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