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Convergence or Transformation: Options for Distance Education
Convergence or Transformation: Options for Distance Education
Gary E. MillerExecutive Director EmeritusPenn State World Campus
Gary E. MillerExecutive Director EmeritusPenn State World Campus
1992 Long-Term Trends1992 Long-Term Trends
Diversification and Convergence of Technologies
Changing Relationship with Students
Changing Relationships among Institutions
Emergence of a New Mainstream
Diversification and Convergence of Technologies
Changing Relationship with Students
Changing Relationships among Institutions
Emergence of a New Mainstream
Diversification and Convergence of
Technologies
Diversification and Convergence of
TechnologiesDevelopment and Delivery of Print,
Audio, Video1992: “Organizational structures that
do not facilitate a mixing of technologies will find it difficult to reach their full potential in this new environment.”
Today: New infrastructure, new communities on campus
Development and Delivery of Print, Audio, Video
1992: “Organizational structures that do not facilitate a mixing of technologies will find it difficult to reach their full potential in this new environment.”
Today: New infrastructure, new communities on campus
Relationship with StudentsRelationship with Students
Learning CommunitiesEmpowered Students1992: “…will require that we rethink
our definition of instruction.”Today:
Web 2.0 Collaboration ToolsMoving Goalposts
Learning CommunitiesEmpowered Students1992: “…will require that we rethink
our definition of instruction.”Today:
Web 2.0 Collaboration ToolsMoving Goalposts
Relationships among Institutions
Relationships among Institutions
1992 Examples: IUC, MEU, NUDCToday:
Great Plains IDEACIC CourseShareWUN GISOER Movement
1992 Examples: IUC, MEU, NUDCToday:
Great Plains IDEACIC CourseShareWUN GISOER Movement
Cape Town DeclarationCape Town Declaration
…we call on educators, authors and institutions to release their resources openly. These open educational resources should be licensed to facilitate use, revision, translation, improvement and sharing by anyone, ideally imposing no legal constraints other than a requirement by the creator for appropriate attribution or the sharing of derivative works. Resources should be published in formats that facilitate both use and editing, and that accommodate a diversity of technical platforms. Whenever possible, they should also be available in formats that are accessible to people with disabilities and people who do not yet have access to the Internet.
…we call on educators, authors and institutions to release their resources openly. These open educational resources should be licensed to facilitate use, revision, translation, improvement and sharing by anyone, ideally imposing no legal constraints other than a requirement by the creator for appropriate attribution or the sharing of derivative works. Resources should be published in formats that facilitate both use and editing, and that accommodate a diversity of technical platforms. Whenever possible, they should also be available in formats that are accessible to people with disabilities and people who do not yet have access to the Internet.
A New Mainstream A New Mainstream
1992: Response to “currents of social change.”
Today:Penn State Online as an exampleNational Center for Academic
TransformationCIC CourseShareBlended ProgramsGrowth in the Number of DE Institutions
1992: Response to “currents of social change.”
Today:Penn State Online as an exampleNational Center for Academic
TransformationCIC CourseShareBlended ProgramsGrowth in the Number of DE Institutions
Evidence of ConvergenceEvidence of Convergence
44% of institutions offering F-2-F Master’s degree programs also offer Master’s programs online.
65% of higher education institutions use primarily core faculty to teach their online courses.
3.48 students take at least one online course. Impact greatest at community colleges and public
universities. 59% of academic officers see online as “critical to
the long-term strategy” of their institutions. --Online Nation, 2007
44% of institutions offering F-2-F Master’s degree programs also offer Master’s programs online.
65% of higher education institutions use primarily core faculty to teach their online courses.
3.48 students take at least one online course. Impact greatest at community colleges and public
universities. 59% of academic officers see online as “critical to
the long-term strategy” of their institutions. --Online Nation, 2007
Drivers of ConvergenceDrivers of Convergence
Rising Importance of Continuing Education
Competition for Commuter Students
Net Generation Student InterestsEfficiency on Campus New Revenue Streams
Rising Importance of Continuing Education
Competition for Commuter Students
Net Generation Student InterestsEfficiency on Campus New Revenue Streams
Challenge of Transformation
Challenge of Transformation
Service Economy to “Conversation Economy”
Knowledge Society to “Skills Society”
Access, flexibility, convenience, cost-effectiveness remain as goals.
Service Economy to “Conversation Economy”
Knowledge Society to “Skills Society”
Access, flexibility, convenience, cost-effectiveness remain as goals.
Challenge to Higher Education:
Challenge to Higher Education: Help individuals build and sustain new communities
around collaboration and sharing of knowledge
to solve local and global problems.
Help individuals build and sustain new communities
around collaboration and sharing of knowledge
to solve local and global problems.
Challenge to Distance Education:
Challenge to Distance Education:
How can we help our institutions
make this transformation?
How can we help our institutions
make this transformation?
A Broader Strategic Horizon for Transformation
A Broader Strategic Horizon for TransformationFully Online Courses
Distance EducationOn Campus
Hybrid CoursesBlended ProgramsE-Learning as a Utility
Fully Online CoursesDistance EducationOn Campus
Hybrid CoursesBlended ProgramsE-Learning as a Utility
Institutional Strategy Dimensions
Institutional Strategy Dimensions
AccessDistance EducationServing New Constituencies
Efficiency On Campus InnovationsBlending
PedagogyResponse to Societal Need
AccessDistance EducationServing New Constituencies
Efficiency On Campus InnovationsBlending
PedagogyResponse to Societal Need
Re-perceiving Community in a New Work and Social
Environment
Re-perceiving Community in a New Work and Social
Environment Communities as “Local” The Problem of Globalization Defining New Communities
Civic Civil Social Professional Educational
Online Both a Stimulus and a Solution
Communities as “Local” The Problem of Globalization Defining New Communities
Civic Civil Social Professional Educational
Online Both a Stimulus and a Solution
Redefining Communities within Higher EducationRedefining Communities within Higher Education
Institution/CommunityFacultyStudent/InstitutionInstitution/Institution
Institution/CommunityFacultyStudent/InstitutionInstitution/Institution
Institution/CommunityInstitution/Community
Re-articulate Our MissionAggregate Students for Specialized
ProgramsServe Dispersed Professional GroupsEnhance Service to Commuting
StudentsTailor Programs to Community NeedsDevelop Relationships with K-12
Re-articulate Our MissionAggregate Students for Specialized
ProgramsServe Dispersed Professional GroupsEnhance Service to Commuting
StudentsTailor Programs to Community NeedsDevelop Relationships with K-12
Faculty CommunitiesFaculty Communities
Multi-Institution Academic CommunitiesResearch SymposiaShared Content/OERsFaculty/Faculty Collaboration
Faculty Member Co-CreatorCo-Adaptor
A New “Old” Academic Community
Multi-Institution Academic CommunitiesResearch SymposiaShared Content/OERsFaculty/Faculty Collaboration
Faculty Member Co-CreatorCo-Adaptor
A New “Old” Academic Community
New Student CommunitiesNew Student Communities
Preparing Students to Live in the Conversation EconomyAge of CognitionKnowledge SocietyGlobal Information Society. . . today’s work, civic, and social world
Preparing Students to Live in the Conversation EconomyAge of CognitionKnowledge SocietyGlobal Information Society. . . today’s work, civic, and social world
New Learning CommunityNew Learning Community
How we learn should reflect how we live.Knowledge Society Requirements
Understanding informationWorking in teams to create solutions to
problemsThe e-learning Pedagogy
Resource-CenteredInquiry-Based Knowledge CreationCollaborative Problem-SolvingActive Learning
How we learn should reflect how we live.Knowledge Society Requirements
Understanding informationWorking in teams to create solutions to
problemsThe e-learning Pedagogy
Resource-CenteredInquiry-Based Knowledge CreationCollaborative Problem-SolvingActive Learning
Institution/Institution Relationships
Institution/Institution Relationships
Curriculum-based ConsortiaOER-based PartnershipsInternational Collaborations
Collaborative DoctoratesCross-Border Distance Education
Curriculum-based ConsortiaOER-based PartnershipsInternational Collaborations
Collaborative DoctoratesCross-Border Distance Education
ConclusionConclusion
Online Learning in a Transformed Institution will be . . .More blended and diverse.More concerned with creating and
sustaining learning and change communities.
Focused on use of technology for collaboration and inquiry rather than publishing.
Focused on access for lifelong engagement.
Online Learning in a Transformed Institution will be . . .More blended and diverse.More concerned with creating and
sustaining learning and change communities.
Focused on use of technology for collaboration and inquiry rather than publishing.
Focused on access for lifelong engagement.
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