Anticipating the future: developing leaders, researchers and practitioners of blended and distance...
description
Transcript of Anticipating the future: developing leaders, researchers and practitioners of blended and distance...
Anticipating the future: developing leaders, researchers and practitioners of blended and
distance learning
Anne Forster (UMUC- F&G - UNE, Australia)
Stella Porto (UMUC, USA)Thomas Huelsmann (Oldenburg, Germany)
Mohammed Ally (Athabasca, Canada)Rory McGreal (Athabasca, Canada)
Graham Webb (UNE, Australia)
Agenda• Buzz groups (5 minutes)• UMUC & MDE (15 minutes)
– Context, program & challenges• Q&A (5 minutes)• Athabasca (15 minutes)
– Context, program & challenges• Q&A (5 minutes)• UNE (15 minutes)
– Context, programs & challenges• Q&A / Final Remarks (20 minutes)
Buzz groups• Do we need formal qualifications in DE and e-learning?• How can PD programs respond and adapt in such a fast
changing environment?• Are we picking up the new stuff?
– E.g. OERS, mobile learning, learning design support environments, pedagogical patterns, alternative assessment approaches, etc.
• What is the scope of our responsibilities?– workplace learning, the developing world, digital divide, the
new business imperatives, corporate training?• What are the new skills and roles of the leaders and
managers in this field?
The challenges of developing DE professionals for the future: the Master of DistanceEducation & E-learning
Stella Porto, UMUCThomas Huelsmann, Oldenburg
Program Directors Master of Distance Education & E-Learning
University of MarylandUniversity College
< 7% state support
> 70% adjunct teaching
Systems view:Large scale support services
Portal of supporting
services
Instructors
Virtual Library
Administrative support
Instructional Design
Technical support
Non-traditional managerial back-end organization: centralization of shared resources and
efficiency through division of labor
Master of Distance Education & E-Learning
FacultySupport
InstructionDesign &Support
Leaders &Managers
HigherEducation
Media & technology
CorporateTraining &Learning
DistanceEducation
Partnership:a signature program
UMUC
Oldenburg
• Infrastructure• Support &
Services• Standards• Research• DE
International network
• ‘Escape’ from the large scale model
Major Challenges & Opportunities
Adjunct teaching dichotomy:
engagement vs. accountability
Internal and externalcompetition & Relevancy
Learner unpreparedness =
further support
The plurality of competencies in DE =
Innovations vs. foundational concepts
Resources
SLIDE / 1511
2. The historic juncture of the time of launching the MDE
SLIDE / 1512
The ‚C3L bet‘: The Bologna Process will create a market especially of Master level students coming to do a Further Education Master. • They would need (i) more flexible access condition; (ii) more customized
curricula; • They would be willing and able to pay;• They could be charged.
3. External factors 2: Bologna Process
Buzz groups• Do we need formal qualifications in DE and e-learning?• How can PD programs respond and adapt in such a fast
changing environment?• Are we picking up the new stuff?
– E.g. OERS, mobile learning, learning design support environments, pedagogical patterns, alternative assessment approaches, etc.
• What is the scope of our responsibilities?– workplace learning, the developing world, digital divide, the
new business imperatives, corporate training?• What are the new skills and roles of the leaders and
managers in this field?
Athabasca University and the
Centre for Distance Education
ByMohamed Ally, Ph.D.
Director and ProfessorCentre for Distance Education
Athabasca UniversityCanada
Mission
Athabasca University, Canada’s Open University, is dedicated to the removal of barriers that restrict access to, and success in, university-level studies and to increasing equality of educational opportunity for adult learners worldwide.
We are committed to excellence in teaching, research and scholarship, and to being of service to the general public.
rededicated Athabasca University Governing Council June 2006
Athabasca University
History
1970 Established By Province (June 25, 1970)1973-75 Pilot Project (First Course ‘World Ecology’ Opened in 1973)1975 Approval In Principle1978 Permanent Mandate1984 Relocated To Athabasca1992 Revised Mandate (Masters Programs)2005 First Canadian University regionally accredited in U.S.2006 Ed.D.- DE approved by Advanced Ed.
Athabasca University
Registration Growth (3 Credit Equivalents)
Athabasca University
Headcount
Athabasca University
Undergraduate Age & Gender
Athabasca University
Undergraduate Student Locations
Athabasca University
Bachelor Program Students by Faculty
Program 07-08 08-09 09-10
Humanities & Social Sciences 2,462 2,583 2,662
Health Disciplines 1,192 1,255 1,183
Science & Technology 474 452 518
Business 1,762 1,854 1,887
Athabasca University
Graduate Program Students by Faculty
Program 07-08 08-09 09-10
Humanities & Social Science 653 707 710
Health Disciplines 1,245 1,451 1,579
Science & Technology 216 216 222
Business 834 890 866
Distance Education 291 298 361
Athabasca University
Total Registrations by Faculty
Athabasca University
Graduate Program Head Count
Athabasca University
Graduate Students Age & Gender
Athabasca University
Graduate Head Count by Location
Athabasca University
Credentials Awarded
Athabasca University
Alberta Graduate Outcomes Surveys
Athabasca University
Cost Benefits Bachelor Degree
Athabasca University
Cost Benefits Graduate Degree
Athabasca University
Staff Complement By Location
Athabasca University
Centre for Distance Education
Programs Post-Baccalaureate Certificate in Instructional
Design Post-Baccalaureate Certificate in Technology-
Based Learning Post-Baccalaureate diploma in Instructional
Design Post-Baccalaureate diploma in Distance
Educational Technology Master of Distance Education (MDE) Doctor of Education (Ed.D.) in Distance
Education
Doctor of Education in Distance Education
Started in 2008 Will have a total of 44 doctoral students in
September 2011
MDE Enrolment
Total MDE registrations for 2008-2009 = 812
Accepted 91 MDE students for September 2009
Accepted 18 students for September 2009 for Post-Baccalaureate diplomas and certificates
MDE Program Structure
11 courses (33 credits)ThesisE-portfolioComprehensive Exam
Number of Graduates at June 2008 Convocation
Master of Distance Education (MDE) = 56 Graduate Diploma in Distance Education =
13
Major Program Outcomes Problem Solving, Analysis, & Decision Making
Providing creative solutions to emerging problems in the field of Distance Education now and in the future.
Instructional Design & Development Applying instructional design models,
concepts and skills to solve instructional problems in Distance Education.
Communication Technologies and Networking The critical analysis and the application of
communications technologies and networking in Distance Education.
Communication & Interpersonal Skills Ability to communicate, interact, and
collaborate effectively in various contexts. Research
Applying effective research knowledge and skills in order to understand and analyze instructional contexts, problems and issues in Distance Education.
Management, Organization and Leadership The knowledge and skills pertaining to the
management and leadership of organizations with regard to Distance Education considerations.
Thank You
Buzz groups• Do we need formal qualifications in DE and e-learning?• How can PD programs respond and adapt in such a fast
changing environment?• Are we picking up the new stuff?
– E.g. OERS, mobile learning, learning design support environments, pedagogical patterns, alternative assessment approaches, etc.
• What is the scope of our responsibilities?– workplace learning, the developing world, digital divide, the
new business imperatives, corporate training?• What are the new skills and roles of the leaders and
managers in this field?
Rory McGrealDeHub Conference
Sydney, February 2011
Research atAthabasca University
Major Research Issue
A False Dichotomy
Hard science & education• education & training of HQPs
•Lip service to education is pervasive in their documents
Elearning funding problem• ICORE & Tech Futures • Advanced Education& Technology
• Private sector• Other?
Support for Science and Engineering
• XML• IEEE LOM • SCORM• EML• Dublin Core• DSpace• CanCore
Learning Object Repository
ICORE (now TechFutures)• Xerox/Markin/NSERC
Chair in Adaptivity & Personalisation
• $760K X 3 = +$2.2m• NSERC?
Canada Research Chairs
Distance EducationSemantic WebSpace Science + UNESCO
New: Chair inIndigenous Studies OER
Research Strategy
Graduate degrees:MEd & DEd (DE)MAISMBA &DBAMSc & DSc (IT)(proposed)Dr of Nursing (proposed)
TEKRI an Alberta Innovation Centre
• systems integration• knowledge dissemination• identify gaps in understanding of ICTs• Identify/investigate/experiment with models,
content, and applications• investigate Open Source/OERs
• Adaptivity and personalisation• Mobile learning• Social networking• OER• Analyticshttp://tekri.athabascau.ca/
Major Funding IssuesFor Athabasca University research
Major Funding Issue
Major Funding Issue
Major Funding Issue
Why is cost-effectiveness a dirty word in education?
Graduate students are more than embryonic faculty They are NOT just lab &research assistants
They are in the workforce
Let’s enhance and
deepen the talent pool
in the workplace
Major Research Issue
Industry Collaboration Framework
Explore existing Institutional-wide
relationships Ex. Xerox, Fujitsu, IBM,
Google, etc.
Identify opportunities and potential for strategic
partnerships based on existing activities. Ex. Xerox
Procurement: $475KResearch contribution: $50KInstitutional donations: $150K
Prioritize and select most likely candidates
to pursue
Strategic
Industry
Partnership
Collaboratively develop action plans to achieve
outcomes
Could include:Physical Presence
Major Research PartnershipStrategic Procurement
Joint Venture
Elearning companies
CastleRock Research
Elearning companies
Provincial Framework
Athabasca University
Provincial
Framework
OK
Size of Global Education & Training Market
(a) Source: ThinkEquity Partners, Eduventures.
ECONOMIC ACTIVITY
25% 60%
Could this be the future? Are we ready
?
World won’t fit in a box
Buzz groups• Do we need formal qualifications in DE and e-learning?• How can PD programs respond and adapt in such a fast
changing environment?• Are we picking up the new stuff?
– E.g. OERS, mobile learning, learning design support environments, pedagogical patterns, alternative assessment approaches, etc.
• What is the scope of our responsibilities?– workplace learning, the developing world, digital divide, the
new business imperatives, corporate training?• What are the new skills and roles of the leaders and
managers in this field?
UNE & Australian context
Graham WebbSenior-DVC, UNE