Transcript What I hope to accomplish - Columbia College Chicago

On Distance Learning Opportunities
for the Marketing Communication Department
at Columbia College Chicago
Presentation by Alton Miller
October 23, 2013
What I hope to accomplish
What I hope to accomplish
•
Give you a brief overview of distance learning
What I hope to accomplish
•
•
Give you a brief overview of distance learning
Outline types/concepts of distance learning
What I hope to accomplish
•
•
•
Give you a brief overview of distance learning
Outline types/concepts of distance learning
How-To: Breaking it down:
What I hope to accomplish
•
•
•
Give you a brief overview of distance learning
Outline types/concepts of distance learning
How-To: Breaking it down:
1.
Rendering your course material into digital
(deliverable) form
What I hope to accomplish
•
•
•
Give you a brief overview of distance learning
Outline types/concepts of distance learning
How-To: Breaking it down:
1.
2.
Rendering your course material into digital
(deliverable) form
Experiencing the advantages of a blended course
What I hope to accomplish
•
•
•
Give you a brief overview of distance learning
Outline types/concepts of distance learning
How-To: Breaking it down:
1.
2.
Rendering your course material into digital
(deliverable) form
Experiencing the advantages of a blended course
a.
for teachers
What I hope to accomplish
•
•
•
Give you a brief overview of distance learning
Outline types/concepts of distance learning
How-To: Breaking it down:
1.
2.
Rendering your course material into digital
(deliverable) form
Experiencing the advantages of a blended course
a.
b.
for teachers
for students
What I hope to accomplish
•
•
•
Give you a brief overview of distance learning
Outline types/concepts of distance learning
How-To: Breaking it down:
1.
2.
Rendering your course material into digital
(deliverable) form
Experiencing the advantages of a blended course
a.
b.
c.
for teachers
for students
for the department
What I hope to accomplish
•
•
•
Give you a brief overview of distance learning
Outline types/concepts of distance learning
How-To: Breaking it down
a.
b.
Rendering your course material into digital
(deliverable) form
Experiencing the advantages of a blended course
1)
2)
3)
c.
for teachers
for students
for the department
Discussion: the marketing rationale for distance
learning (etc.)
What I hope to accomplish
•
•
•
Give you a brief overview of distance learning
Outline types/concepts of distance learning
How-To: Breaking it down
a.
b.
Rendering your course material into digital
(deliverable) form
Experiencing the advantages of a blended course
1)
2)
3)
c.
•
for teachers
for students
for the department
Discussion: the marketing rationale for distance
learning (etc.)
Make the case for the importance of distance learning
in the Marketing Communication Dept.
What I hope to accomplish
•
•
•
•
Give you a brief overview of distance learning
Outline types/concepts of distance learning
How-To: Breaking it down
Make the case for the importance of distance learning
in the Marketing Communication Department
…a brief overview of distance learning
1. Correspondence courses in the 18th Century
…a brief overview of distance learning
1. Correspondence courses in the 18th Century
2. ICS (International Correspondence Schools) in 1890’s
…a brief overview of distance learning
1. Correspondence courses in the 18th Century
2. ICS (International Correspondence Schools) in 1890’s
The dropout rates were high; only one in six
made it past the first third of the material in a
course. Only 2.6% of students who began a
course finished it. The students dropped out
because they overestimated the difficulty, had
little encouragement, and had poor study
habits.
…a brief overview of distance learning
1. Correspondence courses in the 18th Century
2. ICS (International Correspondence Schools) in 1890’s
"The regular technical school or college aims to
educate a man broadly; our aim, on the
contrary, is to educate him only along some
particular line.”
…a brief overview of distance learning
1. Correspondence courses in the 18th Century
2. ICS (International Correspondence Schools) in 1890’s
…a brief overview of distance learning
1. Correspondence courses in the 18th Century
2. ICS (International Correspondence Schools) in 1890’s
3. Open University (U.K.) in 1969 (1971)
…a brief overview of distance learning
1. Correspondence courses in the 18th Century
2. ICS (International Correspondence Schools) in 1890’s
3. Open University (U.K.) in 1969 (1971)
250,000+ students enrolled, (32,000 under 25) …
more than 50,000 overseas students … the
largest academic institution in the U.K. (and
one of the largest in Europe) …qualifies as
one of the world's largest universities. Since
1971, more than 1.5 million students have
studied there … rated top university in
England and Wales for student satisfaction in
2005, 2006 and 2012, 2nd place in 2007
…a brief overview of distance learning
1. Correspondence courses in the 18th Century
2. ICS (International Correspondence Schools) in 1890’s
3. Open University (U.K.) in 1969 (1971)
… awards undergraduate and postgraduate
degrees … also non-degree diplomas and
certificates, and continuing education …
most study is off-campus …can be studied
anywhere in the world … the Open University
is also one of only three United Kingdom
higher education institutions to gain
accreditation in the United States of America
…a brief overview of distance learning
1. Correspondence courses in the 18th Century
2. ICS (International Correspondence Schools ) in 1890’s
3. Open University (U.K.) in 1969 (1971)
4. Internet Universities in 2011 (Wikipedia)
…a brief overview of distance learning
1. Correspondence courses in the 18th Century
2. ICS (International Correspondence Schools ) in 1890’s
3. Open University (U.K.) in 1969 (1971)
4. Internet universities in 2011 (Wikipedia)
In the US in 2011, a third of all postsecondary
students had taken an accredited online
course… Even though growth rates are slow,
enrollment for online courses has been seen
to increase with the advance in technology.
The majority of public and private colleges
now offer full academic programs online.
What I hope to accomplish
•
•
•
•
Give you a brief overview of distance learning
Outline types/concepts of distance learning
How-To: Breaking it down:
Make the case for the importance of distance
learning in the Marketing Communication Dept.
Some types of distance learning
• Correspondence courses
Some types of distance learning
• Correspondence courses
• Low residency – e.g. Goddard College
Some types of distance learning
• Correspondence courses
• Low residency – e.g. Goddard College
• Online courses, including entire online
programs
Some types of distance learning
• Correspondence courses
• Low residency – e.g. Goddard College
• Online courses, including entire online
programs
• MOOCs – esp. adaptation/framing of others’
lectures
Some types of distance learning
• Correspondence courses
• Low residency – e.g. Goddard College
• Online courses, including entire online
programs
• MOOCs – esp. adaptation/framing of others’
lectures
• TutorText – guided learning
Some types of distance learning
• Correspondence courses
• Low residency – e.g. Goddard College
• Online courses, including entire online
programs
• MOOCs – esp. adaptation/framing of others’
lectures
• TutorText – guided learning
• Hybrid or blended courses
Some types of distance learning
• Correspondence courses
• Low residency – e.g. Goddard College
• Online courses, including entire online
programs
• MOOCs – esp. adaptation/framing of others’
lectures
• TutorText – guided learning
• Hybrid or blended courses
• “Flipped” classroom
Some types of distance learning
• Correspondence courses
• Low residency – e.g. Goddard College
• Online courses, including entire online
programs
• MOOCs – esp. adaptation/framing of others’
lectures
• TutorText – guided learning
• Hybrid or blended courses
• “Flipped” classroom
• Social media, TeacherTube, etc.
Some types of distance learning
• Correspondence courses
• Low residency – e.g. Goddard College
• Online courses, including entire online
programs
• MOOCs – esp. adaptation/framing of others’
lectures
• TutorText – guided learning
• Hybrid or blended courses
• “Flipped” classroom
• Social media, TeacherTube, etc.
• (Moodle as a platform)
Concepts to consider
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•
•
•
Synchronous vs. Asynchronous
The role of games
The usefulness of social media
Considerations of verification
Concepts to consider
• Synchronous vs. Asynchronous
 (S) Tools: web conferencing, audio-only, chat rooms
 (AS) Tools: online content, bulletin boards, iPod
 (BOTH): online 3rd-party resources
• The role of games
• The usefulness of social media
• Considerations of verification
Concepts to consider
•
•
•
•
Synchronous vs. Asynchronous
The role of games
The usefulness of social media
Considerations of verification
Concepts to consider
• Synchronous vs. Asynchronous
• The role of games
 Gamification, Second Life
 Interactivity
 Collaboration
• The usefulness of social media
• Considerations of verification
Concepts to consider
•
•
•
•
Synchronous vs. Asynchronous
The role of games
The usefulness of social media
Considerations of verification
Concepts to consider
• Synchronous vs. Asynchronous
• The role of games
• The usefulness of social media
 Communication with students
 Teaching and Learning techniques
• Considerations of verification
Concepts to consider
•
•
•
•
Synchronous vs. Asynchronous
The role of games
The usefulness of social media
Considerations of verification
Concepts to consider
•
•
•
•
Synchronous vs. Asynchronous
The role of games
The usefulness of social media
Considerations of verification
 Proctored exams, positive ID, etc.
 Rethinking “plagiarism”
Concepts to consider
•
•
•
•
Synchronous vs. Asynchronous
The role of games
The usefulness of social media
Considerations of verification
Concepts to consider
• Synchronous vs. Asynchronous
 (S) Tools: web conferencing, audio-only, chat rooms
 (AS) Tools: online content, bulletin boards, iPod
 (BOTH): online 3rd-party resources
• The role of games
 Gamification, Second Life
 Interactivity
 Collaboration
• The usefulness of social media
 Communication with students
 Teaching and Learning techniques
• Considerations of verification
 Proctored exams, positive ID, etc.
 Rethinking “plagiarism”
What I hope to accomplish
1.
2.
3.
4.
Give you a brief overview of distance learning
Outline some types of distance learning
How-To: Breaking it down:
Make the case for the importance of distance
learning in the Marketing Communication Dept.
How-To: Breaking it down
Suggested phases of development
•
online admin help (grading, attendance)
How-To: Breaking it down
Suggested phases of development
•
•
online admin help (grading, attendance)
online communications / portal
How-To: Breaking it down
Suggested phases of development
•
•
•
online admin help (grading, attendance)
online communications / portal
digitizing coursework
How-To: Breaking it down
Suggested phases of development
•
•
•
•
online admin help (grading, attendance)
online communications / portal
digitizing coursework
online resources
How-To: Breaking it down
Suggested phases of development
•
•
•
•
•
online admin help (grading, attendance)
online communications / portal
digitizing coursework
online resources
hybrid courses
How-To: Breaking it down
Suggested phases of development
•
•
•
•
•
•
online admin help (grading, attendance)
online communications / portal
digitizing coursework
online resources
hybrid courses
online courses
How-To: Breaking it down
Suggested phases of development
•
•
•
•
•
•
•
online admin help (grading, attendance)
online communications / portal
digitizing coursework
online resources
hybrid courses
online courses
online programs
How-To: Breaking it down
1.
Assemble your lecture notes, and review
a.
b.
c.
d.
2.
Anything else you need to include?
What needs updating?
Is the sequence right? – logical, flows smoothly
Are the overlaps appropriate (e.g., for review before
proceeding)?
Divide into 12 modules, with 12 general takeaways (students’ outcomes)
a.
b.
c.
A positioning overview – Class 1,
plus midterm and final, Class 8 and Class 15,
plus twelve modules to produce a semester of 15
classroom meetings
How-To: Breaking it down
3.
Write a narrative paragraph for each of the 12
meetings.
Short version: what would a student miss if she skipped
class that day?
4.
Formalize the 12 modules into a table, pairing
those paragraphs with
a.
b.
Student activities
Learning outcomes
How-To: Breaking it down
5.
To create interactive online presentations,
a.
b.
c.
d.
e.
6.
Rewrite the lecture notes as Q&A
At key points (one “page” apart) identify key
Questions
Expand Answers into 3-4 likely alternative.
For “wrong answers” script explanations
Cut and Paste into templates for hyperlink
connections
For online delivery,
Class 1 should be a video overview, meet the professor
plus instructions in TutorText process, syllabus, etc.
– i.e., an explanation of these six points.
What I hope to accomplish
•
•
•
•
Give you a brief overview of distance learning
Outline types/concepts of distance learning
How-To: Breaking it down:
Make the case for the importance of distance learning
in the Marketing Communication Dept.
Making the case
Marketing Communication Department audiences
for Distance Learning
•
Occasional courses for students in our 4-year B.A.
Making the case
Marketing Communication Department audiences
for Distance Learning
•
•
Occasional courses for students in our 4-year B.A.
Intro courses designed to attract 2+2 transfer from
community colleges
Making the case
Marketing Communication Department audiences
for Distance Learning
•
•
•
Occasional courses for students in our 4-year B.A.
Intro courses designed to attract 2+2 transfer from
community colleges
LD 4-year B.A.’s (mostly online)
Making the case
Marketing Communication Department audiences
for Distance Learning
•
•
•
•
Occasional courses for students in our 4-year B.A.
Intro courses designed to attract 2+2 transfer from
community colleges
LD 4-year B.A.’s (mostly online)
Low-residency B.A.’s (Goddard model)
Making the case
Marketing Communication Department audiences
for Distance Learning
•
•
•
•
•
Occasional courses for students in our 4-year B.A.
Intro courses designed to attract 2+2 transfer from
community colleges
LD 4-year B.A.’s (mostly online)
Low-residency B.A.’s (Goddard model)
Alton Miller’s 3-year B.A. program (online, hybrid)
Making the case
Marketing Communication Department audiences
for Distance Learning
•
•
•
•
•
•
Occasional courses for students in our 4-year B.A.
Intro courses designed to attract 2+2 transfer from
community colleges
LD 4-year B.A.’s (mostly online)
Low-residency B.A.’s (Goddard model)
Alton Miller’s 3-year B.A. program (online, hybrid)
Alton Miller’s “Finish your degree” program
Making the case
Marketing Communication Department audiences
for Distance Learning
•
•
•
•
•
•
•
Occasional courses for students in our 4-year B.A.
Intro courses designed to attract 2+2 transfer from
community colleges
LD 4-year B.A.’s (mostly online)
Low-residency B.A.’s (Goddard model)
Alton Miller’s 3-year B.A. program (online, hybrid)
Alton Miller’s “Finish your degree” program
Enrollments in targeted minors (e.g. PR minor) for arts
majors (200)
Making the case
Marketing Communication Department audiences
for Distance Learning (continued)
•
(Reverse): Support for arts minors, to encourage a
student inclined toward (e.g.) art and design to minor in
art while earning an MCD degree. (This instead of waiting
for that student to surrender her A+D major for an
Advertising degree in MCD.
Making the case
Marketing Communication Department audiences
for Distance Learning (continued)
•
•
(Reverse): Support for arts minors, to encourage a
student inclined toward (e.g.) art and design to minor in
art while earning an MCD degree. (This instead of waiting
for that student to surrender her A+D major for an
Advertising degree in MCD.
“Persuasive Communications” package of 3-5 courses
for Chicago area executives looking to improve their
writing, presentation, social media, and strategy skills,
including clues as to how to identify and deal with
advertising and marketing professionals.
Making the case
Marketing Communication Department audiences
for Distance Learning (continued)
•
“Strategic Communications” distance education
packages. Target audiences are individual entrepreneurs
and small businesses, nationwide.
Making the case
Marketing Communication Department audiences
for Distance Learning (continued)
•
•
“Strategic Communications” distance education
packages. Target audiences are individual entrepreneurs
and small businesses, nationwide.
Similar program for pre-law.
Making the case
Marketing Communication Department audiences
for Distance Learning (continued)
•
•
•
“Strategic Communications” distance education
packages. Target audiences are individual entrepreneurs
and small businesses, nationwide.
Similar program for pre-law.
Non-profit arts marketing packages, in response to a
need in small arts organizations (who often can’t afford
professional PR/advertising personnel and thus depend
on the efforts of trustees and executive directors) for
how-to’s in media relations, advertising, etc. Target
audiences are arts managers & trustees. We could
partner with the Community Media Workshop for this.
Making the case
Marketing Communication Department audiences
for Distance Learning (continued)
•
Modules with specific learning outcomes intended for
advanced placement and community college students,
which supplement without supplanting our intro-level
courses, similar to our high school institute offerings.
Community college
Making the case
Marketing Communication Department audiences
for Distance Learning (continued)
•
Modules with specific learning outcomes intended for
advanced placement and community college students,
which supplement without supplanting our intro-level
courses, similar to our high school institute offerings.
Community college
•
Compliance issues
–
–
–
Columbia College / Moodle etc.
Assessment
Dept. of Education: certificates
Making the case
•
•
•
•
•
•
•
Trends in higher education
Public opinion
Technology agenda of our senior leadership
Leadership in social media
Mastery of persuasive communication technology
More efficient coordination of multi-section courses
College mission: we are not an “arts school” but a
college of “arts, communications, and public
information” educating students “who will
communicate creatively and shape the public’s
perceptions of issues and events.”
Making the case
• Trends in higher education
Making the case
• Trends in higher education
• Public opinion
Making the case
• Trends in higher education
• Public opinion
• Technology agenda of our senior leadership
Making the case
•
•
•
•
Trends in higher education
Public opinion
Technology agenda of our senior leadership
Leadership in social media
Making the case
•
•
•
•
•
Trends in higher education
Public opinion
Technology agenda of our senior leadership
Leadership in social media
Mastery of persuasive communication technology
Making the case
•
•
•
•
•
•
Trends in higher education
Public opinion
Technology agenda of our senior leadership
Leadership in social media
Mastery of persuasive communication technology
More efficient coordination of multi-section courses
Making the case
•
•
•
•
•
•
•
Trends in higher education
Public opinion
Technology agenda of our senior leadership
Leadership in social media
Mastery of persuasive communication technology
More efficient coordination of multi-section courses
College mission: we are not an “arts school” but a
college of “arts, communications, and public
information” educating students “who will
communicate creatively and shape the public’s
perceptions of issues and events.”
“Public resentment toward college leaders…”?
(from Bowen, Higher Education in the Digital Age)
“Public resentment toward college leaders…”?
(from Bowen, Higher Education in the Digital Age, continued)
Making the case
Why should we take the lead…?
• It’s coming – MOOCs, unless you have a better idea
Making the case
Why should we take the lead…?
• It’s coming – MOOCs, unless you have a better idea
• If you’re not with the planners, you’re being planned
Making the case
Why should we take the lead…?
• It’s coming – MOOCs, unless you have a better idea
• If you’re not with the planners, you’re being planned
• We are confronting a crisis in higher education
Making the case
Why should we take the lead…?
•
•
•
•
It’s coming – MOOCs, unless you have a better idea
If you’re not with the planners, you’re being planned
We are confronting a crisis in higher education
Higher ed is squeezed by technology: get a grip:
Technology is a double-edged sword for us, requiring that we
keep up with upgrades and new trends (at a significant dollar
cost), even as it offers some improvements in productivity…
Making the case
Why should we take the lead…?
•
•
•
•
•
It’s coming – MOOCs, unless you have a better idea
If you’re not with the planners, you’re being planned
We are confronting a crisis in higher education
Higher ed is squeezed by technology: get a grip:
Technology is a double-edged sword for us, requiring that we
keep up with upgrades and new trends (at a significant dollar
cost), even as it offers some improvements in productivity…
It “still takes 4 musicians 9 minutes to perform the first
movement of Beethoven’s String Quartet No. 4 in C minor”
Making the case
Why should we take the lead…?
•
•
•
•
It’s coming – MOOCs, unless you have a better idea
If you’re not with the planners, you’re being planned
We are confronting a crisis in higher education
Higher ed is squeezed by technology: get a grip:
•
Technology is a double-edged sword for us, requiring that we
keep up with upgrades and new trends (at a significant dollar
cost), even as it offers some improvements in productivity…
It “still takes 4 musicians 9 minutes to perform the first
movement of Beethoven’s String Quartet No. 4 in C minor”
We need to scale what we deliver to a much bigger market.
•
Resources
Guide to Teaching Online Courses
National Education Association guide to “creating an effective system for
online learning and teaching.”
Distance Education Professional Development
In 1993 UW-Madison lauched the first “distance education certificate
program to help teachers teach using the fledgling World Wide Web.”
Higher Education in the Digital Age
An economist outlines how “technologies could transform traditional higher
education…while preserving quality and protecting core values...”
The Flipped Classroom Infographic
An economist outlines how “technologies could transform traditional higher
education…while preserving quality and protecting core values...”
Wikipedia: “Distance Education”
A good overview, from which I have excerpted a few lines.
Resources
The Year of the MOOC
A still-timely summary of massive open online courses from the N.Y.
Times of Nov. 2/4 (online/print), 2012
.
On Distance Learning Opportunities
for the Marketing Communication Department
at Columbia College Chicago
Presentation by Alton Miller
October 23, 2013
www.altonmiller.com
prw.columbiacollege.net