1. Science Council of Japan
16-18 January
The Current State of IT-based Capacity Building in Science in Australia
Professor J C Taylor
Deputy Vice-Chancellor (Global Learning Services) The University of Southern Queensland
Presentation to the
Science Council of Japan
January 2003
Science Council of Japan: Title Page

2. 16-18 January
The Internet
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.
Science Council of Japan: Title Page

3. Internet Access Population (millions)
USA
China 56.6
Japan 51.3
Germany 32.2 UK
South Korea 27.8
Australia 10.6
Hong Kong 4.4
Singapore 2.3
Total global population estimated at 498 million
Source: A C Nielsen, March 2002

4. Source: The Economist Intelligence Unit eBusiness Forum, July 2002
e-Readiness Rankings
e-Readiness ranking Country e-Readiness score
1 USA
Netherlands 8.40 UK
Switzerland 8.32
Sweden
Australia
Denmark
Germany
Canada
Finland
Singapore
Norway
Hong Kong 8.13
Source: The Economist Intelligence Unit eBusiness Forum, July 2002

5. Source: The Economist Intelligence Unit eBusiness Forum, July 2002
e-Readiness Rankings
e-Readiness ranking Country e-Readiness score
Austria
Ireland
Belgium
France
New Zealand 7.67
Italy
Taiwan
Korea
Spain
Greece
Portugal
Japan
Source: The Economist Intelligence Unit eBusiness Forum, July 2002

6. The EIU e-Readiness Rankings
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:

7. The Knowledge Explosion
16-18 January
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………...
Science Council of Japan: Title Page

8. The Knowledge-based Economy
16-18 January
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)
Science Council of Japan: Title Page

9. 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 April 2000).
The World Bank expects the number of higher education students will more than double from 70 million to 160 million by 2025.

10. 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.

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

12. 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)

13. 16-18 January
Thesis
Interactions between Internet systems, associated economic drivers, and educational processes will revolutionize traditional approaches to higher education.
Science Council of Japan: Title Page

14. Five Generations of Distance Education Technology
16-18 January
Five Generations of Distance Education Technology
The Correspondence Model
The Multimedia Model
The Telelearning Model
The Flexible Learning Model
The Intelligent Flexible Learning Model
Science Council of Japan: Title Page

15. DELIVERY TECHNOLOGIES CHARACTERISTICS OF DELIVERY TECHNOLOGIES
First Generation (Asynchronous)
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

16. DELIVERY TECHNOLOGIES CHARACTERISTICS OF DELIVERY TECHNOLOGIES
Second Generation (Asynchronous)
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

17. 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.

18. DELIVERY TECHNOLOGIES CHARACTERISTICS OF DELIVERY TECHNOLOGIES
Third Generation (Synchronous)
16-18 January
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
Science Council of Japan: Title Page

19. DELIVERY TECHNOLOGIES CHARACTERISTICS OF DELIVERY TECHNOLOGIES
Fourth Generation (Asynchronous)
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

20. DELIVERY TECHNOLOGIES CHARACTERISTICS OF DELIVERY TECHNOLOGIES
Fifth Generation (Asynchronous)
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

21. 5th Generation Application
16-18 January
Ask a question/ send an 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
Science Council of Japan: Title Page

22. Self-Service Knowledge Base
USQAssist
Self-Service Knowledge Base
During July 2002, the system had a hit-rate of 24,863 from 6,691 students, only 66 of whom used the “Ask a Question” facility

23. 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 queries.

24. 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 , phone and face-to-face enquiries

25. 5th Generation Application
16-18 January
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
Science Council of Japan: Title Page

26. 16-18 January
Australia has a long history of asynchronous distance education and an associated culture of innovation embracing IT-based initiatives aimed at enhancing pedagogical efficacy.
Science Council of Japan: Title Page

27. Culture of Innovation http://www.dest.gov.au/science/
Website managed by the Federal Department of Education, Science and Training:

30. “Scholarly Enquiry in Flexible Science Teaching and Learning”
Culture of Innovation
“Scholarly Enquiry in Flexible Science Teaching and Learning”
(UniServe Science, 2002)

31. A recent survey of online education in Australian universities :
16-18 January
Culture of Innovation
A recent survey of online education in Australian universities :
207 Programs Online, 65 of which are solely online, and 65 of which are Science programs.
(Source: Bell et al, 2002)
Science Council of Japan: Title Page

32. Alexander, S, & McKenzie, J (1998)
Culture of Innovation
“An Evaluation of Information Technology Projects in University Teaching”
Alexander, S, & McKenzie, J (1998)

33. Alexander & McKenzie (1998)
Enhanced international communication between participants through the use of asynchronous computer conferencing enabled students to develop a more sophisticated and global understanding of complex issues.

34. The professional development of teachers : USQOnline – An Exemplar
Culture of Innovation
The professional development of teachers :
USQOnline – An Exemplar

36. Enrolled Students USQ 2002 All students 22,024 On-campus 5,659
16-18 January
Enrolled Students USQ 2002
All students 22,024
On-campus ,659
Off-campus (Australia) 12,010
Off-campus (Overseas) 4,355
Note: Students studying solely online
Science Council of Japan: Title Page

37. USQ’s International Students 2002
Singapore ,605
Malaysia ,198
Hong Kong
South Africa
United Arab Emirates
Japan
Pacific Islands
India
Canada
China
Germany
Total, incl. students from 95 other countries 5,792

38. 16-18 January
Science Council of Japan: Title Page

40. http://www.usqonline.com.au 16-18 January
Science Council of Japan: Title Page

44. 16-18 January
Science Council of Japan: Title Page

49. Communication Areas Content Areas Student Areas
Group Areas
Student Areas

53. 16-18 January
Science Council of Japan: Title Page

54. 16-18 January
Using the Internet as a mode of delivery will not automatically improve student learning.
Science Council of Japan: Title Page

55. Asynchronous e-Learning
Changing the traditional teaching/learning paradigm:
from transmission to transaction.

56. Asynchronous/Synchronous Communication?
16-18 January
Asynchronous/Synchronous Communication?
There is a fundamental qualitative difference between synchronous communication in the classroom and asynchronous written communication online.
Science Council of Japan: Title Page

57. Important Qualitative Difference
Compared to the spontaneous and less structured nature of oral discourse, asynchronous discussion online engenders a disciplined and rigorous form of thinking based on the reflective and explicit nature of the written word.

58. 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.”

59. 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)

60. 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.

61. 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)

62. Is peripheral participation really legitimate as a mode of learning and thereby an efficacious strategy for capacity building in science?

63. Student Participation Profiles
Proactive
Peripheral
Parsimonious
Workers
Lurkers
Shirkers

64. 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

65. 16-18 January
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.
Science Council of Japan: Title Page

66. virtual cohorts of students.
16-18 January
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.
Science Council of Japan: Title Page

67. 5th Generation Application
16-18 January
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
Science Council of Japan: Title Page

68. 5th Generation
As the intelligent databases become more comprehensive, the institutional variable costs for the provision of effective student support will tend towards zero.

69. 5th Generation
In effect, fifth generation distance provides students with better quality tuition and more effective pedagogical and administrative support services at lower cost.

70. Capacity Building in Science
Future Research:
Capacity Building in Science
Investigations aimed at assessing the pedagogical efficacy and cost-effectiveness of 5th Generation distance education applications.

71. Future Research: Capacity Building in Science
16-18 January
Future Research: Capacity Building in Science
Investigations aimed at identifying efficacious approaches to creating effective communities of practice, both national and international.
Science Council of Japan: Title Page

72. Capacity Building in Science
16-18 January
Capacity Building in Science
Any organisation established to support capacity building must mirror the Internet. It must become:
open non-hierarchical
democratic experimental
tightly networked endlessly adaptable
Science Council of Japan: Title Page

73. Traditional approaches will not be sufficient
16-18 January
Traditional approaches will not be sufficient
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)
Science Council of Japan: Title Page

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