skellefea sweden-final2

120
Michael Power, PhD, Université Laval, Quebec City, Kanada. "Sustainable online learning: balancing priorities". Ingvill Rasmussen, PhD, Oslo universitet, Pedagogiska fakulteten. “Developing feedback tools for teacher and student collaboration in a wiki”. Pierre Dillenbourg, prof i datavetenskap vid EPDL, Lausanne.

Upload: thomas-michael-power

Post on 17-Jan-2015

376 views

Category:

Documents


0 download

DESCRIPTION

 

TRANSCRIPT

Page 1: Skellefea sweden-final2

Michael Power, PhD, Université Laval, Quebec City, Kanada."Sustainable online learning: balancing priorities".Ingvill Rasmussen, PhD, Oslo universitet, Pedagogiska fakulteten. “Developing feedback tools for teacher and student collaboration in a wiki”.Pierre Dillenbourg, prof i datavetenskap vid EPDL, Lausanne. "Orchestration: the real time management of multiple activities in the classroom".

Page 2: Skellefea sweden-final2

Sustainable Online Learning:Balancing Priorities

Dr. Michael Power

Page 3: Skellefea sweden-final2

http://www.irrodl.org/index.php/irrodl/article/view/916

Vol 12, No 2 (2011) > Power

Page 4: Skellefea sweden-final2

www.ulaval.ca

16-01-07

LAVAL UNIVERSITY – QUEBEC CITY, CANADA

• 2ND OLDEST in CA-USA after Harvard

• +35 K students• Top 10 in Canada• French-language

university

Page 5: Skellefea sweden-final2

www.ulaval.ca

16-01-07david-kilgour.com

Page 6: Skellefea sweden-final2

www.ulaval.ca

16-01-07

WHY ONLINE LEARNING?•LARGE UNIVERSITY, SMALL

CITY

•WORLD-CLASS EXPERTISE

(1,400 PROFESSORS)

•MANY UNMET NEEDS

REGIONALLY, NATIONALLY AND

INTERNATIONALLY

•NEED FOR OUTREACH

•VIRTUALLY UNLIMITED

POTENTIAL FOR GROWTH

ONLINE

Page 7: Skellefea sweden-final2

www.ulaval.ca

16-01-07

WHY ONLINE LEARNING?•LARGE UNIVERSITY, SMALL

CITY

•WORLD-CLASS EXPERTISE

(1,400 PROFESSORS)

•MANY UNMET NEEDS

REGIONALLY, NATIONALLY AND

INTERNATIONALLY

•NEED FOR OUTREACH

•VIRTUALLY UNLIMITED

POTENTIAL FOR GROWTH

ONLINE

BUT HOW CAN WE MAKE IT -accessible-good quality and-cost-effective?In other words,SUSTAINABLE?

Page 8: Skellefea sweden-final2

Sustainable Online Learning:Balancing Priorities

1. Is OL currently non sustainable?2. And whose priorities need

balancing?

Page 9: Skellefea sweden-final2

www.ulaval.ca

1. What does sustainable mean?

capable of being maintained at a steady level

without exhausting natural resources or

causing severe ecological damage (i.e.

sustainable development)

URL: http://www.thefreedictionary.com/sustainable

Page 10: Skellefea sweden-final2

www.ulaval.ca

1. Example of sustainable growth

No growth

High growth

Sustainable growth

Page 11: Skellefea sweden-final2

Whose priorities need balancing?

Those of •FACULTY•STUDENTS•ADMINISTRATORS

Page 12: Skellefea sweden-final2

Is OL currently non sustainable?

POSITION: OL, as the current form of DE, is not sustainable because user priorities are not balanced.•Core faculty not sufficiently involved and engaged;•Online students isolated and in survival mode;•Administrators challenged with high front-end design and delivery costs (i.e. adjunct faculty).

MORE LATER

Page 13: Skellefea sweden-final2

Numerous studies on online learning

Page 14: Skellefea sweden-final2

http://portal.unesco.org/ci/en/ev.php-URL_ID=25929&URL_DO=DO_TOPIC&URL_SECTION=201.html

Page 15: Skellefea sweden-final2

2009!

ImportantStudy on OnlineLearning

US Department of Education 2009

Page 16: Skellefea sweden-final2

2010!

US Department of Education 2010

Page 17: Skellefea sweden-final2

http://www.americanprogress.org/issues/2011/02/pdf/disrupting_college_execsumm.pdf

Page 18: Skellefea sweden-final2

http://www.innosightinstitute.org/media-room/publications/education-publications/the-rise-of-k-12-blended-learning/

Page 19: Skellefea sweden-final2
Page 20: Skellefea sweden-final2

http://us.123rf.com/400wm/400/400/domenicogelermo/domenicogelermo0810/domenicogelermo081000060/3706694.jpghttp://images.google.ca/

Traditional Universities must CHANGE NOW

Page 21: Skellefea sweden-final2

CHANGING

Page 22: Skellefea sweden-final2

Change is difficult

COST

ACCESS QUALITY

Current Current StateState

Source: http://www.col.org/SiteCollectionDocuments/Daniel_0411AAOUShanghai.pdf

Daniel’s “Iron Triangle”

Sir John Daniel termed the three variable-based triangle effect, the IRON TRIANGLE

Page 23: Skellefea sweden-final2

Sustainable online learning

1. The “IRON TRIANGLE” of higher education 2. The evolution of educational models3. Obstacles to breaking out of the Iron Triangle4. Using technology to advance OL 5. Achieving a sustainable design for OL

Page 24: Skellefea sweden-final2

COSTCOST

ACCESS ACCESS QUALITYQUALITY

Desired Desired StateStateCurrent Current

StateState

Optimizing Higher Education

Source: http://www.col.org/SiteCollectionDocuments/Daniel_0411AAOUShanghai.pdf

Page 25: Skellefea sweden-final2

Increase Accessibility?

COST

ACCESS QUALITY

Current Current StateState

Source: http://www.col.org/SiteCollectionDocuments/Daniel_0411AAOUShanghai.pdf

Sir John Daniel termedthe three variable-based triangle effect, the

IRON TRIANGLE

Page 26: Skellefea sweden-final2

Increase Quality?

COST

ACCESS QUALITY

Current Current StateState

Source: http://www.col.org/SiteCollectionDocuments/Daniel_0411AAOUShanghai.pdf

Sir John Daniel termedthe three variable-based triangle effect, the

IRON TRIANGLE

Page 27: Skellefea sweden-final2

Lower COST?

COST

ACCESS QUALITY

Source: http://www.col.org/SiteCollectionDocuments/Daniel_0411AAOUShanghai.pdf

Sir John Daniel termedthe three variable-based triangle effect, the

IRON TRIANGLE

Page 28: Skellefea sweden-final2

The challenge

• Maintaining QUALITYWhile • Increasing ACCESSIBILITY and• Decreasing COST

HOW DO WE DO THAT?CAN IT BE DONE?

Page 29: Skellefea sweden-final2

HOW DO WE DO THAT?

POSITION: OL, as the current form of DE, is not sustainable because user priorities are not balanced. Solution: Balance priorities•Engage core faculty not sufficiently involved and engaged: MAKE OL ATTRACTIVE TO THEM•Online students isolated and in survival mode: MAKE OL ACCESSIBLE TO THEM•Administrators and high design & delivery costs: MAKE OL COST-EFFECTIVE

Page 30: Skellefea sweden-final2
Page 31: Skellefea sweden-final2

ADMIN

STUDENTS

QUALITYFACULTY

“MAKE OL ATTRACTIVE TO THEM”

Page 32: Skellefea sweden-final2

ADMIN

STUDENTS

QUALITYFACULTY

FACULTY ISSUES

Page 33: Skellefea sweden-final2

• “(OL)…mostly an adjunct phenomenon”

(Sammons and Ruth, 2007)

WHY NOT GET INVOLVED? • I haven’t got time.• My research is more

important. • What’s in it for me?• Where is my reward?• I don’t have the skills to do

this’ and ‘I don’t believe in this, it won’t work’. (Conole, 2009).

FACULTY ISSUES: involvement in OL?

http://www.e4innovation.com/

Page 34: Skellefea sweden-final2

• “…mostly an adjunct phenomenon”

(Sammons and Ruth, 2007)

WHY? • I haven’t got time.• My research is more

important. • What’s in it for me?• Where is my reward?• I don’t have the skills to do

this’ and ‘I don’t believe in this, it won’t work’. (Conole, 2009).

So, is it a surprise faculty are not involved?

http://www.e4innovation.com/ http://www.e4innovation.com/

ONLINELEARNING

FACULTY ISSUES: involvement in OL?

Page 35: Skellefea sweden-final2

“Part of the explanation …is its incompatibility with the teaching styles of many professors’’. (Shea, Fredericksen, Pickett, and Pelz, 2004).

‘‘Faculty members new to online teaching often report being overwhelmed by increased interaction levels’’. Shea et al., 2004

“So the new 24/7 professor who is dragged from a traditional classroom into cyberspace may not be able to adjust”. Sammons & Ruth 2007

“Disembodiment … alienation”. Dreyfus, 2001

http://tinyurl.com/4mkvbt

FACULTY ISSUES: involvement in OL?

Page 36: Skellefea sweden-final2

• FORUMS DON’T WORK: “We have to be able to hear one another, but not necessarily see one another. Written communication just doesn’t cut it… the human voice is so rich in emotion, even in sarcasm and irony…” (Case 3)

• MORE WORK, LESS RESEARCH:“For a whole year now, I have done nothing else but design this course. I haven’t written a book, not even an article… I don’t have time to do anything else”; (Case 8)

• NO NEED FOR UPFRONT DESIGN: “Actually, my course planning is ongoing… I’m always looking for new sources, new case studies, news about developments in my field”. (C-1)

Power, 2009Athabasca University Press

FACULTY ISSUES: involvement in OL?

Page 37: Skellefea sweden-final2

Why faculty are not involved.

jeffleake.typepad.com

Our workload sometimes looks like this…

Page 38: Skellefea sweden-final2

Teaching

http://i.dailymail.co.uk/i/pix/2009/04/07/article-0-04564BC2000005DC-25_634x367_popup.jpg

OR rather like this…

IT’S JUST ONE THING WE DO!

Source: Dailymail.co.uk

Page 39: Skellefea sweden-final2

PublicationsFac.

ResearchProjects

Teaching

Gradstudents

Depart-ment

OR rather like this…

Grant Apps

Page 40: Skellefea sweden-final2

Conferences Depart-ment Assoc.

colleagues

PublicationsGrad

studentsFac.

ResearchProjects

Teaching

OR rather like this…

Grant Apps

Page 41: Skellefea sweden-final2

Conferences Depart-ment Assoc.

colleagues

PublicationsGrad

studentsFac.

ResearchProjects

Teaching

Grant Apps

andALL THE REST

OR rather like this…

Page 42: Skellefea sweden-final2

www.ulaval.ca 42

What is increasingly expected of faculty

worldwideperformers.com newsletter-genie.com 1

Page 43: Skellefea sweden-final2

www.ulaval.ca

16-01-07

Last.fm

WHAT KIND OF OL IS BEING PROPOSED TO FACULTY?

ADMIN

Faculty

Source: last.fm

Page 44: Skellefea sweden-final2

www.ulaval.ca

16-01-07

Online Learning: what is being proposed to Faculty

WHAT KIND OF OL IS BEING PROPOSED TO FACULTY?

Page 45: Skellefea sweden-final2

www.ulaval.ca

16-01-07

Online Learning: what is being proposed to Faculty

Major obstacleMAJOR FRONT-END

DESIGN

WHAT KIND OF OL IS BEING PROPOSED TO FACULTY?

ONLINECOURSE

Page 46: Skellefea sweden-final2

www.ulaval.ca

16-01-07

Online Learning: what is being proposed to Faculty

Major obstacleMAJOR FRONT-END

DESIGN

WHAT KIND OF OL IS BEING PROPOSED TO FACULTY?

ONLINECOURSE

There has GOT to be an easier way!

Page 47: Skellefea sweden-final2

Many faculty do not want to spend their days (and nights) at a keyboard.

How did I get involved

in this?

2

Page 48: Skellefea sweden-final2

www.ulaval.ca

Online Learning: what should be proposed to Faculty

Power, 2010

Major obstacle

WHAT KIND OF OL SHOULD ADMIN BE PROPOSING TO FACULTY

So what can we do?

NOT add to workload

Page 49: Skellefea sweden-final2

www.ulaval.ca

Online Learning: what should be proposed to Faculty

Power, 2010

Major obstacle

WHAT KIND OF OL SHOULD ADMIN BE PROPOSING TO FACULTY

Page 50: Skellefea sweden-final2

www.ulaval.ca

Online Learning: what should be proposed to Faculty

Power, 2010

NO obstacle

WHAT KIND OF OL SHOULD ADMIN BE PROPOSING TO FACULTY

LOWER front-end design(focus on Redesign)

Page 51: Skellefea sweden-final2

www.ulaval.ca

Online Learning: what should be proposed to Faculty

Power, 2010

Minor obstacle

WHAT KIND OF OL SHOULD ADMIN BE PROPOSING TO FACULTY

ALLOW faculty the possibilityof ongoing design and development

Page 52: Skellefea sweden-final2

www.ulaval.ca

Online Learning: what should be proposed to Faculty

airborne

Power, 2010

Minor obstacle

A B C D E

WHAT KIND OF OL SHOULD ADMIN BE PROPOSING TO FACULTY

PROVIDE faculty with attainabledesign & development goals

(recycle & reuse existing materials)

Page 53: Skellefea sweden-final2

www.ulaval.ca

Online Learning: what should be proposed to Faculty

airborne

Safety margin

Power, 2010

WHAT KIND OF OL SHOULD ADMIN BE PROPOSING TO FACULTY

ALLOW faculty time to adjust

Page 54: Skellefea sweden-final2

www.ulaval.ca

Online Learning: what should be proposed to Faculty

airborneOff-ramp

Power, 2010

WHAT KIND OF OL SHOULD ADMIN BE PROPOSING TO FACULTY

WCS: GIVE faculty an exit strategy

Page 55: Skellefea sweden-final2

www.ulaval.ca

Online Learning: what should be proposed to Faculty

airborneOff-ramp

Power, 2010

WHAT KIND OF OL SHOULD ADMIN BE PROPOSING TO FACULTY

Chances are that faculty will adapt

Page 56: Skellefea sweden-final2

www.ulaval.ca

Online Learning: what should be proposed to Faculty

airborneOff-ramp

Power, 2010

WHAT KIND OF OL SHOULD ADMIN BE PROPOSING TO FACULTY

Sounds great eh? SO WHAT KIND OF OL IS THAT?

Page 57: Skellefea sweden-final2

ADMIN

ACCESSIBILITYSTUDENTS

QUALITYFACULTY

Power, 2010

COST-EFFECTIVENESS

“MAKE OL ACCESSIBLE TO THEM”

Page 58: Skellefea sweden-final2

ADMIN

ACCESSIBILITYSTUDENTS

QUALITYFACULTY

Power, 2010

COST-EFFECTIVENESS

STUDENT ISSUES

Page 59: Skellefea sweden-final2

A worldwide problem A worldwide problem

Accessibility issues

Page 60: Skellefea sweden-final2

www.obhe.ac.uk

Transnational education

Page 61: Skellefea sweden-final2

http://www.obhe.ac.uk/resources/2008_AUA_Presentation.pdfDon Olcott CE OBHE

THE GAP

DEMAND

SUPPLY

D. Olcott

Accessibility issues

Page 62: Skellefea sweden-final2

OBHE –Olcott/Hanna

Rosovsky (2005): “By 2010, there will be a hundred million students in the world fully qualified to proceed from secondary education to tertiary education for which there will simply be no room on any campus, anywhere”.

OBHE –Olcott/Hanna

Accessibility issues

Page 63: Skellefea sweden-final2

Shortage of doctoral candidates in business

Accessibility issues

Page 64: Skellefea sweden-final2

Accessibility issues

Source: bizEd March-April 2009

Page 65: Skellefea sweden-final2

Accessibility issues

Page 66: Skellefea sweden-final2

Accessibility issues

Page 67: Skellefea sweden-final2

Shortage of teachers

“It is now clear that “bricks and mortar” approaches to expanding teacher education may not be adequate if the current and projected shortfalls in teacher supply and low teacher quality are to be properly addressed”.

Accessibility issues

Page 68: Skellefea sweden-final2

So what do we do?

• Offer more completely online, scalable programs in fields of high demand

Page 69: Skellefea sweden-final2

ADMIN

STUDENTS

FACULTYcost-effectiveness

“MAKE OL COST-EFFECTIVE”

Page 70: Skellefea sweden-final2

ADMIN

STUDENTS

FACULTYcost-effectiveness

Cost-effectiveness issues

Page 71: Skellefea sweden-final2

www.ulaval.ca

Let’s compare.

APPROX. FUNDS FOR COURSE DESIGN & DEV

*chiffres approximatifs

Page 72: Skellefea sweden-final2

www.ulaval.ca

Let’s compare.

APPROX. FUNDS FOR COURSE DESIGN & DEV

DISTANCEEDUCATION

UNIVERSITIES

*chiffres approximatifs

Page 73: Skellefea sweden-final2

www.ulaval.ca

•LAVAL

• $5,000 plus varying

degrees of

technical support

Let’s compare.

APPROX. FUNDS FOR COURSE DESIGN & DEV

TRADITIONALUNIVERSITIES

*chiffres approximatifs

Page 74: Skellefea sweden-final2

www.ulaval.ca

Budgets for DE/OL

design, development, production delivery

delivery

Traditional universities

Power (1999, 2005)

Distance education universities (80 – 20)

design, development, production

NO Faculty/tutorsFull design & development team

Page 75: Skellefea sweden-final2

www.ulaval.ca

Budgets for DE/OL

design, development, production delivery

delivery

Traditional universities (20 – 80)

Power (1999, 2005)

Distance education universities

design, development, production

Large numbers of FacultyNo or small D&D team

NO Faculty/tutorsFull design & development team

Page 76: Skellefea sweden-final2

www.ulaval.ca

What can we do?

design, development, production delivery

delivery

Traditional universities

Power (1999, 2005)

Distance education universities

design, development, production

Implement delivery technologies

Lower front-end design levels

Page 77: Skellefea sweden-final2

COST-EFFECTIVENESS

ACCESSIBILITY

QUALITY

Page 78: Skellefea sweden-final2

http://thumbs.dreamstime.com/thumb_242/1204324714C372RB.jpg

EfficiencyOverriding value

ADMIN-driven

AccessibilityOverriding value

Learner-driven

QualityOverriding value

Faculty-driven

Traditional Studies

Distance/OL

ONLINE / BLENDED

To recap, are TRADITIONAL on-campus STUDIES sustainable?

• STATUS QUO unacceptable

• NEEDS TOO GREAT

TO REMAIN CAMPUS-BASED & ELITIST

Page 79: Skellefea sweden-final2

http://thumbs.dreamstime.com/thumb_242/1204324714C372RB.jpg

EfficiencyOverriding value

ADMIN-driven

AccessibilityOverriding value

Learner-driven

QualityOverriding value

Faculty-drivenNO

Distance/OL

Blended

• STATUS QUO unacceptable

• NEEDS TOO GREAT

TO REMAIN CAMPUS-BASED & ELITIST

To recap, are TRADITIONAL on-campus STUDIES sustainable?

Traditional Studies

Page 80: Skellefea sweden-final2

http://thumbs.dreamstime.com/thumb_242/1204324714C372RB.jpg

AccessibilityOverriding value

Learner-driven

QualityOverriding value

Faculty-driven

Traditional

Distance/OL

COST-EFFECTIVENESSOverriding value

ADMIN-driven

ONLINE / BLENDED

Is DISTANCE EDUCATION/ONLINE LEARNING sustainable?

Page 81: Skellefea sweden-final2

• TOO MUCH TIME • DOUBTS / QUALITY• LOW INTERACTION• LEARNER ISOLATION• ADMIN: TOO MUCH $$ and INVESTMENT

http://thumbs.dreamstime.com/thumb_242/1204324714C372RB.jpg

AccessibilityOverriding value

Learner-driven

QualityOverriding value

Faculty-driven

NO

TraditionalCOST-EFFECTIVENESS

Overriding value

ADMIN-driven

ONLINE / BLENDED

Is DISTANCE EDUCATION/ONLINE LEARNING sustainable?

Distance/OL

Page 82: Skellefea sweden-final2

http://thumbs.dreamstime.com/thumb_242/1204324714C372RB.jpg

AccessibilityOverriding value

Learner-driven

QualityOverriding value

Faculty-driven

NONO INTEREST

• NO REAL OUTREACH• OFF-CAMPUS LEARNERS DO NOT BENEFIT• STILL CUT OFF

NOSTATUS QUO

COST-EFFECTIVENESSOverriding value

ADMIN-driven

BLENDED

Is BLENDED LEARNING sustainable?

Page 83: Skellefea sweden-final2

http://thumbs.dreamstime.com/thumb_242/1204324714C372RB.jpg

AccessibilityOverriding value

Learner-driven

QualityOverriding value

Faculty-driven

NONO INTEREST

NOSTATUS QUO

COST-EFFECTIVENESSOverriding value

ADMIN-drivenNO

Is BLENDED LEARNING sustainable?

BLENDED

• NO REAL OUTREACH• OFF-CAMPUS LEARNERS DO NOT BENEFIT• STILL CUT OFF

Page 84: Skellefea sweden-final2

http://thumbs.dreamstime.com/thumb_242/1204324714C372RB.jpg

WE DO NOT HAVE SUSTAINABILITY.SO, WHAT DO WE DO?

AccessibilityOverriding value

Learner-driven

QualityOverriding value

Faculty-driven

NO

NOCOST-EFFECTIVENESS

Overriding value

ADMIN-driven

ONLINE / BLENDED

NO

Page 85: Skellefea sweden-final2

BREAKING OUT OF THE “Iron Triangle”

COST

ACCESS QUALITY

Page 86: Skellefea sweden-final2

© M. Power 2008

+

SYNCHRONOUS ASYNCHRONOUS

COURSE ACCESS

Accessibility, Quality and Cost- effectiveness meet up

LMSSDC

Page 87: Skellefea sweden-final2

ONLINE DESIGN & DELIVERY

FACULTY

ON-CAMPUS DESIGN & DELIVERY

“Faculty”= faculty-led instruction

SYNCHRONOUS

A Blended Online Learning Design

Traditional Higher Education

Power, 2008

Page 88: Skellefea sweden-final2

ONLINE DESIGN & DELIVERY

FACULTY

ON-CAMPUS DESIGN & DELIVERY

“Faculty”= faculty-led instruction

SYNCHRONOUS

A Blended Online Learning Design

SYSTEM

ASYNCHRONOUS

Online Learning

“System”= system-managed instruction

Traditional Higher Education

Power, 2008

Page 89: Skellefea sweden-final2

ONLINE DESIGN & DELIVERY

FACULTY

ON-CAMPUS DESIGN & DELIVERY

“Faculty”= faculty-led instruction

SYNCHRONOUS

A Blended Online Learning Design

SYSTEM

ASYNCHRONOUS

Online Learning

“System”= system-managed instruction

Traditional Higher Education

Blended Learning

Power, 2008

Page 90: Skellefea sweden-final2

ONLINE DESIGN & DELIVERY

FACULTY

ON-CAMPUS DESIGN & DELIVERY

“Faculty”= faculty-led instruction

SYNCHRONOUS

A Blended Online Learning Design

SYSTEM

ASYNCHRONOUS

Online Learning

“System”= system-managed instruction

Traditional Higher Education

Blended LearningBlended ONLINEBlended ONLINE

LearningLearning

Power, 2008

Page 91: Skellefea sweden-final2

A Blended Online Learning Environment

…is the simultaneous and complimentary integration and implementation of an asynchronous -mode learning environment (i.e. a course management system, or CMS) and a synchronous desktop conferencing environment” (i.e. a virtual classroom).

Power, 2008; inspired by Garrison & Vaughan, 2008

Page 92: Skellefea sweden-final2

Virtual Classroom + Basic Web site

SYNCHRONOUSVirtual classroom

Mysteryguest

LMS ASYNCHRONOUS

TEN-7019

From Distance Education to Online Learning

Power, 2008

Page 93: Skellefea sweden-final2

Virtual Classroom

Virtual classroom

Invitedspeaker

SYNCHRONOUS

Power, 2008

Page 94: Skellefea sweden-final2

Virtual Classroom

Virtual classroom

webcam

Power, 2008

Page 95: Skellefea sweden-final2

TEN-7019

From Distance Education to Online Learning

Syllabus Study Guide Quiz

Resources Forum Email

Deposit My Results Virtual Classroom

Y Basic Web site

Power, 2008

Page 96: Skellefea sweden-final2

A typical BOLD seminar

Power, 2008

Page 97: Skellefea sweden-final2

Professeur Participants

Travail en dyades en mode asynchrone pendant la semaine

Groupwork

Équipes

Participant

Membre 1Équipe X

Rencontres de groupe en direct en mode synchroneà chaque semaine, à heure fixe

Participant Participant Participant

Membre 2Équipe X

Participant Participant Participant ParticipantParticipant

3.

2.

1.

Course organisation

Weekly Individual Assignments(readings, online research, quiz)

TEAMWORK

Power, 2008

Page 98: Skellefea sweden-final2

Professeur Participants

Travail en dyades en mode asynchrone pendant la semaine

Groupwork

Équipes

Participant

Membre 1Équipe X

Rencontres de groupe en direct en mode synchroneà chaque semaine, à heure fixe

Participant Participant Participant

Membre 2Équipe X

Participant Participant Participant ParticipantParticipant

3.

2.

1.

Course organisation

Weekly Individual Assignments(readings, online research, quiz)

TEAMWORK

Power, 2008

Page 99: Skellefea sweden-final2

Professeur

Travail individuelpendant la semaine (lectures, recherche en ligne, quiz)

Participants

Groupe

TEAMWORK

Participant

Membre 1Équipe X

Rencontres de groupe en direct en mode synchroneà chaque semaine, à heure fixe

Participant Participant Participant

Membre 2Équipe X

Participant Participant Participant ParticipantParticipant

3.

2.

1.

Weekly Teamwork Assignments

Reviewing readings, debating questions,

writing team questions

Power, 2008

Page 100: Skellefea sweden-final2

Professor

Travail individuelpendant la semaine (lectures, recherche en ligne, quiz)

Participants

Travail en dyades en mode asynchrone pendant la semaine

Group

Équipes

Participant

Membre 1Équipe X

SYNCHRONOUS MODE

Participant Participant Participant

Membre 2Équipe X

Participant Participant Participant ParticipantParticipant

3.

2.

1.

Weekly Groupwork

Power, 2008

Page 101: Skellefea sweden-final2

1

2

3

A typical BOLD graduate seminar

Individualwork

Teamwork

Webinar

Iayork.com

Page 102: Skellefea sweden-final2

A Blended Online Learning Environment

…is the simultaneous and complimentary integration and implementation of an asynchronous -mode learning environment (i.e. a course management system, or CMS) and a synchronous desktop conferencing environment” (i.e. a virtual classroom).

Power, 2008; inspired by Garrison & Vaughan, 2008

Page 103: Skellefea sweden-final2

Virtual Classroom + Basic Web Site

SYNCHRONOUSVirtual classroom LMS

ASYNCHRONOUSPower, 2008

webcam

Page 104: Skellefea sweden-final2

www.bold-research.org

Page 105: Skellefea sweden-final2

• FACULTY: QUALITY: same as F2F (lower Transactional Distance) + lower front-end design, faster start-up =

SO, does SO, does BOLD BOLD deliver the goods?deliver the goods?

http://sonoranalliance.com/wp-content/uploads/2007/07/ThumbsDown.jpg

higher faculty buy-in;

Page 106: Skellefea sweden-final2

• FACULTY: QUALITY: same as F2F (lower Transactional Distance) + lower front-end design, faster start-up =

SO, does SO, does BOLD BOLD deliver the goods?deliver the goods?

http://sonoranalliance.com/wp-content/uploads/2007/07/ThumbsDown.jpg

• STUDENTS: ACCESSIBILITY: all online + higher interaction & lower isolation levels =

higher faculty buy-in;

lower W-DO rates, higher satisfaction levels;

Page 107: Skellefea sweden-final2

• FACULTY: QUALITY: same as F2F (lower Transactional Distance) + lower front-end design, faster start-up =

SO, does SO, does BOLD BOLD deliver the goods?deliver the goods?

• ADMIN: COST-EFFECTIVENESS: lower start-up costs; higher off-campus student enrolment levels =

http://sonoranalliance.com/wp-content/uploads/2007/07/ThumbsDown.jpg

• STUDENTS: ACCESSIBILITY: all online + higher interaction & lower isolation levels =

higher faculty buy-in;

lower W-DO rates, higher satisfaction levels;

higher effectiveness (outreach) without greater cost

Page 108: Skellefea sweden-final2

• FACULTY: QUALITY: same as F2F (lower Transactional Distance) + lower front-end design, faster start-up =

SO, does SO, does BOLD BOLD deliver the goods?deliver the goods?

• ADMIN: COST-EFFECTIVENESS: lower start-up costs; higher off-campus student enrolment levels =

http://sonoranalliance.com/wp-content/uploads/2007/07/ThumbsDown.jpg

• STUDENTS: ACCESSIBILITY: all online + higher interaction & lower isolation levels =

higher faculty buy-in;

lower W-DO rates, higher satisfaction levels;

higher effectiveness (outreach) without greater cost

Page 109: Skellefea sweden-final2

BOLD Research and ResearchersBOLD Research and Researchers

Instructional Design &

Technology

Distance Education/Online Learning/Blended Learning

GRADUATE STUDIES

FACULTY DEVELOPMENT

BOLD

ARE YOU A BOLD RESEARCHER?

Page 110: Skellefea sweden-final2

Going online everywhere!

Miami

Boston

Vancouver

Montreal

Monterrey

Lima

Santiago

AUGMENTED WEBINAR (Power, 2010)

Power & St-Jacques (2009)

Page 111: Skellefea sweden-final2

Miami

Boston

Halifax

Montreal

Monterrey

Lima

Bermuda

even Umea

AUGMENTED WEBINAR (Power, 2010)

Power & St-Jacques (2009)

Going online everywhere!

Page 112: Skellefea sweden-final2

www.bold-research.org

Page 113: Skellefea sweden-final2

ENGLISH-language networkENGLISH-language networkBOLD International Research Network

www.bold-research.org

Dual-mode universities

Founder: M. Power / Co-founder: N. Vaughan / Coordinator: A. St-Jacques

Page 114: Skellefea sweden-final2

FRENCH-language networkFRENCH-language network

Carroll-AnnKeating

& Richard Lemay

E-learning intégral (synchrone et asynchrone)

Universités bimodales

www.bold-research.org

Founder: M. Power / Co-founder: N. Vaughan / Coordinator: A. St-Jacques

Page 115: Skellefea sweden-final2

SPANISH-language networkSPANISH-language network

FabioSuarez

Red de investigación hispanófono - design de enviros de aprendizaje en línea en modo integral

Universidades bimodales

www.bold-research.org

Founder: M. Power / Co-founder: N. Vaughan / Coordinator: A. St-Jacques

Page 116: Skellefea sweden-final2

QUEBEC & MONTERREY…JUST ONE HOUR AWAY!

Synchcomms

Page 117: Skellefea sweden-final2

MORE ON BOLD

• Power, M. (2009). A Designer’s Log: Case Studies in Instructional Design. Athabasca University Press http://www.aupress.ca/index.php/books/120161 .

• Power, M. (2008). The emergence of blended online learning. MERLOT-Journal of Online Learning & Teaching (4) 4, December 15th. http://jolt.merlot.org/vol4no4/power_1208.htm

• Power, M. & Vaughan, N. (2010). Redesigning online learning for graduate seminar delivery. Journal of Distance Education.

• Power, M. & Morven-Gould, A. (2011). Head of gold, feet of clay: the paradox of online learning. IRRODL. www.irrodl.org

Page 118: Skellefea sweden-final2

www.ulaval.ca

16-01-07

Power, 2009

Athabasca

University

Press

Page 119: Skellefea sweden-final2

[email protected] www.bold-research.org

Page 120: Skellefea sweden-final2

QUESTIONSCOMMENTARYREFLECTIONS

CRITIQUE

OVER TO YOU!