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The Perfect Storm: Emerging Technology, Enhanced Pedagogy, Enormous Learner Demand, and Erased
Budgets
Dr. Curtis J. Bonk Professor, Indiana University
President, SurveyShare, Inc.
http://php.indiana.edu/~cjbonk
I. EmergingTechnology
II. Escalating Demands
IV. Enhanced Teaching
Four Storms are Approaching!
III. Erased Budgets
Did he say chocolate?Who wants some
chocolate???
Ok, Million Dollar Question: Which technology will impact schools the
most?
Storm 1. Emerging Learning Technologies
1. Assistive Technologies & Talking Computers
2. Blogs and Online Diaries
3. Digital Portfolios4. Electronic Books5. Online Communities
and Learning Portals6. Intelligent Agents7. Online Exams and
Homework8. Online Games and
Simulations (Massive Multiplayer Gaming)
9. Online Translation Tools & Language Lrng
10. Course Management Systems
11. Peer-to-Peer Collaboration
12. Reusable Content Objects
13. Videostreaming, IP Videoconferencing
14. Virtual Worlds/Reality15. Wearable Computing16. Wireless Tech: Tablet
PCs, Handheld Devices
Technologies Expected to Most Impact the Delivery of Online Learning During the Next Five Years
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DigitalPortfolios
AssistiveTech
Simulationsand Games
DigitalLibraries
Peer-to-Peer Collab
WirelessTech
ReusableContentObjects
Pe
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of
Re
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1. Computers that Talk to You ($595)USA Today, June 18, 2003
• How is the weather this morning?• What is the score of the Cubs game?• What time is it in Helsinki?• Give me a recipe for chicken.• How did the market do today?• What is 16 degrees in Celsius, in Fahrenheit?• Where is Finding Nemo playing?
2. Blogs (diaries, writing)
3. Electronic Books
4. Reusable Learning Objects
• “Learning Objects are small or large resources that can be used to provide a learning experience. These assets can be lessons, video clips, images, or even people. The Learning Objects can represent tiny "chunks" of knowledge, or they can be whole courses.”
Claude Ostyn, Click2Learn
5. Gaming (Pocket PCs)Technology Review (June 2004)
6. Virtual Worlds/Virtual Reality
7. Wearable Computing
8. Wireless Technology
Big tech on campusBy Marguerite Reardon, CNET News.com September 6, 2004
Korea has the broadband!
9. Tablet PCs Finally Taking Off (Wired News, Sept 28, 2003)
• “And while Promisel said there will be a consumer market for tablet PCs -- such as college students taking them to class for note-taking -- what really needs to happen for the tablet PC to take off is the development of new software applications for corporate customers. …predicts that in 2003, a total of 500,000 tablet PCs will be sold around the globe, which represents about 1 percent of the total portable PC market…But, by 2007, IDC forecasts that the tablet PC could account for well over 20 percent of the portable market.”
10. Online Simulations: National Budget and
Biology
11. Collaborative Tools
12. Pedagogical Course Management Systems?
13. Videostreaming and Videoconferencing (to take off in next several years …$4.5 billion in 2007
(Sept 23, 2003, Stephanie Olsen, CNet News.com).
• “I quickly found the standard production-based methods for creating and delivering engaging e-learning content were not sufficient…we discovered the Tegrity WebLearn solution for on-demand and live e-learning.”
• “…once they are recorded, the lectures can be reused in subsequent classes or stored as reference materials…I now have 100% of my lectures ready for the next time I teach this class.” (On Demand Lectures Create an Effective Distrib Ed Experience, T.H.E. Journal, Nov, 2003, Stanley D. Lindsey).
Synchronous technologies will be used more in
business.E-Learning Technology Most Likely to Dramatically Increase
in Use in Next Few Years
0510152025
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Videostreaming is a Breeze!
14. Open Source SoftwareStandards for Ed Tech
Interoperability Standards, Nov. 24, 2003
http://www.cetis.ac.uk/content2/20031124150257
http://www.sakaiproject.org/sakaiproject/
15. Wikipedia
16. Computer Grading(New York Times, May 19, 2004, Latent Semantic Analysis,
Thomas K. Landauer, UC Boulder)
How many have ever felt that they hit the wall as far as teaching
online?
On to Storm 2…Escalating (Learner) Demands
Figure 2. Trend of rate of Internet use in South Korea. Source: Ministry of Information and Communication, South Korea (2003).
The Adoption and Use of the Internet in South Korea
Kyung Yong Rhee, Occupational Safety & Health Institute
Wang-Bae Kim; Yonsei UniversityJCMC 9 (4) July 2004
http://www.ascusc.org/jcmc/vol9/issue4/rhee.html
• The Peak Group, an educational consulting firm, estimates that more than 1 million American high school students are currently taking Internet courses, up from 571,000 last year and 378,000 the year before.– More students log on to learn, Boston.com,
Peter Schworm, September 16, 2004.
• 90% of four-year public schools and more than half of four-year private schools offer some form of online ed.– Online schools clicking with students
By Greg Botelho, CNN, Friday, August 13, 2004.
• 41% of K-12 offer some type of online options in 2004-05; 10 percent higher than previous year.– Study reveals trends in ed-tech
spending; Corey Murray, sSchool News, September 30, 2004.
Herald Tribune, Nov 14th, 2003Students clicking for classes: Florida Virtual School
lets high schoolers take courses on the Internet.
“Students and teachers alike are drawn to the online classes because of the flexibility they provide. Anna Coppola taught at Sarasota High School for about a year before switching to FVS, and she prefers the virtual classroom..”“Her students are less afraid to ask questions online, and, because they don't have any time constraints, they do well.”
Herald Tribune, Nov 14th, 2003Students clicking for classes
(from 18,000 classes in 2002 to 28,000 in 2003)
"I was shocked at the quality of work they do," Coppola said. "A lot of them e-mail me with questions."“Still, some educators, policy-makers and researchers are skeptical of what they see as exaggerated claims about online learning. And they worry about what is lost when students do not meet face to face with their classmates and teachers.”
Online Learning Hits High SchoolsFlexibility, more choices draw students
MSNBC, Jackie Hallifax, October, 2003
• US: 85,000 in virtual schools in 2001-02
• US: Could increase to 272,000 in 2003-2004
• US: 67 virtual charter schools in 17 states serve 21,000 students
A New Campus Sign: No Vacancy A rush of high-school graduates fills many colleges to bursting
Chronicle of Higher Ed, Megan Meline, November 7, 2003
Online Learning: Utah Colleges, universities are embracing future with Web classes. Stephen Speckman, Deseret Morning News, Sept 28, 2004
• 60% of all state funded secondary schools will have high-speed ethernet connections and 100% of public higher ed.
Degrees, Programs, and Credentials Your Organization will Offer Online During the Next Few Years
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Certificates Recertification Associatedegrees
Undergraduatedegrees
Master'sdegrees (not
MBA)
Exec educ &MBA
Doctoraldegrees
Other
Pec
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of
Res
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nd
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Indiana Univ (8 campuses): Spring 2004Students: 90,343 loaded; 76,890 logged in (85%)
Faculty: 7,092 loaded; 5,664 logged in (80%)Courses: 21,942 loaded; 7366 active (34%)
University-wide Oncourse Growth
4%
20%26% 28%
33% 33%
7%11%
21%
29% 30%
43%47%
62%65%
73%77%
16%
27%
38%44%
58%65%
77%81% 83%
3%
73%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
Spr99 Fal99 Spr00 Fal00 Spr01 Fal01 Spr02 Fal02 Sp03 Fa03 Sp04
Semesters
Percentage
Courses facultyX2 StudentsX2
Kelley Direct Head Count (est.)
2002-3 2003-4 2004-5 % change03-04 to 04-05
Corporate MBA 212 294 323 10
Public MBA 268 312 403 29
University Partnership 0 2 14 600
Corporate MS 26 63 67 6
Public MS 14 20 68 240
Certificate Programs 0 40 84 104
TOTAL 520 731 959 33
Illinois Virtual Campus (Fall 2003 Newsletter);
Ivan Lach, [email protected]
http://www.ivc.illinois.edu/pubs/enrollment/Fall_03.html
• 68 Illinois institutions (public and private, 2-year and 4-year)
• 3,742 course sections and 50,093 students in fall 2003
• 125,074 online students during 2002-2003 year (54% increase)
• 34,399 for summer ’03 (45% increase)
See also: http://www.ivc.illinois.edu/ (Oakley, 2003)
http://www.ivc.illinois.edu/pubs/enrollment/Fall_03.html
http://www.online.uillinois.edu/oakley/presentations/IOC_20Feb04.ppt (Burks Oakley, March 18, 2004)
University of Illinois at Springfield
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1998 1999 2000 2001 2002 2003 2004
SpringSummerFall
Penetration of online learninghttp://www.online.uillinois.edu/oakley/presentations/IOC_2
0Feb04.ppt (Burks Oakley, March 18, 2004)
• In the Spring 2004 semester at UIS– 31% in at least 1 OL class (about 1 in 3)– 17% enrolled in OL exclusively– 18% credits are generated by OL (40%
growth from 2003)– 47% of 2003 grads took at least 1 OL course– 50% of faculty taught at least 1 OL course.– Retention rate ranges from .93-.96 percent.
Online Learning Course Quality Compared to Traditional Instruction
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Inferior CourseQuality
Same CourseQuality
Superior CourseQuality
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2003
2006
2013
Student Outcomes in Online Learning Compared to Traditional Instruction.
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Inferior StudentOutcomes
Same StudentOutcomes
Superior StudentOutcomes
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2013
We’re in the Midst of Storm 3: Erased Budgets
eSchool News, January 1, 2004Average Budget Slashed from $13.9 to $10.4
eSchool News, Jan. 1, 2004
Deborah Sutton, technology director for the Missouri Department of Education, noted that ed-tech funding from her state's legislature has quickly declined to nothing. Schools in Missouri have received $15 million per year for educational technology since 1994. In 2002, funding was cut in half to $7.8 million. In 2003, it was zero.
Chronicle of Higher Education
August, 2004
“Hasta la vista, baby!”
With this Enrollment, a Toy Surprise (Chronicle of Higher Ed,
September 17, 2004, A29; Duke gets iPod; MBA students at Maryland get
Blackberrys)
Students Returning to Campus with High Tech War Chest
Syllabus Magazine, August 24, 2004
90% own computer (65% broadband connect)86% a calculator84% a television77% a cell phone77% a printer 74% a DVD player 70% play games with phone62% own a stereo62% of 18 to 24 yr old text message with phone55% own a gaming system. 41% with cell phones access Internet
On to Storm 4: Enhanced Teaching
(a swirling storm)
Skills Needed to Teach Online in 2010
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CourseDeveloper
Facilitator orModerator
Instructor orLecturer
ProgramCoord or
Developer
StudentCounselor or
Advisor
SubjectMatter Expert
TechnologyTrainer
Other
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Instructional Approaches that Respondents Considered Less Likley to Become More Widely Used
0102030
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8090100
Socratic questioning Modeling of thesolution process
Lecturing or teacher-directed activities
Per
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Instructional Approaches that Selected by Respondents as Among the Four Strategies Likley to Become More Widely Used
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Explorationor discovery
Guidedlearning
Coaching ormentoring
Student-generated
content
Simulationsor role play
Case-basedstrategies
Discussion Problem-based
learning
Groupproblem
solving andcollaborative
tasks
Pre
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Master Online Teacher• ION offers the “Master Online Teacher”
certificate based on the MVCR courses (99 completed as of 5/23/04)
• 4 core courses, 1 elective course, plus a supervised practicum
1. Online Performance
2. Real World: Internships and Field Experience Job Interviews
Field Definition Activity: Have students
interview (via e-mail, if necessary) someone working in the field of study and share their results
• As a class, pool interview results and develop a group description of what it means to be a professional in the field
3. Adventure Learning: Reality Teaching and Learning
(Andrew Revkin, New York Times, May 25, 2003)
Virtual Surgery
4. Tension: Role PlayAssume Persona of Scholar
– Enroll famous people in your course– Students assume voice of that person for one
or more sessions– Post a 300-700 word debate to one or more
of the readings as if you were that person. Enter debate topic or Respond to debate topic
– Respond to reading reflections of others or react to own
5. Real-time Cases
6. Problem-Based Learning (PBL)(George Lucas Ed Foundation: Edutopia)
1. Asks a guiding question or poses a problem that each student can answer (e.g., What do nocturnal animals do while we’re sleeping?)
2. Involves in concrete, hands-on experiences—filed trips, experiments, posters, presentations
3. Asks students to investigate issues & topics addressing real-world problems (in-depth)
4. Fosters abstract, intellectual tasks to explore complex issues (e.g., make judgments, interpret, synthesis, etc.)
7. Just-In-Time-Teaching
Gregor Novak, IUPUI Physics Professor (teaches teamwork, collaboration, and effective communication):
1. Lectures are built around student answers to short quizzes that have an electronic due date just hours before class.
2. Instructor reads and summarizes responses before class and weaves them into discussion and changes the lecture as appropriate.
8. Goal Driven and Product Based: A. Video Papers
Recap of the Perfect E-Storm….1. Emerging Technology2. Escalating (Learner) Demands3. Erased Budgets4. Enhanced Teaching
So, which direction will you go?
Any questions, comments, or concerns?
