2. Nordic Visit 2002 The Big Picture: A Global Perspective Universities: Fast, Flexible and Fluid? The USQ Context Five Generations of Distance Education The USQ e-University Project USQOnline 5th Generation/Global Standards Conclusion

3. 1982 ICDE Conference in Vancouver: “Technology’s the answer, but what is the question?” Today, the technology has changed, but the question hasn’t.

4. 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.

5. 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 ?

6. Pace of Change 1. Radio: 50 million users in 38 years 2. Television: 50 million users in 13 years 3. The Internet: 50 million users in 5 years Current prediction: One billion users by the year 2003

7. Internet Access at Home  Australia50%  France22%  New Zealand51%  Sweden61%  UK46%  USA60% % With Internet Access at Home Source: A C Nielsen, June 2000

8. Current Competitive Index 2001 2000 Finland11 United States22 Netherlands34 Germany43 Switzerland55 Sweden67 United Kingdom78 Denmark86 Australia910 Singapore109 Source: World Economic Forum, October 2001

9. Growth Competitive Index 2001 2000 Finland15 United States21 Canada36 Singapore42 Australia511 Norway615 Taiwan710 Netherlands83 Sweden912 New Zealand1019 Source: World Economic Forum, October 2001

10. e-Readiness Rankings: Leaders 1USA8.73 2 Australia8.29 3 UK8.10 4 Canada8.09 5 Norway8.07 6 Sweden7.98 7 Singapore7.87 8 Finland7.83 9 Denmark7.70 10 Netherlands7.69 11 Switzerland7.67 12 Germany7.51 13 Hong Kong7.45 Source: The Economist Intelligence Unit eBusiness Forum, May 2001 e-Readiness ranking Country e-Readiness score

11. e-Readiness Rankings: Contenders 14Ireland7.28 15France7.26 16 (tie)Austria7.22 16 (tie)Taiwan7.22 18Japan7.18 19Belgium7.10 20New Zealand7.00 21South Korea6.97 22Italy6.74 23Israel6.71 24Spain6.43 25Portugal6.21 Source: The Economist Intelligence Unit eBusiness Forum, May 2001 e-Readiness ranking Country e-Readiness score

12. e-Readiness Rankings: Followers 26 Greece5.85 27 Czech Republic5.71 28 Hungary5.49 29 Chile5.49 30 Poland5.05 31 Argentina5.01 32 Slovakia4.88 33 Malaysia4.83 34 Mexico4.78 35 South Africa4.74 36 Brazil4.64 e-Readiness ranking Country e-Readiness score Source: The Economist Intelligence Unit eBusiness Forum, May 2001

13. e-Readiness Rankings: Followers 37 Turkey4.51 38 Colombia4.25 39Philippines3.98 40Egypt / Peru3.88 42 Russia3.84 43 Sri Lanka3.82 44 Saudi Arabia3.80 45 India3.79 46 Thailand3.75 47 Venezuela3.62 e-Readiness ranking Country e-Readiness score Source: The Economist Intelligence Unit eBusiness Forum, May 2001

14. e-Readiness Rankings: Laggards 48 Bulgaria3.38 49 China3.36 50 Ecuador / Iran3.30 52 Romania / Ukraine3.20 54 Algeria / Indonesia3.16 56 Nigeria2.91 57 Kazakhstan2.76 58 Vietnam2.76 59 Azerbaijan2.72 60 Pakistan2.66 Source: The Economist Intelligence Unit eBusiness Forum, May 2001 e-Readiness ranking Country e-Readiness score

15. A formula based on the following factors:  Connectivity (30%)  Business environment (20%)  e-Commerce consumer & business adoption (20%)  Legal & regulatory environment (15%)  Supporting e-Services (10%)  Social & cultural infrastructure (5%) Source: http://www.ebusinessforum.com The EIU e-Readiness Rankings

16. 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)

17. Getting It Wrong Western Union Internal Memo, 1876 — “This telephone has too many shortcomings to be seriously considered as a means of communication. The device is inherently of no value to us”.

18. The Challenge Education must lay the foundation for the success of the global economy.

19. 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”. Fast, Flexible and Fluid

20. Trying to change a university is like trying to move a graveyard --- it is extremely difficult and you don’t get much internal support. Organisational Inertia

21. Why should universities change? Increasing competition on a global scale. Organisational Challenge

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

23. Increasing Competition 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. Britain’s e-University

24. Increasing Competition 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. The Cambridge e-MBA

25. 791 years ago Cambridge University passed a rule requiring all students to reside in the town of Cambridge, England. Last year 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. Fast, Flexible and Fluid?

26. Increasing Competition   offers more than 1,000 online courses and has enrolled over 12,000 students. UCLA’s OnlineLearning.net  offers 1,000 American Airlines frequent flyer points when you enrol in an online course.

27. Book publishing may again become a cottage industry:  Charles Dickens sold his novels, chapter by chapter, in his own magazine, “Household Words”.  Stephen King recently offered his new 16,000 word ghost story, “Riding the Bullet”, for exclusive sale via the Internet at US$2.50 per copy.  Readers were able to download the text onto their computers or e-books.   King sold 400,000 copies during the first day.

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

29. 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.

30. Will your institution survive? Will USQ survive? The Global Lifelong Learning Economy

31. University of Southern Queensland A guiding objective: To be a leader in flexible learning and the use of information and communication technologies in the tertiary sector.

32.  All students21,063  External15,799*  Percentage External 75% *includes currently enrolled off-shore students 3,981 Enrolled Students USQ 2001

33. USQ’s Off-Shore Students 2001  Singapore 1,165  Malaysia 943  China 340  South Africa 199  Pacific Islands 114  Zimbabwe 93  United Arab Emirates 76  Canada 73  Total, including students from 60 other countries 3,981

34. What kind of university? An e-University for an e-World An e-University that acts locally and thinks globally A “dual mode/triple option” University offering choice to its students –On Campus –Off Campus –Online

35. VCC Management Structure of Online Initiatives Academic Board Faculties Information Infrastructure and Services Committee Information Infrastructure and Services Committee Online Teaching Management Committee Online Teaching Management Committee Online Systems Management Committee Online Systems Management Committee Online Marketing Management Committee Online Marketing Management Committee

36. Instructional Design Specialist Instructional Design Specialist MULTI - DISCIPLINARY UNIT TEAM Subject Matter Expert(s) Subject Matter Expert(s) MULTIMEDIA MATERIALS Subject Matter Moderator Subject Matter Moderator Graphic Design Specialist Graphic Design Specialist Instructional Technology Specialist Instructional Technology Specialist Audio-visual Media Specialist Audio-visual Media Specialist

37. Subject Matter Expert(s) Subject Matter Expert(s) Instructional Designer Instructional Designer TOTAL UNIT DEVELOPMENT INSTRUCTIONAL STRATEGIES PLANNING COMMITTEE Subject Matter Moderator Subject Matter Moderator INSTRUCTIONAL BLUEPRINT SAMPLE MODULE UNIT TEAM APPROACH “Generator Model” UNIT TEAM APPROACH “Generator Model”

38. ISO 9001: Quality Certification Courseware design and development Project management Audio and video production Photographic services Distance learning evaluation Examination preparation and production Telecommunications support Microcomputer support Systems administration

39. ISO 9001: Quality Certification Courseware production and distribution Multimedia development Graphics design Instructional design research Electronic publishing Student support systems Technical consultation, installation and repairs Network design and maintenance Organizational management

40. Five Generations of Distance Education Technology  The Correspondence Model  The Multimedia Model  The Telelearning Model  The Flexible Learning Model  The Intelligent Flexible Learning Model

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

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

43. 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.

44. HIGHLY REFINED MATERIALS HIGHLY REFINED MATERIALS ADVANCED INTERACTIVE DELIVERY ADVANCED INTERACTIVE DELIVERY CHARACTERISTICS OF DELIVERY TECHNOLOGIES MODELS OF DISTANCE EDUCATION AND ASSOCIATED DELIVERY TECHNOLOGIES MODELS OF DISTANCE EDUCATION AND ASSOCIATED DELIVERY TECHNOLOGIES No No No No Yes FLEXIBILITY Time Place Pace No No No Yes Yes INSTITUTIONAL VARIABLE COSTS APPROACHING ZERO THE TELELEARNING MODEL Audio-teleconferencing Videoconferencing Audiographic communication Broadcast TV/Radio and Audio-teleconferencing Audio-teleconferencing Videoconferencing Audiographic communication Broadcast TV/Radio and Audio-teleconferencing Third Generation No

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

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

47. http://www.usqonline.com.au

61. 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. Organisational Development

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

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

71. The PC-ePhone

76. Incoming “new” question from student Previous Questions Previous Questions Reusable Learning Objects Database Previous Answers Previous Answers “Immediate” feedback to student NO YES New Answer Search / Match Duty Tutor Trigger

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

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

79. Emerging global standards for the interoperability of online learning courseware across different learning management systems. Another Issue

80. Want to know more? ADL, AICC, API, CMI, CSF, CBT, DCMI, DETYA, DNER, DTD, EdNA, ERP, FEFC, GUID, IEEE/LTSC, IMS, LIP, LMS, LOM, MIS, MLE, NCAM, QTI, RCD, RDF, RFP, SCORM, Ufi, UID, URN VLE, WAI, XDS, XML, AFD…….. Acronym Fatigue Disorder

81. IMS Global Learning Consortium, Inc   IMS is a global consortium of 250 educational institutions, commercial entities, government agencies and developers   IMS members include: Apple, Blackboard, Cisco, IBM, Microsoft, Oracle, PeopleSoft, Sun Microsystems and DETYA

82. IMS   IMS develops open, technical specifications to support network based, distributed learning   Its mission is to facilitate the delivery of e-learning to all users and all user environments worldwide   All the IMS specifications are released free of charge:   http://www.imsproject.org

83. IMS Specifications   Learning Resources Metadata Specification   Enterprise Specification   Content & Packaging Specification   Question & Test Specification   Learner Profiles Specification

84. “Clicks and Mortar” are not enough The Internet is set to connect virtually everyone and everything – the Web is turning into humanity’s collective brain. Any organisation hoping to survive must mirror the Internet itself. It must become: The Internet is set to connect virtually everyone and everything – the Web is turning into humanity’s collective brain. Any organisation hoping to survive must mirror the Internet itself. It must become: open non-hierarchical democratic experimental tightly networked endlessly adaptable open non-hierarchical democratic experimental tightly networked endlessly adaptable

85. To survive and prosper organisations need to mirror the Internet and to develop a collective brain capable of - “habitual and radical innovation”. (Gary Hamel, Inside the Revolution, 2001) “habitual and radical innovation”. (Gary Hamel, Inside the Revolution, 2001) “Clicks and Mortar” are not enough

86. “Any new technology environment eventually creates a totally new human environment”. Marshall McLuhan The e-Revolution

87. Why not create rather than predict the future? The USQ Philosophy -