5 th Generation Distance Education Professor J C Taylor Vice-President (Global Learning Services) The University of Southern Queensland Australia Professor

55thth Generation Distance Generation Distance EducationEducation

55thth Generation Distance Generation Distance EducationEducation

Professor J C TaylorProfessor J C Taylor

Vice-President (Global Learning Services) Vice-President (Global Learning Services) The University of Southern Queensland The University of Southern Queensland

AustraliaAustralia

Professor J C TaylorProfessor J C Taylor

Vice-President (Global Learning Services) Vice-President (Global Learning Services) The University of Southern Queensland The University of Southern Queensland

AustraliaAustralia

1982 ICDE Conference in Vancouver:1982 ICDE Conference in Vancouver:1982 ICDE Conference in Vancouver:1982 ICDE Conference in Vancouver:

“Technology’s the answer, but what is the question?”

“Technology’s the answer, but what is the question?”

Today, the technology has changed, but the question hasn’t.

Today, the technology has changed, but the question hasn’t.

Change is the only constantChange is the only constantChange is the only constantChange is the only constant

The Internet is unleashing a whole The Internet is unleashing a whole series of disruptive forces: series of disruptive forces:

technological, commercial and social.technological, commercial and social.

If not a revolution, it is an e-volution If not a revolution, it is an e-volution on fast forwardon fast forward

If not a revolution, it is an e-volution If not a revolution, it is an e-volution on fast forwardon fast forward

The transition from the Industrial to the The transition from the Industrial to the

Information Age was encapsulated by Information Age was encapsulated by

Dolence and Norris (1995), who argued Dolence and Norris (1995), who argued

that to survive organisations would need to that to survive organisations would need to

change from rigid, formula driven entities change from rigid, formula driven entities

to organisations that were to organisations that were “fast, flexible “fast, flexible

and fluid”.and fluid”.

The transition from the Industrial to the The transition from the Industrial to the

Information Age was encapsulated by Information Age was encapsulated by

Dolence and Norris (1995), who argued Dolence and Norris (1995), who argued

that to survive organisations would need to that to survive organisations would need to

change from rigid, formula driven entities change from rigid, formula driven entities

to organisations that were to organisations that were “fast, flexible “fast, flexible

and fluid”.and fluid”.

Fast, Flexible and FluidFast, Flexible and Fluid

Trying to change a university is Trying to change a university is like trying to move a graveyard like trying to move a graveyard

------

it is extremely difficult it is extremely difficult and you don’t get much and you don’t get much

internal support.internal support.

it is extremely difficult it is extremely difficult and you don’t get much and you don’t get much

internal support.internal support.

Institutional InertiaInstitutional Inertia

Assuming your organisation is Assuming your organisation is notnot “fast, flexible and fluid?” “fast, flexible and fluid?”Assuming your organisation is Assuming your organisation is notnot “fast, flexible and fluid?” “fast, flexible and fluid?”

Two approaches to change management.

Conflicting advice from the experts.

Two approaches to change management.

Conflicting advice from the experts.

The Internet has “reached a The Internet has “reached a

stage that isn’t so much about stage that isn’t so much about

vision and proprietary vision and proprietary

innovation, as about innovation, as about execution execution

and competition”.and competition”.

The Internet has “reached a The Internet has “reached a

stage that isn’t so much about stage that isn’t so much about

vision and proprietary vision and proprietary

innovation, as about innovation, as about execution execution

and competition”.and competition”.

Schendler (2000)Schendler (2000)

Five Generations of Distance Five Generations of Distance Education TechnologyEducation TechnologyFive Generations of Distance Five Generations of Distance Education TechnologyEducation Technology

The Correspondence Model

The Multimedia Model

The Telelearning Model

The Flexible Learning Model

The Intelligent Flexible Learning Model

The Correspondence Model

The Multimedia Model

The Telelearning Model

The Flexible Learning Model

The Intelligent Flexible Learning Model

Variable costsVariable costs tend to increase or tend to increase or decrease directly (often linearly) with decrease directly (often linearly) with fluctuations in the volume of activity.fluctuations in the volume of activity.

Variable costsVariable costs tend to increase or tend to increase or decrease directly (often linearly) with decrease directly (often linearly) with fluctuations in the volume of activity.fluctuations in the volume of activity.

In traditional distance education In traditional distance education delivery, the distribution of packages of delivery, the distribution of packages of self-instructional materials (printed self-instructional materials (printed study guides, audiotapes, videotapes, study guides, audiotapes, videotapes, etc) is a etc) is a variable costvariable cost, which varies in , which varies in direct proportion to the number of direct proportion to the number of students enrolled. students enrolled.

In traditional distance education In traditional distance education delivery, the distribution of packages of delivery, the distribution of packages of self-instructional materials (printed self-instructional materials (printed study guides, audiotapes, videotapes, study guides, audiotapes, videotapes, etc) is a etc) is a variable costvariable cost, which varies in , which varies in direct proportion to the number of direct proportion to the number of students enrolled. students enrolled.

HIGHLYHIGHLY

REFINEDREFINED

MATERIALSMATERIALS

HIGHLYHIGHLY

REFINEDREFINED

MATERIALSMATERIALS

ADVANCEDADVANCED

INTERACTIVEINTERACTIVE

DELIVERYDELIVERY

ADVANCEDADVANCED


DELIVERYDELIVERY

CHARACTERISTICS OF DELIVERY TECHNOLOGIESCHARACTERISTICS OF DELIVERY TECHNOLOGIESCHARACTERISTICS OF DELIVERY TECHNOLOGIESCHARACTERISTICS OF DELIVERY TECHNOLOGIESMODELS OFMODELS OF

DISTANCE EDUCATIONDISTANCE EDUCATION

AND ASSOCIATEDAND ASSOCIATED

DELIVERY TECHNOLOGIESDELIVERY TECHNOLOGIES

MODELS OFMODELS OF




Yes Yes Yes Yes NoYes Yes Yes Yes No

FLEXIBILITYFLEXIBILITYFLEXIBILITYFLEXIBILITY

TimeTimeTimeTime PlacePlacePlacePlace PacePacePacePace

INSTITUTIONALINSTITUTIONAL

VARIABLEVARIABLE

COSTSCOSTS

APPROACHINGAPPROACHING

ZEROZERO

THE CORRESPONDENCE MODELTHE CORRESPONDENCE MODEL

• Print• Print

First GenerationFirst Generation

No

HIGHLYHIGHLY

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MATERIALSMATERIALS

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REFINEDREFINED

MATERIALSMATERIALS

ADVANCEDADVANCED


DELIVERYDELIVERY

ADVANCEDADVANCED


DELIVERYDELIVERY





MODELS OFMODELS OF




Yes Yes Yes Yes No

Yes Yes Yes Yes No

Yes Yes Yes Yes No

Yes Yes Yes Yes No

Yes Yes Yes Yes No

Yes Yes Yes Yes No



Yes Yes Yes Yes Yes

Yes Yes Yes Yes Yes

Yes Yes Yes Yes Yes

Yes Yes Yes Yes Yes


VARIABLEVARIABLE

COSTSCOSTS


ZEROZERO

THE MULTIMEDIA MODELTHE MULTIMEDIA MODEL

• Print

• Audiotape

• Videotape

• Computer-based learning

(eg CML/CAL)

• Interactive video

• Print

• Audiotape

• Videotape

• Computer-based learning

(eg CML/CAL)

• Interactive video

Second GenerationSecond Generation

No

No

No

No

No

HIGHLYHIGHLY

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MATERIALSMATERIALS

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REFINEDREFINED

MATERIALSMATERIALS

ADVANCEDADVANCED


DELIVERYDELIVERY

ADVANCEDADVANCED


DELIVERYDELIVERY





MODELS OFMODELS OF




No No No No Yes

No No No No Yes

No No No No Yes

No No No No Yes



No No No Yes Yes

No No No Yes Yes

No No No Yes Yes

No No No Yes Yes


VARIABLEVARIABLE

COSTSCOSTS


ZEROZERO

THE TELELEARNING MODELTHE TELELEARNING MODEL

• Audio-teleconferencing

• Videoconferencing

• Audiographic

communication

• Broadcast TV/Radio and

Audio-teleconferencing

• Audio-teleconferencing

• Videoconferencing

• Audiographic

communication

• Broadcast TV/Radio and

Audio-teleconferencing

Third GenerationThird Generation

No

No

No

No

THE FLEXIBLE LEARNING MODELTHE FLEXIBLE LEARNING MODEL

• Interactive multimedia (IMM)

• Internet-based access to

WWW resources

• Computer mediated

communication (CMC).

• Interactive multimedia (IMM)


WWW resources

• Computer mediated

communication (CMC).

HIGHLYHIGHLY

REFINEDREFINED

MATERIALSMATERIALS

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REFINEDREFINED

MATERIALSMATERIALS

ADVANCEDADVANCED


DELIVERYDELIVERY

ADVANCEDADVANCED


DELIVERYDELIVERY





MODELS OFMODELS OF




Yes Yes Yes Yes Yes

Yes Yes Yes Yes Yes

Yes Yes Yes Yes Yes

Yes Yes Yes Yes Yes



Yes Yes Yes Yes YesYes Yes Yes Yes Yes


VARIABLEVARIABLE

COSTSCOSTS


ZEROZERO

Yes

Yes

No

Fourth GenerationFourth Generation

The current applications of The current applications of fourth generation Internet-fourth generation Internet-based delivery tend to based delivery tend to generate resource generate resource allocation models similar to allocation models similar to tutorial-based tutorial-based on- campus teaching.on- campus teaching.

The current applications of The current applications of fourth generation Internet-fourth generation Internet-based delivery tend to based delivery tend to generate resource generate resource allocation models similar to allocation models similar to tutorial-based tutorial-based on- campus teaching.on- campus teaching.

The underlying resource model is The underlying resource model is not significantly different from not significantly different from conventional on campus teaching, conventional on campus teaching, with a staff member being with a staff member being necessary to manage groups of necessary to manage groups of approximately 20 students to approximately 20 students to maintain a reasonable quality of maintain a reasonable quality of interaction and academic support. interaction and academic support.

The underlying resource model is The underlying resource model is not significantly different from not significantly different from conventional on campus teaching, conventional on campus teaching, with a staff member being with a staff member being necessary to manage groups of necessary to manage groups of approximately 20 students to approximately 20 students to maintain a reasonable quality of maintain a reasonable quality of interaction and academic support. interaction and academic support.

HIGHLYHIGHLY

REFINEDREFINED

MATERIALSMATERIALS

HIGHLYHIGHLY

REFINEDREFINED

MATERIALSMATERIALS

ADVANCEDADVANCED


DELIVERYDELIVERY

ADVANCEDADVANCED


DELIVERYDELIVERY





MODELS OFMODELS OF




Yes Yes Yes Yes Yes

Yes Yes Yes Yes Yes

Yes Yes Yes Yes Yes

Yes Yes Yes Yes Yes



Yes Yes Yes Yes Yes

Yes Yes Yes Yes Yes

Yes Yes Yes Yes Yes

Yes Yes Yes Yes Yes


VARIABLEVARIABLE

COSTSCOSTS


ZEROZERO

THE INTELLIGENT FLEXIBLELEARNING MODEL

THE INTELLIGENT FLEXIBLELEARNING MODEL

• Interactive multimedia


WWW resources

• CMC, using automated

response systems

• Campus portal access to

institutional processes &

resources

• Interactive multimedia


WWW resources

• CMC, using automated

response systems

• Campus portal access to

institutional processes &

resources

Fifth GenerationFifth Generation

Yes

Yes

Yes

Yes

XML (eXtensible Markup Language)XML (eXtensible Markup Language)

RENDITIONS:RENDITIONS:

STYLE

SHEET:

STYLE

SHEET:

CONTENT

REPOSITORY:

CONTENT

REPOSITORY:

INPUT:INPUT:

PrintPrint WebWeb CDCD DVDDVD

XSLXSLXSLXSL XSLXSLXSLXSL XSLXSLXSLXSL XSLXSLXSLXSL

XMLXML

DTD

(Document Type Definition)

DTD

(Document Type Definition)

XML EditorXML Editor

http://www.usq.edu.au/usqconnect/USQConnect.Menu.html

USQUSQOnlineOnline demonstration……. demonstration…….USQUSQOnlineOnline demonstration……. demonstration…….

““The reflective and explicit nature of The reflective and explicit nature of

the written word is a disciplined and the written word is a disciplined and

rigorous form of thinking and rigorous form of thinking and

communicatingcommunicating …… it allows time for …… it allows time for

reflection and, thereby, facilitates reflection and, thereby, facilitates

learners making connections amongst learners making connections amongst

ideas and constructing coherent ideas and constructing coherent

knowledge structures”.knowledge structures”.

““The reflective and explicit nature of The reflective and explicit nature of

the written word is a disciplined and the written word is a disciplined and

rigorous form of thinking and rigorous form of thinking and

communicatingcommunicating …… it allows time for …… it allows time for

reflection and, thereby, facilitates reflection and, thereby, facilitates

learners making connections amongst learners making connections amongst

ideas and constructing coherent ideas and constructing coherent

knowledge structures”.knowledge structures”.

Garrison (1997)Garrison (1997)

Automating e-LearningAutomating e-LearningAutomating e-LearningAutomating e-Learning

In the USQ approach, many teaching staff make use of discussion groups, which entail students posting “reflections” via the asynchronous CMC system.

In the USQ approach, many teaching staff make use of discussion groups, which entail students posting “reflections” via the asynchronous CMC system.

Storing such interactions with appropriate Storing such interactions with appropriate metadata tags in a database is technically metadata tags in a database is technically straightforward, and provides a rich resource straightforward, and provides a rich resource for mining by key word/matching, using an for mining by key word/matching, using an automated response system.automated response system.

Storing such interactions with appropriate Storing such interactions with appropriate metadata tags in a database is technically metadata tags in a database is technically straightforward, and provides a rich resource straightforward, and provides a rich resource for mining by key word/matching, using an for mining by key word/matching, using an automated response system.automated response system.

Responses can be directed to the whole Responses can be directed to the whole cohort of students, or at individuals;cohort of students, or at individuals;

Automated Response SystemsAutomated Response SystemsAutomated Response SystemsAutomated Response Systems

They have the advantage of providing more-They have the advantage of providing more-or-less immediate advice to students at or-less immediate advice to students at minimal variable cost;minimal variable cost;

As the intelligent object databases become As the intelligent object databases become more comprehensive, the institutional more comprehensive, the institutional variable costs for the provision of effective variable costs for the provision of effective tuition will tend towards zero.tuition will tend towards zero.

As the intelligent object databases become As the intelligent object databases become more comprehensive, the institutional more comprehensive, the institutional variable costs for the provision of effective variable costs for the provision of effective tuition will tend towards zero.tuition will tend towards zero.

Using intelligent databases, the Using intelligent databases, the knowledge generated by solving knowledge generated by solving student problems/enquiries is student problems/enquiries is being progressively stored so that being progressively stored so that students with similar problems can students with similar problems can have their enquiries dealt with have their enquiries dealt with immediately through the self-help, immediately through the self-help, automated response capacity of automated response capacity of the USQthe USQAssistAssist system. system.

Using intelligent databases, the Using intelligent databases, the knowledge generated by solving knowledge generated by solving student problems/enquiries is student problems/enquiries is being progressively stored so that being progressively stored so that students with similar problems can students with similar problems can have their enquiries dealt with have their enquiries dealt with immediately through the self-help, immediately through the self-help, automated response capacity of automated response capacity of the USQthe USQAssistAssist system. system.

e-Learner Relationship Managemente-Learner Relationship Management

As the intelligent databases become As the intelligent databases become more comprehensive, the institutional more comprehensive, the institutional variable costs for the provision of variable costs for the provision of effective student support will tend effective student support will tend towards zero. towards zero.

As the intelligent databases become As the intelligent databases become more comprehensive, the institutional more comprehensive, the institutional variable costs for the provision of variable costs for the provision of effective student support will tend effective student support will tend towards zero. towards zero.

USQUSQAssistAssist

In many universities the In many universities the development of web-based development of web-based initiatives is not systemic, but is initiatives is not systemic, but is often the result of random acts of often the result of random acts of innovation initiated by risk-taking innovation initiated by risk-taking individual academics. individual academics.

In many universities the In many universities the development of web-based development of web-based initiatives is not systemic, but is initiatives is not systemic, but is often the result of random acts of often the result of random acts of innovation initiated by risk-taking innovation initiated by risk-taking individual academics. individual academics.

Organisational DevelopmentOrganisational Development

USQ’s institution-wide approach USQ’s institution-wide approach reflects one element of the reflects one element of the corporate mission statement: corporate mission statement: “To “To be a leader in flexible learning and be a leader in flexible learning and the use of information and the use of information and communications technologies”. communications technologies”.

USQ’s institution-wide approach USQ’s institution-wide approach reflects one element of the reflects one element of the corporate mission statement: corporate mission statement: “To “To be a leader in flexible learning and be a leader in flexible learning and the use of information and the use of information and communications technologies”. communications technologies”.

The USQ ApproachThe USQ Approach

The USQ approach is to give people:The USQ approach is to give people:

WWhathat they want, they want,

WWherehere they want it, they want it,

WWhenhen they want it.they want it.

WWWWWW is purely incidental! is purely incidental!

The USQ approach is to give people:The USQ approach is to give people:

WWhathat they want, they want,

WWherehere they want it, they want it,

WWhenhen they want it.they want it.

WWWWWW is purely incidental! is purely incidental!

The USQ ApproachThe USQ Approach

As a case study, the USQ experience As a case study, the USQ experience exemplifies the necessary institution–exemplifies the necessary institution–wide corporate approach necessary wide corporate approach necessary for an organization to become for an organization to become “fast, “fast, flexible and fluid”flexible and fluid” as it strives to as it strives to develop the capacity to implement develop the capacity to implement fifth generation distance education. fifth generation distance education.

As a case study, the USQ experience As a case study, the USQ experience exemplifies the necessary institution–exemplifies the necessary institution–wide corporate approach necessary wide corporate approach necessary for an organization to become for an organization to become “fast, “fast, flexible and fluid”flexible and fluid” as it strives to as it strives to develop the capacity to implement develop the capacity to implement fifth generation distance education. fifth generation distance education.

USQ Case StudyUSQ Case Study

The fifth generation model of distance The fifth generation model of distance education has the potential to provide education has the potential to provide students with a valuable, personalized students with a valuable, personalized pedagogical experience pedagogical experience at much lower at much lower costcost than traditional approaches to than traditional approaches to distance education and conventional distance education and conventional face-to-face education. face-to-face education.

The fifth generation model of distance The fifth generation model of distance education has the potential to provide education has the potential to provide students with a valuable, personalized students with a valuable, personalized pedagogical experience pedagogical experience at much lower at much lower costcost than traditional approaches to than traditional approaches to distance education and conventional distance education and conventional face-to-face education. face-to-face education.

55thth Generation Generation

If this can be achieved on a sufficiently If this can be achieved on a sufficiently

large scale, then tuition costs can be large scale, then tuition costs can be

significantly lowered, thereby engendering significantly lowered, thereby engendering

much greater access to higher educationmuch greater access to higher education

opportunities to many students throughout opportunities to many students throughout

the world, who presently cannot afford to the world, who presently cannot afford to

pay current prices. pay current prices.

If this can be achieved on a sufficiently If this can be achieved on a sufficiently

large scale, then tuition costs can be large scale, then tuition costs can be

significantly lowered, thereby engendering significantly lowered, thereby engendering

much greater access to higher educationmuch greater access to higher education

opportunities to many students throughout opportunities to many students throughout

the world, who presently cannot afford to the world, who presently cannot afford to

pay current prices. pay current prices.


In effect, fifth generation In effect, fifth generation distance education is not only distance education is not only less expensive, it also provides less expensive, it also provides students with students with better quality better quality tuitiontuition and more effective and more effective pedagogical and administrative pedagogical and administrative support services support services at lower costat lower cost. .

In effect, fifth generation In effect, fifth generation distance education is not only distance education is not only less expensive, it also provides less expensive, it also provides students with students with better quality better quality tuitiontuition and more effective and more effective pedagogical and administrative pedagogical and administrative support services support services at lower costat lower cost. .


““Any new technology environment Any new technology environment

eventually creates a totally new eventually creates a totally new

human environment”.human environment”.

Marshall McLuhanMarshall McLuhan

““Any new technology environment Any new technology environment

eventually creates a totally new eventually creates a totally new

human environment”.human environment”.

Marshall McLuhanMarshall McLuhan

The e-RevolutionThe e-Revolution

““Clicks and Mortar” are not enoughClicks and Mortar” are not enough““Clicks and Mortar” are not enoughClicks and Mortar” are not enough

The Internet is set to connect virtually everyone and everything – the Web is turning into humanity’s collective brain.

Any organisation hoping to survive must mirror the Internet itself.

It must become:

The Internet is set to connect virtually everyone and everything – the Web is turning into humanity’s collective brain.

Any organisation hoping to survive must mirror the Internet itself.

It must become:

open non-hierarchical

democratic experimental

tightly networked endlessly adaptable

open non-hierarchical

democratic experimental

tightly networked endlessly adaptable

““Clicks and Mortar” are not enoughClicks and Mortar” are not enough““Clicks and Mortar” are not enoughClicks and Mortar” are not enough

Your organisation needs to mirror the Internet and to develop a collective brain capable of -

Your organisation needs to mirror the Internet and to develop a collective brain capable of -

““habitual and radical habitual and radical innovation”.innovation”.

(Gary Hamel, Inside the Revolution, 2001)(Gary Hamel, Inside the Revolution, 2001)

““habitual and radical habitual and radical innovation”.innovation”.

(Gary Hamel, Inside the Revolution, 2001)(Gary Hamel, Inside the Revolution, 2001)

Documents

5 th Generation Distance Education Professor J C Taylor Vice-President (Global Learning Services) The University of Southern Queensland Australia Professor