Higher Education Challenges and Solutions 6 May 2003 Higher Education Challenges and Solutions Professor J C Taylor Deputy Vice-Chancellor (Global Learning Services) The University of Southern Queensland Microsoft Executive Breakfast 6 May 2003 Microsoft Breakfast: Title Page

6 May 2003 Thesis Powerful technical, economic and social trends facilitated by the Internet are revolutionizing the traditional concepts of business and economics – their effects on higher education will be especially profound. Microsoft Breakfast: Title Page

"gales of creative destruction” 6 May 2003 Joseph Schumpeter (1934) predicted that every 50 years or so, technological revolutions would cause "gales of creative destruction” in which old industries would be swept away and replaced by new ones. Microsoft Breakfast: Title Page

Technological Changes Steam Power - 1780s to the 1840s The Railways - 1840s to the 1890s Electric Power - 1890s to the 1930s The Motor Car - 1930s to the 1980s Information Technology - 1980s to ?

Pace of Change 1. Radio: 50 million users in 38 years 2. Television: 3. The Internet: 50 million users in 5 years Common Prediction: One billion users by the year 2003

Internet Access Population (millions) USA 168.6 China 56.6 Japan 51.3 Germany 41.8 UK 30.4 South Korea 27.8 Brazil 19.7 Australia 10.6 Netherlands 9.2 Sweden 6.1 Total global population estimated at 580 million Source: A C Nielsen, 2002

e-Readiness Rankings: Leaders e-Readiness ranking Country e-Readiness score 1 Sweden 8.67 Denmark 8.45 3 (tie) Netherlands 8.43 3 (tie) US 8.43 3 (tie) UK 8.43 6 Finland 8.38 7 Norway 8.28 8 Switzerland 8.26 9 Australia 8.25 10 (tie) Canada 8.20 10 (tie) Hong Kong 8.20 12 Singapore 8.18 13 Germany 8.15 Source: The Economist Intelligence Unit eBusiness Forum, March 2003

The Knowledge Explosion 6 May 2003 The Knowledge Explosion Over 90% of the relevant literature in many technical fields, such as biotechnology, astronomy, computers and software, and environmental sciences, has been produced since 1985. J B Quinn (2001) Traditional programmatic approaches to education simply cannot keep up………... Microsoft Breakfast: Title Page

The Knowledge-based Economy 6 May 2003 The Knowledge-based Economy There are increasing signs that our current paradigms for higher education, the nature of our academic programs, the organization of our colleges and universities, and the way that we finance, conduct and distribute the services of higher education may not be able to adapt to the demands of our time. J J Duderstadt (2001) Microsoft Breakfast: Title Page

From Elite to Mass Higher Education In 1946: 8 Australian universities teaching about 26,000 students. In 2003: 37 Australian universities teaching about 888,000 students.

Prediction 'The death of distance as a determinant of the cost of communications will probably be the single most important economic force shaping society in the first half of the 21st century'. Cairncross (1997)

6 May 2003 Thesis Interaction between Internet systems, economic forces and educational processes will revolutionize traditional approaches to higher education. Microsoft Breakfast: Title Page

Fast, Flexible and Fluid 6 May 2003 Fast, Flexible and Fluid The transition from the Industrial to the Information Age was encapsulated by Dolence and Norris (1995), who argued that to survive organisations would need to change from rigid, formula driven entities to organisations that were “fast, flexible and fluid”. Microsoft Breakfast: Title Page

it is extremely difficult and you don’t get much internal support. 6 May 2003 Organizational Inertia Trying to change a traditional university is like trying to move a graveyard --- it is extremely difficult and you don’t get much internal support. Microsoft Breakfast: Title Page

Why should universities change? 6 May 2003 Organisational Challenge Why should universities change? Increasing competition on a global scale. Microsoft Breakfast: Title Page

Increasing Competition Unext (Business education only) London School of Economics and Political Science University of Chicago Carnegie Mellon University Columbia University Stanford University

Increasing Competition Britain’s e-University The Higher Education Funding Council and the Department of Education and Employment has asked Treasury to provide an extra £100 million (approx. AU$300 million) to fund the e-University.

Increasing Competition The Cambridge e-MBA Cambridge University’s business school has joined forces with FT Knowledge, part of the global communications group Pearson plc, to offer this new degree from September 2001.

Fast, Flexible and Fluid? 791 years ago Cambridge University passed a rule Requiring all students to reside in the town of Cambridge, England. In 2000 that rule was revoked. The 800 year-old rulebook had to be altered to make way for the university’s first Internet-enabled program, the global e-MBA.

Increasing Competition AllLearn (an e-learning partnership between Oxford University, Stanford University and Yale University) is offering 75 short courses in a dozen disciplines in the Fall Semester, starting 7th October, 2002 http://www.alllearn.org

Increasing Competition UCLA’s OnlineLearning.net has enrolled over 20,000 students in 1,700 online courses since 1996. Has offered student discounts, refer a friend gift certificates, frequent flyer points, opportunities to win free tuition.

Increasing Competition General Motors University General Motors University now offers an eMBA to provide online learning to as many as 86,000 GM salaried employees.

Increasing Competition 6 May 2003 Increasing Competition University of Phoenix Online has 37,600 students. It made a profit of $31.8 million in 2001, and a profit of $23.6 million in the first six months of 2002. Source: The Economist (2002) Microsoft Breakfast: Title Page

Increasing Competition IBM’s Mindspan Solutions workplace and training systems employs 3,000 people to develop customised e-learning content for 900 clients in 57 countries. (Source: K Dearne (2002), The Australian IT)

The Big Picture Change is the only constant. Growth is the only certainty.

Future Projections A recent IBM report forecasts a threefold (US$4.5 trillion) jump in global education expenditure during the next 13 years. (Source: Richard Gluyas, New Nabs e-School Deal http://finance.news.com.au, 22 April 2000). The World Bank expects the number of higher education students will more than double from 70 million to 160 million by 2025.

Future Projections By 2005, e-learning will be the single most used application on the web. (Source: Harris, Logan & Lundy, Gartner Research, 2001). Corporate investment in e-learning will grow from US$2.1 billion in 2001 to US$33.4 billion in 2005.

Leadership Challenge A market-driven restructuring of higher education as an industry – while perhaps both alien and distasteful to the academy – is an important perspective from which to view the future of universities.

What type of institutions will survive? The Global Lifelong Learning Economy What type of institutions will survive? Will your institution survive?

Five Generations of Distance Education Technology 6 May 2003 Five Generations of Distance Education Technology The Correspondence Model The Multimedia Model The Telelearning Model The Flexible Learning Model The Intelligent Flexible Learning Model Microsoft Breakfast: Title Page

DELIVERY TECHNOLOGIES CHARACTERISTICS OF DELIVERY TECHNOLOGIES First Generation MODELS OF DISTANCE EDUCATION AND ASSOCIATED DELIVERY TECHNOLOGIES CHARACTERISTICS OF DELIVERY TECHNOLOGIES INSTITUTIONAL VARIABLE COSTS APPROACHING ZERO FLEXIBILITY HIGHLY REFINED MATERIALS ADVANCED INTERACTIVE DELIVERY Time Place Pace THE CORRESPONDENCE MODEL Yes Yes Yes Yes No • Print No

DELIVERY TECHNOLOGIES CHARACTERISTICS OF DELIVERY TECHNOLOGIES Second Generation MODELS OF DISTANCE EDUCATION AND ASSOCIATED DELIVERY TECHNOLOGIES CHARACTERISTICS OF DELIVERY TECHNOLOGIES INSTITUTIONAL VARIABLE COSTS APPROACHING ZERO FLEXIBILITY HIGHLY REFINED MATERIALS ADVANCED INTERACTIVE DELIVERY Time Place Pace THE MULTIMEDIA MODEL Yes Yes Yes Yes No Yes Yes Yes Yes No No • Print Audiotape • Videotape Computer-based learning (eg CML/CAL) Interactive video Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes

Variable costs tend to increase or decrease directly (often linearly) with fluctuations in the volume of activity. In traditional distance education delivery, the distribution of packages of self-instructional materials (printed study guides, audiotapes, videotapes, etc) is a variable cost, which varies in direct proportion to the number of students enrolled.

DELIVERY TECHNOLOGIES CHARACTERISTICS OF DELIVERY TECHNOLOGIES Third Generation 6 May 2003 MODELS OF DISTANCE EDUCATION AND ASSOCIATED DELIVERY TECHNOLOGIES CHARACTERISTICS OF DELIVERY TECHNOLOGIES INSTITUTIONAL VARIABLE COSTS APPROACHING ZERO FLEXIBILITY HIGHLY REFINED MATERIALS ADVANCED INTERACTIVE DELIVERY Time Place Pace THE TELELEARNING MODEL No No No No Yes • Audio-teleconferencing Videoconferencing • Audiographic communication Broadcast TV/Radio and Audio-teleconferencing No No No No Yes Yes Microsoft Breakfast: Title Page

DELIVERY TECHNOLOGIES CHARACTERISTICS OF DELIVERY TECHNOLOGIES Fourth Generation MODELS OF DISTANCE EDUCATION AND ASSOCIATED DELIVERY TECHNOLOGIES CHARACTERISTICS OF DELIVERY TECHNOLOGIES INSTITUTIONAL VARIABLE COSTS APPROACHING ZERO FLEXIBILITY HIGHLY REFINED MATERIALS ADVANCED INTERACTIVE DELIVERY Time Place Pace THE FLEXIBLE LEARNING MODEL Yes Yes Yes Yes Yes • Interactive multimedia (IMM) • Internet-based access to WWW resources • Computer mediated communication (CMC). Yes No Yes Yes Yes Yes Yes

DELIVERY TECHNOLOGIES CHARACTERISTICS OF DELIVERY TECHNOLOGIES Fifth Generation MODELS OF DISTANCE EDUCATION AND ASSOCIATED DELIVERY TECHNOLOGIES CHARACTERISTICS OF DELIVERY TECHNOLOGIES INSTITUTIONAL VARIABLE COSTS APPROACHING ZERO FLEXIBILITY HIGHLY REFINED MATERIALS ADVANCED INTERACTIVE DELIVERY Time Place Pace THE INTELLIGENT FLEXIBLE LEARNING MODEL Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes • Interactive multimedia Internet-based access to WWW resources • CMC, using automated response systems Campus portal access to institutional processes & resources Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes

5th Generation Application 6 May 2003 Ask a question/ send an email NO Incoming “new” admin question from student USQAssist: Self-service Knowledge Base Search / Match Previous Questions Previous Answers USQ staff member – “New Answer” “Immediate” admin feedback to student YES Trigger 5th Generation Application Microsoft Breakfast: Title Page

5th Generation Application 6 May 2003 Metadata Schema Model NO Duty Tutor Incoming “new” academic question from student Reusable Learning Objects Database Search / Match Previous Questions <meta tags> Previous Answers <meta tags> New Answer “Immediate” academic feedback to student YES 5th Generation Application Trigger Microsoft Breakfast: Title Page

6 May 2003 Microsoft Breakfast: Title Page

Enrolled Students USQ 2003 All students 22,908 On-campus 5,720 6 May 2003 Enrolled Students USQ 2003 All students 22,908 On-campus 5,720 Off-campus (Australia) 12,606 Off-campus (Overseas) 4,582 Note: Students studying solely online 887 Microsoft Breakfast: Title Page

USQ’s International Students 2003 Singapore 1,598 Malaysia 2,327 Hong Kong 565 South Africa 288 United Arab Emirates 114 Japan 93 Pacific Islands 180 India 18 Canada 98 China 195 Germany 188 Total, incl. students from 67 other countries 6,976

Organizational Development 6 May 2003 Organizational Development In many universities the development of web-based initiatives is not systemic, but is often the result of random acts of innovation initiated by risk-taking individual academics. Microsoft Breakfast: Title Page

Organizational Development The implementation of education technologies including web-based applications at USQ is strategically planned, systematically integrated and institutionally comprehensive.

USQ: A guiding objective 6 May 2003 USQ: A guiding objective To be a leader in flexible learning and the use of information and communication technologies Microsoft Breakfast: Title Page

Management Structure of Online Initiatives 6 May 2003 Management Structure of Online Initiatives Academic Board Information Infrastructure and Services Committee VCC Online Teaching Management Committee Online Systems Management Committee Microsoft Breakfast: Title Page

The GOOD System provides a simple way to Create, Manage & Re-purpose content

XML (eXtensible Markup Language) DTD (Document Type Definition) Print Web CD DVD RENDITIONS: STYLE SHEET: XSL XSL XSL XSL XML CONTENT REPOSITORY: DTD (Document Type Definition) INPUT: XML Editor

5th Generation Application 6 May 2003 Ask a question/ send an email NO Incoming “new” admin question from student USQAssist: Self-service Knowledge Base Search / Match Previous Questions Previous Answers USQ staff member – “New Answer” “Immediate” admin feedback to student YES Trigger 5th Generation Application Microsoft Breakfast: Title Page

USQAssist Self-Service Knowledge Base During S2, 2002, the system had a hit-rate of 100,491 from 29,367 students, only 1,375 of whom used the “Ask a Question” facility . During S2, the e-CRM also managed a further 29,647 email queries.

Self-Service Knowledge Base USQAssist Self-Service Knowledge Base Student support staff also save 25% of their time through the use of the knowledge-base for the automatic generation of suggested answers to email, phone and face-to-face enquiries

USQConnect Entry point to web-based systems for over 25,000 users (staff and students). Written entirely in ASP.NET – based on a modified version of the IBuySpy Portal code. Hosted on Windows 2000 utilising load balancing with SQL2000 as the database server. The foundation for a single sign-on solution being developed in-house.

The PC-ePhone

http://www.usqonline.com.au 6 May 2003 Microsoft Breakfast: Title Page

Communication Areas Content Areas Student Areas Group Areas Student Areas

Relevant Instructional Design Theories ZPD: Zone of proximal development (Vygotsky, 1978; 1981) Reflective practitioner (Schon, 1987) Communities of practice (Brown, Collins & Duguid, 1989) Situated cognition (Lave & Wenger, 1991)

Brown & Duguid (2000) emphasised the importance of regarding learning as a social act: “Practice is an effective teacher, and community of practice an ideal learning environment.”

Lave & Wenger (1991) emphasised the importance of the social context in which the learner is immersed, and learning as legitimate peripheral participation in a community of practice.

In the online context, legitimate peripheral participation has become associated with the term “Lurker”. “One of the “silent majority” in an electronic forum; one who posts occasionally or not at all but is known to read the group's postings regularly.” (The Jargon dictionary, 2002)

Student Participation Profiles Proactive Peripheral Parsimonious Workers Lurkers Shirkers

Overview of Participation and Performance Average Number: Discussion Board Hits 193 129 36 Student Sub-Groups The Workers The Lurkers The Shirkers Average Number: Messages Posted 38 13 4 Average: GPA 5.43 5.41 4.30

6 May 2003 Outcome The academic performance of the lurkers was on average not much less than that of the workers, thereby supporting the notion of learning as legitimate peripheral participation. Microsoft Breakfast: Title Page

virtual cohorts of students. 6 May 2003 The Future The success of the lurkers augurs well for the use of e-learning facilitated by intelligent databases and the flexibility inherent in interacting with virtual cohorts of students. Microsoft Breakfast: Title Page

5th Generation Application 6 May 2003 Metadata Schema Model NO Duty Tutor Incoming “new” academic question from student Reusable Learning Objects Database Search / Match Previous Questions <meta tags> Previous Answers <meta tags> New Answer “Immediate” academic feedback to student YES 5th Generation Application Trigger Microsoft Breakfast: Title Page

5th Generation As the intelligent databases become more comprehensive, the institutional variable costs for the provision of effective student support will tend towards zero.

5th Generation In effect, fifth generation distance provides students with better quality tuition and more effective pedagogical and administrative support services at lower cost.

“Clicks and Mortar” are not enough 6 May 2003 “Clicks and Mortar” are not enough To survive and prosper organisations need to develop the institutional capacity for “habitual and radical innovation”. (Gary Hamel, Inside the Revolution, 2001) Microsoft Breakfast: Title Page

Why not create rather than predict the future? 6 May 2003 The USQ Philosophy ? Why not create rather than predict the future? Microsoft Breakfast: Title Page

USQ’s Potential Competitive Advantage ? The institutional capacity to execute an integrated approach to technology deployment .