Power bold-ed-media-slide share
Download as PPTX, PDF2 likes1,277 views
The document discusses strategies for online and distance learning. It begins by outlining the paradox of online learning - that while accessibility has expanded, withdrawal and dropout rates remain high. It then examines different strategies used over time, including moving faculty around (MFA), early distance education models, videoconferencing in the 1980s, and current asynchronous online courses. While increasing accessibility, each strategy also had disadvantages like student isolation, inflexibility, technical problems, or lack of faculty involvement. The strategies were ultimately proven unsustainable for widespread, long-term use due to these challenges in balancing accessibility, quality and cost-effectiveness.
Power bold-ed-media-slide share
- 1. Opening the Floodgates: Synchronous-based Online Learningin a Dual-Mode UniversityDr. Michael PowerLaval UniversityQuebec City, CANADA
- 3. A worldwide problem Why open the floodgates?
- 4. A worldwide problem Why open the floodgates?an educational CRISIS islooming
- 7. D. OlcottDEMANDTHE GAPSUPPLYhttp://www.obhe.ac.uk/resources/2008_AUA_Presentation.pdfDon Olcott CE OBHE
- 8. TeacherEducation(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”.
- 12. www.irrodl.org
- 13. Online Learning, a paradoxeasyvectors.commset.rst2.edu
- 14. Online Learning, a paradoxOL, widely accessible and cutting-edgeOn theonehandmset.rst2.edu
- 15. Online Learning, a paradoxBUT, the actual number of regular facultyinvolved is small. On theotherhandeasyvectors.com
- 16. Online Learning, a paradoxGrowing recognition for OL, On theonehandmset.rst2.edu
- 17. Online Learning, a paradoxBUT unacceptably high withdrawal & drop-out rates and general student and faculty isolation. On theotherhandeasyvectors.com
- 18. Online Learning, a paradoxAdministrators typically champion OL, On theonehandmset.rst2.edu
- 19. Online Learning, a paradoxBut are often unable/unwilling to marshal the necessary resources required to produce high-quality courses.On theotherhandeasyvectors.com
- 20. Online Learning, a paradoxOL, paradoxically, is booming and busting, simultaneously.easyvectors.commset.rst2.edu
- 21. Online Learning, a paradoxSupply is expanding yet not meeting demand for sustainable online learning. easyvectors.commset.rst2.edu
- 22. So whatisSUSTAINABLE online learning?
- 23. Daniel’s “Iron Triangle”ACCESSQUALITYSir John Daniel termedthe three variable-based triangle effect, theIRON TRIANGLECurrent StateCOSTSource: http://www.col.org/SiteCollectionDocuments/Daniel_0411AAOUShanghai.pdf
- 24. Optimizing Higher EducationACCESSACCESSQUALITYQUALITYDesired StateCurrent StateCOSTCOSTSource: http://www.col.org/SiteCollectionDocuments/Daniel_0411AAOUShanghai.pdf
- 25. D. OlcottDEMANDStillnot closedTHE GAPSUPPLYDistance educationneverwentmainstream(Moore & Kearlsey, 2005)http://www.obhe.ac.uk/resources/2008_AUA_Presentation.pdfDon Olcott CE OBHE
- 28. STUDENTSFACULTYADMINKey to sustainable OL: balancing stakeholder PRIORITIESPower & Morven-Gould, 2011
- 29. How have we donethus far?29
- 30. 30Closing the GAPFrom the 13th century© M. Power 2008
- 31. Closing the GAPFrom the 13th centuryup untilWWIIguardian.co.ukOlson, 1974; Greenberg, 1997
- 32. Closing the GAPFrom the 13th centuryup untilWWIIWhatGap?brockport.eduguardian.co.ukELITIST SYSTEMOlson, 1974; Greenberg, 1997
- 33. Closing the GAPFrom the 13th centuryUp untilWWIIbrockport.eduguardian.co.ukELITIST SYSTEM-GI BILL, 1945-46-Economic BOOM-DemographicBOOM-here come the babyboomers…1960sOlson, 1974; Greenberg, 1997instruct.westvalley.edu
- 34. 34Closing the GAPDEMOCRATISATION Lewis, 1996Perkin, 1991http://www.ibiblio.org/cccr/AustraliaPhotos/Preview005.png
- 35. Closing the GAPDEMOCRATISATION PROBLEMS1. TOO MANY STUDENTS2. UNIVERSITY SYSTEM TOO CENTRALISEDLewis, 1996Perkin, 1991http://www.ibiblio.org/cccr/AustraliaPhotos/Preview005.png
- 36. Closing the GAPDEMOCRATISATION PROBLEM: 1. TOO MANY STUDENTSSOLUTION1. OPEN MORE UNIVERSITIEShttp://thumbs.dreamstime.com/thumb_242/1204324714C372RB.jpg© M. Power 2008
- 37. Closing the GAPDEMOCRATISATION PROBLEMS: 1. TOO MANY STUDENTSSOLUTION1. OPEN MORE UNIVERSITIES-NEW universities-Satellitecampuseshttp://thumbs.dreamstime.com/thumb_242/1204324714C372RB.jpg© M. Power 2008
- 38. Closing the GAPDEMOCRATISATION PROBLEMS: 1. TOO MANY STUDENTS 2. UNIS TOO CENTRALISEDSOLUTION1. OPEN MORE UNIVERSITIES2. DECENTRALISE UNIS-Nouvelles universités-Campus satelliteshttp://thumbs.dreamstime.com/thumb_242/1204324714C372RB.jpg© M. Power 2008
- 39. 2. DECENTRALISATION STRATEGIESWhatdecentralisationstrategieshave been implemented? Have theyprovensustainable?Whatdecentralisationstrategieshave been implemented?APPROX.1SinceAntiquityLogistics-basedStrategySince1850s21èreTechnology-basedStrategy 13Since1970sTechnology-basedStrategy 24Since1995Technology-basedStrategy 3CombinedLogistics & Technology-basedStrategy5Since20006Since2005Technology-basedStrategy 4http://cicip.com/carreviews/2011-honda-civic-is-a-newlegend-review/Power (in press)
- 40. Strategiesused and resultsobtained1Logistics-basedStrategy1: MFA (MOVING FACULTY AROUND)FACE-TO-FACE19702010ADVANTAGES:+ ACCESSIBILITY
- 41. SAME QUALITYhttp://www.sodahead.com/fun/cars-what-era-is-your-favourite/http://cicip.com/carreviews/2011-honda-civic-is-a-newlegend-review/ images.businessweek.com Power (in press)Power,Dallaire, Dionne& Théberge, 1994
- 42. Strategiesused and resultsobtained1Logistics-basedStrategy1: MFA (MOVING FACULTY AROUND)
- 43. Strategiesused and resultsobtained1Logistics-basedStrategy1: MFA (MOVING FACULTY AROUND)FACE-TO-FACE19702010ADVANTAGES:+ ACCESSIBILITY
- 44. SAME QUALITYhttp://www.sodahead.com/fun/cars-what-era-is-your-favourite/http://cicip.com/carreviews/2011-honda-civic-is-a-newlegend-review/ images.businessweek.com Power (in press)Bates, 1995; Power,Dallaire, Dionne& Théberge, 1994
- 45. Strategiesused and resultsobtained1Logistics-basedStrategy1: MFA (MOVING FACULTY AROUND)FACE-TO-FACE19702010ADVANTAGES:+ ACCESSIBILITY
- 48. Basicallyunsustainable on any large scale, long termhttp://www.sodahead.com/fun/cars-what-era-is-your-favourite/http://cicip.com/carreviews/2011-honda-civic-is-a-newlegend-review/ images.businessweek.com Power (in press)Bates, 1995; Power,Dallaire, Dionne& Théberge, 1994
- 49. Strategiesused and resultsobtained1Logistics-basedStrategy1: MFA (MOVING FACULTY AROUND)FACE-TO-FACE19702010ADVANTAGES:+ ACCESSIBILITY
- 52. Basicallyunsustainable on any large scale, long termBasicallyprovenunsustainablehttp://www.sodahead.com/fun/cars-what-era-is-your-favourite/http://cicip.com/carreviews/2011-honda-civic-is-a-newlegend-review/ images.businessweek.com Power (in press)Bates, 1995; Power,Dallaire, Dionne& Théberge, 1994
- 53. 452Strategiesused and resultsobtainedTechnology-basedStrategy1: Distance EducationSince1850s Since1969 University-of-London dipity.com ADVANTAGE:+ ACCESSIBLEDISADVANTAGES:STUDENT ISOLATIONLOCK-STEP DESIGNDE has « NOT GONE MAINSTREAM ».Perry, 1977Moore & Kearsley, 2005© M. Power 2008
- 54. 462Strategiesused and resultsobtainedTechnology-basedStrategy1: Distance EducationSince1850s Since1969 University-of-London dipity.com Basicallyprovenunsustainableon any large scaleADVANTAGE:+ ACCESSIBLEDISADVANTAGES:STUDENT ISOLATIONLOCK-STEP DESIGNDE has « NOT GONE MAINSTREAM ».Perry, 1977Moore & Kearsley, 2005© M. Power 2008
- 55. 47Strategiesused and resultsobtained3Technology-basedStrategy 2: VC1980sISDN Tele-presenceVideoconferencingADVANTAGE:+ ACCESSIBLErandom-apples.nethttp://tinyurl.com/6ffwdqField, 1997; Lee, Driscoll & Nelson, 2004Power (in press)© M. Power 2008
- 56. 48Strategiesused and resultsobtained3Technology-basedStrategy 2: VC1980sISDN Tele-presenceVideoconferencingDISADVANTAGES :lack of …-QUALITY (soundqualityproblems)-TECHNICAL ROBUSTNESS(frequentdisconnections)-COST-EFFECTIVENESS(equipmentpurchase, ongoingconnectioncosts)ADVANTAGE:+ ACCESSIBLErandom-apples.nethttp://tinyurl.com/6ffwdqField, 1997; Lee, Driscoll & Nelson, 2004© M. Power 2008
- 57. 49Strategiesused and resultsobtained3Technology-basedStrategy 2: VC1980sISDN Tele-presenceVideoconferencingBasicallyproventechnologicallyand logisticallyunsustainableDISADVANTAGES :lack of …-QUALITY (soundqualityproblems)-TECHNICAL ROBUSTNESS(frequentdisconnections)-COST-EFFECTIVENESS(equipmentpurchase, ongoingconnectioncosts)ADVANTAGE:+ ACCESSIBLErandom-apples.nethttp://tinyurl.com/6ffwdqField, 1997; Lee, Driscoll & Nelson, 2004© M. Power 2008
- 58. 50Strategiesused and resultsobtained4Technology-basedStrategy3: OLONLINE COURSES (ASYNCHRONOUS MODE)AVANTAGES :Professeurs - FLEXIBILITÉ ACCRUE - DÉLÉGATION CERTAINES TÂCHES 2) Étudiants - ACCESSIBILITÉ ACCRUE - FLEXIBILITÉ ACCRUEAdministrateurs - FINANCEMENT DISPONIBLE (parfois) - EMBAUCHE DE PERSONNEL ADJOINTApprox. 50%of all courses at Laval Univ.enterasynchronouscommsexclusivelyPower (in press)Harasim, Hiltz, Teles & Turoff, 1995; Seaman & Allen, 2010; Hiltz & Goldman, 2005
- 59. 51Strategiesused and resultsobtained4Technology-basedStrategy 3: OLONLINE COURSES (ASYNCHRONOUS MODE)AVANTAGES :ADVANTAGES :Professeurs - FLEXIBILITÉ ACCRUE - DÉLÉGATION CERTAINES TÂCHES 2) Étudiants - ACCESSIBILITÉ ACCRUE - FLEXIBILITÉ ACCRUEAdministrateurs - FINANCEMENT DISPONIBLE (parfois) - EMBAUCHE DE PERSONNEL ADJOINTFaculty - GREATER FLEXIBILITY - SOME TASK DELEGATION2) Students - GREATER FLEXIBILITY - GREATER ACCESSIBILITYAdministrators - FUNDING AVAILABLE (variable) - POSSIBILITY OF HIRING ADJUNCTSApprox. 50%of all courses at Laval Univ.enterasynchronouscommsexclusivelyHarasim, Hiltz, Teles & Turoff, 1995; Hiltz & Goldman, 2005 ; Sammons & Ruth, 2007; Seaman & Allen, 2010 Power (in press)
- 60. 52Strategiesused and resultsobtained4Technology-basedStrategy 3: OLONLINE COURSES (ASYNCHRONOUS MODE)AVANTAGES :DISADVANTAGES:Professeurs - FLEXIBILITÉ ACCRUE - DÉLÉGATION CERTAINES TÂCHES 2) Étudiants - ACCESSIBILITÉ ACCRUE - FLEXIBILITÉ ACCRUEAdministrateurs - FINANCEMENT DISPONIBLE (parfois) - EMBAUCHE DE PERSONNEL ADJOINTCoreFaculty - course design, time-consuming - doubts about quality(- interaction) - course delivery, feelings of alienationApprox. 50%of all courses at Laval Univ.asynchronouscommsexclusivelyPower (in press)Harasim, Hiltz, Teles & Turoff, 1995; Seaman & Allen, 2010; Hiltz & Goldman, 2005
- 61. Are core faculty involved?“…mostly an adjunct phenomenon”(Sammons and Ruth, 2007)Nowhere to beseenhttp://www.e4innovation.com/
- 62. Are core faculty involved?“…mostly an adjunct phenomenon” (Sammons and Ruth, 2007)WHY? I haven’tgot time.Myresearchis more important. What’s in it for me?Whereismyreward?I don’t have the skills to do this’ and ‘I don’tbelieve in this, itwon’twork’.(Conole, 2009).Nowhere to beseenhttp://www.e4innovation.com/
- 63. Whyaren’ttheyinvolved?“Part of the explanation for the limited use of online teaching and learning is 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“So the new 24/7 professor who is dragged from a traditional classroom into cyberspace may not be able to adjust”. Sammons & Ruth 2007http://tinyurl.com/4mkvbt
- 64. 56Strategiesused and resultsobtained4Technology-basedStrategy 3: OLONLINE COURSES (ASYNCHRONOUS MODE)AVANTAGES :DISADVANTAGES:Professeurs - FLEXIBILITÉ ACCRUE - DÉLÉGATION CERTAINES TÂCHES 2) Étudiants - ACCESSIBILITÉ ACCRUE - FLEXIBILITÉ ACCRUEAdministrateurs - FINANCEMENT DISPONIBLE (parfois) - EMBAUCHE DE PERSONNEL ADJOINTCoreFaculty - course design, time-consuming - doubts about quality(- interaction) - course delivery, feelings of alienation2) Students (verysimilar to DE) - + isolatedthan in F2F settings; - needgreater motivation/autonomy to succeed in studiesAdministrators - current OL, costly to implement - monopolises scarcehumanresourcesApprox. 50%of all courses at Laval Univ.asynchronouscommsexclusivelyPower (in press)Harasim, Hiltz, Teles & Turoff, 1995; Seaman & Allen, 2010; Hiltz & Goldman, 2005
- 65. 57Strategiesused and resultsobtained4Technology-basedStrategy 3: OLONLINE COURSES (ASYNCHRONOUS MODE)AVANTAGES :DISADVANTAGES:Professeurs - FLEXIBILITÉ ACCRUE - DÉLÉGATION CERTAINES TÂCHES 2) Étudiants - ACCESSIBILITÉ ACCRUE - FLEXIBILITÉ ACCRUEAdministrateurs - FINANCEMENT DISPONIBLE (parfois) - EMBAUCHE DE PERSONNEL ADJOINTCoreFaculty - course design, time-consuming - doubts about quality(- interaction) - course delivery, feelings of alienation2) Students (verysimilar to DE) - + isolatedthan in F2F settings; - needgreater motivation/autonomy to succeed in studiesAdministrators - OL, costly to implement - monopolises scarcehumanresourcesApprox. 50%of all courses at Laval Univ.How sustainableis the current(asynchronous) model of OL? More data required.asynchronouscommsexclusivelyPower (in press)Harasim, Hiltz, Teles & Turoff, 1995; Seaman & Allen, 2010; Hiltz & Goldman, 2005
- 66. Strategiesused and resultsobtained5Combinedlogistical- & technological-basedStrategy: BLBlendedlearningOn campusOnline (asynch)LMS (ENA) Laval Universityback n’ forthVariousapproachesUS Department of EducationGarrison & Vaughan, 2008Power (in press)
- 67. Strategiesused and resultsobtained5Combinedlogistical- & technological-basedStrategy: BLBlendedlearningCombinedF2F / virtualOn campusOnline (asynch)LMS (ENA) Laval UniversityDoes BL respond to the needs of the distance (off-campus) learner?enterADVANTAGES : mainly COST- EFFECTIVENESS (lesscrowding; increase in enrolmentcapacity); reportedlysame QUALITY.DISADVANTAGES: REDUCED ACCESSIBILITY; courses restricted to local students; off-campus (distance) learnersipso facto excluded.back n’ forthVariousapproachesUS Department of EducationGarrison & Vaughan, 2008Power (in press)
- 68. Strategiesused and resultsobtained6TechnologicalStrategy 4: BOLDBlendedOnline Learning DesignAsynchronousSynchronous100% onlineCombinedsynch / asynchLMS (ENA) Laval Universityentercam.k12.il.usVariouscombinationsPower, 2008; Power & Vaughan, 2010; Power, Vaughan & St-Jacques, 2010 © M. Power 2008Power (in press)
- 69. Strategiesused and resultsobtained6TechnologicalStrategy 4: BOLDBlendedOnline Learning DesignAsynchronousSynchronous100% onlineCombinedsynch / asynchLMS (ENA) Laval UniversityenterDISADVANTAGES :COURSES IDEALLY RESTRICTED TO SMALL NUMBERS; REAL-TIME CONSTRAINT (set time)ADVANTAGES:SAME QUALITY (didacticrelationshippreserved ); GREATER ACCESSIBILITY; IMPROVED COST-EFFECTIVENESScam.k12.il.usVariouscombinationsPower, 2008; Power & Vaughan, 2010; Power, Vaughan & St-Jacques, 2010 © M. Power 2008Power (in press)
- 70. 62BLENDED ONLINE LEARNING DESIGN the 2 university traditions meet+SYNCHRONOUSASYNCHRONOUSLMS Laval UniversityORAL tradition WRITTEN traditionBLENDEDONLINE LEARNINGDESIGN© M. Power 2008
- 71. ElluminateWebCT or LMS-LavalSYNCHRONOUSASYNCHRONOUSVirtual Classroom+ a basic WebsitecaméraWeb© M. Power 2008
- 72. 64The GRADUATE WEBINAREMPHASIS ON THESYNCHRONOUS PROCESSRATHER THAN ON THE ASYNCHRONOUS PRODUCTFACE-TO-FACEContinuity of pratice*ORAL TRANSMISSIONVIRTUAL FACE-TO-FACEVIRTUAL FACE-TO-FACE*Power, 2008http://tinyurl.com/6ffwd---cam.k12.il.us -dreamstime.com
- 73. Strategiesused and resultsobtained6TechnologicalStrategy 3: BOLDBlendedOnline Learning DesignAsynchronousSynchronous?enterIS THIS A SUSTAINABLE SOLUTION?MORE DATA REQUIREDcam.k12.il.usVariouscombinationsPower, 2008; Power & Vaughan, 2010; Power, Vaughan & St-Jacques, 2010 © M. Power 2008Power (in press)
- 75. AligningResearchCenters and Graduate Programshttp://sites.google.com/site/changchienlily/BlankWorldMap.gif
- 76. Increased recruitment options/grade A candidates;
- 77. Graduate students/professionals, already in the workplace;
- 78. Small numbers involved(maximum 25 per class), spread out across Québec, Canada and even around the world;
- 79. Usually highly motivated and autonomous;
- 80. Accustomed to learning via technology & networkingbooleanblackbelt.com
- 82. ENGLISH-language networkBOLD International Research Networkwww.bold-research.orgDual-mode universitiesFounder: M. Power / Co-founder: N. Vaughan / Coordinator: A. St-Jacques
- 83. FRENCH-language networkE-learning intégral (synchrone et asynchrone)www.bold-research.orgUniversités bimodalesFounder: M. Power / Co-founder: N. Vaughan / Coordinator: A. St-Jacques
- 84. SPANISH-language networkRed de investigación hispanófono - design de enviros de aprendizaje en línea en modo integralwww.bold-research.orgUniversidades bimodalesFounder: M. Power / Co-founder: N. Vaughan / Coordinator: A. St-Jacques
- 85. ARAB-LANUAGE NETWORKشبكة البحث حول تصميم البرامج التربوية فيبيئةالتعلم الإلكترونيالمدمج (المتزامن و غير المتزامن)الأعضاء المحتملۅن في الشبكةFounder: M. Power / Co-founder: N. Vaughan / Coordinator: A. St-Jacqueswww.bold-research.orgBOLD الشبكة الدولية للبحوث
- 86. BOLD Research and ResearchersDistance Education/Online Learning/Blended LearningInstructional Design & TechnologyBOLDGRADUATE STUDIESFACULTY DEVELOPMENTARE YOU A BOLD RESEARCHER?
- 87. More on BOLDPower, M. & Morven-Gould, A. (2011). Redesigning online learning for graduate seminar delivery. 12 (2) IRRODL. http://www.irrodl.org/index.php/irrodl/article/view/916Power, 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/649Power, M. (2009). A Designer’s Log: Case Studies in Instructional Design. Athabasca University Press http://www.aupress.ca/index.php/books/120161 .
- 88. Power, M. (2008). The emergence of blended online learning. Journal of Online Learning & Teaching. (4) 4. http://jolt.merlot.org/vol4no4/power_1208.htmmichael.power@fse.ulaval.ca
- 89. end