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The Impact of Technology The Impact of Technology

The Impact of Technology - PowerPoint Presentation

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The Impact of Technology - PPT Presentation

Daniel Linzer Provost Jake Julia Associate Vice President for Change Management and Associate Provost for Academic Initiatives Sean Reynolds Vice President and CIO Joel Shapiro Assoc Dean of Academic Programs School of Continuing ID: 624764

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Slide1

The Impact of TechnologySlide2

Daniel Linzer, Provost

Jake Julia, Associate Vice President for Change Management and Associate Provost for Academic Initiatives

Sean Reynolds, Vice President and CIO

Joel Shapiro, Assoc Dean of Academic Programs, School of Continuing

Studies

Gad Allon, Professor, Kellogg School of Management

Ron Braeutigam, Associate ProvostSlide3

Online

Education:

Opportunities

and

Challenges

Dan LinzerSlide4

Forms of Online Education

1

.

Alternative delivery of courses for students

enrolled

for credit

for example, School of Continuing

Studies

2. Massive Open On-Line Courses (MOOCs)

for example,

Coursera

and

EdX

3. Live (synchronous) virtual classrooms with

pre- recorded

(asynchronous) materials

for example, 2U master’s programs Slide5

Why Should Northwestern ParticipateIn Online Education

?

Help shape evolution of higher education

Evaluate learning outcomes from modes of education

Explore new pedagogical methods

Broaden and deepen curricular choices for students

Add flexibility in student schedules, off-site options

Increase faculty-student interactions

Expand faculty and institutional visibility and

impact

Bring together students from range of backgroundsSlide6

Disruptive Change?

What is the value-added of a residential university?

Who teaches?

What will be the faculty market for new PhD’s?

How do we design classrooms?

What is the revenue model?Slide7

Slide8

Slide9

Overview: Online Learning Initiatives Worldwide

Jake JuliaSlide10

Current Headlines

Harvard and MIT Offer Free Online Courses

New York Times, 5/2/12

After Leadership Crisis Fueled by Distance-Ed Debate, UVa Will Put Free Classes Online

Chronicle of Higher Education, 7/17/12

Instruction for Masses Knocks Down Campus Walls

New York Times, 3/4/12

Sebastian Thrun’s Udacity Gets $15M for Online Courses

Wall Street Journal, 10/25/12Slide11

Online Education is not new

Online

education has been available for

decades through University extension activities or through new providers, e.g.

University of Phoenix (1989 online program launched)

Western Governors University (1999 first students accepted)

Online education has tended to be quite non-disruptive to many traditional Universities, especially research intensive onesSlide12

The Changing Position of Online Education

Most institutions now

offer online courses

Four-year public colleges

89

% Two-year colleges

91%

Four-year private colleges 60% For-profit institutions 71

%

Lines between online/in-class students & methods are blurring

% of undergrad students taking at least one online course:

2002: LT 10%, 2010: 31+%

88

% of residential institutions offering online courses offer them to their on-campus students

Blended

learning approaches - more virtual interaction, mixed

media -

receive positive response from students and continue to

expand

Much discussion now about “flipping” the classroomSlide13

Open Courseware (OCW) movement started in Germany in 1999

MIT’s OpenCourseWare (2001)

Others such as Yale, UC Berkeley, Michigan followed

No interaction, no credentialing, JUST content.

Khan Academy (2006)

Free

YouTube

library of

~3,000

micro

lectures, 140mm+ views, 320,000 subscribers

Funding from Bill and Melinda Gates Foundation, Google, and contributions

Khan Academy

website adds

automated self-service guidance and progress tracking functionality

Udemy (2010)

Hundreds of

courses, most

but not all are free.

Faculty Project: “the best professors from the world’s leading universities coming together to teach online for free” (13 courses, highest enrollment ~6,700)

Open Online Education is not new eitherSlide14

The recent explosion of press about Massive Online Open Courses (MOOCS),

new delivery organizations,

and new collaborations is matched only by the buzz about online education during the dot.com bubble

The context for this discussion, however, is very different this time:

The world is flatter – high speed networks, much wider-spread computing, much more sophisticated software platforms, social media, mobile computing

Online education more ingrained in society and higher education

Not totally focused on immediate monetizing – scale 1

st

, monetize 2

nd

Open content combined with credentialing and interaction (faculty, students)

Innovative combining of universities’ online courses for credit at other institutions

Online providers offering to provide additional services such as recruitment

, internships search, etc

.

The New Context for Online

EducationSlide15

Udacity

Founded in 2012 by Sebastian Thrun at Stanford University

For profit; funded by Charles River Associates

MOOC targeting continuing education in STEM market; 19 courses by 2013

Taught by prominent faculty on leave from prestigious traditional universities

edX

Founded as a joint venture between MIT and Harvard in 2012

University of California – Berkeley and University of Texas – Austin joined

edX

in 2012

Open source, interactive platform for delivery of free online content

Original

investment of $60 million

Certificates available for modest fee – not in name of Harvard or

MIT

Online Education Companies in the NewsSlide16

Coursera

Founded in 2012 by Andrew Ng and Daphne Koller at Stanford

MOOC focusing on self-paced instruction, Interactive platform with system of testing, student-to-student help (and even grading)

40 courses announced; Courses under $100; certificates of completion

$16mm venture capital; partnerships with Stanford, Princeton, Michigan,

Penn

Universities own content

Online Education Companies in the NewsSlide17

2U

Venture backed, raised $96mm to date

Identified as one of 2012 Forbes “Ten Startups Changing the World”

Offering “school as a service” to top-tier universities, e.g. USC, Georgetown, UNC

Courses utilizing live web cams as a key element, along with interactive software

USC Rossier School of Education was the first partner in 2008, offering a Masters in Teaching

100 students working towards teaching degrees in 2008

2,200 students now.

Curriculum, content, conferred degree the same as the on-campus program

Northwestern evaluating two potential offerings

Online Education Companies in the NewsSlide18

Distance/online learning will continue to grow as an integral part of the higher education spectrumThe current environment is extremely fluid

D

elivery mechanisms

Pedagogical approaches

Market emphasis

Consortial/collaborative efforts

Business/monetization models

Key Points - Global On-line Initiatives Slide19

University online learning strategies need to flexible and mobile

Determining the appropriate mixture of on-campus/blended learning/off-campus delivery

Potential consortial efforts

Credit/non-credit/certificate courses

Graduate/Undergraduate

Key Points - Global On-line Initiatives Slide20

Online Education for

Campus Courses

Sean ReynoldsSlide21

Current Use of Educational Technologies – Northwestern

Educational Technologies are Heavily Used!

NU Learning Management

Platform adoption numbers:

Spring

Qtr

2012

1,587 instructors

18,000+ students

1,891 NU course sites

Adoption metrics fairly level for the past 3 yearsSlide22

Educational Technologies - Northwestern

Used to augment the classroom experience

Components:

Course Management System and

Extensions

Smart Classrooms

Video

Capture Services, Video webcast services,

Audio Capture and streaming

“Classroom Clickers”: student response system

Media

Management Services

Videoconferencing Services

WiFi

for Classrooms

Computer

LabsSlide23

Current NUIT Efforts in Educational Technologies

NU’s Lecture Capture Services

About 600 NU lectures captured per year – expect this to double in next few years.

Majority of videos now distributed through Blackboard.

Selected NU classrooms now equipped for automated capture.

Videos distributed the evening of that days lecture.

Greatest NU faculty interest growing in video “course nuggets”? Slide24

Emerging Opportunities

Flipped Classroom/Active Learning

E-textbooks

Social Networking as a Learning Platform

AnalyticsSlide25

Flipped Classroom/Active LearningSlide26

Challenges for Efforts in Educational Technologies

Students demands for more online and interactive content

Supporting faculty in curriculum redesign is staff-intensive - moves at a

slower pace

NU faculty and support staff very accustomed to Blackboard (15+ years!)

Perceived costs and risks for faculty to adapt successful teaching methods

Meeting new demands in rich media publishing services for teaching, learning, scholarship, outreach

However, it is getting easier and more universal.

Blurring of content creation for campus based and online learning.Slide27

School of Continuing

Studies

Joel Shapiro Slide28

SCS Distance Programs

Graduate

Programs

~

1,500 active students

Five fully online programs, including partnerships with

Feinberg School of Medicine

Medill School of Journalism, Media, Integrated Marketing

Communication

Undergraduate

Programs

Post-baccalaureate certificate in

accounting

Massive Open Online Courses

Currently in

development

Other Non-credit ProgramsSlide29

Slide30

Slide31

We believe in pragmatic constructivism

cognitive presence

social

presence

faculty presenceSlide32

Slide33

Slide34

Slide35

SCS DL Programs

Guiding

Principles

Ensure active teaching and learning

• Ensure engaged faculty and students

• Create equity to (not replication of) on-ground experience

• Adhere to Universal Instructional Design principles

Lessons

Learned

Good education = good education

• Teaching online ≠ teaching on-ground

• Online teaching can help faculty become better on-ground teachers

• Adults like rich, flexible environments

• Learning analytics will improve and differentiate learning environmentsSlide36

Faculty Use of

Massive Open Online

Courses

Gad AllonSlide37

Udemy’s

Faculty ProjectSlide38

Instructor’s Dashboard ViewSlide39

EXAMPLESlide40

Discussion BoardSlide41

Faculty Tools: Immediate ReviewsSlide42

Short and Simple VideosSlide43

Outreach: Location

of StudentsSlide44

Faculty Perspective: Why?

Four audiences:

Those who will never attend a US university

Our full time students

Prospective students

Former studentsSlide45

Faculty Perspective: Why (and How)

Continuous improvement view:

Experiment by building a Minimally Viable Product

and iterating

Asset view:

Enhance classroom experience

Stress view:

Stimulate other

innovations

Experiential view:

Learn by doingSlide46

Faculty Challenges

Low completion

rate

Assessment

Course shelf-lifeSlide47

Academic Implications

Ron Braeutigam

Slide48

What Online Offerings Make Good Academic Sense in a Consortium?

What array of courses should a consortium offer to make students better off?

How will universities in a consortium decide which courses are offered by the participating universities?

Will the availability of online courses “free up” university resources to offer additional courses?

Will a university be required to accept for credit any course offered by another university in the consortium?Slide49

Impact of Online Education on the Residential Experience

How will undergraduates take online courses?

…while in residence taking other “on ground” courses?

…while away from campus? (study abroad, coop, during the summer, other)

How should online courses count?

…toward graduation?

…toward a major or minor?

…toward the Undergraduate Residence Requirement?

…in the same way as transfer and study abroad credit

?

Should courses taught by Northwestern faculty “count” differently from courses taught by faculty from other universities in the consortium?Slide50

Some Business-Related Challenges?

Who owns the intellectual property of an online course?

the professor?

the consortium (having invested in the development)?

If a faculty member leaves a university, can she “take the course with her?”

How will tuition revenues be allocated to the consortium and the university offering the course?

How will faculty teaching an online course be compensated?

as part of a faculty member’s regular teaching load?

as an overload?Slide51

Other Examples of Logistical Challenges

How and when will financial aid be available to students taking online courses?

How will calendars be coordinated?

Northwestern faculty would need to re-design courses (semesters)

Start and End dates of courses

How will violations of academic integrity be addressed?

Example: Student at University A takes a course taught by University B.

Which university’s standards of academic integrity apply?

Who adjudicates an allegation of a violation?

Who decides on the sanction?

Should each university “prescreen” students before allowing them to take online courses? Slide52

DISCUSSION