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Moving to Anywhere, Anytime Learning Institutional Strategies for Meeting the Online Education Needs of Lifelong Learners


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Title: Moving to Anywhere, Anytime Learning Institutional Strategies for Meeting the Online Education Needs of Lifelong Learners

Moving to Anywhere, Anytime Learning
Institutional Strategies for Meeting the Online
Education Needs of Lifelong Learners
Dr. Andy DiPaolo Executive Director
News Items
  • UMass Online enrollments exceed 21,000 with
    revenue at 21M, a 29 increase in one year.
    March 2006
  • For-profit University of Phoenix enrolls over
    160,000 in online degree programs. Anticipate
    500,000 students worldwide by 2010. June 2005

News Items
  • UCLAs enrolls over 60,000
    students annually in lifelong learning classes.
    March 2004
  • After spending over 30M Columbia University
    closes Fathom, its money-losing online learning
    venture. January 2003

News Items
  • More than 1.2M students in the U.S.
    representing 7 of all students enrolled in
    degree-granting institutions projected to earn
    their degree entirely online. Estimates indicate
    that by 2008 one out of every 10 students will be
    enrolled in an online degree program. May 2006

News Items
  • Universitas 21, an international online education
    partnership of 16 research universities in 8
    countries and Thomson Learning, falls short of
    student and financial forecasts. November 2004
  • Scotlands Interactive University claims it
    exceeds all targets and enrolls more than 60,000
    online students in 20 countries in first 18
    months. July 2004

News Items
  • NextEd partners with 11 higher education
    institutions to deliver online graduate and
    professional education throughout Asia via the
    Global University Alliance. November 2003
  • New York University shuts down its virtual
    university spin-off company, NYU Online. January

News Items
  • eARMYUs 600M partnership with 29 institutions
    makes 146 degree programs available online. Mar
  • Australian universities launch aggressive
    advertising campaign with government support in a
    bid to maintain share of lucrative international
    online education market. May 2004

News Items
  • Claiming more than 250,000 enrollments, the
    University Alliance Online a private company
    markets degree programs from 11 accredited U.S.
    universities. June 2005
  • Ireland and UK sign higher education pact to
    create lifelong access to flexible and convenient
    e-learning programs. November 2005

News Items
  • Barnes and Noble University an edumarketing
    initiative from a book seller -- enrolls 200,000
    online students. September 2005
  • Stanford Center for Professional Development
    delivers 14,000 hours of online academic and
    professional education courses. Becomes major
    provider of online education for high potential
    engineers, scientists and technology managers.
    August 2005

News Items
  • American Council on Education indicates online
    higher education is attractive to entrepreneurs
    and traditional universities likely to lose an
    increasing share of market to alternative
    providers. August 2005
  • MITs Open Courseware initiative offers free
    online access to materials from 2000 courses.
    January 2005

News Items
  • Donald Trump, U.S. billionaire, opens Trump U, an
    online university for business education. May
  • UK eUniversities Worldwide designed to provide
    global online degrees from UKs best universities
    fails after spending 63M. May 2004

News Items
  • Intel and Microsoft work with institutions to
    develop company-specific online graduate degree
    programs. February 2005
  • AllLearn - a nonprofit venture by Oxford,
    Stanford and Yale to provide online noncredit
    humanities courses - closes citing financial
    woes. March 2006

News Items
  • Sloan Foundation contributes over 50M to 118
    academic institutions to develop asynchronous
    learning networks. December 2004
  • Over 200 colleges and universities join together
    to offer free online courses to support displaced
    students from Hurricane Katrina. Effort provides
    boost to acceptability of online higher
    education. October 2005

The Online Higher Education Market Continues to
  • Successfully implemented but with mixed elements
    of hype and reality.
  • Many providers ranging from traditional
    universities to collaborations to start-ups.
  • Lifelong learners generally select online
    providers with a known brand and reputation,
    especially those most apt to aid in employability
    and career growth.

The Challenge What Do Lifelong Learners Want,
Need and Expect of Higher Education Providers?
The Challenge
  • Assume responsibility for increasing personal
    market value. Busy yet anxious to learn.
  • Access to learning anytime and anywhere. Time
    and availability is often more important than
    cost for mobile learners who want an on-the-go,
    24/7 connection to education.

The Challenge
  • Convenience and flexibility with a range of
    course and program delivery options and multiple
    avenues for learning.
  • Wide range of online degree, certification and
    career-building programs not just random online
    courses with flexibility around when programs
    start and end. Push is for modular instruction
    versus courses.

The Challenge
  • Well-designed, engaging, relevant and
    continuously updated programs which facilitate
    the transfer of learning to direct application.
    Rapid mastery of knowledge and skills practice
    oriented education - is the goal.
  • Emphasis on active, challenging scenario-based
    learning using real, vivid and familiar examples.
    Think games, simulations and shared virtual and
    immersive environments.

The Challenge
  • Self-directed, demand-driven learning with
    control of the pace, sequence and mode of
    learning. Impatient with inefficient methods.
    Want to multi-task while learning.
  • Choice of synchronous, asynchronous and blended
    learning options.

The Challenge
  • Customized learning experiences based on
    assessment of knowledge gaps, personal learning
    styles and preferences. Shift from just-in-case
    to just-in-time to just-for-me learning.
    Strong interest in search/Google-like learning.
  • Provisions for e-advising, e-coaching and

The Challenge
  • Participation in a networked learning community
    including interaction with instructors, tutors,
    peers and experts.
  • Learn, refine and apply online group
    collaboration skills and knowledge management
    tools in learning situations including
    international interactions.

The Challenge
  • Access to providers with a recognized brand and
    reputation. Will consider a mix of higher
    education, prof trade associations, publishers,
    govt agencies, libraries, corporations, etc. but
    want formal certification for the effort.
  • Preview of courses and review of evaluations
    before registering.

The Challenge
  • World-wide access to electronic resources with
    instruction on how to evaluate and apply what is
  • Outstanding support services with a focus on
    student as customer. Elimination of delays and
    inefficient procedures regarded as essential.
  • Competitive and variable pricing.

The Challenge
  • Continuous, prompt, and meaningful forms of
    assessment and feedback.
  • Use of delivery technology which is smaller,
    faster, brighter, cheaper and usable anywhere.
  • Ongoing educational renewal over an entire career
    with commitment from their provider to support
    learning for a lifetime.

Institutional Strategies for Anywhere/Anytime
Lifelong Learning Some Lessons Learned
  • Online initiative needs to be consistent with
    institutions mission, values, strengths and
    areas of distinction. Build from tradition in new
  • Must begin with a clear, worthy strategic plan
    keeping it close to core faculty and using
    traditional academic structures to accelerate

  • Design online education initiative as a way to
    extend and enhance - not replace - academic
    programs. Develop a unique niche to meet a
    local, national or global market need.
  • Aim for the sweet spot -- intersection of
    audience needs and wants, faculty interests,
    institutional strengths and what people will pay

  • Think course-to-certificate-to-degree
    progression. Online versions of existing courses
    are easier to start than new ones.
  • Recruit best faculty by offering incentives and
    rewards supportive of change and performance.
    Address faculty concerns regarding ownership of
    intellectual property, increased demands and
    impact on workload.

  • Develop financial model that covers costs and
    investments with revenue distributed to
    participating departments and faculty. Point out
    non-revenue values of faculty participation.
  • Start small pilot with existing students, alumni
    and focus groups. Benchmark against competition.
    Experiment, adapt, improve and then scale and
    publicize with care.

  • If possible, create a unified institutional
    brand. Strong brands with weak programs will
    diminish the reputation of the institution. Use
    caution in developing collaborations and outside
  • Identify every possible student service
    interaction and try to make it positive and
    satisfying. Be fast, flexible and attentive.

Moving to Anywhere, Anytime Learning
  • Remember its not about technology, its about
    learning and innovation!
  • Question everything like an entrepreneur. Think
    daringly, execute steadily.
  • Capitalize on the unexpected and have the courage
    to stop doing.
  • Appoint leaders with vision, passion and a
    willingness to take risks.

Moving to Anywhere, Anytime Learning
  • The scarce resource today is not bandwidth,
    but people who can create and innovate in the
    knowledge age.
  • - How Academic Leadership Works

Questions and Conversations
  • Andy DiPaolo
  • Stanford Center for Professional
  • http//

Slides at http//
Moving to Anywhere, Anytime Learning
Institutional Strategies for Meeting the Online
Education Needs of Lifelong Learners
Dr. Andy DiPaolo Executive Director