Projecting the Future of the Cyber University and the New

Roles of Instructors

Curt Bonk, Indiana University(and CourseShare.com)

cjbonk@indiana.edu

http://php.indiana.edu/~cjbonk

Timeout!!! What do you do with technology in Korea today?

What about 10 years ago???

A Vision of E-learning for America’s Workforce, Report of the

Commission on Technology and Adult Learning, (2001, June)

• A remarkable 84 percent of two-and four-year colleges in the United States expect to offer distance learning courses in 2002” (only 58% did in 1998) (US Dept of Education report, 2000)

• Web-based training is expected to increase 900 percent between 1999 and 2003.” (ASTD, State of the Industry Report 2001).

Are You Ready???

Exponential Growth of the Web

To Cope with the Explosion, We Need Instructor E-Learning

Support!!!

Problems FacedAdministrative:• “Lack of admin vision.”

• “Lack of incentive from admin and the fact that they do not understand the time needed.”

• “Lack of system support.”

• “Little recognition that this is valuable.”

• “Rapacious U intellectual property policy.”

• “Unclear univ. policies concerning int property.”

Pedagogical:• “Difficulty in performing

lab experiments online.”• “Lack of appropriate

models for pedagogy.”

Time-related:• “More ideas than time to

implement.” • “Not enough time to

correct online assign.”• “People need sleep; Web

spins forever.”

TrainingOutside Support

• Training (FacultyTraining.net)• Courses & Certificates (JIU, e-education)• Reports, Newsletters, & Pubs• Aggregators of Info (CourseShare, Merlot)

• Global Forums (FacultyOnline.com; GEN)• Resources, Guides/Tips, Link Collections,

Online Journals, Library Resources

Certified Online Instructor Program

• Walden Institute—12 Week Online Certification (Cost = $995)

• 2 tracks: one for higher ed and one for online corporate trainer– Online tools and purpose– Instructional design theory

& techniques– Distance ed evaluation– Quality assurance– Collab learning communities

Web-Based Teaching & Learning Workshops (Indiana University)• 5 Day workshops: $895/person• Understand Web technologies• Apply sound instructional design• Use Web development tools• Hands-on instruction• Evaluate current environments, conduct needs

assessment, apply to current project

FacultyTraining.net (Mark Adams)

• $400 for 4 week course for beginners• $3,500 for an 8 week Master Instructor

course for those wanting to license and teach course at own institution

• Offered twice/month, 20 participants max• Topics: Online learning terminology,

building a learning community, models, theories, and strategies, instructional design, course development, teaching/making connections, course management/admin,

TELEStraining

Courses:1. DWeb: Training the Trainer—Designing,

Developing, and Delivering Web-Based Training ($1,200 Canadian)

(8 weeks: Technology, design, learning, moderating, assessment, course development,

2. Techniques for Online Teaching and Moderation

3. Writing Multimedia Messages for Training

Distance Ed Certificate Program (Univ of Wisconsin-Madison)

• 12-18 month self-paced certificate program, 20 CEUs, $2,500-$3,185

• Integrate into practical experiences

• Combines distance learning formats to cater to busy working professionals

• Open enrollment and self-paced

• Support services

Administrators and faculty members at the Massachusetts Institute of Technology are debating what could become a $100-million effort to create extensive World Wide Web pages for nearly every course the university offers.

Jeffrey R. Young, March 1, 2001, The Chronicle of Higher Ed

In an effort to analyze and improve their teaching, some professors are creating multimedia portfolios that try to capture the complex interactions that occur in the classroom.

Jeffrey R. Young, The Chronicle of Higher Ed (reporting on the new Knowledge Media Lab, created by the Andrew Carnegie Foundation for the Advancement of Teaching)

http://merlot.orghttp://www.utexas.edu/world/lecture/

Inside Support…

• Instructional Consulting• Mentoring (strategic planning $)• Small Pots of Funding• Help desks, institutes, 1:1, tutorials• Summer and Year Round Workshops• Office of Distributed Learning• Colloquiums, Tech Showcases, Guest Speakers

– Newsletters, guides, active learning grants, annual reports, faculty development, brown bags, other professional development

Four Key Hats of Instructors:– Technical—do students have basics? Does their

equipment work? Passwords work?

– Managerial—Do students understand the assignments and course structure?

– Pedagogical—How are students interacting, summarizing, debating, thinking?

– Social—What is the general tone? Is there a human side to this course? Joking allowed?

– Other: firefighter, convener, weaver, tutor, conductor, host, mediator, filter, editor, facilitator, negotiator, e-police, concierge, marketer, assistant, etc.

Class #1: Undergraduate Course: Ed Psych

• Technical—Train, early tasks, be flexible, used custom built tools (& INSITE & e-ed)

• Managerial—Initial meeting(s), detailed syllabus, calendar, posting dots, post administrivia, assign e-mail pals

• Pedagogical—Peer fdbk, debates, starter-wrapper, cases, structured controversy, field reflections, portfolios, teams

• Social—Café, humor, interactivity, pics, profiles, foreign guests

Class #2: Graduate Course: Instructional Technology

• Technical—Find collab tool (i.e., ACT)

• Managerial—FAQs, PBL teams, rubrics, weekly e-mail feedback, clear expectations, monitor discussions, post when off track

• Pedagogical—PBL environment, inquiry, value multiple perspectives

• Social—Create online community, support casual conversation, invite visitors

Class #3a & #3b: Vocational College Course: Computer Info Systems

• Technical—Use course management tool (e-education) and then developed custom site

• Managerial—Use nongraded online tests before real test, assignment page, gradebook

• Pedagogical—Project based--create Web sites and designs, online peer feedback

• Social—Profiles page, digital camera pics, combine face-to-face and online.

Class #4: Graduate Education Course: Instructional Technology

• Technical—Orientation task (SitesScape Forum), decisions on preferred WP’ers, etc.

• Managerial—Portfolios give overview of how doing, e-mail updates, track logins

• Pedagogical—Online discussion themes, post favorite Web link, intro, devil’s advocates, link peer responses, ask probing q’s, portfolios, peer fdbk on portfolios

• Social—Discuss online concerns & survival tactics, profiles, photos, instructor anecdotes

How to Combine these Roles?

E-Moderator

• Refers to online teaching and facilitation role. Moderating used to mean to preside over a meeting or a discussion, but in the electronic world, it means more than that. It is all roles combined—to hold meetings, to encourage, to provide information, to question, to summarize, etc. (Collins & Berge, 1997; Gilly Salmon, 2000); see http://www.emoderators.com/moderators.shtml.

Other Hats

Online Concierge

• To provide support and information on request (perhaps a map of the area…) (Gilly Salmon, 2000).

Personal Learning Trainer

• Learners need a personal trainer to lead them through materials and networks, identify relevant materials and advisors and ways to move forward (Mason, 1998; Salmon, 2000).

E-Police

• While one hopes you will not call yourself this nor find the need to make laws and enforce them, you will need some Code of Practice or set procedures, and protocols for e-moderators (Gilly Salmon, 2000).

Online Conductor

• The pulling together of a variety of resources as people as in an orchestra to produce beautiful integrated sound or perhaps electrical current conductors if your conferences are effective and flow along, there will be energy, excitement, and power (Gilly Salmon, 2000).

Convener

• A term that is used especially with online conferences and courses where there is a fairly sizable audience (Gilly Salmon, 2000).

Online Negotiator

• Where knowledge construction online is desired, the key role for the e-moderator is one of negotiating the meaning of activities and information thought online discussion and construction (Gilly Salmon, 2000).

Online Host

• The social role of online working is important so there may be a need for a social host or hostess. They do not need to run social events online (though they may) but ensure everyone is greeted and introduced to others with like-minded interests (Gilly Salmon, 2000).

Other Hats

• Weaver—linking comments/threads

• Tutor—individualized attention

• Participant—joint learner

• Provocateur—stir the pot (& calm flames)

• Observer—watch ideas and events unfold

• Mentor—personally apprentice students• Community Organizer—keep system going

Still More HatsAssistantDevil’s advocateEditorExpertFilterFirefighterFacilitator

GardenerHelperLecturerMarketerMediatorPriestPromoter

What Hats Do You Typically Wear???

Activity: Pick a Hat from 40 Options

Reality: ___________ ___________ ___________ ___________ ___________

Ideal World: ___________ ___________ ___________ ___________ ___________

What About Role Play???

Participant Categories

• Wanderer/Lurker• Contributor/Participant• Mentor/Expert• Instructor• Seeker/Questioner• Starter-Wrapper• Starter/Mediator-Wrapper

Many Other Roles• Questioner

• Mediator

• Sage

• Planner

• Comic

• Pessimist

• Commentator

• Optimist

• Devil’s Advocate

• Slacker• Judge• Summarizer• Advisor• Mentor• Coach• Organizer• Debater/Bloodletter

Activity: Pick a Role Or Role Taking TaskName a role missing from this sheet and discuss how

you might use it(see Bonk’s 28 roles)

Online Mentoring and Assistance Online

Twelve forms of electronic learning mentoring and assistance

(Bonk & Kim, 1998; Tharp, 1993; Bonk et al., 2001)

1. Social (and cognitive) Acknowledgement: "Hello...," "I agree with everything said so far...," "Wow, what a case," "This case certainly has provoked a lot of discussion...," "Glad you could join

us..."

2. Questioning: "What is the name of this concept...?," "Another reason for this might be...?," "An example of this is...," "In contrast to this might be...,""What else might be important here...?," "Who can tell me....?," "How might the teacher..?." "What is the real problem here...?," "How is this related to...?,“,

"Can you justify this?"

3. Direct Instruction: "I think in class we mentioned that...," Chapter ‘X’ talks about...," "Remember back to the first week of the semester when we went over ‘X’

which indicated that..."

4. Modeling/Examples: "I think I solved this sort of problem once when I...," "Remember that video we saw on ‘X’ wherein ‘Y’ decided to...," "Doesn't ‘X’ give insight into this problem in case

‘Z’ when he/she said..."

5. Feedback/Praise: "Wow, I'm impressed...," "That shows real insight into...," "Are you sure you have considered...," "Thanks for responding to ‘X’...," "I have yet to see you or

anyone mention..."

6. Cognitive Task Structuring: "You know, the task asks you to do...," "Ok, as was required, you should now summarize the peer responses that you have received...," "How might the

textbook authors have solved this case."

7. Cognitive Elaborations/Explanations: "Provide more information here that explains your rationale," "Please clarify what you mean by...," "I'm just not sure what you mean by...," "Please evaluate this solution a little

more carefully."

8. Push to Explore: "You might want to write to Dr. ‘XYZ’ for...," "You might want to do an ERIC search on this topic...," "Perhaps there is a URL on the Web that addresses this topic..."

9. Fostering Reflection/Self Awareness: "Restate again what the teacher did here," "How have you seen this before?," "When you took over this class, what was the first thing you did?," "Describe how your teaching philosophy will vary from this...," "How might an expert teacher handle this

situation?"

10. Encouraging Articulation/Dialogue Prompting: "What was the problem solving process the teacher faced here?," "Does anyone have a counterpoint or alternative to this situation?," "Can someone give me three good reasons why...," "It still seems like something is missing here, I just can't put my

finger on it."

11. General Advice/Scaffolding/Suggestions: "If I were in her shoes, I would...," "Perhaps I would think twice about putting these people into...," "I know that I would first...," "How totally ridiculous this all is; certainly the “person” should be able to provide some..."

12. Management (via private e-mail or discussion): "Don't just criticize....please be sincere when you respond to your peers," "If you had put your case in on time, you would have gotten more feedback." "If you do this again, we will have to take away your

privileges."

Web Facilitation???Berge Collins Associates

Mauri Collins and Zane L. Bergehttp://www.emoderators.com/moderators.shtml#mod

Facilitation (Dennen, 2001)

• Participation was higher when students had a clear goal & extrinsic motivation to participate

• Relevance has a positive effect on participation• Greater dialogue when shared perspectives• Fact-based q’ing strategies did not work well• Consistent, regular fdbk motivates students• Quantitative and qualitative guidelines

Facilitating Electronic Discussion

• Have Students Initiate, Sign up for Roles• Provide Guidelines and Structure• Weave and Summarize Weekly• Be patient, prompt, and clear• Foster Role Play, Debate, and Interaction• Assign Due Dates, Times, and Points• Constantly Monitor, Converse not Dictate• Assign Buddies/Pals or Include Mentoring

How Facilitate Online Community?

• Safety: Establish safe environment

• Tone: Flexible, inviting, positive, respect

• Personal: Self-disclosures, open, stories telling

• Sharing: Share frustrations, celebrations, etc

• Collaboration: Camaraderie/empathy

• Common language: conversational chat space

• Task completion: set milestones & grp goals

• Other: Meaningful, choice, simple, purpose...

Isit

thatsimple?

NOPE!!!

But How Avoid Shovelware???

“This form of structure… encourages teachers designing new products to simply “shovel” existing resources into on-line Web pages and discourages any deliberate or intentional design of learning strategy.” (Oliver & McLoughlin, 1999)

Intrinsic Motivation

“…innate propensity to engage one’s interests and exercise one’s capabilities, and, in doing so, to seek out and master optimal challenges

(i.e., it emerges from needs, inner strivings, and personal curiosity for growth)

See: Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. NY: Plenum Press.

Extrinsic Motivation“…is motivation that arises from external contingencies.”

(i.e., students who act to get high grades, win a trophy, comply with a deadline—means-to-an-end motivation)

See Johnmarshall Reeve (1996). Motivating Others: Nurturing inner motivational resources. Boston: Allyn & Bacon.

E-Learning Pedagogical Strategies

Motivational/Ice Breakers:1. 8 Noun Introductions

2. Coffee House Expectations

3. Scavenger Hunt

4. Two Truths, One Lie

5. Public Commitments

6. Share-A-Link

Creative Thinking:1. Brainstorming

2. Role Play

3. Topical Discussions

4. Web-Based Explorations & Readings

5. Recursive Tasks

6. Electronic Séance

Critical Thinking:1. Electronic Voting and Polling

2. Delphi Technique

3. Reading Reactions

4. Summary Writing and Minute Papers

5. Field Reflection

6. Online Cases Analyses

7. Evaluating Web Resources

8. Instructor as well as Student Generated Virtual Debates

Collaborative Learning:1. Starter-Wrapper Discussions

2. Structured Controversy

3. Symposium or Expert Panel

4. Electronic Mentors and Guests

5. Round robin Activities

6. Jigsaw & Group Problem Solving

7. Gallery Tours and Publishing Work

8. Email Pals/Web Buddies and Critical/Constructive Friends

Motivational Terms?See Johnmarshall Reeve (1996). Motivating Others: Nurturing inner motivational

resources. Boston: Allyn & Bacon. (UW-Milwaukee)

1. Tone/Climate: Psych Safety, Comfort, Belonging2. Feedback: Responsive, Supports, Encouragement3. Engagement: Effort, Involvement, Excitement4. Meaningfulness: Interesting, Relevant, Authentic5. Choice: Flexibility, Opportunities, Autonomy6. Variety: Novelty, Intrigue, Unknowns7. Curiosity: Fun, Fantasy, Control8. Tension: Challenge, Dissonance, Controversy9. Interactive: Collaborative, Team-Based, Community10. Goal Driven: Product-Based, Success, Ownership

1. Tone/Climate:B. Thiagi-Like Ice Breakers

1. Eight Nouns Activity:1. Introduce self using 8 nouns2. Explain why choose each noun3. Comment on 1-2 peer postings

2. Coffee House Expectations1. Have everyone post 2-3 course expectations2. Instructor summarizes and comments on how they

might be met(or make public commitments of how they will fit into

busy schedules!)

2. FeedbackA. Requiring Peer Feedback

Alternatives:1. Require minimum # of peer comments

and give guidance (e.g., they should do…)

2. Peer Feedback Through Templates—give templates to complete peer evaluations.

3. Have e-papers contest(s)

2. Feedback:B. Acknowledgement via E-mail, Live

Chats, Telephone (Acknowledge questions or completed assignments)

2. Feedback:C. Self-Testing and Self-Assessments

(Giving Exams in the Chat Room!, Janet Marta, NW Missouri State Univ, Syllabus, January 2002)

1. Post times when will be available for 30 minute slots, first come, first serve.

2. Give 10-12 big theoretical questions to study for.

3. Tell can skip one.

4. Assessment will be a dialogue.

5. Get them there 1-2 minutes early.

6. Have hit enter every 2-3 sentences.

7. Ask q’s, redirect, push for clarity, etc.

8. Covers about 3 questions in 30 minutes.

2. Feedback (Instructor)D. Reflective Writing

Alternatives:

1. Minute Papers, Muddiest Pt Papers

2. PMI (Plus, Minus, Interesting), KWL

3. Summaries

4. Pros and Cons1.Email instructor after class on what

learned or failed to learn…(David Brown, Syllabus, January 2002, p. 23)

3. Engagement:B. Electronic Voting and Polling

1. Ask students to vote on issue before class (anonymously or send directly to the instructor)

2. Instructor pulls out minority pt of view3. Discuss with majority pt of view4. Repoll students after class(Note: Delphi or Timed Disclosure Technique:

anomymous input till a due date and then post results and

reconsider until consensus Rick Kulp, IBM, 1999)

3. EngagementC. Survey Student Opinions

(e.g., InfoPoll, SurveySolutions, Zoomerang, SurveyShare.com)

4. Meaningfulness:A. Job or Field Reflections

1. Instructor provides reflection or prompt for job related or field observations

2. Reflect on job setting or observe in field

3. Record notes on Web and reflect on concepts from chapter

4. Respond to peers

5. Instructor summarizes postsAlternative: Pool field interviews

of practitioners

4. Meaningfulness:

B. Case Creation and Simulations 1. Model how to write a case

2. Practice answering cases.

3. Generate 2-3 cases during semester based on field experiences.

4. Link to the text material—relate to how how text author or instructor might solve.

5. Respond to 6-8 peer cases.

6. Summarize the discussion in their case.

7. Summarize discussion in a peer case.(Note: method akin to storytelling)

5. Choice: A. Multiple Topics

6. Variety

7. Curiosity: A. Electronic Seance

• Students read books from famous dead people• Convene when dark (sync or asynchronous).• Present present day problem for them to solve• Participate from within those characters (e.g.,

read direct quotes from books or articles)• Invite expert guests from other campuses• Keep chat open for set time period• Debrief

7. Curiosity: B. Electronic Guests & Mentoring1. Find article or topic that is controversial2. Invite person associated with that article

(perhaps based on student suggestions)3. Hold real time chat4. Pose questions5. Discuss and debrief (i.e., did anyone

change their minds?)(Alternatives: Email Interviews with expertsAssignments with expert reviews)

8. Tension: A. Role Play

A. Role Play Personalities• List possible roles or personalities (e.g., coach, optimist,

devil’s advocate, etc.)• Sign up for different role every week (or 5-6 key roles)• Reassign roles if someone drops class• Perform within roles—refer to different personalities

B. Assume Persona of Scholar– Enroll famous people in your course– Students assume voice of that person for one or more

sessions– Enter debate topic or Respond to debate topic– Respond to rdg reflections of others or react to own

9. Interactive: A. Critical/Constructive Friends,

Email Pals, Web Buddies1. Assign a critical friend (perhaps based on

commonalities).2. Post weekly updates of projects, send reminders of

due dates, help where needed.3. Provide criticism to peer (I.e., what is strong and

weak, what’s missing, what hits the mark) as well as suggestions for strengthening. In effect, critical friends do not slide over

weaknesses, but confront them kindly and directly.

4. Reflect on experience.

10. Goal Driven:Gallery Tours

• Assign Topic or Project

(e.g., Team or Class White Paper, Bus Plan, Study Guide, Glossary, Journal, Model Exam Answers)

• Students Post to Web• Experts Review and Rate• Try to Combine Projects

Example: TICKIT Project Gallery

Motivational Top Ten 1. Tone/Climate: Ice Breakers, Peer Sharing2. Feedback: Self-Tests, Reading Reactions3. Engagement: Q’ing, Polling, Voting4. Meaningfulness: Job/Field Reflections, Cases5. Choice: Topical Discussions, Starter-Wrapper6. Variety: Brainstorming, Roundrobins7. Curiosity: Seances, Electronic Guests/Mentors8. Tension: Role Play, Debates, Controversy9. Interactive: E-Pals, Symposia, Expert Panels10. Goal Driven: Group PS, Jigsaw, Gallery Tours

Pick One…??? (circle one)

How to foster e-learning entrepreneurship in

Korea???

University Entrepreneurship

• Colleges target corp training/exec education.• 22 virtual universities to cooperate.• 9 universities on 4 continents collaborate to

offer online graduate and professional development courses in Asia.

• Univ of the Arctic is a partnership of 31 “high latitude” colleges, universities, and governments across 8 nations. First course is “Introduction to Circumpolar Studies.” (Feb 15, 2002, Chronicle of Higher Education)

         

Faculty Entrepreneurship

• Create Class Radio Stations

• Manage or Create Online Journals

• Start Discussion Forums

• Freelance Instructor & Guest Expert

• Develop new courses or programs

• Teaching music performance over Web

Douglas Rowlett has turned his English-department office into a virtual radio station that broadcasts continuously on the Internet, offering a mix of poetry readings, lectures, and popular music. He plans to deliver entire courses over the Internet radio station.

Jeffrey R. Young (Jan 8., 2001). Chronicle of Higher Ed.

The Good

The BadMichael J. Saylor’s plans to create an online

university that would offer free education all over the world appear to have been put on hold, at least temporarily. Mr. Saylor, the software magnate, has been occupied for the past few months with financial difficulties at his company, MicroStrategy, Inc.

(Sarah Carr, June 22, 2000, Chronicle of Higher Ed)

Santa Clara University has fired an adjunct instructor who sold his students thousands of dollars worth of stock in an online-education venture that appears to never have gotten off the ground.

Sarah Carr, The Chronicle of Higher Ed.

And The Ugly

Developing a Successful Partnership Portfolio (Duin & Baer, in press)

• Need to List: Vision, Description, Beliefs, Assumptions, Operations, Commitment, Collaboration, Risk, Control, Adaptation, and ROI (for learners, faculty, campus, state/country)

• Five Types of Partnerships: Commerce alliance, minority equity investment, joint venture, spin off, and merger or acquisition

• Four Types of Risks: legal, financial, experimentation, and academic

Other ARTI Helphttp://arti.indiana.edu/

• Help with Tech Transfer.– Intellectual Property, Invention Disclosure, etc.

• Licensing, Patents, and Trademarks.• Access to best strategists, scientists, cutting-edge

labs, communication tools, info technologies.• Training, consortia, mentoring, sharing

meetings.• Multidisciplinary project teams, resources, and

facilities.

The Future: 20-20 Visions

Note: any predictions are bound to be too conservative!!!

What Percent of Time Teach Online?

Figure 21. Percent of Instructional Time Spent Teaching Online During the Next Decade

0

20

40

60

80

1 Year 2 Years 5 Years 10 Years

Time Teaching Online

Pe

rce

nt

of

Re

sp

on

de

nts

0%

1-25%

25-50%

51-75%

76-100%

Freelance or Adjunct Web-Based Teaching

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Past Experience Interest in Next 5 Years

Pe

rce

nt

of

Re

sp

on

de

nts

Yes

No

Interested in Freelance Instruction?

“We are evolving out of the era of the Lone Rangers…faculty members can choose to be involved in the design, development, content expertise, delivery, or distribution of course…” (Richard T. Hezel)

Sarah Carr, (Dec 15, 2000, A47), A Day in the Life of a New Type of Professor, The Chronicle of Higher Education

Exploratory Technology in 2020

• Global Chat, Interplanetary Chat—Guest Lectures from Mars, Space Shuttle, Moon,

• Virtual Degrees (include educational genealogies)• Virtual Instructor Combos—You design guest lectures

and mix personalities; holograms• Global Instructors (with online skill ratings)• Lifetime User Cyberlearning Statistics• Nugget and Knowledge Object Sharing • Freelance Instructors• Debates with the Greats!

A Vision of What is Coming Soon

• Int’l colleagues, Intraplanetary mentoring• Coursesharing tools, Online Consortia• Wireless, Integrated, & GPS Technologies (Cell

Phone, Email, Web)– e.g., Previous Class Discussions

• More Training than Education• Textbook Web Sites and Simulation Tools• Personal Assistants and Intelligent Tutors• Essay Scoring Tools• Course Continuation and Legacies

So What Happens to the Students,

Instructors, and Universities???

Cyber U Trends and Phases

• Phase 1: Novelty (i.e., ignore it and it may go away)

• Phase II: Unit Within Larger Campus (some domains or units are more active)

• Phase III. Separate University (not equal)• Phase IV. The Age of Respect (part of standard

flexible learning initiative or options)• Phase V. A New Standard or Technology

Emerges

Universities Replaced? No...• Most distance lrng is mixed--Web & Live• Entrenched expectations and procedures• Brick and mortar needs to be used• Online learning only approximates live lrng• Expanding birth rate = need for more educ.• Web learning is for select reasons• Most colleges will find their niche• Socialization argument

– (the 18-20 year old need to party hardy)

Universities Replaced--Yes!• Web has more potential for active lrng.• Tchg/lrng expectations are changing fast!• Expanding birth rate = experiments in 3rd

world countries will have huge payoffs.• Web courses can be repurposed & reused.• Web learning will increase in stability• Real chance to overthrow the system!!!• Who needs more football and drinking?

Forces Acting Against Replacement

• Yes, radical change, but room for both

• High actual costs of online learning

• Difficult to be animated on the Web

• Hard to measure benefits

• Tenure & hard to change practices

• Institutional Politics

• Eye damage reports due to overexposure

Forces In Favor of Replacement• States not funding as highly as before• Wireless technology; add’l emerging tech• Global economy and marketplace• Commercialization of best lrng products• Innovative faculty; stalling universities• Demand for perpetual lrng/just in time

info• Growth in populations• Lots of wasted space in university offices

Virtual University CategoriesI. Core Faculty Offers Distance Ed

(Univ of Phoenix, Athabasca Univ)

II. Core Faculty Devel Lrng Opportunities(Athena University, Cenquest)

III. No Core Faculty: Manage Learning Oppor(Jones/E-education, WebCT, VU, West Gov)

IV. Virtual Learning Indexes(Globewide Network Academy, World Lecture Hall)

Source: Strategic Choices for the Academy: How the Demand for Lifelong Learning Will Re-Create Higher Education. By D. J. Rowly, H. D. Lujan, & M. G. Dolence, Jossey-Bass Publishers, March, 1998.

Faculty Member in 2020• Track 1: Technical Specialist

• Track 2: Personal Guide

• Track 3: Online Facilitator

• Track 4: Course Developer

• Track 5: Course or Program Manager

• Track 6: Work for Hire Online Lecturer

• Track 7: High School Teacher

• Track 8: Unemployed

Track 1: Technical Specialist

• Help critique technical aspects of media and materials built into online courses. Here one would be part of a course development team or instructional design unit. Freelance learning object evaluator. Here one would likely operate alone or as part of a consulting company.

Track 2: Personal Guide

• Provide program or course guidance to students on demand or preplanned. Becomes more of a generalist across university offerings. For example, one might help students see how different learning objects or modules fit together into a degree.

Track 3: Online Facilitator

• Offers timely and informed support to students struggling to complete an online course or inserting questions and nudging development of students who are successfully completing different modules. This is the most similar to college teaching positions today.

Track 4: Course Developer

• Help develop specific courses or topic areas for one or more universities. In many institutions, this will move beyond a course royalty system to a paid position.

Track 5: Course or Program Manager

• Supervisor or manager of an entire new program or courses, most often leading to certificates or master’s degrees. Similar in stature to a development head or chairperson.

Track 6: Work for Hire Online Lecturer

• Is a freelance instructor for one course or a range of course. May work on just one campus or on a range of campuses around the world. While this will be highly popular and rejuvenate careers, institutional policies are yet to be sorted out.

Track 7: High School Teacher

• As universities begin to offer secondary degrees, some college faculty with online teaching experience and teaching degrees will find positions in those classes. Some may view such positions as being demoted to the minor leagues.

Track 8: Unemployed

• If one does not find a niche in one or more of the above tracks or roles, he or she will likely be unemployed or highly unsuccessful.

Student Differences in 2020• Live Longer• More Educated

– Multiple Degrees

– Accustomed to Multiple Learning Formats

– Design own programs and courses

• Specialists AND Generalists• Courses/Degrees for unknown occupations• Expect to Take Courses Where Live• Cyber-students (various digital aids attached to appendages)

Possible Roles of University in 2020

• Meeting place (degrees conferred, picnics, etc.)

• Certificate grantor• Online tech support desk• Matchmaking: pair students with instructors

& other students for counseling/mentoring• Research online learning communities• Outward bound-like experiences (tours and

experiences of what universities used to be like)

Possible Scenarios in Year 2020

• Virtual U’s and Traditional U’s Coexist

• Traditional Univ’s buy stake in Virtual U’s

• Traditional Univ’s form Consortia

• Some Trad U’s Move Ahead, Some Don’t

• Other Technology arise well beyond Web

• Large Virtual U’s Buy Competing Traditional U’s and shut them down

What Uses for Old Institutions of Higher Learning???

• Museums

• Historical Monuments

• Bomb Shelters

• Resorts and Apartment Complexes

• Nostalgic Retirement Homes

• Green Space

• Prisons

General Recommendations

1. Develop Instructor Training Programs

2. Foster Instructor Recognition and Support

3. Create Instructor & Resource Sharing Tools

4. Develop Online Learning Policies

5. Conduct Online Learning Research

6. Form Online Learning Dev Partnerships

7. Create/Test Online Learning Pedagogy

So Where is Korea Headed?