Dr. Valerie Irvine 2014 Keynote

Beyond Blended
Realigning Higher Ed for the 21st Century Learner
Through Multi-Access Learning
Dr. Valerie Irvine
@_valeriei

http://today.law.harvard.edu/wp-content/uploads/2011/12/06_cluster_dsc_7732_inside.jpg

#whythatseat?
Realigning Higher Ed for the 21st Century Learner
Through Multi-Access Learning
Dr. Valerie Irvine
@_valeriei

The Technology Integration and
Evaluation (TIE) Research Lab

Personalization
Connectedness
Openness
Access
>> Assessment <<

Personalization
Openness
Connectedness
>> Assessment <<
Access

Memories of Biology 11
Flickr@Quinn.Anya

Steve Jobs, Authority, & Teaching:
The Teacherless Session,
Chapter Remix, or Reading Club

Learning Pathways (Major, 2014)

Subjects
Segregated ------------------------------------------------------------------- Integrated
Curriculum
Predetermined ---------------------------------------------------Co-created
Design
Learning Outcomes ------------------------------------------------------ Personalized
Grouping
Age/Grade ----------------------------------------------------------------------- Dynamic
Environment
Classrooms of 30 ------------------------------------------------------------------------Flexible
Connections
Hypothetical ------------------------------------------------------------- Real world projects
Mode of Access
Face-to-Face or Online ------------------------------------------------------------ Hybrid Mix

Personalization
Open Principle
Connectedness
Assessment
Access

Open Access -> Open Research
• “The means of
communication should
be held by the public,
the very basis of how we
connect should be a
public utility. That
principle we are trying
to bring to research and
scholarship.”

• “The importance of
intellectual property and
the huge gap in our ability
to address it.”
– John Willinsky, October 2012
at UVic
– Archive at tie.uvic.ca

Culture of Sharing
• EDCI 336 as an open multi-site Wordpress blog

For Teachers: How to Unlearn
or Innovate Requires Connections

For Learners
How to Engage in Inquiry
Requires Connections

From Consumption to Creation & Remix
From Isolation to Connectedness
REQUIRES CHANGES
and ultimately… HOW WE TEACH

Social Media & Mobility
Flickr@Cakehead Loves

Personalization
Openness
Connectedness
Assessment
Access

Observed Score
= True Score + Error

Teacher-made assessments have a
reliability of
0.4

Is act of O harming T?
Instead of Error being a
threat to validity…
is the act of O an error in and
of itself?

Potential =
Personalization +
Connectedness +
Openness +
Assessment for learning +
Access

Irvine, V. (2013). Multi-Access Learning

Grand Yellowhead School Division, Alberta

Irvine, V. (2011). Multi-Access learning

The Bueller Effect & Laughter:
Teacherless Sessions and Open Mics
Flickr@chriswaits

What students want:
Flexibility in their
learning options

A SOLUTION…
Change access
and registration
options

Destination in Place and Space

Dr. Valerie Irvine
Assistant Professor, EdTech
Co-Director, TIE Research Lab
University of Victoria
http://valerieirvine.ca
@_valeriei
virvine@uvic.ca

Learner Preferences for Modality
TOP CHOICE
• 9 out of 15 (60%) ranked multi-access as THE
top choice
• 3 selected blended
• 2 selected F2F
• 1 selected online

TOP CHOICE
• 14 out of 15 (93.3%) chose multi-access (F2F
or remote) as 1st or 2nd choice

BOTTOM CHOICE
• 9 out of 15 (60%) ranked online as lowest rank
• 4 (25%) selected F2F as lowest
• Last two participants chose blended and
multi-access remote

Importance of Choice
• 4.67 on a 5.0 scale for importance of choice in
delivery mode
• 73.3% of learners reported a score of 5.0 (very
important)
– All of these were students who had previously
taken an online course before
• Consistent across both F2F and remote groups

Perceptions of Quality
• 8 students (57%) reported quality of learning
increased
• 6 students (42.9%) reported it stayed the
same
• No pattern between group membership as F2F
or remote group

Multi-Access Expansion
• 6 out of 8 sections of course from pilot are
offered multi-access
• Master’s cohort
• E-research course
• Pockets around campus and beyond

Impact on Recruitment
• #tiegrad Master’s cohort in Higher Ed
• 100 applicants in a 2-week window
• Accepted 22 remote and 4 in person
• 75% rejection rate
• 50% of my PhD applicants wanted multi-access

Impact on Recruitment
• #edci515
• Grad course that was able to run vs. not run
• Distributed guests and learners
• Hong Kong – On Campus – Portland – etc.

Impact on QUALITY of applicant
• Overall, remote applicants had better profiles
than on-campus for PhD

Impact on QUALITY of instructor

Opportunities
• Social Justice (“but it was important to have this
option available”)
• Universal Design (Anxiety in EDCI 336 & SFU)
• New Markets
• Recruitment & Quality of Those Recruited
• Learner Success & Retention (Life happens…)
– Medical
– 4th year

Online Learning
• 25% increase in Higher Ed e-learning market in
2012-2017 (Education Sector Factbook, 2012)
• Full-time students are in the minority (Bates)
• Brick-and-Mortar Universities are sleeping
giants in online learning (Irvine, 2013)

Revenue
• 90-95% controlled by government
– 50-60% in grants
– Remainder in regulated domestic tuition
• Ability to increase resources is about
increasing net tuition

Decreasing 18-22 demographic nationally.
USask, (2009). Managing enrollment strategically at the University of Saskatchewan 2009 Report.
Available online: http://bit.ly/Ik8ypY

ISSUES FACING BRICK &
MORTAR UNIVERSITIES
Current PSE Landscape demonstrates
1. Diminishing funds/cutbacks from the provincial
government;
2. Increase in colleges with degree-granting status
provincially
3. Increase in online programs globally

Changes
• Increased student mobility
• Main demand is for credentials and English
• VASTLY increased competition on the
horizon
• Much demand can be satisfied through
branch campuses

The connectedness and access topics also came up during my
lunch. My friend commented on how disconnected she
felt from others in her class because she was
completing it online. She mentioned how she often
felt “alone” in her program. This really struck a cord
with me. Also being in an online program on
technology, I have never felt disconnected from my
classmates or professor. Our one hour weekly sessions
provide me with the opportunity to connect with my cohort. I
know they are only a tweet, email, or bluejeans session away if I
want to connect with them. Considering that geographically
some of us are hours away from each other, it really speaks to the
design and effectiveness of the program. There is something to
be said for the connectedness technology brings. I also
appreciate that students have the opportunity to be face-to-face
if preferred. In this sense, the course truly is Multi-Access.

Multi-Access Remote
Student
• I think the quality of teaching and learning was not
affected by the course being online. The instructor was
effective in delivering the material and giving appropriate
wait times after asking questions. It was a very
interactive course which I believe would have the same
impact if the course was fully F2F. We are going
towards an online community, and it is great to know
that there are already professors out there that are
equipped with the skills and knowledge to effectively
teach in any setting. Great experience. I wish more
people this year had had the same opportunity.

Multi-Access Remote
Student
• I would say that it enhanced it. I felt like I was
in the class with live video and audio feeds,
but at the same time I had access to review
the teaching materials on my own computer
and expand with my own research during the
class without disrupting the flow of the
lesson. For a long class (3 hours +) the
opportunity to access from home was a huge
advantage because the comfortable setting
allowed me to hold focus and breaks were
more refreshing.

Multi-Access Remote
Student
• I really enjoyed the multi-access experience. I had ongoing
conversations on instant messenger with a classmate
whilst listening and taking in a presentation for example. If
you're in a face-to-face class you can't just pull out your
laptop and start typing because it's rude, but when you're
using multi-access, you can immediately check out any
thought tangents online whilst keeping up with the
presenter. This makes the learning experience fuller,
because you can check things out as you think of them
instead of forgetting them and not getting around to it
after the class is done. I did feel part of the class as well.

Multi-Access Remote
Student
• I also experienced the class from the other side of
the monitor, and I have to say, it feels better on the
technology. I felt the pace of the class was much
slower when I was in the classroom F2F.
• hmmmmm. Personally I am an auditory learner so
this was exponentially better than any previous
online learning courses I have taken.

Multi-Access Remote
Student
• It was fairly neutral, overall. I didn't feel like
it was any better or worse in terms of
learning quality, but I did feel that it was
light years more convenient for me. Grow
this opportunity! Offer these kinds of
course mediums as often as possible! They
really do make the grade, and it makes life
for people in rural areas so much easier and
more affordable!

Multi-Access Remote
Student
• I commend the individuals who
designed and implemented this
course. It was extremely successful,
and accommodated many students
who would have otherwise faced
serious challenges regarding their
living situations.

Multi-Access Remote
Student
• If I lived very close to campus year round, I think I would
have preferred to be in a F2F class or a multi-access class
in which I was in the room. However, I lived in [a town on
the outskirts] and avoiding the 45 minute drive saved me
a lot of money and valuable time that I could spend
being more productive. On top of that, the flexibility that
the multi-access course provided allowed me to move to
another city to prepare for my practicum much further
ahead of schedule than a F2F course would have
permitted. I went to my practicum city 3 weeks before my
start day; while a F2F class would have given me a long
weekend to pack up and move, meet with teachers,
supervisor, and admin, and plan my lessons with no time
to observe.

Multi-Access Remote
Student
• I think it contributes to the quality of
learning because it's differentiated
instruction. By having a multi-access course,
students can choose how to participate. I
felt like my needs were met and the video
enhanced the quality of the teaching and
learning. Without video, I wouldn't be able
to concentrate for 3 hours.

Multi-Access F2F Student
• This course was amazing. It allowed for
freedom of life - the ability to participate
online and face-to-face was essential in life as
a parent, caregiver for an ailing parent and a
full time student.

Multi-Access F2F Student
• I know that the remote group benefitted
from the online aspect of the class for
monetary reasons, which I fully support.
University is expensive, saving money any way
that individuals can, should.”
• “I think [multi-access] would be ESPECIALLY
important for professional development
courses that full-time teachers would want to
take.

References
• Irvine, V., Code, J., & Richards, L. (2013). Realigning higher
education through multi-access learning. MERLOT Journal of
Online Learning and Teaching, 9(2).
http://jolt.merlot.org/vol9no2/irvine_0613.htm
• Irvine, V. (2013, July). Multi-access learning. Invited talk to
Blendsync.org. Retrieved from
http://connect.csu.edu.au/p6wu6ey0fhq/
• Irvine, V. (2013, May). The 21st century university. Keynote to
TLT13. Retrieved from http://youtu.be/HZ_msR7YHwY (multi-access
part at 49:36)

References
• Irvine, V., & Richards, L. (2013, January). Multi-access learning:
Overview and preliminary project data. Presentation to the
Canadian Institute of Distance Education Research. Retrieved from
http://cider.athabascau.ca/CIDERSessions/irvine2013/sessiondetail
s
• Irvine, V., & Code, J. (2012, May). The 21st-century university:
Implications and benefits of choice of learner access and openness.
Paper presented at the BCNET-HPCS Annual Conference,
Vancouver, Canada.

References
• Irvine, V. & Code, J. (2011, January). The 21st Century University.
Presentation to the Change11 MOOC. Retrieved from
http://change.mooc.ca/week16.htm
• Irvine, V. (2009). The emergence of choice in “multi-access”
learning environments: Transferring locus of control of course
access to the learner. In Proceedings of World Conference on
Educational Multimedia, Hypermedia and Telecommunications
2009 (pp. 746–752). Chesapeake, VA: AACE.

Dr. Valerie Irvine 2014 Keynote

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Dr. Valerie Irvine 2014 Keynote