Michael Power, PhD, Université Laval, Quebec City, Kanada. "Sustainable online learning: balancing priorities". Ingvill Rasmussen, PhD, Oslo universitet, Pedagogiska fakulteten. “Developing feedback tools for teacher and student collaboration in a wiki”. Pierre Dillenbourg, prof i datavetenskap vid EPDL, Lausanne.
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
Michael Power, PhD, Université Laval, Quebec City, Kanada."Sustainable online learning: balancing priorities".Ingvill Rasmussen, PhD, Oslo universitet, Pedagogiska fakulteten. “Developing feedback tools for teacher and student collaboration in a wiki”.Pierre Dillenbourg, prof i datavetenskap vid EPDL, Lausanne. "Orchestration: the real time management of multiple activities in the classroom".
• +35 K students• Top 10 in Canada• French-language
university
www.ulaval.ca
16-01-07david-kilgour.com
www.ulaval.ca
16-01-07
WHY ONLINE LEARNING?•LARGE UNIVERSITY, SMALL
CITY
•WORLD-CLASS EXPERTISE
(1,400 PROFESSORS)
•MANY UNMET NEEDS
REGIONALLY, NATIONALLY AND
INTERNATIONALLY
•NEED FOR OUTREACH
•VIRTUALLY UNLIMITED
POTENTIAL FOR GROWTH
ONLINE
www.ulaval.ca
16-01-07
WHY ONLINE LEARNING?•LARGE UNIVERSITY, SMALL
CITY
•WORLD-CLASS EXPERTISE
(1,400 PROFESSORS)
•MANY UNMET NEEDS
REGIONALLY, NATIONALLY AND
INTERNATIONALLY
•NEED FOR OUTREACH
•VIRTUALLY UNLIMITED
POTENTIAL FOR GROWTH
ONLINE
BUT HOW CAN WE MAKE IT -accessible-good quality and-cost-effective?In other words,SUSTAINABLE?
Sustainable Online Learning:Balancing Priorities
1. Is OL currently non sustainable?2. And whose priorities need
balancing?
www.ulaval.ca
1. What does sustainable mean?
capable of being maintained at a steady level
without exhausting natural resources or
causing severe ecological damage (i.e.
sustainable development)
URL: http://www.thefreedictionary.com/sustainable
www.ulaval.ca
1. Example of sustainable growth
No growth
High growth
Sustainable growth
Whose priorities need balancing?
Those of •FACULTY•STUDENTS•ADMINISTRATORS
Is OL currently non sustainable?
POSITION: OL, as the current form of DE, is not sustainable because user priorities are not balanced.•Core faculty not sufficiently involved and engaged;•Online students isolated and in survival mode;•Administrators challenged with high front-end design and delivery costs (i.e. adjunct faculty).
1. The “IRON TRIANGLE” of higher education 2. The evolution of educational models3. Obstacles to breaking out of the Iron Triangle4. Using technology to advance OL 5. Achieving a sustainable design for OL
POSITION: OL, as the current form of DE, is not sustainable because user priorities are not balanced. Solution: Balance priorities•Engage core faculty not sufficiently involved and engaged: MAKE OL ATTRACTIVE TO THEM•Online students isolated and in survival mode: MAKE OL ACCESSIBLE TO THEM•Administrators and high design & delivery costs: MAKE OL COST-EFFECTIVE
ADMIN
STUDENTS
QUALITYFACULTY
“MAKE OL ATTRACTIVE TO THEM”
ADMIN
STUDENTS
QUALITYFACULTY
FACULTY ISSUES
• “(OL)…mostly an adjunct phenomenon”
(Sammons and Ruth, 2007)
WHY NOT GET INVOLVED? • I haven’t got time.• My research is more
important. • What’s in it for me?• Where is my reward?• I don’t have the skills to do
this’ and ‘I don’t believe in this, it won’t work’. (Conole, 2009).
FACULTY ISSUES: involvement in OL?
http://www.e4innovation.com/
• “…mostly an adjunct phenomenon”
(Sammons and Ruth, 2007)
WHY? • I haven’t got time.• My research is more
important. • What’s in it for me?• Where is my reward?• I don’t have the skills to do
this’ and ‘I don’t believe in this, it won’t work’. (Conole, 2009).
“Part of the explanation …is its incompatibility with the teaching styles of many professors’’. (Shea, Fredericksen, Pickett, and Pelz, 2004).
‘‘Faculty members new to online teaching often report being overwhelmed by increased interaction levels’’. Shea et al., 2004
“So the new 24/7 professor who is dragged from a traditional classroom into cyberspace may not be able to adjust”. Sammons & Ruth 2007
“Disembodiment … alienation”. Dreyfus, 2001
http://tinyurl.com/4mkvbt
FACULTY ISSUES: involvement in OL?
• FORUMS DON’T WORK: “We have to be able to hear one another, but not necessarily see one another. Written communication just doesn’t cut it… the human voice is so rich in emotion, even in sarcasm and irony…” (Case 3)
• MORE WORK, LESS RESEARCH:“For a whole year now, I have done nothing else but design this course. I haven’t written a book, not even an article… I don’t have time to do anything else”; (Case 8)
• NO NEED FOR UPFRONT DESIGN: “Actually, my course planning is ongoing… I’m always looking for new sources, new case studies, news about developments in my field”. (C-1)
Online Learning: what is being proposed to Faculty
WHAT KIND OF OL IS BEING PROPOSED TO FACULTY?
www.ulaval.ca
16-01-07
Online Learning: what is being proposed to Faculty
Major obstacleMAJOR FRONT-END
DESIGN
WHAT KIND OF OL IS BEING PROPOSED TO FACULTY?
ONLINECOURSE
www.ulaval.ca
16-01-07
Online Learning: what is being proposed to Faculty
Major obstacleMAJOR FRONT-END
DESIGN
WHAT KIND OF OL IS BEING PROPOSED TO FACULTY?
ONLINECOURSE
There has GOT to be an easier way!
Many faculty do not want to spend their days (and nights) at a keyboard.
How did I get involved
in this?
2
www.ulaval.ca
Online Learning: what should be proposed to Faculty
Power, 2010
Major obstacle
WHAT KIND OF OL SHOULD ADMIN BE PROPOSING TO FACULTY
So what can we do?
NOT add to workload
www.ulaval.ca
Online Learning: what should be proposed to Faculty
Power, 2010
Major obstacle
WHAT KIND OF OL SHOULD ADMIN BE PROPOSING TO FACULTY
www.ulaval.ca
Online Learning: what should be proposed to Faculty
Power, 2010
NO obstacle
WHAT KIND OF OL SHOULD ADMIN BE PROPOSING TO FACULTY
LOWER front-end design(focus on Redesign)
www.ulaval.ca
Online Learning: what should be proposed to Faculty
Power, 2010
Minor obstacle
WHAT KIND OF OL SHOULD ADMIN BE PROPOSING TO FACULTY
ALLOW faculty the possibilityof ongoing design and development
www.ulaval.ca
Online Learning: what should be proposed to Faculty
airborne
Power, 2010
Minor obstacle
A B C D E
WHAT KIND OF OL SHOULD ADMIN BE PROPOSING TO FACULTY
PROVIDE faculty with attainabledesign & development goals
(recycle & reuse existing materials)
www.ulaval.ca
Online Learning: what should be proposed to Faculty
airborne
Safety margin
Power, 2010
WHAT KIND OF OL SHOULD ADMIN BE PROPOSING TO FACULTY
ALLOW faculty time to adjust
www.ulaval.ca
Online Learning: what should be proposed to Faculty
airborneOff-ramp
Power, 2010
WHAT KIND OF OL SHOULD ADMIN BE PROPOSING TO FACULTY
WCS: GIVE faculty an exit strategy
www.ulaval.ca
Online Learning: what should be proposed to Faculty
airborneOff-ramp
Power, 2010
WHAT KIND OF OL SHOULD ADMIN BE PROPOSING TO FACULTY
Chances are that faculty will adapt
www.ulaval.ca
Online Learning: what should be proposed to Faculty
airborneOff-ramp
Power, 2010
WHAT KIND OF OL SHOULD ADMIN BE PROPOSING TO FACULTY
Sounds great eh? SO WHAT KIND OF OL IS THAT?
ADMIN
ACCESSIBILITYSTUDENTS
QUALITYFACULTY
Power, 2010
COST-EFFECTIVENESS
“MAKE OL ACCESSIBLE TO THEM”
ADMIN
ACCESSIBILITYSTUDENTS
QUALITYFACULTY
Power, 2010
COST-EFFECTIVENESS
STUDENT ISSUES
A worldwide problem A worldwide problem
Accessibility issues
www.obhe.ac.uk
Transnational education
http://www.obhe.ac.uk/resources/2008_AUA_Presentation.pdfDon Olcott CE OBHE
THE GAP
DEMAND
SUPPLY
D. Olcott
Accessibility issues
OBHE –Olcott/Hanna
Rosovsky (2005): “By 2010, there will be a hundred million students in the world fully qualified to proceed from secondary education to tertiary education for which there will simply be no room on any campus, anywhere”.
OBHE –Olcott/Hanna
Accessibility issues
Shortage of doctoral candidates in business
Accessibility issues
Accessibility issues
Source: bizEd March-April 2009
Accessibility issues
Accessibility issues
Shortage of teachers
“It is now clear that “bricks and mortar” approaches to expanding teacher education may not be adequate if the current and projected shortfalls in teacher supply and low teacher quality are to be properly addressed”.
Accessibility issues
So what do we do?
• Offer more completely online, scalable programs in fields of high demand
Accessibility, Quality and Cost- effectiveness meet up
LMSSDC
ONLINE DESIGN & DELIVERY
FACULTY
ON-CAMPUS DESIGN & DELIVERY
“Faculty”= faculty-led instruction
SYNCHRONOUS
A Blended Online Learning Design
Traditional Higher Education
Power, 2008
ONLINE DESIGN & DELIVERY
FACULTY
ON-CAMPUS DESIGN & DELIVERY
“Faculty”= faculty-led instruction
SYNCHRONOUS
A Blended Online Learning Design
SYSTEM
ASYNCHRONOUS
Online Learning
“System”= system-managed instruction
Traditional Higher Education
Power, 2008
ONLINE DESIGN & DELIVERY
FACULTY
ON-CAMPUS DESIGN & DELIVERY
“Faculty”= faculty-led instruction
SYNCHRONOUS
A Blended Online Learning Design
SYSTEM
ASYNCHRONOUS
Online Learning
“System”= system-managed instruction
Traditional Higher Education
Blended Learning
Power, 2008
ONLINE DESIGN & DELIVERY
FACULTY
ON-CAMPUS DESIGN & DELIVERY
“Faculty”= faculty-led instruction
SYNCHRONOUS
A Blended Online Learning Design
SYSTEM
ASYNCHRONOUS
Online Learning
“System”= system-managed instruction
Traditional Higher Education
Blended LearningBlended ONLINEBlended ONLINE
LearningLearning
Power, 2008
A Blended Online Learning Environment
…is the simultaneous and complimentary integration and implementation of an asynchronous -mode learning environment (i.e. a course management system, or CMS) and a synchronous desktop conferencing environment” (i.e. a virtual classroom).
Power, 2008; inspired by Garrison & Vaughan, 2008
Virtual Classroom + Basic Web site
SYNCHRONOUSVirtual classroom
Mysteryguest
LMS ASYNCHRONOUS
TEN-7019
From Distance Education to Online Learning
Power, 2008
Virtual Classroom
Virtual classroom
Invitedspeaker
SYNCHRONOUS
Power, 2008
Virtual Classroom
Virtual classroom
webcam
Power, 2008
TEN-7019
From Distance Education to Online Learning
Syllabus Study Guide Quiz
Resources Forum Email
Deposit My Results Virtual Classroom
Y Basic Web site
Power, 2008
A typical BOLD seminar
Power, 2008
Professeur Participants
Travail en dyades en mode asynchrone pendant la semaine
Groupwork
Équipes
Participant
Membre 1Équipe X
Rencontres de groupe en direct en mode synchroneà chaque semaine, à heure fixe
…is the simultaneous and complimentary integration and implementation of an asynchronous -mode learning environment (i.e. a course management system, or CMS) and a synchronous desktop conferencing environment” (i.e. a virtual classroom).
Power, 2008; inspired by Garrison & Vaughan, 2008
Virtual Classroom + Basic Web Site
SYNCHRONOUSVirtual classroom LMS
ASYNCHRONOUSPower, 2008
webcam
www.bold-research.org
• FACULTY: QUALITY: same as F2F (lower Transactional Distance) + lower front-end design, faster start-up =
SO, does SO, does BOLD BOLD deliver the goods?deliver the goods?
• Power, M. (2009). A Designer’s Log: Case Studies in Instructional Design. Athabasca University Press http://www.aupress.ca/index.php/books/120161 .
• Power, M. (2008). The emergence of blended online learning. MERLOT-Journal of Online Learning & Teaching (4) 4, December 15th. http://jolt.merlot.org/vol4no4/power_1208.htm
• Power, M. & Vaughan, N. (2010). Redesigning online learning for graduate seminar delivery. Journal of Distance Education.
• Power, M. & Morven-Gould, A. (2011). Head of gold, feet of clay: the paradox of online learning. IRRODL. www.irrodl.org