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Projecting the Future of the Cyber University and the New Roles of Instructors


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Title: Projecting the Future of the Cyber University and the New Roles of Instructors

Projecting the Future of the Cyber University and
the New Roles of Instructors
  • Curt Bonk, Indiana University
  • (and
  • http//

  • Timeout!!! What do you do with technology in
    Korea today?
  • What about 10 years ago???

A Vision of E-learning for Americas Workforce,
Report of the Commission on Technology and Adult
Learning, (2001, June)
  • A remarkable 84 percent of two-and four-year
    colleges in the United States expect to offer
    distance learning courses in 2002 (only 58 did
    in 1998) (US Dept of Education report, 2000)
  • Web-based training is expected to increase 900
    percent between 1999 and 2003. (ASTD, State of
    the Industry Report 2001).

Are You Ready???
Exponential Growth of the Web
To Cope with the Explosion, We Need Instructor
E-Learning Support!!!
Problems Faced
  • Administrative
  • Lack of admin vision.
  • Lack of incentive from admin and the fact that
    they do not understand the time needed.
  • Lack of system support.
  • Little recognition that this is valuable.
  • Rapacious U intellectual property policy.
  • Unclear univ. policies concerning int property.
  • Pedagogical
  • Difficulty in performing lab experiments
  • Lack of appropriate models for pedagogy.
  • Time-related
  • More ideas than time to implement.
  • Not enough time to correct online assign.
  • People need sleep Web spins forever.

TrainingOutside Support
  • Training (
  • Courses Certificates (JIU, e-education)
  • Reports, Newsletters, Pubs
  • Aggregators of Info (CourseShare, Merlot)
  • Global Forums ( GEN)
  • Resources, Guides/Tips, Link Collections, Online
    Journals, Library Resources

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Certified Online Instructor Program
  • Walden Institute12 Week Online Certification
    (Cost 995)
  • 2 tracks one for higher ed and one for online
    corporate trainer
  • Online tools and purpose
  • Instructional design theory techniques
  • Distance ed evaluation
  • Quality assurance
  • Collab learning communities

Web-Based Teaching Learning Workshops (Indiana
  • 5 Day workshops 895/person
  • Understand Web technologies
  • Apply sound instructional design
  • Use Web development tools
  • Hands-on instruction
  • Evaluate current environments, conduct needs
    assessment, apply to current project

12 (Mark Adams)
  • 400 for 4 week course for beginners
  • 3,500 for an 8 week Master Instructor course for
    those wanting to license and teach course at own
  • Offered twice/month, 20 participants max
  • Topics Online learning terminology, building a
    learning community, models, theories, and
    strategies, instructional design, course
    development, teaching/making connections, course

  • Courses
  • DWeb Training the TrainerDesigning, Developing,
    and Delivering Web-Based Training (1,200
  • (8 weeks Technology, design, learning,
    moderating, assessment, course development,
  • Techniques for Online Teaching and Moderation
  • Writing Multimedia Messages for Training

Distance Ed Certificate Program (Univ of
  • 12-18 month self-paced certificate program, 20
    CEUs, 2,500-3,185
  • Integrate into practical experiences
  • Combines distance learning formats to cater to
    busy working professionals
  • Open enrollment and self-paced
  • Support services

  • Administrators and faculty members at the
    Massachusetts Institute of Technology are
    debating what could become a 100-million effort
    to create extensive World Wide Web pages for
    nearly every course the university offers.
  • Jeffrey R. Young, March 1, 2001, The Chronicle of
    Higher Ed

  • In an effort to analyze and improve their
    teaching, some professors are creating multimedia
    portfolios that try to capture the complex
    interactions that occur in the classroom.
  • Jeffrey R. Young, The Chronicle of Higher Ed
    (reporting on the new Knowledge Media Lab,
    created by the Andrew Carnegie Foundation for the
    Advancement of Teaching)

http// http//
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Inside Support
  • Instructional Consulting
  • Mentoring (strategic planning )
  • Small Pots of Funding
  • Help desks, institutes, 11, tutorials
  • Summer and Year Round Workshops
  • Office of Distributed Learning
  • Colloquiums, Tech Showcases, Guest Speakers
  • Newsletters, guides, active learning grants,
    annual reports, faculty development, brown bags,
    other professional development

Four Key Hats of Instructors
  • Technicaldo students have basics? Does their
    equipment work? Passwords work?
  • ManagerialDo students understand the assignments
    and course structure?
  • PedagogicalHow are students interacting,
    summarizing, debating, thinking?
  • SocialWhat is the general tone? Is there a
    human side to this course? Joking allowed?
  • Other firefighter, convener, weaver, tutor,
    conductor, host, mediator, filter, editor,
    facilitator, negotiator, e-police, concierge,
    marketer, assistant, etc.

Class 1 Undergraduate Course Ed Psych
  • TechnicalTrain, early tasks, be flexible, used
    custom built tools ( INSITE e-ed)
  • ManagerialInitial meeting(s), detailed
    syllabus, calendar, posting dots, post
    administrivia, assign e-mail pals
  • PedagogicalPeer fdbk, debates, starter-wrapper,
    cases, structured controversy, field reflections,
    portfolios, teams
  • SocialCafé, humor, interactivity, pics,
    profiles, foreign guests

Class 2 Graduate Course Instructional
  • TechnicalFind collab tool (i.e., ACT)
  • ManagerialFAQs, PBL teams, rubrics, weekly
    e-mail feedback, clear expectations, monitor
    discussions, post when off track
  • PedagogicalPBL environment, inquiry, value
    multiple perspectives
  • SocialCreate online community, support casual
    conversation, invite visitors

Class 3a 3b Vocational College Course
Computer Info Systems
  • TechnicalUse course management tool
    (e-education) and then developed custom site
  • ManagerialUse nongraded online tests before real
    test, assignment page, gradebook
  • PedagogicalProject based--create Web sites and
    designs, online peer feedback
  • SocialProfiles page, digital camera pics,
    combine face-to-face and online.

Class 4 Graduate Education Course
Instructional Technology
  • TechnicalOrientation task (SitesScape Forum),
    decisions on preferred WPers, etc.
  • ManagerialPortfolios give overview of how doing,
    e-mail updates, track logins
  • PedagogicalOnline discussion themes, post
    favorite Web link, intro, devils advocates, link
    peer responses, ask probing qs, portfolios, peer
    fdbk on portfolios
  • SocialDiscuss online concerns survival
    tactics, profiles, photos, instructor anecdotes

How to Combine these Roles?
  • Refers to online teaching and facilitation role.
    Moderating used to mean to preside over a meeting
    or a discussion, but in the electronic world, it
    means more than that. It is all roles
    combinedto hold meetings, to encourage, to
    provide information, to question, to summarize,
    etc. (Collins Berge, 1997 Gilly Salmon, 2000)
    see http//

Other Hats
Online Concierge
  • To provide support and information on request
    (perhaps a map of the area) (Gilly Salmon, 2000).

Personal Learning Trainer
  • Learners need a personal trainer to lead them
    through materials and networks, identify relevant
    materials and advisors and ways to move forward
    (Mason, 1998 Salmon, 2000).

  • While one hopes you will not call yourself this
    nor find the need to make laws and enforce them,
    you will need some Code of Practice or set
    procedures, and protocols for e-moderators (Gilly
    Salmon, 2000).

Online Conductor
  • The pulling together of a variety of resources as
    people as in an orchestra to produce beautiful
    integrated sound or perhaps electrical current
    conductors if your conferences are effective and
    flow along, there will be energy, excitement, and
    power (Gilly Salmon, 2000).

  • A term that is used especially with online
    conferences and courses where there is a fairly
    sizable audience (Gilly Salmon, 2000).

Online Negotiator
  • Where knowledge construction online is desired,
    the key role for the e-moderator is one of
    negotiating the meaning of activities and
    information thought online discussion and
    construction (Gilly Salmon, 2000).

Online Host
  • The social role of online working is important so
    there may be a need for a social host or hostess.
    They do not need to run social events online
    (though they may) but ensure everyone is greeted
    and introduced to others with like-minded
    interests (Gilly Salmon, 2000).

Other Hats
  • Weaverlinking comments/threads
  • Tutorindividualized attention
  • Participantjoint learner
  • Provocateurstir the pot ( calm flames)
  • Observerwatch ideas and events unfold
  • Mentorpersonally apprentice students
  • Community Organizerkeep system going

Still More Hats
  • Assistant
  • Devils advocate
  • Editor
  • Expert
  • Filter
  • Firefighter
  • Facilitator
  • Gardener
  • Helper
  • Lecturer
  • Marketer
  • Mediator
  • Priest
  • Promoter

What Hats Do You Typically Wear???
Activity Pick a Hat from 40 Options
  • Reality
  • ___________
  • ___________
  • ___________
  • ___________
  • ___________
  • Ideal World
  • ___________
  • ___________
  • ___________
  • ___________
  • ___________

What About Role Play???
Participant Categories
  • Wanderer/Lurker
  • Contributor/Participant
  • Mentor/Expert
  • Instructor
  • Seeker/Questioner
  • Starter-Wrapper
  • Starter/Mediator-Wrapper

Many Other Roles
  • Questioner
  • Mediator
  • Sage
  • Planner
  • Comic
  • Pessimist
  • Commentator
  • Optimist
  • Devils Advocate
  • Slacker
  • Judge
  • Summarizer
  • Advisor
  • Mentor
  • Coach
  • Organizer
  • Debater/Bloodletter

Activity Pick a Role Or Role Taking TaskName a
role missing from this sheet and discuss how you
might use it(see Bonks 28 roles)
Online Mentoring and Assistance Online
Twelve forms of electronic learning mentoring and
assistance(Bonk Kim, 1998 Tharp, 1993 Bonk
et al., 2001)
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1. Social (and cognitive) Acknowledgement
"Hello...," "I agree with everything said so
far...," "Wow, what a case," "This case certainly
has provoked a lot of discussion...," "Glad you
could join us..."
2. Questioning "What is the name of this
concept...?," "Another reason for this might
be...?," "An example of this is...," "In contrast
to this might be...,""What else might be
important here...?," "Who can tell me....?," "How
might the teacher..?." "What is the real problem
here...?," "How is this related to...?,, "Can
you justify this?"
3. Direct Instruction "I think in class we
mentioned that...," Chapter X talks about...,"
"Remember back to the first week of the semester
when we went over X which indicated that..."
4. Modeling/Examples "I think I solved this sort
of problem once when I...," "Remember that video
we saw on X wherein Y decided to...,"
"Doesn't X give insight into this problem in
case Z when he/she said..."
5. Feedback/Praise "Wow, I'm impressed...,"
"That shows real insight into...," "Are you sure
you have considered...," "Thanks for responding
to X...," "I have yet to see you or anyone
6. Cognitive Task Structuring "You know, the
task asks you to do...," "Ok, as was required,
you should now summarize the peer responses that
you have received...," "How might the textbook
authors have solved this case."
7. Cognitive Elaborations/Explanations "Provide
more information here that explains your
rationale," "Please clarify what you mean by...,"
"I'm just not sure what you mean by...," "Please
evaluate this solution a little more carefully."
8. Push to Explore "You might want to write to
Dr. XYZ for...," "You might want to do an ERIC
search on this topic...," "Perhaps there is a URL
on the Web that addresses this topic..."
9. Fostering Reflection/Self Awareness "Restate
again what the teacher did here," "How have you
seen this before?," "When you took over this
class, what was the first thing you did?,"
"Describe how your teaching philosophy will vary
from this...," "How might an expert teacher
handle this situation?"
10. Encouraging Articulation/Dialogue Prompting
"What was the problem solving process the teacher
faced here?," "Does anyone have a counterpoint or
alternative to this situation?," "Can someone
give me three good reasons why...," "It still
seems like something is missing here, I just
can't put my finger on it."
11. General Advice/Scaffolding/Suggestions "If I
were in her shoes, I would...," "Perhaps I would
think twice about putting these people into...,"
"I know that I would first...," "How totally
ridiculous this all is certainly the person
should be able to provide some..."
12. Management (via private e-mail or
discussion) "Don't just criticize....please be
sincere when you respond to your peers," "If you
had put your case in on time, you would have
gotten more feedback." "If you do this again, we
will have to take away your privileges."
Web Facilitation???Berge Collins
AssociatesMauri Collins and Zane L.
Facilitation (Dennen, 2001)
  • Participation was higher when students had a
    clear goal extrinsic motivation to participate
  • Relevance has a positive effect on participation
  • Greater dialogue when shared perspectives
  • Fact-based qing strategies did not work well
  • Consistent, regular fdbk motivates students
  • Quantitative and qualitative guidelines

Facilitating Electronic Discussion
  • Have Students Initiate, Sign up for Roles
  • Provide Guidelines and Structure
  • Weave and Summarize Weekly
  • Be patient, prompt, and clear
  • Foster Role Play, Debate, and Interaction
  • Assign Due Dates, Times, and Points
  • Constantly Monitor, Converse not Dictate
  • Assign Buddies/Pals or Include Mentoring

How Facilitate Online Community?
  • Safety Establish safe environment
  • Tone Flexible, inviting, positive, respect
  • Personal Self-disclosures, open, stories telling
  • Sharing Share frustrations, celebrations, etc
  • Collaboration Camaraderie/empathy
  • Common language conversational chat space
  • Task completion set milestones grp goals
  • Other Meaningful, choice, simple, purpose...

Is it that simple?
But How Avoid Shovelware???This form of
structure encourages teachers designing new
products to simply shovel existing resources
into on-line Web pages and discourages any
deliberate or intentional design of learning
strategy. (Oliver McLoughlin, 1999)
Intrinsic Motivation
  • innate propensity to engage ones interests and
    exercise ones capabilities, and, in doing so, to
    seek out and master optimal challenges
  • (i.e., it emerges from needs, inner strivings,
    and personal curiosity for growth)

See Deci, E. L., Ryan, R. M. (1985). Intrinsic
motivation and self-determination in human
behavior. NY Plenum Press.
Extrinsic Motivation
  • is motivation that arises from external
    contingencies. (i.e., students who act to get
    high grades, win a trophy, comply with a
    deadlinemeans-to-an-end motivation)
  • See Johnmarshall Reeve (1996). Motivating Others
    Nurturing inner motivational resources. Boston
    Allyn Bacon.

E-Learning Pedagogical Strategies
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Motivational Terms?See Johnmarshall Reeve
(1996). Motivating Others Nurturing inner
motivational resources. Boston Allyn Bacon.
  • Tone/Climate Psych Safety, Comfort, Belonging
  • Feedback Responsive, Supports, Encouragement
  • Engagement Effort, Involvement, Excitement
  • Meaningfulness Interesting, Relevant, Authentic
  • Choice Flexibility, Opportunities, Autonomy
  • Variety Novelty, Intrigue, Unknowns
  • Curiosity Fun, Fantasy, Control
  • Tension Challenge, Dissonance, Controversy
  • Interactive Collaborative, Team-Based, Community
  • Goal Driven Product-Based, Success, Ownership

1. Tone/ClimateB. Thiagi-Like Ice Breakers
  • 1. Eight Nouns Activity
  • 1. Introduce self using 8 nouns
  • 2. Explain why choose each noun
  • 3. Comment on 1-2 peer postings
  • 2. Coffee House Expectations
  • 1. Have everyone post 2-3 course expectations
  • 2. Instructor summarizes and comments on how they
    might be met
  • (or make public commitments of how they will fit
    into busy schedules!)

2. FeedbackA. Requiring Peer Feedback
  • Alternatives
  • 1. Require minimum of peer comments and give
    guidance (e.g., they should do)
  • 2. Peer Feedback Through Templatesgive templates
    to complete peer evaluations.
  • 3. Have e-papers contest(s)

2. FeedbackB. Acknowledgement via E-mail, Live
Chats, Telephone (Acknowledge questions or
completed assignments)
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2. FeedbackC. Self-Testing and
Self-Assessments(Giving Exams in the Chat Room!,
Janet Marta, NW Missouri State Univ, Syllabus,
January 2002)
  • Post times when will be available for 30 minute
    slots, first come, first serve.
  • Give 10-12 big theoretical questions to study
  • Tell can skip one.
  • Assessment will be a dialogue.
  • Get them there 1-2 minutes early.
  • Have hit enter every 2-3 sentences.
  • Ask qs, redirect, push for clarity, etc.
  • Covers about 3 questions in 30 minutes.

2. Feedback (Instructor)D. Reflective Writing
  • Alternatives
  • Minute Papers, Muddiest Pt Papers
  • PMI (Plus, Minus, Interesting), KWL
  • Summaries
  • Pros and Cons
  • Email instructor after class on what learned or
    failed to learn
  • (David Brown, Syllabus, January 2002, p. 23)

3. EngagementB. Electronic Voting and Polling
  • 1. Ask students to vote on issue before class
    (anonymously or send directly to the instructor)
  • 2. Instructor pulls out minority pt of view
  • 3. Discuss with majority pt of view
  • 4. Repoll students after class
  • (Note Delphi or Timed Disclosure Technique
    anomymous input till a due date
  • and then post results and
  • reconsider until consensus
  • Rick Kulp, IBM, 1999)

3. EngagementC. Survey Student Opinions (e.g.,
InfoPoll, SurveySolutions, Zoomerang,
4. MeaningfulnessA. Job or Field Reflections
  • Instructor provides reflection or prompt for job
    related or field observations
  • Reflect on job setting or observe in field
  • Record notes on Web and reflect on concepts from
  • Respond to peers
  • Instructor summarizes posts
  • Alternative Pool field interviews
  • of practitioners

4. MeaningfulnessB. Case Creation and
  • Model how to write a case
  • Practice answering cases.
  • Generate 2-3 cases during semester based on field
  • Link to the text materialrelate to how how text
    author or instructor might solve.
  • Respond to 6-8 peer cases.
  • Summarize the discussion in their case.
  • Summarize discussion in a peer case.
  • (Note method akin to storytelling)

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5. Choice A. Multiple Topics
6. Variety
7. Curiosity A. Electronic Seance
  • Students read books from famous dead people
  • Convene when dark (sync or asynchronous).
  • Present present day problem for them to solve
  • Participate from within those characters (e.g.,
    read direct quotes from books or articles)
  • Invite expert guests from other campuses
  • Keep chat open for set time period
  • Debrief

7. Curiosity B. Electronic Guests Mentoring
  • Find article or topic that is controversial
  • Invite person associated with that article
    (perhaps based on student suggestions)
  • Hold real time chat
  • Pose questions
  • Discuss and debrief (i.e., did anyone change
    their minds?)
  • (Alternatives Email Interviews with experts
  • Assignments with expert reviews)

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8. Tension A. Role Play
  • A. Role Play Personalities
  • List possible roles or personalities (e.g.,
    coach, optimist, devils advocate, etc.)
  • Sign up for different role every week (or 5-6 key
  • Reassign roles if someone drops class
  • Perform within rolesrefer to different
  • B. Assume Persona of Scholar
  • Enroll famous people in your course
  • Students assume voice of that person for one or
    more sessions
  • Enter debate topic or Respond to debate topic
  • Respond to rdg reflections of others or react to

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9. Interactive A. Critical/Constructive
Friends, Email Pals, Web Buddies
  • Assign a critical friend (perhaps based on
  • Post weekly updates of projects, send reminders
    of due dates, help where needed.
  • Provide criticism to peer (I.e., what is strong
    and weak, whats missing, what hits the mark) as
    well as suggestions for strengthening.
  • In effect, critical friends do not slide over
    weaknesses, but confront them kindly and
  • Reflect on experience.

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10. Goal DrivenGallery Tours
  • Assign Topic or Project
  • (e.g., Team or Class White Paper, Bus Plan, Study
    Guide, Glossary, Journal, Model Exam Answers)
  • Students Post to Web
  • Experts Review and Rate
  • Try to Combine Projects

Example TICKIT Project Gallery
Motivational Top Ten
  • 1. Tone/Climate Ice Breakers, Peer Sharing
  • 2. Feedback Self-Tests, Reading Reactions
  • 3. Engagement Qing, Polling, Voting
  • 4. Meaningfulness Job/Field Reflections, Cases
  • 5. Choice Topical Discussions, Starter-Wrapper
  • 6. Variety Brainstorming, Roundrobins
  • 7. Curiosity Seances, Electronic Guests/Mentors
  • 8. Tension Role Play, Debates, Controversy
  • 9. Interactive E-Pals, Symposia, Expert Panels
  • 10. Goal Driven Group PS, Jigsaw, Gallery Tours

Pick One??? (circle one)
How to foster e-learning entrepreneurship in
University Entrepreneurship
  • Colleges target corp training/exec education.
  • 22 virtual universities to cooperate.
  • 9 universities on 4 continents collaborate to
    offer online graduate and professional
    development courses in Asia.
  • Univ of the Arctic is a partnership of 31 high
    latitude colleges, universities, and governments
    across 8 nations. First course is Introduction
    to Circumpolar Studies. (Feb 15, 2002, Chronicle
    of Higher Education)

Faculty Entrepreneurship
  • Create Class Radio Stations
  • Manage or Create Online Journals
  • Start Discussion Forums
  • Freelance Instructor Guest Expert
  • Develop new courses or programs
  • Teaching music performance over Web

The Good
  • Douglas Rowlett has turned his English-department
    office into a virtual radio station that
    broadcasts continuously on the Internet, offering
    a mix of poetry readings, lectures, and popular
    music. He plans to deliver entire courses over
    the Internet radio station.
  • Jeffrey R. Young (Jan 8., 2001). Chronicle of
    Higher Ed.

The Bad
  • Michael J. Saylors plans to create an online
    university that would offer free education all
    over the world appear to have been put on hold,
    at least temporarily. Mr. Saylor, the software
    magnate, has been occupied for the past few
    months with financial difficulties at his
    company, MicroStrategy, Inc.
  • (Sarah Carr, June 22, 2000, Chronicle of Higher

And The Ugly
  • Santa Clara University has fired an adjunct
    instructor who sold his students thousands of
    dollars worth of stock in an online-education
    venture that appears to never have gotten off the
  • Sarah Carr, The Chronicle of Higher Ed.

Developing a Successful Partnership Portfolio
(Duin Baer, in press)
  • Need to List Vision, Description, Beliefs,
    Assumptions, Operations, Commitment,
    Collaboration, Risk, Control, Adaptation, and ROI
    (for learners, faculty, campus, state/country)
  • Five Types of Partnerships Commerce alliance,
    minority equity investment, joint venture, spin
    off, and merger or acquisition
  • Four Types of Risks legal, financial,
    experimentation, and academic

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Other ARTI Helphttp//
  • Help with Tech Transfer.
  • Intellectual Property, Invention Disclosure, etc.
  • Licensing, Patents, and Trademarks.
  • Access to best strategists, scientists,
    cutting-edge labs, communication tools, info
  • Training, consortia, mentoring, sharing meetings.
  • Multidisciplinary project teams, resources, and

The Future 20-20 VisionsNote any predictions
are bound to be too conservative!!!
What Percent of Time Teach Online?
Interested in Freelance Instruction?
  • We are evolving out of the era of the Lone
    Rangersfaculty members can choose to be involved
    in the design, development, content expertise,
    delivery, or distribution of course (Richard T.
  • Sarah Carr, (Dec 15, 2000, A47), A Day in the
    Life of a New Type of Professor, The Chronicle of
    Higher Education

Exploratory Technology in 2020
  • Global Chat, Interplanetary ChatGuest Lectures
    from Mars, Space Shuttle, Moon,
  • Virtual Degrees (include educational genealogies)
  • Virtual Instructor CombosYou design guest
    lectures and mix personalities holograms
  • Global Instructors (with online skill ratings)
  • Lifetime User Cyberlearning Statistics
  • Nugget and Knowledge Object Sharing
  • Freelance Instructors
  • Debates with the Greats!

A Vision of What is Coming Soon
  • Intl colleagues, Intraplanetary mentoring
  • Coursesharing tools, Online Consortia
  • Wireless, Integrated, GPS Technologies (Cell
    Phone, Email, Web)
  • e.g., Previous Class Discussions
  • More Training than Education
  • Textbook Web Sites and Simulation Tools
  • Personal Assistants and Intelligent Tutors
  • Essay Scoring Tools
  • Course Continuation and Legacies

So What Happens to the Students, Instructors, and
Cyber U Trends and Phases
  • Phase 1 Novelty (i.e., ignore it and it may go
  • Phase II Unit Within Larger Campus (some domains
    or units are more active)
  • Phase III. Separate University (not equal)
  • Phase IV. The Age of Respect (part of standard
    flexible learning initiative or options)
  • Phase V. A New Standard or Technology Emerges

Universities Replaced? No...
  • Most distance lrng is mixed--Web Live
  • Entrenched expectations and procedures
  • Brick and mortar needs to be used
  • Online learning only approximates live lrng
  • Expanding birth rate need for more educ.
  • Web learning is for select reasons
  • Most colleges will find their niche
  • Socialization argument
  • (the 18-20 year old need to party hardy)

Universities Replaced--Yes!
  • Web has more potential for active lrng.
  • Tchg/lrng expectations are changing fast!
  • Expanding birth rate experiments in 3rd world
    countries will have huge payoffs.
  • Web courses can be repurposed reused.
  • Web learning will increase in stability
  • Real chance to overthrow the system!!!
  • Who needs more football and drinking?

Forces Acting Against Replacement
  • Yes, radical change, but room for both
  • High actual costs of online learning
  • Difficult to be animated on the Web
  • Hard to measure benefits
  • Tenure hard to change practices
  • Institutional Politics
  • Eye damage reports due to overexposure

Forces In Favor of Replacement
  • States not funding as highly as before
  • Wireless technology addl emerging tech
  • Global economy and marketplace
  • Commercialization of best lrng products
  • Innovative faculty stalling universities
  • Demand for perpetual lrng/just in time info
  • Growth in populations
  • Lots of wasted space in university offices

Virtual University Categories
  • I. Core Faculty Offers Distance Ed
  • (Univ of Phoenix, Athabasca Univ)
  • II. Core Faculty Devel Lrng Opportunities
  • (Athena University, Cenquest)
  • III. No Core Faculty Manage Learning Oppor
  • (Jones/E-education, WebCT, VU, West Gov)
  • IV. Virtual Learning Indexes
  • (Globewide Network Academy, World Lecture Hall)
  • Source Strategic Choices for the Academy How
    the Demand for Lifelong Learning Will Re-Create
    Higher Education. By D. J. Rowly, H. D. Lujan,
    M. G. Dolence, Jossey-Bass Publishers, March,

Faculty Member in 2020
  • Track 1 Technical Specialist
  • Track 2 Personal Guide
  • Track 3 Online Facilitator
  • Track 4 Course Developer
  • Track 5 Course or Program Manager
  • Track 6 Work for Hire Online Lecturer
  • Track 7 High School Teacher
  • Track 8 Unemployed

Track 1 Technical Specialist
  • Help critique technical aspects of media and
    materials built into online courses. Here one
    would be part of a course development team or
    instructional design unit. Freelance learning
    object evaluator. Here one would likely operate
    alone or as part of a consulting company.

Track 2 Personal Guide
  • Provide program or course guidance to students on
    demand or preplanned. Becomes more of a
    generalist across university offerings. For
    example, one might help students see how
    different learning objects or modules fit
    together into a degree.

Track 3 Online Facilitator
  • Offers timely and informed support to students
    struggling to complete an online course or
    inserting questions and nudging development of
    students who are successfully completing
    different modules. This is the most similar to
    college teaching positions today.

Track 4 Course Developer
  • Help develop specific courses or topic areas for
    one or more universities. In many institutions,
    this will move beyond a course royalty system to
    a paid position.

Track 5 Course or Program Manager
  • Supervisor or manager of an entire new program or
    courses, most often leading to certificates or
    masters degrees. Similar in stature to a
    development head or chairperson.

Track 6 Work for Hire Online Lecturer
  • Is a freelance instructor for one course or a
    range of course. May work on just one campus or
    on a range of campuses around the world. While
    this will be highly popular and rejuvenate
    careers, institutional policies are yet to be
    sorted out.

Track 7 High School Teacher
  • As universities begin to offer secondary degrees,
    some college faculty with online teaching
    experience and teaching degrees will find
    positions in those classes. Some may view such
    positions as being demoted to the minor leagues.

Track 8 Unemployed
  • If one does not find a niche in one or more of
    the above tracks or roles, he or she will likely
    be unemployed or highly unsuccessful.

Student Differences in 2020
  • Live Longer
  • More Educated
  • Multiple Degrees
  • Accustomed to Multiple Learning Formats
  • Design own programs and courses
  • Specialists AND Generalists
  • Courses/Degrees for unknown occupations
  • Expect to Take Courses Where Live
  • Cyber-students (various digital aids attached to

Possible Roles of University in 2020
  • Meeting place (degrees conferred, picnics, etc.)
  • Certificate grantor
  • Online tech support desk
  • Matchmaking pair students with instructors
    other students for counseling/mentoring
  • Research online learning communities
  • Outward bound-like experiences (tours and
    experiences of what universities used to be like)

Possible Scenarios in Year 2020
  • Virtual Us and Traditional Us Coexist
  • Traditional Univs buy stake in Virtual Us
  • Traditional Univs form Consortia
  • Some Trad Us Move Ahead, Some Dont
  • Other Technology arise well beyond Web
  • Large Virtual Us Buy Competing Traditional Us
    and shut them down

What Uses for Old Institutions of Higher
  • Museums
  • Historical Monuments
  • Bomb Shelters
  • Resorts and Apartment Complexes
  • Nostalgic Retirement Homes
  • Green Space
  • Prisons

General Recommendations
  • Develop Instructor Training Programs
  • Foster Instructor Recognition and Support
  • Create Instructor Resource Sharing Tools
  • Develop Online Learning Policies
  • Conduct Online Learning Research
  • Form Online Learning Dev Partnerships
  • Create/Test Online Learning Pedagogy

So Where is Korea Headed?
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