Kuwait, Singapore,
Germany, Korea, Macedonia, Italy and Jordan.
Distance learner - message
I currently live in Maryland and will be
moving to Mason City, Iowa to be with
family. I have an AA from a community
college in Maryland. I wanted to know
if you had a distance education
program at [local community college]
that I would be able to get involved
in. If you do, could you email me info
at … or mail it to me at …
Certificate: Using the Internet
in Corp Training
Jones International University
• Corp trainers retool existing content for
online delivery; build an online module
• 4 weeks, $550; also optional
customized corp training certificate
• Use Web to enhance course content, &
create a powerful, interactive learning
environment for trainees.
In Search of a Need?
• Columbia announced Wednesday that four
for-profit education companies -SmartForce, Zoologic, the Kaplan Colleges,
and PrimeLearning -- are now offering
mostly noncredit courses on businessrelated subjects through Fathom's
Professional Development Learning Center
…The partnerships will benefit Fathom in
the short run because Fathom needs the
money that the courses will generate,
Possible Priorities
1. Address a clear learner need
2. Leverage resources; share
infrastructure
3. Respond to new markets; improve
competitiveness
4. Enhance access and pedagogy of
learning
University-World Resource Partnership
Administrators and faculty
members at the Massachusetts
Institute of Technology are
debating what could become a
$100-million effort to create
extensive World Wide Web pages
for nearly every course the
university offers.
Jeffrey R. Young, March 1, 2001, The Chronicle of Higher Ed
Also See: MIT Cheered from a Distance, Wired News,
http://www.wired.com/news/culture/0,1284,42841,00.html
International Resource Partnerships
 22 virtual universities to collaborate
 9 universities on 4 continents collab to
offer online graduate and professional
development courses in Asia
University of the Arctic is a consortium of
31 “high latitude” colleges, universities,
and governments across 8 countries. First
course is Introduction to Circumpolar
Studies. (Feb. 15, 2002, Chronicle of HE).
Possible Priorities
1. Address a clear learner need
2. Leverage resources; share
infrastructure
3. Respond to new markets;
improve competitiveness
4. Enhance access and pedagogy of
learning
Level 3 University Partnerships
(Dan Carnevale, Chronicle of Higher Ed, Jan 28, 2002)
• Babson College MBA for Intel
• Oregon Health and Science Univ MA in Tech
Management for Microsoft
• UT-Austin Online MS in Science, Tech, and
Commercialization for IBM
• Univ of Georgia MBA for
PricewaterhouseCoopers
• Cenquest, President, LaVonne Reimer claims
courses are more relevant to occupations
(colleges target corp training and exec ed)
Babson College and Intel Partnership
(Stephen Laster, Syllabus, Feb, 2003, p. 33-35)
• Blended: Onsite face to face plus
online
• Blended: Online activities plus CD
for bandwidth intensive materials
• Earn MBA in 27 months
Babson College and Intel Partnership
(Stephen Laster, Syllabus, Feb, 2003, p. 33-35)
“As with any system, human interaction is
a key critical success factor. In this case,
faculty and student support are required
to ensure that the technology remains
transparent. Additionally, face-to-face
sessions are required to teach those
subjects and concepts that are not
naturally supported through the
technology.”
Reasons for Failures
• UNext--Difficult economic period; cited
challenges of raising venture capital
• US Open U—Insufficient revenues; inadequate
enrollments; lacking accreditation & name rec
• E-Cornell—diff from mission; out of thin air
• Pensare/Duke—lower interest than expected
and then market tightened
• NUYonline—inadequate business plan (similar
problems to UMUConline, Virtual Temple, etc.)
• SUNY-Buffalo—not worth expense & hassle
– Labor intensive courses, time consuming, etc.
IU Online MBA Homepage
Kelley Direct Partnership with GM
• Joint program with Purdue School of
Engineering and Continuing Education
• Obtain MBA online after complete
engineering MS
• 48 credits normal (cut to 42 in here)
• March 2002 35 in program
• 100 waiting to get in
• Take 1 courses/quarter (3 yr program)
Partnership with United
Technologies
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MBA, began spring 2002
MS in Global Supply Chain Management
2 year program
30 students, 2 courses/quarter
1 week summer residency
1 week at site
Summary to Date
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2 year program with residency
Started with 14 students
Now have 240 total in MBA programs
Graduated 60 MBA students to date
Gain students though networking,
customer contacts, etc.
Possible Priorities
1. Address a clear learner need
2. Leverage resources; share
infrastructure
3. Respond to new markets; improve
competitiveness
4. Enhance access and
pedagogy of learning
Learning to Teach with Technology
Studio (Partnership of IU and PBS)
A New Type of
Professional Development
 The Learning to Teach with
Technology Studio is a Web-based
professional development system
offering quality instruction in quality
K - 12 technology integration
designed for educators.
LTTS Features
 Short courses (25 growing to 55+)
 On the web
 Start anytime and move at own pace
 Focus on technology integration in inquiry
lessons and projects
 Problem-centered modules
 Practical and educational
 Facilitated
 Standards-based (ISTE NETS and national
academic standards)
Ideas
• Develop a joint program
• Locate the best resources and bring them
to learners via a learning marketspace
• Promote collective virtual learning
resources to the world
• Make credits transferable between
programs
• Partner with private companies to assist
learners with additional experiences
Readiness or
preparation is is the
single most important
contributor to success
State Readiness Criteria
• Rosevear’s study of 8 virtual universities
• What is the…technological infrastructure?
• How prepared are the traditional colleges and
universities to support virtual learning
environments?
• Do they all have equal technological capabilities?
• What is a reasonable prediction for how long it will
take before the virtual university is operational?
• What are the resources gaps, and how will they be
filled?
Inter-Institutional
Readiness Criteria
• Leadership committed to the effort
• Commitment to learner centered
education
• Climate to support partnership and
change
• Alignment of key decision makers
• Buy-in by faculty, departments, and
colleges
Readiness criteria for shared course
environments
• Similar problems
• Trust and respect
• Low level
permissions
• No $$ or credit
• Clear
communication
• Clear outcomes
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Delineation of tasks
Matrix development
Phase one prototype
Course offered again
Equivalent tech
infrastructures
• In-house mentoring
Partnership Rationale -Blueprint
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Vision
Description
Beliefs
Assumptions
Operations
Commitment
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Collaboration
Risk
Control
Adaptation
Return on
Investment
John Chambers’ Partnership
Rationale (criteria)
• Do the partners enjoy a shared vision
with complementary roles?
• Can the partners create short-term
wins?
• Does the partnership create a “win” for
all key stakeholders?
• Are the organizational cultures similar?
• Is there geographic proximity?
What is your institution’s risk
tolerance related to partnerships?
Risk tolerance: legal, financial,
experimental, academic
Stakeholders: Learner/Citizen, faculty,
campus, state
Types of Partnerships: Commerce,
minority investments, joint ventures, spinoffs, mergers or acquisitions
ROI: What is the return on
e-learning???
Normal Business ROI Objectives
• Better Efficiencies (reduced travel,
instructor fees, distribution and facilities
costs)
• Greater Profitability
• Increased Sales
• Fewer Injuries on the Job
• Less Time off Work
• Faster Time to Competency
ROI in Higher Education
• Students: opportunities, integration with
work, learning on demand, inc promotion,
new wealth
• Faculty: templates for dev curriculum,
integration with real world, time, $
• Campus: educating more, reaching local
community, expanding resource base,
dispersing costs
• State: economic devel, increased business
competitiveness, better resource allocation
Talking about ROI
• As a percentage
– ROI=[(PaybackInvestment)/Investment]*
100
• As a ratio
– ROI=Return/Investment
• As time to break even
– Break even
time=(Investment/Return)
*Time Period
More Calculations
• Total Admin Costs of Former Program
- Total Admin Costs of OL Program
=Projected Net Savings
• Total Cost of Training/# of Students
=Cost Per Student (CPS)
• Total Benefits * 100/Total Program
Cost
=ROI%
Percent of Respondents
Kirkpatrick’s
• Reaction
• Learning
• Behavior
• Results
4 Levels
Figure 26. How Respondent Organizations Measure
Success of Web-Based Learning According to the
Kirkpatrick Model
90
80
70
60
50
40
30
20
10
0
Learner satisfaction
Change in
knowledge, skill,
atttitude
Job performance
Kirkpatrick's Evaluation Level
ROI
My Evaluation Plan…
Considerations in Evaluation Plan
8. University
or
Organization
7. Program
6. Course
5. Tech Tool
1. Student
2. Instructor
3. Training
4. Task
Quality on the Line: Benchmarks for
Success in Internet-Based Distance Ed
(Blackboard & NEA, 2000)
Teaching/Learning Process
• Student interaction with faculty is facilitated
through a variety of ways.
• Feedback to student assignments and questions
is provided in a timely manner.
• Each module requires students to engage
themselves in analysis, synthesis, and evaluation
as part of their course assignments.
• Course materials promote collaboration among
students.
– http://www.ihep.com/Pubs/PDF/Quality.pdf
Quality on the Line: Benchmarks for
Success in Internet-Based Distance Ed
(Blackboard & NEA, 2000)
Other Benchmark Categories:
• Institutional Support: incentive, rewards, plans
• Course Development: processes, guidelines,
teams, structures, standards, learning styles
• Course Structure: expectations, resources
• Student Support: training, assistance, info
• Faculty Support: mentoring, tech support
• Evaluation and Assessment: review process,
multiple methods, specific standards
What about specific
courseware or LMS and
other considerations???
Online Program or Course Budget
• Indirect Costs: learner disk space,
coordination, phone, admin training, creating
student criteria, accreditation, integration with
existing technology and procedures, library
resources, on site orientation & tech training,
faculty training, office space, supplies
• Direct Costs: courseware, instructor,
business manager, help desk, books, seat time,
bandwidth and data communications, server,
server back-up, course developers, postage
Online Program or Course Budget
http://webpages.marshall.edu/~morgan16/onlinecosts/
[email protected]
Questions to ask
• How large a course?
• Technology fees charged?
• Projected growth rate?
• Number of courses?
• How pay for system and use?
• Tuition rate?
Vendor Selection
• True commitment to learning…can define
what learning is.
• 24 x 7 support
• Partnerships
• Any research, reports, or funded centers?
• Longevity
• Honest talk and less hype
What steps in getting it work?
• Institutional support/White Paper
– Identify goals, policies, assess plans,
resources (hardware, software, support,
people)
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Faculty qualifications & compensation
Audience Needs: student or corporate
Finding Funding & Partnering
Test software
– usability testing
– system compatibility
– fits tech plans
How to get buy-In?
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Let’s form a committee…at least one…
Needs analysis, interviews, focus groups
Mini-grants, stipends, (i.,e., MONEY!!!)
Success stories, sharing, PR
Involve all stakeholders in the DM process
Marketing
• Listed in Major Search Engines (Free in Yahoo!
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or pay for top listing; premium listing in
GradSchools.com)
Bulletin Boards—Usenet Newsgroups
(alt.education.distance)
Specific Web Sites for Domain
Mailing Lists—email to subscribors
Internal PR
Conference Presentations and Pubs
Make Academic Advisors Aware
Blended Learning on
The Horizon
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Customized learning
Cross-cultural learning
Collaborative learning
Synchronous enhancements
MBA’s, Education master’s degrees with
online instructors as well as residency
Questions?