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

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

• Curt Bonk, Indiana University
• (and CourseShare.com)
• cjbonk_at_indiana.edu
• http//php.indiana.edu/cjbonk

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

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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).

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Are You Ready???
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Exponential Growth of the Web
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To Cope with the Explosion, We Need Instructor
E-Learning Support!!!
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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
  online.
• 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.

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TrainingOutside Support

• Training (FacultyTraining.net)
• Courses Certificates (JIU, e-education)
• Reports, Newsletters, Pubs
• Aggregators of Info (CourseShare, Merlot)
• Global Forums (FacultyOnline.com 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

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Web-Based Teaching Learning Workshops (Indiana
University)

• 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

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FacultyTraining.net (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
  institution
• 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
  management/admin,

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TELEStraining

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

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Distance Ed Certificate Program (Univ of
Wisconsin-Madison)

• 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

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• 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

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• 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)

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http//merlot.org http//www.utexas.edu/world/lect
ure/
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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

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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.

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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

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Class 2 Graduate Course Instructional
Technology

• 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

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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.

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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

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How to Combine these Roles?
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E-Moderator

• 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//www.emoderators.com/moderators.shtml.

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Other Hats
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Online Concierge

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

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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).

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E-Police

• 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).

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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).

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Convener

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

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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).

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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).

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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

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Still More Hats

• Assistant
• Devils advocate
• Editor
• Expert
• Filter
• Firefighter
• Facilitator

• Gardener
• Helper
• Lecturer
• Marketer
• Mediator
• Priest
• Promoter

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What Hats Do You Typically Wear???
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Activity Pick a Hat from 40 Options

• Reality
• ___________
• ___________
• ___________
• ___________
• ___________

• Ideal World
• ___________
• ___________
• ___________
• ___________
• ___________

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What About Role Play???
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Participant Categories

• Wanderer/Lurker
• Contributor/Participant
• Mentor/Expert
• Instructor
• Seeker/Questioner
• Starter-Wrapper
• Starter/Mediator-Wrapper

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Many Other Roles

• Questioner
• Mediator
• Sage
• Planner
• Comic
• Pessimist
• Commentator
• Optimist
• Devils Advocate

• Slacker
• Judge
• Summarizer
• Advisor
• Mentor
• Coach
• Organizer
• Debater/Bloodletter

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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)
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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..."
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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?"
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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..."
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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..."
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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
mention..."
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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."
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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."
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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..."
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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?"
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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."
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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..."
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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."
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Web Facilitation???Berge Collins
AssociatesMauri Collins and Zane L.
Bergehttp//www.emoderators.com/moderators.shtml
mod
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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

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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

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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...

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Is it that simple?
NOPE!!!
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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)
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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.
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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.

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E-Learning Pedagogical Strategies
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Motivational Terms?See Johnmarshall Reeve
(1996). Motivating Others Nurturing inner
motivational resources. Boston Allyn Bacon.
(UW-Milwaukee)

• 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

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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!)

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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)

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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
  for.
• 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.

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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)

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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)

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3. EngagementC. Survey Student Opinions (e.g.,
InfoPoll, SurveySolutions, Zoomerang,
SurveyShare.com)
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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
  chapter
• Respond to peers
• Instructor summarizes posts
• Alternative Pool field interviews
• of practitioners

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4. MeaningfulnessB. Case Creation and
Simulations

• Model how to write a case
• Practice answering cases.
• Generate 2-3 cases during semester based on field
  experiences.
• 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
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6. Variety
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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

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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
  roles)
• Reassign roles if someone drops class
• Perform within rolesrefer to different
  personalities
• 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
  own

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9. Interactive A. Critical/Constructive
Friends, Email Pals, Web Buddies

• Assign a critical friend (perhaps based on
  commonalities).
• 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
  directly.
• 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

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Example TICKIT Project Gallery
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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)
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How to foster e-learning entrepreneurship in
Korea???
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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)

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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

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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.

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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
  Ed)

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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
  ground.
• Sarah Carr, The Chronicle of Higher Ed.

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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//arti.indiana.edu/

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

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The Future 20-20 VisionsNote any predictions
are bound to be too conservative!!!
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What Percent of Time Teach Online?
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Interested in Freelance Instruction?
108

• 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.
  Hezel)
• Sarah Carr, (Dec 15, 2000, A47), A Day in the
  Life of a New Type of Professor, The Chronicle of
  Higher Education

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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!

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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

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So What Happens to the Students, Instructors, and
Universities???
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Cyber U Trends and Phases

• Phase 1 Novelty (i.e., ignore it and it may go
  away)
• 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

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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)

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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?

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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

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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

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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,
  1998.

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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

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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.

120
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.

121
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.

122
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.

123
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.

124
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.

125
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.

126
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.

127
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
  appendages)

128
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)

129
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

130
What Uses for Old Institutions of Higher
Learning???

• Museums
• Historical Monuments
• Bomb Shelters
• Resorts and Apartment Complexes
• Nostalgic Retirement Homes
• Green Space
• Prisons

131
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

132
So Where is Korea Headed?