Tony Bates Associates Ltd 1 Ministry of Education, Columbia/ Universaria New technologies for education Video-conference from Vancouver 19 August 2008

Tony Bates Associates Ltd11

Ministry of Education, Columbia/ Ministry of Education, Columbia/ UniversariaUniversaria

New technologies for educationNew technologies for education Video-conference from Vancouver Video-conference from Vancouver

19 August 200819 August 2008

New technology and New technology and strategic planning: the strategic planning: the

challenge for universitieschallenge for universities

© © Tony Bates Associates LtdTony Bates Associates Ltd22

OverviewOverview

1. Introduction1. Introduction

2. What is e-learning?2. What is e-learning?

3. Why use ICTs for teaching/learning?3. Why use ICTs for teaching/learning?

4. Meeting the needs of the workforce4. Meeting the needs of the workforce

5. Strategies for universities5. Strategies for universities

6. Conclusions6. Conclusions


2. Defining e-learning2. Defining e-learning


What is e-learning?What is e-learning?

My definition:My definition:

all computer and all computer and Internet-based Internet-based

activities that support activities that support teaching and learning teaching and learning - both on-campus and - both on-campus and

at a distanceat a distance


What is e-learning?What is e-learning?(Bates, 2005)(Bates, 2005)

face-face-to-faceto-face

no e-learningno e-learning fully e-learningfully e-learning

class-class-room room aidsaids

mixed mixed mode mode

(less face-to-(less face-to-face + e-face + e-learning)learning)

dis-dis-tance tance edu-edu-

cationcation

distributed distributed learninglearning

blended blended learninglearning

lap-lap-top top pro-pro-

gramsgrams


Propor-Propor-tion of tion of courses courses using using each each type of type of e-e-learninglearning

Class-Class-room room aidsaids

Lab/Lab/laptop laptop

classesclasses

Mixed Mixed modemode

Fully Fully distancedistance

68%68%

7%7%1%1%

24%24%

Current proportion of different types of e-Current proportion of different types of e-learning in North America + Europe (2005)learning in North America + Europe (2005)

Sources: WebCT, 2003Sources: WebCT, 2003 OECD, 2005OECD, 2005


Making choicesMaking choices

For any program:For any program:Where on the continuum of e-learning Where on the continuum of e-learning

should this program be?should this program be?Should this continuum reflect course Should this continuum reflect course

sections or students?sections or students?Who should make this decision?Who should make this decision?

To answer these questions, we must To answer these questions, we must look at the reasons for e-learninglook at the reasons for e-learning


3. Why use ICTs in higher 3. Why use ICTs in higher education?education?


Why use ICTs in higher education?Why use ICTs in higher education?

1. Access/distance1. Access/distance

2. Access/flexibility2. Access/flexibility

3. Quality3. Quality

4. Productivity4. Productivity

5. Market positioning5. Market positioning


Access: distanceAccess: distance

Reach those not served by campus Reach those not served by campus institutions (>75%)institutions (>75%)

open universities: economies of scale open universities: economies of scale - but only for print/broadcasting- but only for print/broadcasting

ICTs: not universally accessible in ICTs: not universally accessible in Latin America (<25%), high costLatin America (<25%), high cost

However, mix of campus/distance? However, mix of campus/distance? Internet cafes, learning centresInternet cafes, learning centres


Access: flexibilityAccess: flexibility

UBC: 83% DE students live <1 hour from UBC: 83% DE students live <1 hour from campuscampus

Shift of time/location away from campusShift of time/location away from campus• • full-time students working part time full-time students working part time

(countries with high tuition fees)(countries with high tuition fees)• • part-time students (18-27)part-time students (18-27)• • older lifelong learners (27+)older lifelong learners (27+)• • mix on-campus + DE: gas prices!mix on-campus + DE: gas prices!


QualityQuality

Jury still out: depends on:Jury still out: depends on:• • learners (readiness/independence)learners (readiness/independence)• • subject mattersubject matter• • teaching methodteaching method• • quality standardsquality standards• • major course re-design major course re-design • • new learning outcomes suitable for new learning outcomes suitable for

knowledge-based societyknowledge-based society


ProductivityProductivity

e.g. virtual labs; integration of e.g. virtual labs; integration of academic and administrative academic and administrative services (UBC)services (UBC)

More administrative than academicMore administrative than academic

Same conditions as quality +Same conditions as quality +

• • strategic investment in ICTsstrategic investment in ICTs

• • major institutional re-organization major institutional re-organization


Market positioningMarket positioning

• • same marketsame market, but , but differentiatedifferentiate from from other HE providers, e.g. Tec de other HE providers, e.g. Tec de MonterreyMonterrey

• • to attract to attract new or un-servednew or un-served markets markets• • e-learning not attractive as ‘core’ e-learning not attractive as ‘core’

function of prestigious function of prestigious research research universitiesuniversities

• • use of ICTs more important to use of ICTs more important to lower lower statusstatus institutions for institutions for ‘positioning’‘positioning’


4. Meeting the needs of the 4. Meeting the needs of the workforceworkforce


Different economiesDifferent economies

Resource-based:Resource-based: agricultural, mining, agricultural, mining, fishing: fishing: land/sea-based, local land/sea-based, local

Industrial: Industrial: manufacturing:manufacturing: urban, urban, factories, hierarchical, economies of scale, factories, hierarchical, economies of scale, specialist skillsspecialist skills

Knowledge-based: Knowledge-based: financial, bio-financial, bio-technology, ICTs, telecoms, technology, ICTs, telecoms, entertainment: entertainment: ‘virtual’, global, networked, ‘virtual’, global, networked, multi-skilledmulti-skilled

All three economies in parallelAll three economies in parallel


Shifting economyShifting economy

2005200019951987 1990

% share of Canadian industrial employment% share of Canadian industrial employment

ServicesServices

GoodsGoods

Source: Globe and Mail, 27 April 2006, B9


Skills of knowledge-based workersSkills of knowledge-based workers

• • problem solving, critical thinkingproblem solving, critical thinking• • communication skillscommunication skills• • computing/Internet skillscomputing/Internet skills•• independent learnersindependent learners• • entrepreneurial, initiativeentrepreneurial, initiative• • flexibility/adaptabilityflexibility/adaptability• • team-work/networkingteam-work/networkingAS WELL AS subject expertiseAS WELL AS subject expertise


Lifelong knowledge workers: Lifelong knowledge workers: a major new marketa major new market

NOT the same market as traditional NOT the same market as traditional continuing educationcontinuing education

on-going education/learning essential on-going education/learning essential for economic survivalfor economic survival

= 3 months training over five years= 3 months training over five yearsin Canada, nos. = univ. entrants from in Canada, nos. = univ. entrants from

schoolschoolthey need access to latest researchthey need access to latest researchthey do NOT want traditional offersthey do NOT want traditional offers


Profile of lifelong learnersProfile of lifelong learners

Graduates (already state-subsidized)Graduates (already state-subsidized)Working, often with a familyWorking, often with a familyMaximum study time per week: 10 hrsMaximum study time per week: 10 hrsStrong life/work experience, specialist Strong life/work experience, specialist

knowledgeknowledge‘‘Virtual’ learning essential, from Virtual’ learning essential, from

home/workhome/workLearners/employers willing to payLearners/employers willing to pay


New programs for lifelong learnersNew programs for lifelong learners

Modules, certificates, industry Modules, certificates, industry accreditation leading to mastersaccreditation leading to masters

Inter-disciplinary, ‘topic-based’Inter-disciplinary, ‘topic-based’New knowledge since they graduatedNew knowledge since they graduatedFlexibly delivered: Flexibly delivered:

Part-time (evenings/weekends/half-days)Part-time (evenings/weekends/half-days) Blended (campus + online)Blended (campus + online) Fully distant (home or workplace)Fully distant (home or workplace)


5. Strategies for universities5. Strategies for universities


Strategies to exploit fully the use of ICTS Strategies to exploit fully the use of ICTS for teaching and learningfor teaching and learning

1.1. Leadership: review mission; Leadership: review mission; develop a plandevelop a plan

2.2. Visions for teaching and learningVisions for teaching and learning

3.3. Technology infrastructureTechnology infrastructure

4.4. People strategiesPeople strategies

5.5. New course designsNew course designs

6.6. Learner supportLearner support


Strategies to exploit fully the use of ICTS Strategies to exploit fully the use of ICTS for teaching and learningfor teaching and learning

7.7. Sustainable budgeting; new Sustainable budgeting; new business modelsbusiness models

8.8. Collaboration and partnershipCollaboration and partnership

9.9. Research and evaluationResearch and evaluation


LeadershipLeadership

1.1. Promote changePromote change2.2. Review mission: link use of ICTs to Review mission: link use of ICTs to

needs of country: positioning needs of country: positioning within HE system; get buy-in for within HE system; get buy-in for mission changemission change

3.3. Develop plan for use of ICTs: Develop plan for use of ICTs: mandate, deadline, delegationmandate, deadline, delegation

4.4. Involve all key stakeholders in the Involve all key stakeholders in the plan plan


The importance of academic departments The importance of academic departments in change and innovationin change and innovation

Two typical approaches to change:Two typical approaches to change:

• • top down:top down: Presidents or Presidents or governments decide a strategy governments decide a strategy then try to implement itthen try to implement it

• • bottom up: bottom up: early adopters; early adopters; individual professors working individual professors working alonealone


The critical role of academic departmentsThe critical role of academic departments

Academic Academic departmentdepartment

AdministrationAdministration


The importance of the academic The importance of the academic departmentdepartment

Academic departments determine Academic departments determine programs and curriculumprograms and curriculum

Bridge between autonomy of faculty Bridge between autonomy of faculty and institutional objectivesand institutional objectives

Place where consensus can be builtPlace where consensus can be builtAcademic departments determine the Academic departments determine the

success or failure of e-learningsuccess or failure of e-learningBUT: mandate must be clear: how, not BUT: mandate must be clear: how, not

ifif


Departmental visionDepartmental vision

e-learning a tool, not a panaceae-learning a tool, not a panaceaneed to identify where it will bring need to identify where it will bring

most benefitmost benefitdepends on type of students, nature depends on type of students, nature

of topicof topicdepartments to develop vision of departments to develop vision of

teaching/learning + role of e-teaching/learning + role of e-learning that drives fundinglearning that drives funding


Planning goal for academic departmentsPlanning goal for academic departments

Academic departments:Academic departments:

Each program will develop a Each program will develop a vision and plan for teaching vision and plan for teaching and learning, including the and learning, including the

appropriate use of e-learningappropriate use of e-learning


Building a planning blueprintBuilding a planning blueprint

VisionVisionCore values Core values

and and principlesprinciples

Plan Plan Version 1Version 1

Likely Likely resourcesresources

Plan Plan Version 2Version 2

Plan Plan Version Version

xxxx

Institutional Institutional planning planning

requirementsrequirements


Developing visionDeveloping vision

•• discipline-based workshopsdiscipline-based workshops

•• show-and-tell brown bag sessionsshow-and-tell brown bag sessions

•• consultants/external expertsconsultants/external experts

•• conferencesconferences


Current situation: SWOT analysisCurrent situation: SWOT analysis

SStrengths/trengths/WWeaknesses/ eaknesses/ (internal)(internal)

OOpportunities/pportunities/TThreats hreats (external)(external)

• • brainstormingbrainstorming

• • external peopleexternal people

• • leadersleaders

Identify issues that MUST be Identify issues that MUST be addressed: honesty essentialaddressed: honesty essential


SWOT analysis (cont.):SWOT analysis (cont.):some issuessome issues

• • students: same or changing? new students: same or changing? new markets? markets?

• • curriculum/employers needscurriculum/employers needs• • professors’ readiness for e-learningprofessors’ readiness for e-learning• • technology (hardware, software)technology (hardware, software)• • educational and technical support educational and technical support

(instructional design, web design)(instructional design, web design)• • financial: inc. new revenues?financial: inc. new revenues?


Core values and principlesCore values and principles

Arise from SWOT analysis:Arise from SWOT analysis:

what issues must be addressed if e-what issues must be addressed if e-learning is to be successful?learning is to be successful?

Example: job losses, extra work, Example: job losses, extra work, lack of training, no moneylack of training, no money

What core values/principles will What core values/principles will address these issues?address these issues?


Examples of core values or principles Examples of core values or principles regarding use of e-learningregarding use of e-learning

• • only used when it adds valueonly used when it adds value• • e-learning decisions made by e-learning decisions made by

academic departmentsacademic departments• • not to replace professors but to not to replace professors but to

improve learningimprove learning• • no extra work by using best no extra work by using best

practicespractices


MarketsMarkets

What are your markets?What are your markets?

• • undergraduateundergraduate

• • graduate (research)graduate (research)

• • graduate (lifelong learners)graduate (lifelong learners)

• • men/womenmen/women

Who will benefit most from online Who will benefit most from online learning? Why?learning? Why?


What teaching roles are suitable for What teaching roles are suitable for online learning?online learning?

Face-to-face or online?Face-to-face or online?• • transmitting informationtransmitting information• • collecting data/finding informationcollecting data/finding information• • preparation for lab workpreparation for lab work• • designing experimentsdesigning experiments• • doing experimentsdoing experiments• • discussing best ways to do thingsdiscussing best ways to do things• • problem solving…….problem solving…….


A decision matrix for teachingA decision matrix for teaching

Identify courseIdentify course

Identify teaching activitiesIdentify teaching activitiesActivityActivity f2ff2f onlineonline

Information transmissionInformation transmission xxLab experimentsLab experiments xxLab preparationLab preparation xxData collectionData collection xxData analysisData analysis xx


A decision matrix for marketsA decision matrix for markets

Identify market:Identify market:

Identify best delivery method:Identify best delivery method:MarketMarket f2ff2f onlineonline

UndergraduateUndergraduate 70%70% 30%30%

Graduate: on-campusGraduate: on-campus 50%50% 50%50%

Graduate: off-campusGraduate: off-campus 10%10% 90%90%


For each program:For each program:

1.1. Identify what kind of students to be Identify what kind of students to be taughttaught

2.2. Identify basic contentIdentify basic content3.3. Identify what kind of teaching Identify what kind of teaching

approach to takeapproach to take4.4. Describe how teaching will be Describe how teaching will be

delivered and how students will delivered and how students will learn using e-learninglearn using e-learning


The need for new business modelsThe need for new business models

All citizens should have chance of a All citizens should have chance of a state-funded higher educationstate-funded higher education

Universities designed mainly for Universities designed mainly for young full-time, campus-based young full-time, campus-based students: still this needstudents: still this need

Graduates need to go on learningGraduates need to go on learningProfessors don’t want more teachingProfessors don’t want more teachingNew models of funding neededNew models of funding needed


Where e-learning has succeededWhere e-learning has succeeded

Profit in niche marketsProfit in niche markets, e.g., e.g.University of Phoenix Online: 26,000 University of Phoenix Online: 26,000

students, vocationalstudents, vocationalcorporate e-learningcorporate e-learningMBAs (Queens, Athabasca, Canada)MBAs (Queens, Athabasca, Canada)Continuing professional degreesContinuing professional degreesA (limited) option for regular studentsA (limited) option for regular studentsFocus on knowledge-worker marketFocus on knowledge-worker market


Where e-learning has succeeded (cont.)Where e-learning has succeeded (cont.)

Masters in Educational Technology Masters in Educational Technology (for teachers - school or HE)(for teachers - school or HE)

University of British Columbia (public) University of British Columbia (public) + Tec de Monterey (private) + Tec de Monterey (private)

fully online; internationalfully online; international

certificates + master (single or joint)certificates + master (single or joint)

4 ‘core’ courses + 6 electives from 124 ‘core’ courses + 6 electives from 12


Where e-learning has succeeded (cont.)Where e-learning has succeeded (cont.)UBC Masters in Educational TechnologyUBC Masters in Educational Technology

certificates since 1996: masters certificates since 1996: masters opened 2002opened 2002

80 students a year: 250 graduates 80 students a year: 250 graduates (2007)(2007)

fee: 675 euro per course, 6750 in totalfee: 675 euro per course, 6750 in totalprogram financed as a loanprogram financed as a loannew research faculty funded from new research faculty funded from

program: full costs recovered program: full costs recovered


Where e-learning has succeeded (cont.)Where e-learning has succeeded (cont.)

Lessons:Lessons:different financial strategies for different financial strategies for

different marketsdifferent marketseconomies of scale are importanteconomies of scale are important

• • high development costshigh development costs• • lower delivery costs lower delivery costs

quality mattersquality matters• • new designs to exploit e-learningnew designs to exploit e-learning


Developing a business model for Developing a business model for continuing education programscontinuing education programs

Develop a business planDevelop a business plan

• • revenues as well as costsrevenues as well as costs

• • project managementproject management

• • track, allocate and project costs track, allocate and project costs (including time) over several years(including time) over several years

• • identify risks and optionsidentify risks and options

• • evaluate after five yearsevaluate after five years


The rationale for e-learningThe rationale for e-learning

E-learning supports the development of E-learning supports the development of skills needed in knowledge-based skills needed in knowledge-based societies, societies, e.g. how to seek, organize, analyse e.g. how to seek, organize, analyse and apply informationand apply information

Using technology for learning prepares Using technology for learning prepares students for knowledge-based workstudents for knowledge-based work

E-learning is particularly good for E-learning is particularly good for lifelong learninglifelong learning


Further informationFurther information

Bates, A.W. (2005) Bates, A.W. (2005) Technology, e-Learning Technology, e-Learning and Distanceand Distance EducationEducation London: London: RoutledgeRoutledge

OECD (2005) OECD (2005) E-learning in Tertiary E-learning in Tertiary EducationEducation Paris: OECD Paris: OECD

Bates, A. (2000) Bates, A. (2000) Managing Technological Managing Technological Change Change San Francisco: John WileySan Francisco: John Wiley

Bates, A. & Poole, G. (2003) Bates, A. & Poole, G. (2003) Effective Effective Teaching with Technology in Higher Teaching with Technology in Higher Education Education San Francisco: John WileySan Francisco: John Wiley

Documents

Tony Bates Associates Ltd 1 Ministry of Education, Columbia/ Universaria New technologies for education Video-conference from Vancouver 19 August 2008