Sandra K. Woodley Funding Educational Technology

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Sandra K. WoodleyFunding Educational Technology
SHEEO Professional Development ConferenceAugust
11-14, 2004
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Best of Intentions

• Increasing Access
• Cost Assumptions Cost Drivers
• Flexible Instruction Institutions
• Kentucky Thinking

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Instruction on the Internet
Virtual College University Consortia A
National Study Epper and Garn (2003)
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Growth of Virtual Universities
Virtual College University Consortia A
National Study Epper and Garn (2003)
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Assumption
Convenience in education is like location in
real estate
Graves, 2001
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any-Time any-Place any-Pace any-Path any-Person
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Conclusions on Access

• Access is expected
• Accessibility is required
• Service is Convenience
• New capabilities must be developed

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Assumptions of Cost

• Online learning is less expensive than classroom
  learning.
• Online learning is more expensive than classroom
  learning.

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Both are right!
Online learning is more expensive
Mediated
Cost
Classroom
Number of Students
Online learning is less expensive
Jewett model, WCET, 2003
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Cost Drivers

• Faculty compensation
• Faculty workload
• Overhead
• Enrollment/Credit Hours
• Office Space
• Development (Personnel)
• Development (OTPS)
• Classroom space
• Computing equipment software

Milam, Comparing Costs
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Slow Drivers

• Overhead
• Classroom space
• Office space

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Change Changes Drivers
Computing equipment software Increasing
faculty student use of eLearning
Gartner, 2003
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Drivers of Innovation
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Effective Development

• Program Grants
• Release Time (courses)
• Program Loans
• Funding Consistency
• Peer Review

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New Development Models

• Shared Courses
• Sharable Content
• Content Cartridges
• Instructional Packages
• Add-on Services

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Efficient Delivery

• Size matters.
• There is a benefit to offering online courses in
  divisions that already generate extensive course
  sections, (Milam).
• Teaching more students requires more faculty.
• Full-time faculty ensure quality and increase
  cost. (Milam)
• Maintenance Kills.

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Improving Learning and Reducing Costs New
Models for Online Learning

• Large enrollment, introductory courses
• 30 institutions nationwide (Research,
  Comprehensive Universities, Private Colleges,
  Community Colleges)
• Over 50,000 students annually
• Significant Learning 20 of 30 showed increased
  learning, 10 showed no significant difference
• Significant Savings over 3.6 million dollars
  in one year, average 40 measured in
  cost-per-student

Twigg, 2003
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New Models
K-12
Lower Division
Upper Division
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K-CORE
Phase One

• Develop common course objectives and
  competencies.
• Define a single, common course content and
  pedagogical structure.
• Utilize Instructional Tutors.
• Use full-time faculty to ensure the integrity of
  the curriculum.

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K-CORE
Phase X

• Multi-sector tuition rates
• Open-entry/Open-exit registration
• Competency-based completion
• Other dangerous notions.

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Conclusions on Cost

• We want distance education technology to reduce
  the cost (not the quality) of instructional
  delivery.
• Technology makes implicit costs explicit.
• Optimization of current models, while necessary,
  will not yield needed cost-reducing efficiency.
• Rigorous design and implementation of new models
  will be required to realize cost savings earlier
  in the cost model.

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Sizzle, Fizzle or Drizzle?
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KYVU Goals (1999)

• Enhance and expand educational access and
  increase educational attainment across Kentucky.
• Upgrade workforce skills and expand professional
  development through basic and continuing
  education.
• Increase collaboration and foster efficiency and
  effectiveness in delivering courses and programs.
  
• Enhance educational quality.
• Increase global competitiveness of Kentuckys
  educational resources.

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Kentucky Capability
Kentuckys Postsecondary Distance Education
Community
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Expectations Emphasis
Survey of Kentucky Chief Academic Officers May
2003
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(No Transcript)
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DLAC Goals (2004)

• Develop the POLICIES AND RELATIONSHIPS which
  fully utilize statewide institutional and agency
  resources.
• Encourage and effectively support COLLABORATION
  and COORDINATION of distance education across the
  Commonwealth.
• Ensure that Kentuckys teachers, faculty and
  learners have MEANINGFUL ACCESS AND SUPPORT which
  enables success in learning and teaching across a
  multi-level, multi-course, multi-institution,
  multi-agency, multi-site system of distance
  education.
• Support the identification, development and
  delivery of HIGH QUALITY distance education
  programs.

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Changing Goals
KYVU Goals (1999)
DLAC Goals (2004)
Increase global competitiveness of Kentuckys educational resources. Develop the POLICIES AND RELATIONSHIPS which fully utilize statewide institutional and agency resources.
Increase collaboration and foster efficiency and effectiveness in delivering courses and programs. Encourage and effectively support COLLABORATION and COORDINATION of distance education across the Commonwealth.
Upgrade workforce skills and expand professional development through basic and continuing education. Enhance and expand educational access and increase educational attainment across Kentucky. Ensure that Kentuckys teachers, faculty and learners have MEANINGFUL ACCESS AND SUPPORT which enables success in learning and teaching across a multi-level, multi-course, multi-institution, multi-agency, multi-site system of distance education.
Enhance educational quality. Support the identification, development and delivery of HIGH QUALITY distance education programs.
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Kentucky Observations

• Increasing access requires increasing capability
  and capacity.
• Optimizing traditional models increases
  capability not capacity.
• New capacity-building models that reduce the cost
  of instructional development and delivery need to
  be tested and expanded.
• Transformation initiatives require driving
  leadership.