Hesston college faculty workshop

E-Learning: A Paradigm,
Not a Program

Hesston College
Faculty Development Workshop
August 9-10, 2012

Floyd E. Saner, Ph.D.
Learning Contexts, LLC

Floyd Saner
Professional Information:
• Professional Certificate in Distance Education, University of
Wisconsin, Madison
• Ph.D. Computer Science, Illinois Institute of Technology
• M.S. Computer Science, Villanova University
• B.S. Electrical Engineering Technology, LeTourneau University
Work Experience:
• 2010-present, Independent e-learning consultant
• 1984-2010, Goshen College, 1984 to 2010 •Chair and professor of
computer science (1984 to 2003); Director of instructional
technology (2003 to 2010)
• 1975-1984, Electrical engineer
• 1972-1975, Physics and mathematics teacher in Nigeria

Learning Contexts, LLC 08/09-10/2012 2

Floyd Saner
In addition to enjoying his family and 5 grandsons, Floyd is
an avid motorcyclist. He enjoys motorcycle trips where
distance is measured in thousands of miles, and time
stretches into weeks.


Thursday
8:45 – 10:00 Workshop sessions
10:00 – 10:15 Break
12:00 – 1:00 Lunch
2:30 – 2:45 Break


Friday
10:00 – 10:15 Break
12:10 – 1:15 Lunch

1:30 – 4:30 Opening faculty meeting


What Are We Talking About?

?


What Are We Talking About?


What Is E-learning?
• It is still all about teaching and learning!!
(not the technology)

• The delivery method changes to
accommodate differences in time and location.
• Web, social networking and multi-media
tools are used extensively to engage students
in their learning activities.


Types of Courses

Source: Sloan Consortium

Tools
blogs ePortfolios

online discussion forums

But ….

Isn’t this just another fad?


Distance Education: Mail


Distance Education: TV


Distance Education: Flying Classroom

DC-6 with TV transmitter


Distance Education: Video Disc


What Did Not Change?


Why Not Update the Classroom?


E-learning Is Here To Stay
Ease of access – almost everyone has access to the
required technology (internet connection and computer).


Ease of creating content – can be done at home or in
your office without expensive equipment or specialized
skills.


Wide variety of media – text, audio, video, real-time
communication, interactive software programs, social
media tools.


Market potential – instant multi-way communication
around the world.


Market demand – students of all ages want online
courses.


Success of current programs – in 2009 over 5.6 million
higher education students took at least one online course.


1. Ease of access
2. Ease of creating content
3. Wide variety of media
4. Market potential
5. Market demand
6. Success of current programs


Why Should You Be Interested
In Online Education?
(e-learning)


Online Education – Is Not A Passing Fad
• Over 6.1 million higher education students took at
least one online course in the fall term of 2010.

• Above number is a 10% increase from the prior
year. Compare that with the less than 1% growth
in overall higher education enrollment.

Allen, I. E., Seaman, J., Babson Survey Research Group., & Sloan
Consortium. (2011). Going the Distance: Online Education in the United
States, 2011. Babson Park, MA: Babson Survey Research Group.


• 31% of higher education students take at least
one online course.

• Although the growth rate of online enrollment has
tapered off somewhat from previous years, there
is no reason to expect it will not continue to
increase.



Your Future Students ...
A 2007-08 study found:
• Three quarters of the responding public school districts
offer online or blended courses.
• The overall number of K-12 students engaged in online
courses in 2007-2008, is estimated at 1,030,000. This
represents a 47% increase since 2005-2006.


Your Future Students …
• At the last four Midwest Moodle Moots (conferences)
about 1/3 of the participants were from K-12 school
districts.
• Less than 20% of students fit the traditional model of 18-
22 years old, full time and residential. – Dr. Charles
Bird, Associate Provost, Ohio University


Student Demands
• Students are looking for flexibility and convenience. They
will take online courses, study part time, take courses
from multiple institutions, and jump in and out of college.

• Private liberal arts colleges are at risk due to the large
increase in enrollment at private and 2-year colleges.

Van Der Werf, Martin, and Grant Sabatier. The College of 2020: Students.
Chronicle Research Services, DC.

Demographics
• The number of high school graduates in the Midwest will
decrease by about 8 percent by 2014-15,

• The location of a college, and the geographic spread of its
influence will be the most significant factor in determining
enrollments in the next decade.

• The age of students enrolling in college programs is
getting older. Residential programs are not important to
them.

Van Der Werf, Martin, and Grant Sabatier. The College of 2020: Students.
Chronicle Research Services, DC.

The Education Scene is Changing …


K-12: The Flipped Classroom


Stanford – Free Online Courses


MITx – Free Online Courses


Coursera - MOOC


Udacity - MOOC


But… Hesston College does
not offer fully online courses
or programs


Effective use of online content
is a paradigm, not a program!


Online Content As Separate Program

Online On-campus


Online Course Content Is Used
For On-campus Courses

Online On-campus


Your Students…
• will have experience with online learning (blended
instruction) when they arrive on campus.
• will expect your courses to incorporate online
content such as documents, video and
audio, recorded lectures, and exams.
• will demand a significant portion of course content
to be online to accommodate their schedules.
• will want content to be online so they can easily
access materials for review and study.

Your Students…

The Challenge Is …


The Challenge Is …
to adapt to this changing tide in
education and take advantage of
the tools and resources that are
widely and freely available to you.


Resources


Student Readiness for Online Learning
• Refer students to an online readiness evaluation tool;
links are in the workshop Bb course under Getting
Started.
• READI - Readiness for Education At a Distance Indicator
(University System of Georgia).
Raritan Valley Community College
SORT - Student Online Readiness Tool (Louisiana Board
of Regents)
Northwestern State University
Globe University Minnesota School of Business
Los Angeles Valley College
• IUSB Student Readiness Tool


E-learning Organizations
• United States Distance Learning Association (USDLA)
http://www.usdla.org/
• Educause http://www.educause.edu/

• Sloan Consortium (Sloan-C) http://sloanconsortium.org/

• Association for the Advancement of Computing in
Education (AACE) http://www.aace.org/
• Association for Educational Communications and
Technology (AECT) http://www.aect.org


Moodle Resources
• Moodle.org forums http://moodle.org/

• Moodle News (blog), Joseph Thibault
http://www.moodlenews.com/
• Some Random Thoughts (blog), Gavin Henrick
http://www.somerandomthoughts.com/blog/
• Planet Moodle (aggregation of blogs)
http://planet.moodle.org/
• Moodle Blog (blog) Mary Cooch (more K-12, but good)
http://www.moodleblog.net/


Content Resources - Universities
• MIT OpenCourseWare: http://ocw.mit.edu/index.htm

• Open Yale Courses: http://oyc.yale.edu/

• UC Berkeley Webcast: http://webcast.berkeley.edu/

• UC Berkeley on YouTube: http://www.youtube.com/ucberkeley

• Carnegie Mellon OpenLearningInitiative:
http://oli.web.cmu.edu/openlearning/
• Utah State University OpenCourseWare: http://ocw.usu.edu/

• Harvard University Open Learning Initiative:
http://www.extension.harvard.edu/open-learning-initiative
• Open University, UK: http://openlearn.open.ac.uk/


Content Resources - Repositories
• Merlot Project: http://www.merlot.org/merlot/index.htm
• Saylor Foundation: http://www.saylor.org/
The Saylor Foundation is developing a collection of open online courses. Currently courses
are in various stages of completion. However, you may want to look through the content
and see if there are any resources to which you want to direct your students.
National Public Radio (NPR):
http://www.npr.org/rss/podcast/podcast_directory.php?type=main&id=-1
• Public Broadcasting Service (PBS): http://www.pbs.org/
• Smart History (Khan Academy Project):
http://smarthistory.khanacademy.org/
• Khan Academy: http://www.khanacademy.org/
• YouTube Education: http://www.youtube.com/education


Content Resources – Movies, Videos
• Free Documentaries: http://freedocumentaries.org/
• The Open Video Project: http://www.open-video.org/
• Community Video: http://www.archive.org/details/movies


How to Establish a Presence
1. Pay attention to course design. Show you care about
the course. Your students will be significantly
influenced by what they see when the first login to the
course.
2. Prepare the entire course in advance.
3. Clearly communicate course requirements and
outcomes, expected time commitment, frequency of
login, assignment requirements, due dates, grading
rubrics, etc.


Establish a Presence … 2
4. Include a personal biography with more than
professional information.
5. Use a class “Introduce Yourself” forum – respond to
each student.
6. Have a phone /email / chat with each student – before
the course begins and during the course.
7. Use online office hours
(phone, email, chat, Skype, Google Talk, web
conference…).
8. Post to the News Forum several times per week.
9. Provide a forum for course-related questions –
subscribe to that forum.

Establish a Presence … 3
10. Inform students how promptly you will respond to
email, course questions, etc., and stick to that!
11. Use the Feedback tool to frequently get student
comments; respond to the results.
12. Grade promptly and provide written feedback.
13. Follow the participation of each student; encourage
those who lag; praise those who participate frequently.


Do Not …
• Post a note – “Sorry, I was on vacation in the mountains
for a week.”
• State – “You are on your own for this course.”
• Create a forum and state, “I will not regularly read this
forum.”


Moderating Discussions
1. Carefully craft your questions.
a) Need to be more specific than you are in a face-to-
face discussion.
b) Cannot quickly steer/guide the discussion.
2. Pose questions that cannot be answered with a short
answer (yes, no, I agree).
3. Pose questions that elicit personal experiences or
opinions.
4. Pose questions that require analysis, synthesis or
critique.


Moderating Discussions … 2
• Poor: Read Ch 5 and reflect on the topic.

• A Little Better: Read Ch 5 and summarize the main points.

• Better: Read Ch 5. Select one premise stated by the
author and state why you agree or disagree.
• Much Better: Read Ch 5. Select one premise stated by
the author and contrast that with a different view from
another authoritative source.


• Pose questions that can be answered in 2-3 paragraphs.
• Quickly stop flaming or personal attacks.
• Allow the students to discuss. Do not jump into the
discussion yourself unless you need to get it back on
topic.
• Occasionally post a brief summary or comment to show
you are reading the forum. “I like the depth of this
discussion. The critique of … is very insightful.”


• Draw attention to comments that have not received
responses. “Maria stated … Contrast that with Akim’s
response.”
• Assign roles and responsibilities –
moderator, summarizer, particular viewpoints.
• Have students create and moderate discussions.
• Create a debate – use groups for private
discussions, then have each group publicly summarize
their viewpoint.


Contact Information
Floyd E. Saner, Ph.D.
Learning Contexts, LLC
1502 S 15th St
Goshen IN 46526
http://learningcontexts.com
fesaner@learningcontexts.com
Ph: +01 574-349-5275


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