Session II: New Directions Virtual U'

1
Session II New Directions - Virtual U.
5th International Conference on ALN - October 9,
1999
On the Transition from Traditional Open
University Models to a Virtual University Model
Michal Beller The Open University of
Israel michalb_at_oumail.openu.ac.il
Ehud Or ARBEL - Consulting Projects
Management ehudor_at_ibm.net
2
VU Characteristics
From TU to OU
TU vs. OU
Un- bundling
OUI Dilemma
Ideal TML
VU system
?

Strategy Organization
Student- Centered
Technology
Methodology Pedagogy
3
VU Characteristics
From TU to OU
TU vs. OU
Un- bundling
OUI Dilemma
Ideal TML
VU system

Strategy Organization
Student- Centered
Technology
Methodology Pedagogy
4
From Traditional to Open
From TU to OU
TU vs. OU
Un- bundling
OUI Dilemma
Ideal TML
1/4
Traditional U
SWOT
SWOT
Accessibility Flexibility Cost
Open U
SWOT
SWOT
5
TML_at_TU TML_at_OU
From TU to OU
TU vs. OU
Un- bundling
OUI Dilemma
Ideal TML
2/4
?
TML
Traditional U
Traditional U
SWOT
SWOT
Accessibility Flexibility Cost
TML
Open U
Open U
SWOT
SWOT
6
From Real to Virtual
From TU to OU
TU vs. OU
Un- bundling
OUI Dilemma
Ideal TML
3/4
TML
Traditional U
Traditional U
?
SWOT
SWOT
Accessibility Flexibility Cost
?
TML
Open U
Open U
SWOT
SWOT
7
From Real to Virtual
From TU to OU
TU vs. OU
Un- bundling
OUI Dilemma
Ideal TML
4/4
?
TML
Traditional U
Traditional U
?
SWOT
SWOT
Accessibility Flexibility Cost
?
TML
Open U
Open U
New Players
SWOT
SWOT
8
TU Study Method
From TU to OU
TU vs. OU
Un- bundling
OUI Dilemma
Ideal TML
?
Time
Place
Lecture
Same
Same
Discussion
Same
Same
Exercise
Same
Same
Homework
Any
Any
Final Exam
Same
Same
9
OU Study Method
From TU to OU
TU vs. OU
Un- bundling
OUI Dilemma
Ideal TML
?
Textbook (Prof.)
Tutorials
Personal Support
Assignments
Common Final Exam
10
From Traditional U to Open U
From TU to OU
TU vs. OU
Un- bundling
OUI Dilemma
Ideal TML
Lecture ? Textbook
Professor ? Course
coordinator
Comprehensive support
system Academic
Admin. Central Regional
Monitoring QA System

• Selected Students
• Upper level
• 1st priority

• Open Admission
• Special learners
• 2nd chance
• 2nd priority

?
11
Study Method TU vs. OU
From TU to OU
TU vs. OU
Un- bundling
OUI Dilemma
Ideal TML
(Faculty) Course Coordinator Tutor(s)
Professor TA(s)
Support SystemAcademic Administrative
Campus Services
Time
Place
Time
Place
Lecture
Textbook (Prof.)
Any
Any
Same
Same
Discussion
Tutorials
Same
Some
Same
Same
Exercise
Personal Support
Any
Any
Same
Same
Homework
Assignments
Any
Any
Any
Any
Final Exam
Common Final Exam
Same
Some
Same
Same
Selected homogenous() cohort
Open admitted heterogeneous students
12
Open U TML
From TU to OU
TU vs. OU
Un- bundling
OUI Dilemma
Ideal TML
(Faculty)Course CoordinatorTutor(s)
Support SystemAcademic Admin.
Online Services
Time
Place
Textbook (Prof.)
Webliography
Any
Any
Tutorials
Same
Some
Live Sessions
Personal Support
Any
Any
Discus. groups
Assignments
Any
Any
Quizzes
Common F. Exam
Same
Some
Open admitted heterogeneous students
13
Traditional U TML
From TU to OU
TU vs. OU
Un- bundling
OUI Dilemma
Ideal TML
Professor TA(s)
Campus Services
Online Services
Time
Place
Lecture
Same
Same
Webliography
Discussion
Discus. groups
Same
Same
Exercise
Same
Same
Quizzes
Homework
Any
Any
Assignments
Same
Same
Final Exam
Selected homogenous() cohort
14
Unbundling Coalitions New Players
From TU to OU
TU vs. OU
Un- bundling
OUI Dilemma
Ideal TML
OU
New Players
TU
Provision of instruction
Individual Faculty
Materials development
Publisher
Learner support
Broker
Degree granting
National agency
Materials distribution
ISP
Academic administration
Broker
General administration
Broker
15
A Course
A Course
TML Course
TML_at_VU
Strategy Org.
Technology
Methodology Pedagogy
From TU to OU
TU vs. OU
Un- bundling
OUI Dilemma
Ideal TML
1/3
Learning Process
Goals
Assessment
Faculty
Student(s)
Materials
Pedagogy
Organization
16
Technology-Mediated Course
A Course
TML Course
TML_at_VU
Strategy Org.
Technology
Methodology Pedagogy
From TU to OU
TU vs. OU
Un- bundling
OUI Dilemma
Ideal TML
2/3
Learning Process
Goals
Assessment
Experts
Faculty
Student(s)
Remote Students
Materials
Digital Libraries
Methodology Pedagogy
Technology
Strategy Organization
17
VU System
A Course
TML Course
TML_at_VU
Strategy Org.
Technology
Methodology Pedagogy
From TU to OU
TU vs. OU
Un- bundling
OUI Dilemma
Ideal TML
3/3
Full Programs
Experts
Faculty
Remote Students
Student(s)
Course Evaluation
Materials
System Evaluation
Digital Libraries
Strategy Organization
Methodology Pedagogy
Technology
18
Technology Map
A Course
TML Course
TML_at_VU
Strategy Org.
Technology
Methodology Pedagogy
From TU to OU
TU vs. OU
Un- bundling
OUI Dilemma
Ideal TML
Internet
Private Sys.
Standard
Proprietary

Synchronous Tools
Asynchronous Tools
Standards Services (IMS)
Learning Environment
Assessment Tools
Infrastructure
Access
19
Methodology Pedagogy Map
A Course
TML Course
TML_at_VU
Strategy Org.
Technology
Methodology Pedagogy
From TU to OU
TU vs. OU
Un- bundling
OUI Dilemma
Ideal TML
Replicating New
instructional current model
paradigm
Learning Theory
20
Strategy Organization Map
A Course
TML Course
TML_at_VU
Strategy Org.
Technology
Methodology Pedagogy
From TU to OU
TU vs. OU
Un- bundling
OUI Dilemma
Ideal TML
On-campus Outreach
Bottom-up Top-down
Evolution
Revolution
Alone
w/Partners
Mixture (of courses) Compound
Centralized Decentralized
Development
Other
Support
Administration
Academic Staff
Students (academic tech.)
Credit Transfer
Registration tuition
On-line
On-line
Students
ID Production
IPR
Record keeping
On-line
Technical Staff
Faculty(operation)
Incentives
Campus services
On-line
21
Students Distribution in Israel
From TU to OU
TU vs. OU
Un- bundling
OUI Dilemma
Ideal TML
TML _at_OUI
WWW _at_OUI
TML _at_TUs(IL)
Student Distribution
WWW _at_UKOU
TML scene
Undergraduate (148,000)
Graduate
TUs (38,000)
Based on PBC figures for 1998
22
TML Scene in Israel
TML _at_OUI
WWW _at_OUI
TML _at_TUs(IL)
Student Distribution
WWW _at_UKOU
From TU to OU
TU vs. OU
Un- bundling
OUI Dilemma
Ideal TML
TML scene
TML projects presented in a conference on
learning technologies in Israel http//www.che.or
g.il/conf-eng.html
Mapping of current TML projects ftp//ftp1.netvisi
on.net.il/che/conf/map-scene.ppt
Based on PBC figures for 1998
23
TML _at_ Israeli TUs
From TU to OU
TU vs. OU
Un- bundling
OUI Dilemma
Ideal TML
TML _at_OUI
WWW _at_OUI
TML _at_TUs(IL)
Student Distribution
WWW _at_UKOU
TML scene
1/2
24
TML _at_ Israeli TUs
From TU to OU
TU vs. OU
Un- bundling
OUI Dilemma
Ideal TML
TML _at_OUI
WWW _at_OUI
TML _at_TUs(IL)
Student Distribution
WWW _at_UKOU
TML scene
2/2
25
OUI Evolution
From TU to OU
TU vs. OU
Un- bundling
OUI Dilemma
Ideal TML
TML _at_OUI
WWW _at_OUI
TML _at_TUs(IL)
Student Distribution
WWW _at_UKOU
TML scene
?
26
TML_at_OUI www.openu.ac.il
From TU to OU
TU vs. OU
Un- bundling
OUI Dilemma
Ideal TML
TML _at_OUI
WWW _at_OUI
TML _at_TUs(IL)
Student Distribution
WWW _at_UKOU
TML scene
?
Learning Materials
Tutorials Learning Process
Traditional
Textbooks
F2F Tutorials Support System (regular
or intensive)
400
400
27
WWW_at_OUI
From TU to OU
TU vs. OU
Un- bundling
OUI Dilemma
Ideal TML
TML _at_OUI
WWW _at_OUI
TML _at_TUs(IL)
Student Distribution
WWW _at_UKOU
TML scene
http//telem1.openu.ac.il/about_eng.html
No change in of F2F tutorials
Reduced
CP MD Online Tutorials
CP Moderated Discussion (MD)
Course Portal (CP)
Open to all
35
6
Pre-registration
3
28
WWW_at_UKOU
From TU to OU
TU vs. OU
Un- bundling
OUI Dilemma
Ideal TML
TML _at_OUI
WWW _at_OUI
TML _at_TUs(IL)
Student Distribution
WWW _at_UKOU
TML scene

• John Daniel (1998) in Are Virtual Universities
  Real?
• the plan is to integrate the use of the Web
  into the Universitys broadly base multiple media
  learning system, not to move all teaching and
  learning activities onto the Web.
• Robin Mason (1999) in The Development of
  Virtual Education A global perspective
• UKOU is moving towards online tutoring and
  administrative support for courses.
• It has not, nor does it foresee, putting the
  content of courses on the Web. Print is cheaper,
  provides better quality, and is more flexible
  putting large amount of materials on the Web
  transfers costs to students

29
OUI Study Model Dilemma
From TU to OU
TU vs. OU
Un- bundling
OUI Dilemma
Ideal TML
TML _at_OUI
WWW _at_OUI
TML _at_TUs(IL)
Student Distribution
WWW _at_UKOU
TML scene
?
Dilemma Does the original model suit
Everyman?
30
SWOT Analysis - OUI
SWOT TU
SWOT VU vs. TU
SWOT OUI
SWOT VU vs. OUI
From TU to OU
TU vs. OU
Un- bundling
OUI Dilemma
Ideal TML
Strengths
Weaknesses
Opportunities
Threats

• DL expertise
• Focus on learning
• Contracting best experts
• HQ Hebrew textbooks
• Transparency
• QA monitoring
• Open admission
• Small tutorial groups
• Team approach
• Interdisciplinarity
• Combined programs

• Small academic staff
• Prof. is not part of the learning
• Dependence on junior staff
• Tutorials replace textbooks
• Long development process
• Dating of materials
• Limited library/ies
• Limited academic aura
• Low level of interaction
• Difficulties with self-study
• Social isolation (self-studies)
• Low retention rates
• Lower image
• Heterogeneous cohort
• Limited hands-on experience

• Growing demand for
• Student-centered approach
• Adaptive learning
• HQ teaching
• Modular JIT
• MA programs
• LLL
• Educational promise in technologies
• Return of the Prof.
• MM, simulations
• Interaction
• Digital libraries
• Joint programs

• Losing DL leadership
• Restricted pool of experts
• Degree non-equivalency
• Resistance toChange

Academic

• Self-study anytime-any place
• Tutorials many places
• Centralization
• Flexibility
• HQ student services
• Scalability
• Tuition covers teaching costs

• Dependency on franchisees
• Slow responsiveness to new programs
• Self-income dependency
• Costly development

• Growing demand for
• Accountability
• Any time/place/pace
• Partnerships collaborations
• Growing demand forcost-effectiveness
• Dedicated resources for technologies

• New players options
• In the periphery
• 2nd chancers
• In the DL arena
• Online learning
• Decrease of public funds
• Non-offset tuition decrease

Organizational Economic
31
SWOT - VU vs. OUI
SWOT TU
SWOT VU vs. TU
SWOT OUI
SWOT VU vs. OUI
From TU to OU
TU vs. OU
Un- bundling
OUI Dilemma
Ideal TML
Strengths
Weaknesses
Opportunities
Threats

• DL expertise
• Focus on learning
• Contracting best experts
• HQ Hebrew textbooks
• Transparency
• QA monitoring
• Open admission
• Small tutorial groups
• Team approach
• Interdisciplinarity
• Combined programs

• Small academic staff
• Prof. is not part of the learning
• Dependence on junior staff
• Tutorials replace textbooks
• Long development process
• Dating of materials
• Limited library/ies
• Limited academic aura
• Low level of interaction
• Difficulties with self-study
• Social isolation (self-studies)
• Low retention rates
• Lower image
• Heterogeneous cohort
• Limited hands-on experience

• Growing demand for
• Student-centered approach
• Adaptive learning
• HQ teaching
• Modular JIT
• MA programs
• LLL
• Educational promise in technologies
• Return of the Prof.
• MM, simulations
• Interaction
• Digital libraries
• Joint programs

• Losing DL leadership
• Restricted pool of experts
• Degree non-equivalency
• Resistance toChange

Academic

• Self-study anytime-any place
• Tutorials many places
• Centralization
• Flexibility
• HQ student services
• Scalability
• Tuition covers teaching costs

• Dependency on franchisees
• Slow responsiveness to new programs
• Self-income dependency
• Costly development

• Growing demand for
• Accountability
• Any time/place/pace
• Partnerships collaborations
• Growing demand forcost-effectiveness
• Dedicated resources for technologies

• New players options
• In the periphery
• 2nd chancers
• In the DL arena
• Online learning
• Decrease of public funds
• Non-offset tuition decrease

Organizational Economic
32
SWOT Analysis - TUs (teaching)
SWOT TU
SWOT VU vs. TU
SWOT OUI
SWOT VU vs. OUI
From TU to OU
TU vs. OU
Un- bundling
OUI Dilemma
Ideal TML
Strengths
Weaknesses
Opportunities
Threats

• Growing demand for
• Student-centered approach
• Adaptive learning
• HQ teaching
• Modular JIT
• LLL
• Educational promise in technologies
• MM, simulations
• Async. interaction
• Digital libraries
• Joint programs

• High academic level
• Faculty (research oriented)
• Academic aura
• Societal framework
• Top-level students
• F2F interaction (among all partners)
• Homogeneous cohort
• Rich libraries

• Teaching - 2nd priority
• Dated teaching methods
• Large lecture-halls
• Missing specific courses
• Interaction limited to classroom office hours
• Limited QA transparency

• Decreasing level of students
• Brain drain (to industry private Us)
• Less autonomy
• Resistance to change

Academic

• Growing demand for
• Accountability
• Any time/place/pace
• Partnerships collaborations
• Growing demand forcost-effectiveness
• Dedicated resources for technologies
• Special funding for IT engineering

• Excess demand (applicants)
• Attractive for donors

• Time place dependency
• Rejecting capable applicants
• Slow responsiveness to innovations and change
• Rigid structure
• Lower level of student services
• Rigid composition of expenses
• Costly libraries
• Costly operation
• Public funds dependency
• Limited accountability

• Shrinking marketshare due to
• Colleges
• Foreign extensions
• Taught MA
• Online learning
• Decrease of public funds
• Non-offset tuition decrease

Organizational Economic
33
SWOT - VU vs. TU (teaching)
SWOT TU
SWOT VU vs. TU
SWOT OUI
SWOT VU vs. OUI
From TU to OU
TU vs. OU
Un- bundling
OUI Dilemma
Ideal TML
Strengths
Weaknesses
Opportunities
Threats

• High academic level
• Faculty (research oriented)
• Academic aura
• Societal framework
• Top-level students
• F2F interaction (among all partners)
• Homogeneous cohort
• Rich libraries

• Teaching - 2nd priority
• Dated teaching methods
• Large lecture-halls
• Missing specific courses
• Interaction limited to classroom office hours
• Limited QA transparency

• Decreasing level of students
• Brain drain (to industry private Us)
• Less autonomy
• Resistance to change

• Growing demand for
• Student-centered approach
• Adaptive learning
• HQ teaching
• Modular JIT
• LLL
• Educational promise in technologies
• MM, simulations
• Async. interaction
• Digital libraries
• Joint programs

Academic

• Excess demand (applicants)
• Attractive for donors

• Time place dependency
• Rejecting capable applicants
• Slow responsiveness to innovations and change
• Rigid structure
• Lower level of student services
• Rigid composition of expenses
• Costly libraries
• Costly operation
• Public funds dependency
• Limited accountability

• Shrinking marketshare due to
• Colleges
• Foreign extensions
• Taught MA
• Online learning
• Decrease of public funds
• Non-offset tuition decrease

• Growing demand for
• Accountability
• Any time/place/pace
• Partnerships collaborations
• Growing demand forcost-effectiveness
• Dedicated resources for technologies
• Special funding for IT engineering

Organizational Economic
34
Concerns
Commod.- Noble
Equity Access
Lack of research
Faculty issues
From TU to OU
TU vs. OU
Un- bundling
OUI Dilemma
Ideal TML
Societal Dimension
Difficulties with Self-Study
Academic Socialization
Societal Dimension
Lack of Rigorous Evaluation Research Institute
for HE policy
Faculty Issues AAUP AFT
Commodification of HE David F. Noble - Digital
Diploma Mills
Equity Access College Board
35
Digital Diploma Mills
Commod.- Noble
Equity Access
Lack of research
Faculty issues
From TU to OU
TU vs. OU
Un- bundling
OUI Dilemma
Ideal TML
Societal Dimension
?
David F. Noble - York University http//www.firstm
onday.dk/issues/issue3_1/noble

• Automation HE- From Course to Courseware
• Mass production
• Standardization
• Commercial interests

• Commoditization of contents instruction
• Detachment / alienation of the faculty
• More administrative control over faculty
  performance and course contents

36
Equity Access
Commod.- Noble
Equity Access
Lack of research
Faculty issues
From TU to OU
TU vs. OU
Un- bundling
OUI Dilemma
Ideal TML
Societal Dimension

• College Board report The Virtual University and
  Educational Opportunity. April, 1999.
• http//www.collegeboard.org/policy/html/virtual.ht
  ml
• Internet courses could hinder the progress of
  poor and minority students who arrive at college
  with less exposure to computers than white or
  more-affluent students.
• High tuition fees - For exampleMBA program at
  Duke - 85KManagement course from Wharton
  (Caliber) - 2500

37
Lack of Rigorous Evaluation Research
Commod.- Noble
Equity Access
Lack of research
Faculty issues
From TU to OU
TU vs. OU
Un- bundling
OUI Dilemma
Ideal TML
Societal Dimension

• Institute for Higher Education Policy report
  Whats the Difference?. April, 1999.
• http//www.ihep.com/PR15.htm
• ... college still lack enough knowledge about
  Internet learning to justify rapid growth.

38
Faculty Issues
Commod.- Noble
Equity Access
Lack of research
Faculty issues
From TU to OU
TU vs. OU
Un- bundling
OUI Dilemma
Ideal TML
Societal Dimension

• The Chronicle for HE - 21 April, 1999
• DE courses - take longer to prepare, do not count
  for tenure
• Educational quality of courses with little or no
  F2F contact
• American Federation of Teachers American
  Association of University Professors require
  Compensation Release-time (IPR)
• Scholarly reputation

39
Societal Dimension
Commod.- Noble
Equity Access
Lack of research
Faculty issues
From TU to OU
TU vs. OU
Un- bundling
OUI Dilemma
Ideal TML
Societal Dimension

• During studies
• After graduation - Old Boys Network

40
OUI Study Model Dilemma
From TU to OU
TU vs. OU
Un- bundling
OUI Dilemma
Ideal TML
TML _at_OUI
WWW _at_OUI
TML _at_TUs(IL)
Student Distribution
WWW _at_UKOU
TML scene
?
Dilemma Does the original model suit
Everyman?
41
From Real to Virtual
From TU to OU
TU vs. OU
Un- bundling
OUI Dilemma
Ideal TML
4/4
?
TML
Traditional U
Traditional U
?
SWOT
SWOT
Accessibility Flexibility Cost
?
TML
Open U
Open U
New Players
SWOT
SWOT
42
Potential VU Share
VU share
Who will join VU?
Potential VU models
Pos.VU vs. OUITML TUTML
Dynamic Process
The move to VU
Position VU vs. OUI TU
Position OUI vs.TUs
Ideal TML
Position OUITML vs. TUTML
Un- bundling
?
Undergraduate (148,000)
Graduate
TUs (38,000)
VU
Based on PBC figures for 1998
43
Who Will Join VU?
VU share
Who will join VU?
Potential VU models
Pos.VU vs. OUITML TUTML
Dynamic Process
The move to VU
Position VU vs. OUI TU
Position OUI vs.TUs
Ideal TML
Position OUITML vs. TUTML
Un- bundling
?
Common to all VU students

• Intrinsic motivation
• No technophobia
• Technology access (skills equipment)

44
Ideal Modes
VU share
Who will join VU?
Potential VU models
Pos.VU vs. OUITML TUTML
Dynamic Process
The move to VU
Position VU vs. OUI TU
Position OUI vs.TUs
Ideal TML
Position OUITML vs. TUTML
Un- bundling
TML_at_TU
TML_at_OU
VU
Strategy Organization
Target Population
Regular student
Remote students
Remote students
Methodology Pedagogy
Course Leader
Prof. TAs external experts
Prof TAs or associate faculty
Senior faculty Course coordinator
Platform
Campus Internet
Internet
Study centers mail Internet
Tech.
Tools
Standard
Standard
Standard
45
Current Position OUI vs. TUs
VU share
Who will join VU?
Potential VU models
Pos.VU vs. OUITML TUTML
Dynamic Process
The move to VU
Position VU vs. OUI TU
Position OUI vs.TUs
Ideal TML
Position OUITML vs. TUTML
Un- bundling
?
Learning Materials
Lectures
Prof. TAs
Course Coordinator Tutors
46
New Position OUITML vs. TUsTML
VU share
Who will join VU?
Potential VU models
Pos.VU vs. OUITML TUTML
Dynamic Process
The move to VU
Position VU vs. OUI TU
Position OUI vs.TUs
Ideal TML
Position OUITML vs. TUTML
Un- bundling
TML
Learning Materials
TML
Lectures
Prof. TAs
Course Coordinator Tutors
47
VU vs. OUITML TUsTML
VU share
Who will join VU?
Potential VU models
Pos.VU vs. OUITML TUTML
Dynamic Process
The move to VU
Position VU vs. OUI TU
Position OUI vs.TUs
Ideal TML
Position OUITML vs. TUTML
Un- bundling
TML
Learning Materials
TML
Lectures
Prof. TAs
Course Coordinator Tutors
48
From Real to Virtual
VU share
Who will join VU?
Potential VU models
Pos.VU vs. OUITML TUTML
Dynamic Process
The move to VU
Position VU vs. OUI TU
Position OUI vs.TUs
Ideal TML
Position OUITML vs. TUTML
Un- bundling
Learning Materials

Campus
TUs
Lectures
Prof. TAs
Course Coordinator Tutors
49
The Move to VU
VU share
Who will join VU?
Potential VU models
Pos.VU vs. OUITML TUTML
Dynamic Process
The move to VU
Position VU vs. OUI TU
Position OUI vs.TUs
Ideal TML
Position OUITML vs. TUTML
Un- bundling
?
Traditional U
Teaching Method
New methodology pedagogy Major Evolution
Strategy Organization
Outreach entity Central support systems
Revolution
50
Dynamic Process
VU share
Who will join VU?
Potential VU models
Pos.VU vs. OUITML TUTML
Dynamic Process
The move to VU
Position VU vs. OUI TU
Position OUI vs.TUs
Ideal TML
Position OUITML vs. TUTML
Un- bundling
?
Students
Time
51
Potential VU Models
VU share
Who will join VU?
Potential VU models
Pos.VU vs. OUITML TUTML
Dynamic Process
The move to VU
Position VU vs. OUI TU
Position OUI vs.TUs
Ideal TML
Position OUITML vs. TUTML
Un- bundling
?
New
Players
52
?
New
Players
TUs
VU(Joint)
OU
Thank You Michal Beller Ehud Or
michalb_at_oumail.openu.ac.il ehudor_at_ibm.net