The Move to Online: Transmission or Transformation? Wayne P. Pferdehirt Director, Graduate Distance Engineering Degree Programs U. of Wisconsin‐Madison Sixth Annual RU Online and Hybrid Learning Conference January 14, 2015
The Move to Online:Transmission or Transformation?
Wayne P. PferdehirtDirector, Graduate Distance
Engineering Degree ProgramsU. of Wisconsin‐Madison
Sixth Annual RU Online and Hybrid Learning Conference
January 14, 2015
If Online is the Answer, What’s the Question?
Transmit more of the same? Transform the quality of learning?or
A Bit of Context UW‐Madison launched first online degree program, Master of Engineering
Management (Professional Practice) in 1998 Curriculum and format optimized for experienced, mid‐career professionals 420 graduates as of 2014 97% program completion 54% of students report significant promotions/raises before graduation Has proven that quality graduate engineering education can be delivered
online when effectively designed and supported
Top awards and rankings for educational quality Sloan Consortium USDLA UCEA U.S. News and World Report
“This Masters of Engineering in Professional Practice is as good as it gets as a model of the development, implementation and maintenance of a distance education degree program.”
–UCEA Awards Judging Committee
Context: Online Graduate Engineering Degree Programs at UW‐Madison
Current Degree Programs M.S. Electrical Engineering (Power Systems) M.S. Mechanical Engineering (Controls) M.Eng. Engineering Management M.Eng. Engine Systems M.Eng. Sustainable Systems Engineering M Eng. Technical Japanese M.Eng. Polymer Science and Engineering
Under Development M.Eng. Environmental Engineering M.Eng. Applied Computing & Engineering Data Analytics
Students are mid‐career engineers
Emphasis on project‐ and problem‐based learning
Strategic goal is developing best‐in‐class graduate programs that enhance on‐campus centers of strength in engineering research and education
Engineering Education is Undergoing a Major Transformation
Transformation is happening at many of our campuses Active learning Project‐ and problem‐based Experiential & authentic Rethinking learning from student’s perspective
John Hennessy, President, Stanford U.: “The large lecture class is dead.”https://www.youtube.com/watch?v=kXs‐LJtl5gI&feature=youtu.be
Why would we try to replicatethe large lecture hall online?
If Online Education is the Answer,What is the Question??
What is your goal?What is the motivation driving your interest in online learning?What needs, opportunities, and constraints are part of the puzzle?
Online education can be a means, but is not itself an end
Let your end be a vision worth your university’s very best people and efforts
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Is “as good as classroom instruction” an Adequate Goal?
Going online can remove/reduce barriers to educationWho learnsWho teachesWhen teaching and learning happen How teaching and learning happen Efficiency and effectiveness of learning
Done well, online education practices can improve classroom practices
Can be a game‐changer for colleges and departments
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Going Online: A Typical Scenario Starts with a desire to increase institution’s revenues
… with minimal incremental cost
Instructors understandably want a model that requires as little change as possible to their teaching practices
Goal is to have online courses be “as good as existing on‐campus courses”
The result Record and stream existing lecture‐based courses More of the same
What’s wrong with that?
How do you envisiononline learning?
A digital file cabinetDigitize and post existing docucourseresources from f2f course
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How do you envisiononline learning?
A one‐way hose for streaming course recordings and related content
Students are receivers of content with little/no meaningful personal engagement with other students and faculty
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How do you envisiononline learning?
An opportunity to create a new learning space collaborativeengagingauthenticnew freedom in where, when, and how learning occurs
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The best online learning actively extends the boundaries of active learning
Increasingly, we are seeing how active learning strategies increase student learning in on‐campus courses
Then why use online learningto recreate the lecture hall?
M.Eng. Engine Systems:Accelerated Learning
Engine Design Project Management
Fluid DynamicsCombustion
Thermo-dynamics Modeling Control and
Diagnostics Trend Analysis
10-15 Years Experience in Engine Development
3.5-Year MEES Program
An “Aha” moment for me
UW‐Madison Master of Engineering in Engine Systems
Creating a New World
New opportunities for learners with shared, unique needs and goals
Engaging best instructors, speakers and projects from anywhere
Learning that fits the needs and expectations of distributed teams of students, learning with and from each other
Authentic, immediately applicable learning
Curriculum that Fits their Needs and Goals Responsive Faculty Culture that Fosters Valued, Supportive Community Assignments that are Authentic and Meaningful Elimination of Unnecessary Frustrations and HurdlesClear InstructionsReliable Technology and SupportRemoval/Mediation of Institutional BS
Right Mix of Structure, Consistency, and Flexibility Knowing Their Feedback Matters
Defining Quality:What Matters to Students?
Effective Support Knowing Their Efforts are Valued and Appreciated Fair, Appropriate Compensation New Opportunities Knowing their Input Matters Motivated, Capable Students
Defining Quality:What Matters to Faculty?
Framework for Quality Online Learning Environments
Sources: UW‐Madison Division of Continuing Studies; and Shea, Pickett and Pelz, 2003.
Use “the Move to Online” to TransformEngineering Education
Decide (really decide) to make meeting the learning goals of students as the #1 priority.
Design each degree program as an integrated curriculum rather than simply a bundle of courses. Engage faculty in assessing and achieving program outcomes
Engage experienced, capable instructional designersin the design of programs and each course.
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Use “the Move to Online” to TransformEngineering Education
Effectively support faculty throughout course development, delivery, evaluation, and improvement
Use online formats and tools to build effective, meaningful community in support of learning at course and program levels
Integrate learning and practical application (professional practice) as part of coursework
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Using “the Move to Online” to TransformEngineering Education
Use what you learn and develop for online courses to improve all courses
Build new and deeper connectionsbetween your faculty’s research and industry
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Some Practical Advice
Use group projects in online courses to develop skills needed to lead and contribute to distributed teams
Thoughtfully complement asynchronous learning with live, authentic interactions (e.g., interactive web conferences, team sessions, residencies)
Have students contribute meaningfully to online learning Lead web conference presentations Lead asynchronous discussion forums
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Some Practical Advice
Provide free access to tools that enable student groups to meet and work effectively anytime, anywhere Project groups Study sessions, etc. Teach and support effective use of collaboration tools
Use online tools to engage alumni in networking, learning, collaborating, and teaching
Engage the best faculty, speakers, and resources, wherever they are
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… and Some Things to Avoid
Avoid anything that makes online students feel like distant, second‐class participants in courses and the sponsoring departments and colleges.
Avoid faculty frustration and burnout caused by inadequate support.
Avoid the failure to plan well for meeting students’ needs at the program level
Avoid the “build it and they will come” syndrome to program development
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Re‐Creating Engineering Education
With your faculty create a compelling vision worthy of them and your institution
Create a path and stepping stones to get there
“You must be the change you wish to see in the world” Mohandas Gandhi
Let’s Discuss Your Ideas and Questions …
Thank You
Wayne P. [email protected]
608.265.2361
University of Wisconsin–MadisonCollege of Engineering
Department of Engineering Professional Development27
Build culture that values, affirms and is committed to quality
People pay attention to what gets measured
Need to be able to have the difficult discussions
Evaluation needs to be safe, supportive, team‐based
Sometimes you have to change who’s on the bus
The value in evaluations lies in what you do with what you learn
Enable linkages between the right nerves and the right muscles
Find ways to model and affirm what you expect from others
Principles of Building Quality