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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".
Sustainable Online Learning:Balancing Priorities
Dr. Michael Power
http://www.irrodl.org/index.php/irrodl/article/view/916
Vol 12, No 2 (2011) > Power
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
www.ulaval.ca
16-01-07david-kilgour.com
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
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?
Sustainable Online Learning:Balancing Priorities
1. Is OL currently non sustainable?2. And whose priorities need
balancing?
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
www.ulaval.ca
1. Example of sustainable growth
No growth
High growth
Sustainable growth
Whose priorities need balancing?
Those of •FACULTY•STUDENTS•ADMINISTRATORS
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
Numerous studies on online learning
http://portal.unesco.org/ci/en/ev.php-URL_ID=25929&URL_DO=DO_TOPIC&URL_SECTION=201.html
2009!
ImportantStudy on OnlineLearning
US Department of Education 2009
2010!
US Department of Education 2010
http://www.americanprogress.org/issues/2011/02/pdf/disrupting_college_execsumm.pdf
http://www.innosightinstitute.org/media-room/publications/education-publications/the-rise-of-k-12-blended-learning/
http://us.123rf.com/400wm/400/400/domenicogelermo/domenicogelermo0810/domenicogelermo081000060/3706694.jpghttp://images.google.ca/
Traditional Universities must CHANGE NOW
CHANGING
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
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
COSTCOST
ACCESS ACCESS QUALITYQUALITY
Desired Desired StateStateCurrent Current
StateState
Optimizing Higher Education
Source: http://www.col.org/SiteCollectionDocuments/Daniel_0411AAOUShanghai.pdf
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
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
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
The challenge
• Maintaining QUALITYWhile • Increasing ACCESSIBILITY and• Decreasing COST
HOW DO WE DO THAT?CAN IT BE DONE?
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
ADMIN
STUDENTS
QUALITYFACULTY
“MAKE OL ATTRACTIVE TO THEM”
ADMIN
STUDENTS
QUALITYFACULTY
FACULTY ISSUES
• “(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/
• “…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?
“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?
• 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?
Why faculty are not involved.
jeffleake.typepad.com
Our workload sometimes looks like this…
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
PublicationsFac.
ResearchProjects
Teaching
Gradstudents
Depart-ment
OR rather like this…
Grant Apps
Conferences Depart-ment Assoc.
colleagues
PublicationsGrad
studentsFac.
ResearchProjects
Teaching
OR rather like this…
Grant Apps
Conferences Depart-ment Assoc.
colleagues
PublicationsGrad
studentsFac.
ResearchProjects
Teaching
Grant Apps
andALL THE REST
OR rather like this…
www.ulaval.ca 42
What is increasingly expected of faculty
worldwideperformers.com newsletter-genie.com 1
www.ulaval.ca
16-01-07
Last.fm
WHAT KIND OF OL IS BEING PROPOSED TO FACULTY?
ADMIN
Faculty
Source: last.fm
www.ulaval.ca
16-01-07
Online Learning: what is being proposed to Faculty
WHAT KIND OF OL IS BEING PROPOSED TO FACULTY?
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
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!
Many faculty do not want to spend their days (and nights) at a keyboard.
How did I get involved
in this?
2
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
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
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)
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
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)
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
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
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
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?
ADMIN
ACCESSIBILITYSTUDENTS
QUALITYFACULTY
Power, 2010
COST-EFFECTIVENESS
“MAKE OL ACCESSIBLE TO THEM”
ADMIN
ACCESSIBILITYSTUDENTS
QUALITYFACULTY
Power, 2010
COST-EFFECTIVENESS
STUDENT ISSUES
A worldwide problem A worldwide problem
Accessibility issues
www.obhe.ac.uk
Transnational education
http://www.obhe.ac.uk/resources/2008_AUA_Presentation.pdfDon Olcott CE OBHE
THE GAP
DEMAND
SUPPLY
D. Olcott
Accessibility issues
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
Shortage of doctoral candidates in business
Accessibility issues
Accessibility issues
Source: bizEd March-April 2009
Accessibility issues
Accessibility issues
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
So what do we do?
• Offer more completely online, scalable programs in fields of high demand
ADMIN
STUDENTS
FACULTYcost-effectiveness
“MAKE OL COST-EFFECTIVE”
ADMIN
STUDENTS
FACULTYcost-effectiveness
Cost-effectiveness issues
www.ulaval.ca
Let’s compare.
APPROX. FUNDS FOR COURSE DESIGN & DEV
*chiffres approximatifs
www.ulaval.ca
Let’s compare.
APPROX. FUNDS FOR COURSE DESIGN & DEV
DISTANCEEDUCATION
UNIVERSITIES
*chiffres approximatifs
www.ulaval.ca
•LAVAL
• $5,000 plus varying
degrees of
technical support
Let’s compare.
APPROX. FUNDS FOR COURSE DESIGN & DEV
TRADITIONALUNIVERSITIES
*chiffres approximatifs
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
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
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
COST-EFFECTIVENESS
ACCESSIBILITY
QUALITY
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
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
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?
• 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
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?
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
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
BREAKING OUT OF THE “Iron Triangle”
COST
ACCESS QUALITY
© M. Power 2008
+
SYNCHRONOUS ASYNCHRONOUS
COURSE ACCESS
Accessibility, Quality and Cost- effectiveness meet up
LMSSDC
ONLINE DESIGN & DELIVERY
FACULTY
ON-CAMPUS DESIGN & DELIVERY
“Faculty”= faculty-led instruction
SYNCHRONOUS
A Blended Online Learning Design
Traditional Higher Education
Power, 2008
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
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
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
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
Virtual Classroom + Basic Web site
SYNCHRONOUSVirtual classroom
Mysteryguest
LMS ASYNCHRONOUS
TEN-7019
From Distance Education to Online Learning
Power, 2008
Virtual Classroom
Virtual classroom
Invitedspeaker
SYNCHRONOUS
Power, 2008
Virtual Classroom
Virtual classroom
webcam
Power, 2008
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
A typical BOLD seminar
Power, 2008
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
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
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
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
1
2
3
A typical BOLD graduate seminar
Individualwork
Teamwork
Webinar
Iayork.com
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
Virtual Classroom + Basic Web Site
SYNCHRONOUSVirtual classroom LMS
ASYNCHRONOUSPower, 2008
webcam
www.bold-research.org
• 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;
• 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;
• 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
• 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
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?
Going online everywhere!
Miami
Boston
Vancouver
Montreal
Monterrey
Lima
Santiago
AUGMENTED WEBINAR (Power, 2010)
Power & St-Jacques (2009)
Miami
Boston
Halifax
Montreal
Monterrey
Lima
Bermuda
even Umea
AUGMENTED WEBINAR (Power, 2010)
Power & St-Jacques (2009)
Going online everywhere!
www.bold-research.org
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
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
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
QUEBEC & MONTERREY…JUST ONE HOUR AWAY!
Synchcomms
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
www.ulaval.ca
16-01-07
Power, 2009
Athabasca
University
Press
[email protected] www.bold-research.org
QUESTIONSCOMMENTARYREFLECTIONS
CRITIQUE
OVER TO YOU!