Edutice power-final
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Transcript of Edutice power-final
www.ulaval.ca 1
Power & Morven-Gould (2011). www.irrodl.org
4 points: 1/4 1. A crisis is looming in higher education as current supply is not meeting demand.
A worldwide problem
A crisis is looming
Sir John Daniel (former President &
CEO of COL)
Don Olcott CE OBHE
DEMAND
Source: D. Olcott www.obhe.ac.uk
http://www.obhe.ac.uk/resources/2008_AUA_Presentation.pdf
V
Don Olcott CE OBHE
widening GAP
DEMAND
SUPPLY
D. Olcott
Source: D. Olcott www.obhe.ac.uk
http://www.obhe.ac.uk/resources/2008_AUA_Presentation.pdf
Teacher Education (09-10)
“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”.
www.ifadem.org
« By 2015, more than 3,800,000 teachers will be needed in Sub-Saharan Africa …» Agence universitaire francophone (AUF) (2011). UNESCO Brief.
Healthcare Training
Business Education
An elusive resource
Ph. D.
4 points: 2/4 2. We need to use more user-friendly technology on a much wider scale and use it more systematically.
http://portal.unesco.org/ci/en/ev.php-URL_ID=25929&URL_DO=DO_TOPIC&URL_SECTION=201.html
http://portal.unesco.org/ci/en/ev.php-URL_ID=25929&URL_DO=DO_TOPIC&URL_SECTION=201.html
…every four years, the amount of information doubles in the world …
http://portal.unesco.org/ci/en/ev.php-URL_ID=25929&URL_DO=DO_TOPIC&URL_SECTION=201.html
…every four years, the amount of information doubles in the world …
…we estimate that, by the year 2020, it will double every 73 days!
What will be the impact on ONLINE LEARNING?
16
asynchronous comms
exclusively
Harasim, Hiltz, Teles & Turoff, 1995; Seaman & Allen, 2010; Hiltz & Goldman, 2005 Power (in press)
enter 50% at
Laval University
ONLINE COURSES (ASYNCHRONOUS MODE)
17
AVANTAGES : 1) Professeurs - FLEXIBILITÉ ACCRUE - DÉLÉGATION CERTAINES TÂCHES 2) Étudiants - ACCESSIBILITÉ ACCRUE - FLEXIBILITÉ ACCRUE 3) Administrateurs - FINANCEMENT DISPONIBLE (parfois) - EMBAUCHE DE PERSONNEL ADJOINT Harasim, Hiltz, Teles & Turoff, 1995; Hiltz & Goldman, 2005 ; Sammons & Ruth, 2007; Seaman & Allen, 2010
Power (in press)
ADVANTAGES :
asynchronous comms
exclusively
enter 50% at
Laval University
ONLINE COURSES (ASYNCHRONOUS MODE)
1) FACULTY - greater flexibilty - some division of labour 2) Students - GREATER ACCESSIBILITY - GREATER FLEXIBILITY 3) Administrators - some FUNDING AVAILABLE (variable) - POSSIBILITY OF HIRING ADJUNCTS
18
AVANTAGES : 1) Professeurs - FLEXIBILITÉ ACCRUE - DÉLÉGATION CERTAINES TÂCHES 2) Étudiants - ACCESSIBILITÉ ACCRUE - FLEXIBILITÉ ACCRUE 3) Administrateurs - FINANCEMENT DISPONIBLE (parfois) - EMBAUCHE DE PERSONNEL ADJOINT Harasim, Hiltz, Teles & Turoff, 1995; Seaman & Allen, 2010; Hiltz & Goldman, 2005 Power (in press)
DISADVANTAGES:
asynchronous comms
exclusively
50% at Laval University
ONLINE COURSES (ASYNCHRONOUS MODE)
1) Faculty - course design, time-consuming - doubts about quality (- interaction) - changing content & copyright issues 2) Students - + isolated than in F2F settings; - need greater motivation/autonomy to succeed in studies 3) Administrators - OL, costly to achieve quality - monopolises scarce human resources
“…limited use of online teaching and learning … its incompatibility with the teaching styles of many professors’’. (Shea, Fredericksen, Pickett, and Pelz, 2004).
‘
http://tinyurl.com/4mkvbt
Why aren’t faculty involved?
“…limited use of online teaching and learning … 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
http://tinyurl.com/4mkvbt
Why aren’t faculty involved?
“…limited use of online teaching and learning … 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
“…the new 24/7 professor …dragged from a traditional classroom into cyberspace may not be able to adjust”. Sammons & Ruth 2007
http://tinyurl.com/4mkvbt
Why aren’t faculty involved?
“…limited use of online teaching and learning … 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
“…the new 24/7 professor …dragged from a traditional classroom into cyberspace may not be able to adjust”. Sammons & Ruth 2007
http://tinyurl.com/4mkvbt
Why aren’t faculty involved?
“…limited use of online teaching and learning … 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
“…the new 24/7 professor …dragged from a traditional classroom into cyberspace may not be able to adjust”. Sammons & Ruth 2007
http://tinyurl.com/4mkvbt
Why aren’t faculty involved?
4 points: 3/4 3. We must adopt technology that engages both faculty and students, thus creating a true learning community.
cam.k12.il.us
Synchronous Asynchronous
Power, 2008; Power & Vaughan, 2010; Power, Vaughan & St-Jacques, 2010; Power & Morven-Gould, 2011; Power, in press
Blended Online Learning Design
Various combinations
100% online Combined
synch / asynch LMS
Virtual Classroom + a basic Website
SYNCHRONOUS Elluminate LMS-Laval
ASYNCHRONOUS
caméra Web
© M. Power 2008
cam.k12.il.us
Synchronous Asynchronous
ADVANTAGES: SAME QUALITY (didactic relationship preserved); GREATER ACCESSIBILITY; IMPROVED COST-EFFECTIVENESS
LMS
100% online
Combined synch / asynch
Power, 2008; Power & Vaughan, 2010; Power, Vaughan & St-Jacques, 2010; Power & Morven-Gould, 2011; Power, in press
Blended Online Learning Design
cam.k12.il.us
Synchronous Asynchronous
ADVANTAGES: SAME QUALITY (didactic relationship preserved ); GREATER ACCESSIBILITY; IMPROVED COST-EFFECTIVENESS
LMS
100% online
Combined synch / asynch
DISADVANTAGES : COURSES IDEALLY
RESTRICTED TO SMALL NUMBERS; REAL-TIME CONSTRAINT (set time)
Power, 2008; Power & Vaughan, 2010; Power, Vaughan & St-Jacques, 2010; Power & Morven-Gould, 2011; Power, in press
Blended Online Learning Design
ORAL tradition
29 © M. Power 2008
+
WRITTEN tradition
BLENDED ONLINE LEARNING DESIGN two university traditions blend
BLENDED ONLINE LEARNING
DESIGN
SYNCHRONOUS ASYNCHRONOUS
LMS
4 points: 4/4 4. Graduate studies are likely the most promising avenue for 2nd generation online learning.
ONLINE LEARNING & GRADUATE STUDIES
booleanblackbelt.com
cam.k12.il.us
Synchronous Asynchronous
Power, 2008; Power & Vaughan, 2010; Power, Vaughan & St-Jacques, 2010 © M. Power 2008 Power (in press)
Various combinations
LMS
The GRADUATE SEMINAR
Blended Online Learning Design
• Universities struggling to maintain some grad. programs; • Universities needing to increase recruitment options;
booleanblackbelt.com
• Universities struggling to maintain some grad. programs; • Universities needing to increase recruitment options; • Graduate students often workplace professionals; • Usually very motivated and autonomous; • Accustomed to learning via technology & networking; • Small numbers involved (maximum 25 per class); = Allows for the use of synchronous technology;
booleanblackbelt.com
• Universities struggling to maintain some grad. programs; • Universities need to increase recruitment options; • Graduate students often workplace professionals; • Usually highly motivated and autonomous; • Accustomed to learning via technology & networking; • Small numbers involved (maximum 25 per class); = Allows for the use of synchronous technology;
booleanblackbelt.com
COMBINING SYNCH & ASYNCH MODES
• Universities struggling to maintain some grad. programs; • Universities need to increase recruitment options; • Graduate students often workplace professionals; • Usually highly motivated and autonomous; • Accustomed to learning via technology & networking; • Small numbers involved (maximum 25 per class); = Allows for the use of synchronous technology;
• Quality dialogue (leveraging a faculty strength); • Higher accessibility (completely online); • High cost-effectiveness (many costs offset; lower front-
end design; faster faculty online migration; flexibility).
COMBINING SYNCH & ASYNCH MODES
http://sites.google.com/site/changchienlily/BlankWorldMap.gif
WORLDWIDE RESEARCH NETWORKS an academic necessity in the 21st century
REALITY
http://sites.google.com/site/changchienlily/BlankWorldMap.gif
http://sites.google.com/site/changchienlily/BlankWorldMap.gif
WORLDWIDE GRADUATE PROGRAMS
RESEARCH CENTERS
GRADUATE PROGRAMS &
LIKELIHOOD:
www.bold-research.org
Blended Online Learning Design
www.BOLD-research.org An emerging international research network
Dual-mode universities
Founder: M. Power / Co-founder: N. Vaughan / Coordinator: A. St-Jacques
More on BOLD
• 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. Journal of Online Learning & Teaching. (4) 4. http://jolt.merlot.org/vol4no4/power_1208.htm
• Power, M. & Vaughan, N. (2010). Redesigning online learning for graduate seminar delivery.
• Power, M. & Morven-Gould, A. (2011). Head of gold, feet of clay: the online learning paradox. 12 (2) IRRODL. http://www.irrodl.org/index.php/irrodl/article/view/916
Journal of Distance Education. 14(3) http://www.jofde.ca/index.php/jde/article/view/649
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