Sfu laval-sept-2012-leveraging-strengths

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Leveraging Dual-mode University
Strengths to Expand Outreach

Dr. Michael Power
Faculty of Education
Laval University

The educational climate
is changing

http://www.radio-canada.ca/nouvelles/societe/2012/04/21/002-personnalites-declaration-greve-etudiante.shtml

QUEBEC
• violent
protests on
April 20, The educational climate
2012 is changing
• (Students
warn that)
future
protests
over a
proposed
tuition hike
will become
“a little more
ferocious.”
http://news.nationalpost.com/2012/04/20/analysis-striking-quebec-students-given-a-free-pass-on-violence/

The educational climate is changing

http://tinyurl.com/88gzj5g

The classroom has changed too…

http://www.flickr.com/photos/webmonk/1470292918/
needle-exchange.ca

The classroom has changed too…

Just try competing with

http://www.flickr.com/photos/webmonk/1470292918/
needle-exchange.ca

http://www.educause.edu/EDUCAUSE+Quarterly/EDUCAUSEQuarterlyMagazineVolum/
TheFutureofOnlineTeachingandLe/157426

And Online Learning is changing

http://www.educause.edu/EDUCAUSE+Quarterly/EDUCAUSEQuarterlyMagazineVolum/
TheFutureofOnlineTeachingandLe/157426

bored students are dropping out of online classes while pleading
for richer and more engaging online learning experiences…

during the past decade, excitement and enthusiasm for e-
learning alternate with a pervasive sense of e-learning gloom,
disappointment, bankruptcy and lawsuits

Online Learning - UCAL 2012
http://www.universityofcalifornia.edu/senate/onlineeducation.march2012.html

UCOP is moving ahead with “Wave II” of the UC Online Instruction
Pilot Project (OIPP)…

despite lingering faculty concerns about the project and
against the advice of the Academic Council and a Senate
Advisory Council to slow down.
Many faculty are confused… faculty also worry that UCOE will
benefit only those students who can afford to pay up to
$1,400 per course

Oct. 12, 2011

• The specter and promise of online education is
perhaps nowhere more deeply felt than in
California, where campus administrators and
instructors are faced with a bloodletting.
• University of California … the system will have to
innovate out of the current financial crisis by
expanding online programs.
• Instructors, meanwhile, are terrified that this is
code for cutting their pay, or increasing their
workloads, or outsourcing their jobs to interlopers,
or replacing them with online teaching software.

OBHE –Olcott/Hanna

Rosovsky (2005):
“By 2010, there will be a hundred million 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”.

SUPPLY
BOTTLENECK
IN SUPPLY
of Higher
Education

DEMAND

www.elcolmadito.com/Arte/MasProductos/PerezCafetera_3_2.jpg
www.dreamstime.com

Teacher Education (09-10)
INCREASING DEMAND

“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”.

INCREASING DEMAND

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

INCREASING DEMAND

INCREASING DEMAND
Business
Education

MEETING INCREASING DEMAND

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 …


…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 the impact be
on ONLINE LEARNING?

Power & Morven-Gould (2011). www.irrodl.org

Optimizing Higher Education

ACCESS QUALITY ACCESS QUALITY

Desired
Current State
State

COST COST
Source: http://www.col.org/SiteCollectionDocuments/Daniel_0411AAOUShanghai.pdf

Increase Access?

IRON
ACCESS QUALITY
TRIANGLE

Current
State

COST
Source: http://www.col.org/SiteCollectionDocuments/Daniel_0411AAOUShanghai.pdf

Increase Access?
= Cost increases & Quality decreases

IRON
ACCESS QUALITY
TRIANGLE

Not a solution

COST

Increase Quality?
= Cost increases & Access decreases

IRON
TRIANGLE ACCESS QUALITY

Not a solution

COST

Decrease COST?
= Quality & Access decrease

IRON
TRIANGLE ACCESS QUALITY

Not a solution

COST

HOW CAN WE BREAK OUT OF
THE “IRON TRIANGLE”?
ACCESS QUALITY

COST

HOW CAN WE BREAK OUT OF
THE “IRON TRIANGLE”?
ACCESS QUALITY

Daniel’s basic argument:
Distance-education universities alone
can enable us to break out of the Iron Triangle

Not a solution
FOR DUAL-MODE
COST UNIVERSITIES

The dual-mode university

campus

Teaching
On-site

Teaching On-line

OBSERVATIONS

1. Standards of quality highly variable, extreme
example: “diploma mills” (Noble, 1998;
Magnussen, 2005);
2. Demand increasing for higher education
worldwide yet access is limited (Daniel, 2007;
Rosovsky, 2005);
3. Costs spiraling out of control (Ucal, 2010) while
effectiveness questioned (Brown, 2008; Fink,
2005).

QUESTIONS

1. QUALITY? (high number of adjunct faculty… is
there level of commitment to quality optimal?)
2. ACCESSIBLE? (EX. Blended Learning… what
about the distant learner?)
3. COST-EFFECTIVE? (A lot of OL is based on “pay-
as-you go” Continuing Ed. model… costs have
to be kept low … but is it effective? Are
students simply buying their diploma?)

GOALS

1. Maintaining, even improving upon, QUALITY
(at least, based on campus benchmarks);
2. Increasing ACCESSIBILITY (opening up HE to
students wherever they live, Stanford prof);
3. Increasing COST-EFFECTIVENESS (making
universities responsible for cost overruns while
maintaining academic freedom and working
conditions; achieving faculty “buy-in”).

djibnet.com

QUALITY COST-
EFFECTIVENESS

ACCESS

djibnet.com

QUALITY COST-
EFFECTIVENESS

ACCESS
RESIGNATION

Traditional Higher Education
LECTURING in the classroom… University
Teaching:
a synchronous,
LECTURING via videoconferencing… human resource-
based tradition

To LECTURING online
(SyncDesktopConf)

© M. Power 2008

University Distance Education (DE)
From correspondence courses, Distance Education:
an asynchronous,
learning resource–
based tradition
To multimedia courses,

To online courses

© M. Power 2008

UNIVERSITY OUTREACH STRATEGIES

an asynchronous, a synchronous,
learning resource– human resource-
based tradition based tradition
STRUCTURE DIALOGUE
• BASED ON MOORE’S TRANSACTIONAL DISTANCE THEORY (1973, 1993);
• Moore & Kearsley (2012)

© M. Power, 2012

TRADITIONAL UNIVERSITIES
SET
TIME

DIALOGUE-BASED Cohorts

TRAD
TRAD
Paced

SET
PLACE
(ON CAMPUS)

SINCE THE 13TH CENTURY

© M. Power, 2012

DISTANCE EDUCATION UNIVERSITIES
OPEN/TÉLUQ/ATHABASCA
ANYTIME

Individuals STRUCTURE-BASED

DE TRAD
TRAD
Unpaced

ANYWHERE
GEN. 1: SINCE 1858 -
University of London
GEN. 2: SINCE 1969 - OPEN U
GEN. 3: SINCE 1980s – start of CBT

© M. Power, 2012

MOBILE FACULTY

DE TRAD
TRAD

OFF-CAMPUS COURSES
SET TIME & SET PLACE
(OFTEN on SATELLITE CAMPUSES)

SINCE 1960s…
In North American universities

© M. Power, 2012

REMOTE CLASSROOM
(THE DUAL-MODE UNIVERSITY EMERGES)

DE TRAD
VC TRAD

VIDEOCONFERENCING
SET TIME & SET PLACE
(on SATELLITE CAMPUSES)

SINCE 1970-80s

© M. Power, 2012

DISTANCE EDUCATION UNIVERSITIES
TRANSITION FROM DE TO ONLINE LEARNING
ANYTIME

Individual

DE OL TRAD
VC TRAD
Unpaced

ANYWHERE

SINCE mid-1980s

© M. Power, 2012

DUAL-MODE UNIVERSITY TRANSITION
FROM VC TO ONLINE LEARNING
FORUM- ANYTIME/ANYWHERE
BASED

Cohorts

DE OL OL VC TRAD
TRAD
Paced

SINCE 1990s

© M. Power, 2012

FROM OL TO BLENDED LEARNING

DE OL BL OL VC TRAD
TRAD
SET TIME &
FLEXIBLE TIME
Courses
• 50% (+/-) on campus
• 50% (+/-) online
SINCE 2000s
In North American universities © M. Power, 2012


NEW MODEL PROPOSED

DE OL BL OL VC TRAD
TRAD

© M. Power, 2012

FROM OL TO BL TO BLENDED ONLINE LEARNING DESIGN
SYNC: SET TIME / ASYNCH: ANYTIME

DE OL BOLD BL OL VC TRAD
TRAD
100% ONLINE Courses
• 50% online in synchronous mode
• 50% online in asynchronous mode

SINCE 2000s in North American universities

© M. Power, 2012

DUAL-MODE UNIVERSITY TRANSITION BOLD
FROM BL TO BLENDED ONLINE LEARNING DESIGN
- A combined-
SYNC: SET TIME / ASYNCH: ANYTIME
technology
approach;
- A hybrid model
DE OL BOLD BL OL VC TRAD
TRAD positioned
between OL & BL;
- Spatial freedom,
but not temporal;
100% ONLINE Courses - Set time (synch);
• 50% online in synchronous mode
- Cohort-based;
• 50% online in asynchronous mode
- Virtual classroom-
SINCE 2000s in North American universities
based;
- Community of
© M. Power, 2012 learning-based.
© M. Power, 2012

A Virtual classroom
A virtual Classroom

Faculty
member
SYNCHRONOUS

A community of inquiry approach

TEN-7019
A Basic Web Site
From Distance Education to Online Learning

Study Guide Quiz
Syllabus

Resources Forum Email

Assignment My Results Virtual Classroom
Drop
ASYNCHRONOUS

A typical BOLD graduate seminar

3
2
1

ONLINE
LEARNING
&
GRADUATE
STUDIES
booleanblackbelt.com

• Universities struggling to maintain some grad. programs;
• Universities needing to increase recruitment options;


• Universities needing 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;


• Universities need to increase recruitment options;
COMBINING SYNCH & ASYNCH MODES


• Universities need to increase recruitment options;
COMBINING SYNCH & ASYNCH MODES
• 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).

Why now?

highspeedinternetworld.com

Why now?

• Excellent Bandwidth speeds; Quebec, Canada envied;
• Cost of computers plummeting (Moore’s law);
• Spontaneous and instantaneous communications;
huge benefit of instant feedback(Paloff & Pratt);
• Interactivity, key to sustainable e-learning
environments (Rosenberg, 2001, 2006)
• The Internet generation (the Millennials are coming)…
highspeedinternetworld.com

REALITY
WORLDWIDE RESEARCH NETWORKS
an academic necessity in the 21st century
http://sites.google.com/site/changchienlily/BlankWorldMap.gif

RESEARCH CENTERS
&
GRADUATE PROGRAMS

LIKELIHOOD:
WORLDWIDE GRADUATE PROGRAMS

Does BOLD deliver the goods?
• FACULTY: QUALITY: same contact time/seat time,
same scheduling as F2F + lower front-end
design, faster start-up = higher faculty buy-in;
• STUDENTS: ACCESSIBILITY: all online + higher
interaction & lower isolation levels =
lower W-DO rates, higher satisfaction levels;
• ADMIN: COST-EFFECTIVENESS: lower start-up
• costs; higher off-campus student enrolment levels ;
• Greater flexibility & Capacity; many costs offset or
avoided= higher effectiveness (outreach) without
greater cost
http://sonoranalliance.com/wp-content/uploads/2007/07/ThumbsDown.jpg

BOLD Research and Researchers

Instructional Design Distance Education/
& Online Learning/
Technology Blended Learning

BOLD
FACULTY GRADUATE
DEVELOPMENT STUDIES

ARE YOU A BOLD RESEARCHER?

BOLD Research and Researchers
DOCTORAL STUDENTS:
Instructional Design Distance Education/
- CARON, BOLD & technol. innovation & change
& Online Learning/
- COUTU, BOLD in indigenous communities
Technology Blended Learning
- FAKIH, BOLD in Arab-speaking countries
BOLD
- ROY, BOLD & the ID & EM working relationship
FACULTY GRADUATE
- SAVARD, BOLD and PLAR in Québec CEGEPs
DEVELOPMENT STUDIES
- ST-JACQUES, BOLD in graduate studies

More on BOLD
• 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
• Power, M. & Vaughan, N. (2010). Redesigning online learning for
graduate seminar delivery.
Journal of Distance Education. 14(3)
http://www.jofde.ca/index.php/jde/article/view/649

• 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

michael.power@fse.ulaval.ca

End

michael.power@fse.ulaval.ca

Sfu laval-sept-2012-leveraging-strengths

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