1992 Long-Term Trends. Diversification and Convergence of TechnologiesChanging Relationship with StudentsChanging Relationships among InstitutionsEmergence of a New Mainstream. Diversification and Convergence of Technologies. Development and Delivery of Print, Audio, Video1992: ?Organizational
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1. Convergence or Transformation: Options for Distance Education Gary E. Miller
Executive Director Emeritus
Penn State World Campus
2. 1992 Long-Term Trends Diversification and Convergence of Technologies
Changing Relationship with Students
Changing Relationships among Institutions
Emergence of a New Mainstream
3. Diversification and Convergence of Technologies 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
4. Relationship with Students Learning Communities
1992: “…will require that we rethink our definition of instruction.”
Web 2.0 Collaboration Tools
5. Relationships among Institutions 1992 Examples: IUC, MEU, NUDC
Great Plains IDEA
6. Cape 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.
7. A New Mainstream 1992: Response to “currents of social change.”
Penn State Online as an example
National Center for Academic Transformation
Growth in the Number of DE Institutions
8. Evidence 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
9. Drivers of Convergence Rising Importance of Continuing Education
Competition for Commuter Students
Net Generation Student Interests
Efficiency on Campus
New Revenue Streams
10. Challenge of Transformation Service Economy to “Conversation Economy”
Knowledge Society to “Skills Society”
Access, flexibility, convenience, cost-effectiveness remain as goals.
11. Challenge to Higher Education: Help individuals
build and sustain
and sharing of knowledge
to solve local and global problems.
12. Challenge to Distance Education:
How can we help
make this transformation?
13. A Broader Strategic Horizon for Transformation Fully Online Courses
E-Learning as a Utility
14. Institutional Strategy Dimensions Access
Serving New Constituencies
On Campus Innovations
Response to Societal Need
15. Re-perceiving Community in a New Work and Social Environment Communities as “Local”
The Problem of Globalization
Defining New Communities
Online Both a Stimulus and a Solution
16. Redefining Communities within Higher Education Institution/Community
17. Institution/Community Re-articulate Our Mission
Aggregate Students for Specialized Programs
Serve Dispersed Professional Groups
Enhance Service to Commuting Students
Tailor Programs to Community Needs
Develop Relationships with K-12
18. Faculty Communities Multi-Institution Academic Communities
A New “Old” Academic Community
19. New Student Communities Preparing Students to Live in the
Age of Cognition
Global Information Society
. . . today’s work, civic, and social world
20. New Learning Community How we learn should reflect how we live.
Knowledge Society Requirements
Working in teams to create solutions to problems
The e-learning Pedagogy
Inquiry-Based Knowledge Creation
21. Institution/Institution Relationships Curriculum-based Consortia
Cross-Border Distance Education
22. Conclusion 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.
Gary E. Miller