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Published byAshley Jefferson Modified over 9 years ago
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The Self Reinforcing Characteristics of Teaching & Technology in Serving the New Access Mission
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Dynamics of Change What’s at Stake Case Study: ISU Self Reinforcing Characteristics of Teaching & Technology
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Time of Great Change Anytime, Anyplace Learning Emergence of 4th H.E.Sector: Distance Education Western Governors University and the Like Drucker’s Prediction
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Dynamics of Change Instructional Technology New Access Mission
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New Access Mission: Amplitude & Magnitude of Change D.E. Colleges in Peterson’s Guide 1993=93 1997=762 55% of 2215 4-year offer Distance Education Courses D.E. Colleges in Peterson’s Guide 1993=93 1997=762 55% of 2215 4-year offer Distance Education Courses
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New Access Mission: Amplitude & Magnitude of Change Projected Enrollment Growth in Distance Education 1997-2000 = 3 - 4 million 1998-2008 =10+ million Distance Education’s Proportions of H.E. Enrollments 1997 = 7% 2000 = 26% 2008 = 47%
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New Access Mission: Cost Effectiveness Worldwide: 11 open universities teaching 2.8 million at $350/student (Source: Sir John Daniel)
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Change Leads to Uncertainty What role for publics in the new access mission? What effect will the new access mission have on current markets?
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Change Leads to Uncertainty What effect will new anytime, anyplace learning technologies have on the current markets? How will states and their public institutions act to claim this market?
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The Shape of the Postsecondary Market Name Brand Convenience/ User-Friendly 1 2 3 45 6 7 Market Segments Traditional Market Residential Full-time Faculty Holistic Education Prestige Full-time Rising Tide Commuter/Anytime, Anyplace Adjunct Faculty Credentials Access Part-time
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Number of Undergraduates Attending Public and Private Baccalaureate Institutions, by Market Segment Market Segments Number of Students (in thousand) Private Public Name Brand Convenience/ User-Friendly
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Scenario 1: Status Quo in Serving the New Access Mission Market Segments 0 525 1050 1575 2100 2625 3150 3675 4200 1234567 Number of Students (in thousand) Private Public
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Scenario 2: Private, For-Profits Serve the New Access Mission 0 525 1050 1575 2100 2625 3150 3675 4200 1234567 Number of Students (in thousand) Private Public Market Segments
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What’s at Stake for Public Higher Education? Relative Importance to the Enterprise Influence on Public Decisions Resources and Students
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What are the Issues for the Institutions in the Middle? Mission Focus: We Do Both Resource Commitment Faculty Interest and Effort = Adoption of IT
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Institutions in the Middle: Faculty Adoption 1 2 3 45 6 7 Name Brand Convenience/ User-Friendly Traditional Market Rising Tide Holistic Education Credentials Prestige Access Market Segments Referential Orientation Faculty Administration
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Institutions in the Middle Mission and Resources Access = New Resources Experiences by Place: On Campus & Off Campus Clear Strategies to Address Both Ends of the Continuum: Distinguish Holistic Education From Academic Achievement
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Common Ground Institutional Survival Institutional/Departmental Success Effects Yielding Positive Reputation State of the Art Pedagogy Institutional Presence Public Awareness Student Learning & Success
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Policy Acceptance Needed for New: Faculty Reward Policies RTP Policies Letter of Employment Expectations Faculty Load Policies
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ISU’s Institutional Response Degree Link Program 2 Innovative Ph. D. Programs State Leadership for Learning Centers Strategic Planning Process
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Hybrid Service Model Target Market: Placebound, Timebound, Adult Students 2+2 Articulation w/ 2-Year Partners Degree and Degree Completion Programs at a Distance On-Site Remote Learner Services Course Transformation Academy
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Continuing Critical Questions For institutions in the middle, what mutual interests are served by embracing instructional technology and serving the new access markets?
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Continuing Critical Questions Why should we expect the faculty to think embracing this change is a good idea? What is the vision for the on-campus enterprise
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The Self Reinforcing Characteristics of Teaching and Technology Common Ground: Student Success and Quality Teaching and Learning Common Ground: Institutional Survival,Success, and Market Presence
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Key Assumption: Competition for Residential Students Reputational in Nature Quality, Student-Centered Education Market Perceptions of Good Pedagogy Mass Customization of Campus- Based Education
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Common Ground: Institutional Survival, Success, and Market Presence Resources Mission and Market Awareness Early Markets and Partnering for Niche Protection and On Site Advantages
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Resources New Access Mission Resources Provide Dual Purpose Support I.e. faculty, technology, and instructional support
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Resources Winning at the New Economics; or, to the Victors Go the Spoils Revenues streams with which to compete Mechanism for institutional learning and quality standards
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Resources Diminished Opportunity Costs Claim Market Share in the Rising Tide Command Interest From Resource Rich Partners
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Mission and Market Awareness Public Awareness Through Presence & Service On Site Learning Services Public Funding Market Awareness
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Mission and Market Awareness Reinforcing Access & Service Missions Serving State Needs (Business & Industry, Underserved) Capturing Public Attention
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Mission and Market Awareness Extended Contact with Core of the Enterprise First Hand Experience with Our Faculty Teach Parents at Home; Their Children On Campus
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Early Markets and Partnering for Niche Protection & On-Site Advantages Main Early Competition: 1% of Courses = 44% of FTE Articulation with 2-Year Partners
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Early Markets and Partnering for Niche Protection & on Site Advantages Partners & Learning Centers Provide Place and Presence Technical & Workforce-related Programs Partners, Place, and Program Provide Semi-protected Market
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New Tools: Instructional Technology May inspire faculty to rethink teaching approaches May result in improved on-campus pedagogy Will necessitate faculty development Adoption issues connect faculty community horizontally across the institution
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Will Provide Flexibility to On-Campus Students and Faculty Regarding Time and Place Asynchronous Learning Permits Individualized Instructional Approaches Mass Customization Adoption of Instructional Technologies:
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Should Free Faculty to Focus On Developing Higher Order Thinking in Their Students Introduces Potential Gains in Learning Productivity Content / Credit Hour Adoption of Instructional Technologies:
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May Spawn a New Quality Standard for On Campus Pedagogy Flexibility,Learning Productivity, Individual Approaches and Attention Supplies Tangible Evidence about the Scholarship & Teaching Peer Evaluation Adoption by Peer Adoption of Instructional Technologies:
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Summary Dynamics of Change: New Access Mission What’s at Stake: Position and Place Lessons Learned: Find Common Ground Teaching and Technology Can Be Self- Reinforcing
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The Self Reinforcing Characteristics of Teaching & Technology in Serving the New Access Mission
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