May 15, 2007 CADE-OLT Project Update Determinants of Institutional Readiness for Distance/ Distributed Learning

Project Goals What are the indicators of organizational readiness to develop, deliver, and sustain the provision of distance and distributed learning to meet labour market needs? What are the indicators of organizational readiness to engage in partnerships with community organizations for the provision of distributed learning? What barriers prevent providers from using educational technologies and engaging in partnerships in the use of these technologies? What steps can be taken to ameliorate these barriers?

Methodology Review of the literature Ethics Interviews with 25 senior administrators in Anglophone and Francophone universities and colleges Qualitative analysis Partnership interviews Online survey

Highlights of Literature Review 1.Leadership 2.Constant and rapid change in technology used in educational environments 3.Convergence between off-campus and on-campus - services and students 4.Growth in alternative delivery across Canadian HE 5.Policy 6.Funding models for sustaining

Highlights of Literature Review 7.Flexibility and accessibility 8.Learner engagement 9.Increased focus on the scholarship of teaching 10.Changing roles re teaching and learning 11.Increased consortia and collaboration. 12.Varied definitions

Indicators of Organizational Readiness 1.Pervasive institutional adoption of technologies (online, interactive and user-based systems) for: a.Administration (e.g., finance, human resources); b.Student affairs (e.g., registration, student portals); and c.Educational support services (e.g. library. LMS).

Indicators of Organizational Readiness 2.Educational technology is: a.In place and financially supported and renewed; b.Is part of strategic plan, mirrored in departmental plans; c.Linked to student engagement in learning (e.g., qualities of a graduate) as a way to improve teaching and learning. 3.New ways of teaching and learning are part of the strategic academic plan (e.g., use of asynchronous technologies, blended learning). 4.Appropriate leadership

Indicators of Organizational Readiness 5.New policies a.Transfer credits b.Residency c.Tenure and promotion d.Technology support 6.Project-based funding leading to sustained funding

Indicators of Organizational Readiness 7.Team-based development model –Faculty support and professional development –Faculty ownership

Common Barriers 1.Rapid technology change (e.g. hardware, software, network, new unforeseen uses) 2.Reduced availability of funding for capital and new operational costs 3.Increasing costs of technology 4.Different knowledge and skills required 5.Increased need to multitask and take on new functions yourself

Barriers for Faculty 1.Rapid technology change 2.Lack of appropriate compensation 3.Lack of time 4.Tenure and promotion dilemma 5.Teaching as a public versus private activity 6.Student Assessment 7.Unfamiliarity with the pedagogy of the online learning environment (e.g., concerns about quality, preferred face-to-face, etc.) 8.Lack of technical expertise

Barriers for Administration 1.Rapid technology change 2.Funding 3.Varied definitions, even within an institution – hard to get an inventory of what is really happening 4.Legal issues (e.g., copyright) 5.Governance and cultures of universities (not colleges) 6.Changes in roles and responsibilities of units 7.Constant need to change administrative structure

Discussion Do you see other indicators of institutional readiness to develop, deliver, and sustain the provision of distance and distributed learning to meet labour market needs that we have not included? Do you see other barriers that we have not included?

Steps to overcome barriers What steps have you used in your institution to overcome the barriers?

CADE-OLT Project Update Thank you! Merci! Raymond Guy Bonnie Luterbach Kathleen Matheos