eLAC Notes August 30, 2012 Introduction
• Can we be a leader in eLearning for a residential campus. What does eLearning mean for a campus like this?
• Different missions for different colleges/departments regarding eLearning? • Do we need a mission/vision that is large and broad enough that allows all
departments/programs to fit within it?
• How do we avoid a sort of cannibalization of residential experience by online programs? • eLearning should be used to enrich learning.
Mapping Miami eLearning
• Retention is the main reason the regional campuses got into eLearning (obstacles such as kids getting sick, work, etc.)
• Established Graduate Online Courses: Educational Leadership, Zoology, Biological Sciences, Statistics, Teacher Ed.
• Established Undergraduate Online: ENG 111, COM 135, STA 261, PSY 111, (many more), Nursing, Social Justice, Ed Psych, KNH.
o Social justice online program emphasizes group collaboration among universities. Enroll for credit at own university.
• In Development Grad: Speech Pathology and Audiology (3rd Party Provider), Executive Masters of Gerontology, AIMS Graduate Certificate
o Compass backed out of online process with Miami.
• In Development Undergrad: Mgt 111, ESP 201, Winter Session-‐ Creative Writing, Not for Credit (CraftEDU, Community and Corporate Institute, Education Abroad Risk
Management).
• Important Question: What direction should we go with in terms of third party provider? • Make sure you own the assets once we are done working with third party providers. If it
goes south or we want to walk away, we want to own the rights to the material.
• Faculty Development: Sloan workshops, conferences, research opportunities. CELTUA is offering some faculty development stuff.
Panel Discussion
Panelists:
• Ray Schroeder, University of Illinois-‐Springfield • Lisa Templeton, Oregon State Extended Campus • David Cillay, Washington State University • Heather Huling, Old Dominion University • Faculty Buy-‐In
o Identify faculty champions. Find the faculty members who are excited. Give them the opportunity and resources. For instance, send them to a conference or give them a graduate assistant. Once you’ve identified these faculty members then build a group of faculty around them and let them catch the excitement.
o Washington State University advises us to focus on external compensation. They pay faculty to develop courses. See it as an alternative revenue source. Faculty at WSU sees this not as their job but in addition to. We need them to understand the value. Its not an extension anymore, it is just part of their job.
o Oregon State uses a revenue sharing model. It’s the primary reason faculty opt in. It’s lucrative. In a strapped state institution, programs generating revenue directly to college is very attractive. Some faculty members are champions. They try it and then say I’m going to incorporate this stuff even into class-‐based experience. This is a real incentive for faculty members. 80 percent of tuition from the process goes back to the college. This money can be send to fund GA’s, travel budgets for conferences, etc.
• Design
o Washington State has developed standards. Identified best practices for WSU faculty and expectations. At the end of the day the responsibility is on the faculty, WSU doesn’t aren’t want to put people into a box.
o Oregon State has an Instructional Designer assigned to every faculty. It’s a
partnership in the design. The goal is to try to meet faculty members where they are at (some will give it their all, some it is not as easy). The emphasis here is on the partnership. The administration doesn’t just tell them to do it alone.
• Who Decides What is Taught Online?
o At Oregon State University it is the academic units. “We could have all the market research in the world, if the college doesn’t want to put it online we don’t. They have to want to work with us. “
• OSU extended campus supports university mission. Colleges mission is aligned with online mission. It is the department’s course. Belongs with the academic unit. ON a diploma it doesn’t say you took it online. This is an OSU course and you have an OSU degree. You have to get to those learning outcomes, just looks different. Freedom of the department and faculty to come up with all sorts of ideas. First time faculty member who has never taught online, only learned and taught in site based classroom… we will ask how have you taught, what do you do…. What if you look at it form this perspective now. Its not as if you have to meet one requirement.
• UIS: web conferencing systems, blackboard, soft chalk… lots and lots of tools. Try to integrate those. Organizational structure is under VC for Academic Affairs, they have a separate unit that technically supports the tools.
• Learning Analytics
o UIS uses starfish within blackboard. Gather data on student use… beyond what normal blackboard would provide you with. Adaptive learning engines are really an important piece of the future of Higher Education. Move students forward only one student has mastered material.
• Pre online learning assessment
o UIS does not use one, others are. Penn State uses one. Ones available that aren’t very expensive.
• Average age.
o The average of students participating in online learning at Oregon State is 33. More than 50 percent are campus-‐based students.
o Ray Schroeder from UIS notes, “That is the gem of this… for your campus students it is the opportunity to interact with mid-‐career professionals about social issues or really any topic.”
o University of Illinois at Springfield charges $25 per credit hour, state authorization would add an extra $5. This generates a little over 1 million dollars, 25 percent goes to the distance learning unit. This makes up about 1/3rd of his budget.
o OSU is 75 dollar per credit hour.
• Where are you seeing future directions for your institutions?
o Open educational resources. OSU division Outreach and Engagement. Works together on a variety of things. Have done a lot of learning opportunities for the state, bring it to people within the state. Partnering with them creates learning modules. Plan is to put them online for free. Put it on your site-‐based course, your online course.
o Send faculty to conferences. Ray sent twelve faculty members to Madison Conference on online learning.
o Many Americans cannot easily afford higher education. People question if we will only be serving upper class students. Online learning allows for us to maintain upper division attention, quality.
o MOOKS: Google has offered its first MOOK. Apple has just opened up iTunes U to everyone. Ray explains, “Imagine if you will Google becoming an online university. With all of the resources they have. Imagine them receiving regional accreditation. Apple is the same. I mention those for you to think about the fact that we are not in a unique space. Ask the reporters who have lost their jobs. This isn’t that far out.” o Old Dominion University is exploring a partnership with Cisco for their two-‐way
network. They also have a successful “Two plus Two system,” where students take two years at a community college and two years at ODU. This is a site-‐based environment. Lower division courses taken at Community College, upper division classes taken at ODU.
• Student Support Services
o Oregon State University has tried to replicated the services we see on campus (Counseling, Advising, Disability Services, etc.) “What we have tried to do at OSU is replicate the services that they offer on campus. Not all the way there but getting there.” They recently hired an online career advisor. It can often be difficult for adult learners because they can’t get to career fair. To meet this challenge OSU is putting career fairs online by Skyping the businesses in. The goal is to give online learners a campus-‐based experience.
Campus-‐based advisors have to serve their students first, online students are waiting forever. We are spending a lot for these students to apply, need someone to answer their questions. Every degree program has an advisor that is funded.
Debriefing After Panel
o Is there a specific online librarian? Do they just go to the library or is there a special eLearning librarian.
o Schools that had instructional designers, overarching structure that coordinates all the online learning…. They had an open door. They could help you create the content if you were having trouble. But if you don’t have that structure, its going to fall on the faculty members… if they are having trouble creating a video, where do they go?
o Training materials for faculty development…. Some use online courses, interesting idea because it puts faculty through the experience. IU has a lot of theirs online.
People who want to teach online start two semesters ahead…. Cohort experience… assignment includes designing your own course.
o Online education is a huge paradigm shift.
o Revenue sharing… goes back to college, goes back to department.
o Revenue sharing is central to the buy-‐in question. We need faculty to see that this money will be coming back to them.
o Concentrate on programs, rather than courses. If you just have a few courses here and there does it really make students want to take a lot of courses? We need to give them a whole program. This will bring in more revenue.
o WSU bringing in the entire campus experience… don’t just go there for the classes. Things like research webinars, and live streaming cultural events provide them with the campus experience.
o Coordinated these ideas around the online goal. We have the pieces around the university…we just need to bring them in to this.
o Everyone uses blackboard. Also have revenue streams from their fees, individual departments fund their platforms (webcams, etc). Then leverage other services that the university has.
o We want to be nimble and dynamic. Don’t want to tie ourselves down to something. o If we choose to speak to other folks… speak to them about learning analytics… didn’t
really speak to this much. Expand more regarding pedagogy… think about rich learning experiences.
o Decentralized versus Centralized: Might be useful to think about which of these models is most useful to us in the immediate and in the long run. Perhaps an evolutionary way… from one organizational structure to another?
o This vision should be our ideal. It’s a stretch goal… where do we want to be? The dream.
Will faculty be worried that they need to be experts in delivering and creating online content?
o What is this going to do for residential, traditional students? Offers alternative options, summer, j-‐term options. Different types of experiences… speak to residential students.
o Residential should mean communal. They aren’t actually on campus, but they have the shared Miami Experience (think about study abroad).
o Can you retain an academic connection, to where they are lifelong learners through Miami?
o Greatest thing about Miami is that they had this great professor, it was a very personal experience…. That is a critical part of the Miami experience. We want to replicate that.
o Extending, Changing the experience? Enriching the experience. What language? o Committee should talk to new Miami Plan Task force.
o Do we need to mention research at all?
o How long does Miami need a vision for eLearning? Eventually the distinction should disappear?
• Goal by end of semester is to have a draft report that answers questions
Miami University eLac Panelists 8/30/2012
Ray Schroeder
Associate Vice Chancellor for Online Learning University of Illinois-‐Springfield
Ray is also Professor Emeritus of Communication with three dozen years of teaching experience on the Urbana and Springfield campuses. He has taught more than 30 online class offerings. As
Director of the Center for Online Learning, Research and Service, Ray is dedicated to faculty
development and pedagogical support of the online initiative. He has published the popular Online Learning Update blog daily for the past half dozen years. Ray is a Sloan Consortium Distinguished Scholar in Online Learning 2002-‐2003, Visiting Scholar in Online Learning at the University of Southern Maine 2006-‐2008, and the recipient of the 2002 Sloan-‐C award for the “Most Outstanding Achievement in ALN by an Individual.” Most recently, Ray received the Sloan Consortium’s highest individual award the inaugural 2010 Frank Mayadas Leadership in Online Learning award. He is a charter Sloan Consortium Fellow.
Lisa Templeton Executive Director
Oregon State University Extended Campus
Lisa provides daily operational leadership and management for Extended Campus staff and programs, including Ecampus online courses and degrees and OSU Summer Session. As the
Executive Director of Oregon State’s (Ecampus) since 2008, Templeton oversees a program that has developed and delivered more than 800 credit online courses in over 80 subjects and this year has had more than 11,000 learners enrolled in online courses from every state and 30 foreign
countries. Ecampus is part of OSU’s Division of Outreach and Engagement. The University
Professional & Continuing Education Association (UPCEA), the leading organization for universities engaged in professional, continuing, and online education, has recently selected Lisa to be the Chair of the UPCEA Program Management & Innovation Network. The Network is one of six UPCEA Networks that provide professional development, research and information, networking and communication, and awards and recognition of excellence in their practice areas.
David Cillay
Executive Director, Center for Distance and Professional Education Washington State University
David Cillay oversees WSU’s Global Campus, which includes its 3,100-‐student online degree program, WSU Online, and its conference management unit. He is a nationally known expert in the field of instructional design and educational technology, has been published in journals and textbooks, and has presented at national and international conferences.
Heather Huling
Assistant Vice President, Planning & Development Old Dominion University
