andy dipaolo executive director stanford center for professional development stanford university

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Andy DiPaolo

Executive Director

Stanford Center for Professional Development

Stanford University

Online Education: Myth or Reality?

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“The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn.”

Alvin Toffler

“Rethinking the Future”

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“The ability to learn faster than your competitors may be the only sustainable competitive advantage.”

Peter Senge,

“The Fifth Discipline”

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News Items

• Stanford, Princeton, Yale and Oxford join forces to create an independent, not-for-profit alliance to develop distance learning programs.

October 2000

• Cornell announces eCornell, a for-profit company to create and market distance learning programs.

March 2000

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News Items

• Columbia University announces Fathom, a web venture to share learning for profit.

April 2000

• Duke Corporate Education raises $24M in its first round of financing.

July 2000

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News Items

• Unext.com launches Cardean with top universities to provide world-class education via the Internet.

June 1999

• Universitas 21, an international network of universities, announces plans with Thomson Learning to deliver online education worldwide.

November 2000

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News Items

• U.S. Army enters into $600M partnership with universities for e-learning.

November 2000

• High-tech billionaire Michael Saylor announces $100 million donation to create an online university that will offer an Ivy League-quality education to anyone in the world - - free.

March 2000

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What Online Learners Want

• Access to learning independent of time and distance.

• Convenience and flexibility in course and program delivery with multiple avenues for learning.

• Choice of synchronous (real-time) and/or asynchronous (time-delayed) delivery options.

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• Well designed, engaging and intellectually challenging courses with degree, certification and credentialing options.

• Emphasis on active, experiential, goal oriented, context based learning vs teacher-centered approaches.

• Presentations and interactions incorporating problem based simulations and gaming.

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• “Learner pull vs teacher push” approaches with learning on demand.

• Modules and courselets which can be bundled into a learning experience to meet goals of organization, workgroup, and career.

• Reliable delivery technology on any internet station with 24 X 7 technical support.

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• Provisions for tele-advising, tele-coaching and tele-mentoring.

• Participation in a “learning community” through online and real interaction with instructor, teaching assistants, tutors, peers and experts.

• Opportunity to “customize” learning experience based on background and needs.

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• Opportunity to “test” course and be assessed before registering.

• Access to multimedia learning materials, content collections, libraries, electronic tools - - and lots of video.

• Opportunity to practice working in geographically dispersed learning teams.

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• Outstanding e-support for student services with a focus on “student as customer.”

• Provision for extended duration of a course and ongoing access to faculty and experts.

• Continuous, rich and varied forms of feedback.

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• Competitive pricing with a mix of fixed price and pay-per-view options.

• Return on investment.

• Lifelong educational renewal with institutional commitment to support continuous learning of its graduates.

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“Motorola no longer wants to hire engineers with a four year degree. Instead, we want our employees to have a 40 year degree.”

Christopher Galvin

President and CEO of Motorola

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Higher Education OnlineU.S. Examples

• Stanford• Georgia Tech• Illinois • UC Berkeley• Western

Governors• Michigan• Southern Region E-campus

• Penn State• Penn/Wharton• SUNY• Johns Hopkins• Calif State Univ

System• Open University

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University For-Profit Subsidiaries

• NYUonline

• Columbia

• Duke Corporate Education

• eCornell

• Maryland

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Online Education Entrepreneurs“The Rise of a New Industry”

• University of Phoenix

• UNext.com- Cardean

• Jones International

• Capella University

• Concord University

• Global Education Network

• Thomson Learning

• Universitas 21

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Online Education Entrepreneurs“The Rise of a New Industry”

• Caliber Learning

• Kaplan Colleges

• DeVry Institutes

• Fathom

• ElementK

• Pensare

• NETg

• Quisic

• DigitalThink

• IBM Mindspan

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Online Education Entrepreneurs “The Rise of a New Industry”

• Hungry Minds

• Click2learn

• Smart Force

• Interwise

• Stratys-NTU & PBS

• Powered, Inc.

• FT Knowledge

• Thinq

• Online Learning.net

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Online Education Entrepreneurs “The Rise of a New Industry”

• McGraw Hill Learning Network

• Barnes & Noble University

• Dow Jones University

• Harcourt Learning

• The Teaching Company

• Global Learning Systems

• Motorola University

• Cisco Academy

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Online Education Entrepreneurs vs Higher Education

• Focus on customer needs and competition.

• Speed to market.• Commercial grade marketing, sales,

design and production skills.• Larger investments.• No university bureaucracy.• Applies incentives and rewards to

attract faculty and experts.

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Stanford University

Schools• Business• Earth Sciences• Education• Engineering• Humanities

and Science• Law• Medicine

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• Students: • 6,591

undergrad • 7,553

graduate• Faculty:

1,595

Stanford University• Recognized as offering outstanding

education and research programs.

• Research volume: $523+ million annually

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Learning Technologies and Extended Education at Stanford

• An alliance consisting of:

• Stanford Center for Professional Development

• Stanford Continuing Studies Program

• Stanford Learning Lab

• Stanford Media Solutions

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The Stanford Center for Professional Development develops and delivers courses, programs and services using multimedia, telecommunications, campus and on-site solutions to support the advanced educational needs of professionals, managers and executives.

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SCPD Program Offerings

• Masters Degree - Honors Cooperative Program

• Credit courses - Non-Degree Option • Academic Certificate Programs• Audit• Professional and executive education• Course licensing• Research seminars• Custom programs

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• Videotape

• Multimedia

• Internet and web

• On-site

SCPD Delivery

• Five TV channels

• Satellite

• Two-way video

• On-campus

• Combinations

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Stanford Online

VisionTo make Stanford’s rich intellectual content accessible and convenient in order to address the information, knowledge and education needs of today’s professional workforce.

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Stanford Online• Transformed from

research project into Stanford Online in Spring 1997.

• Compaq Computer and Microsoft are strategic partners.

• SCPD televises 75 courses per quarter and most are available via Stanford Online.

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Stanford Online

• Over 600 online courses since 1997.

• Courses updated quarterly to maintain currency.

• Approach transparent to faculty.

• Delivers credit and professional education programs.

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Stanford Online Programs

• Courses in Electrical Engineering, Computer Science, Mechanical Engineering, and Management Science & Engineering

• MS Degree in Electrical Engineering with Telecommunications focus.

• Certificates in Telecommunications, Bioinformatics and 20 other areas.

• Professional education courses, seminars and conferences.

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E-learning Distributed Annually to Industry by SCPD

• 200+ credit courses leading to MS degrees and academic certificates.

• 25 research seminars.

• 25 professional education courses.

• 6000 credit enrollments annually at over 450 corporations.

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E-learning Distributed Annually to Industry by SCPD

• Modules and courselets in process.

• Delivery via Stanford Instructional TV Network and Stanford Online.

• 10,000 new program hours annually in digital form.

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Summary of Feedback To Date

• Online learning attracts professionals who would not otherwise have taken course.

• Convenience and choice is critical for busy professionals.

• Best for motivated, focused, mature students.

• Significant benefit for campus students.

• Students satisfied with learning via Stanford Online - assessment ongoing.

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Recommendations from Lessons Learned

• Constitute an e-learning board or committee.

• Choose high demand disciplines and recruit best faculty.

• Make sure program is consistent with institution’s mission and has an “enabling environment.”

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• Position initiative as a way to extend - not replace - academic programs.

• Offer faculty incentives and rewards and address concerns with ownership of intellectual property.

• Don’t over promise - - state realistic expectations regarding program costs and revenue.

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• Create or select uniform course development system with common “look and feel” - - think modular, scalable, dynamic and interactive.

• Make programs available from any internet station on a 24 X 7 basis.

• Develop comprehensive faculty and learner e-support services and infrastructure.

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Recommendations from Lessons Learned• Create strong marketing enterprise with

database management at its core using “net magnets” to attract and retain students.

• Provide students electronic access to learning resources and tools.

• Select learning management system (LMS) with admission, registration, tracking, reporting, advising,feedback, course delivery, etc.

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Recommendations from Lessons Learned• Select learning content management system

(LCMS) with centralized repository, tagging and search, reusable learning objects, etc.

• Create a “community of learners” with synchronous and asynchronous interactions and peer-to-peer collaborations.

• Consider blending online and on site activities.

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Recommendations from Lessons Learned• Consider outside partnering for

development, management and marketing of courses.

• Develop strong assessment program on student learning, student retention, and student and faculty satisfaction.

• Target revenue to cover costs with remainder provided to sponsoring departments/faculty and for future development.

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Success Factors of Online Learning

• Access

• Learning

• Cost effectiveness

• Learner satisfaction

• Faculty satisfaction

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Hurdles Universities Face in Online Education

• Can a university compete in this environment?

• Higher ed generally not skilled at developing new businesses.

• High quality online courses differ significantly from traditional courses.

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Hurdles Universities Face in Online Education

• Disparity between “corporate speed” and “college speed.”

• Skilled, staff and expensive resources required to produce and deliver courses.

• Faculty incentive structure needed.

PROMISE SMALL, DELIVER BIG

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“E-learning will make e-mail look like a rounding error.”

John Chambers

CEO of Cisco

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Future of Online Education

• Online education - - as the intersection of learning activities, learning resources and enterprise systems - - recognized as an essential function of universities and organized to meet the needs and lifestyle of students.

• Minimal distinction between on-site and off-site students through networked learning communities.

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• Focus of online education shifts from teaching to learning with students having more control.

• Continuum of online education from high school to graduate programs to professional education to lifelong enrichment creating an online educational portfolio.

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• Education and training organizations not rooted in time and place: learning accessible from anywhere and available at all times - - personal, portable, wireless. The future is “M” learning.

• Accelerated development of alliances between higher education, professional organizations, publishers, industry and new dot.coms for online program development and distribution.

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• Evolution of non-traditional degree, certification and career professional universities characterized by online degrees based on knowledge/skill modules, variable pacing, short residencies, distributed cohort groups, and competency assessment vs. academic credit.

• Content management systems applied to personalize the learning experience.

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• Unbundling of the design, development, delivery and management of teaching a common practice.

• Emphasis on experiential, non-linear, goal-oriented, scenario-based learning with immersion learningware and virtual reality.

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• Intelligent tutoring to include learner profile specifications with personal information, performance records and learning preference information allowing for prescriptive guidance and dynamically assembled customized education.

• Independent producers sell courses and award credits to the end user bypassing traditional institutions.

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• Faculty members become increasingly independent of colleges and universities in the delivery of online education.

• Programs offered over an entire career evolve as a means to create institutional loyalty and leverage into new relationships.

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“Technology has limitations on what it can accomplish. You do not…”

Lou GerstnerCEO IBM

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For additional information:• Andy DiPaolo

[email protected]

• Stanford Center for Professional Development

http://scpd.stanford.edu

• Stanford Online

http://stanford-online

• Stanford Learning Lab

http://learninglab.stanford.edu

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Andy DiPaolo

Executive Director


Stanford University

Online Education: Myth or Reality?

andy dipaolo executive director stanford center for professional development stanford university

Documents

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learning community

thomson learning

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online learners wantwell

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