Anticipating the future: developing leaders, researchers and practitioners of blended and

distance learning

Anne Forster (UMUC- F&G - UNE, Australia)

Stella Porto (UMUC, USA)Thomas Huelsmann (Oldenburg, Germany)

Mohammed Ally (Athabasca, Canada)Rory McGreal (Athabasca, Canada)

Graham Webb (UNE, Australia)

Agenda• Buzz groups (5 minutes)• UMUC & MDE (15 minutes)

– Context, program & challenges• Q&A (5 minutes)• Athabasca (15 minutes)

– Context, program & challenges• Q&A (5 minutes)• UNE (15 minutes)

– Context, programs & challenges• Q&A / Final Remarks (20 minutes)

Buzz groups• Do we need formal qualifications in DE and e-learning?• How can PD programs respond and adapt in such a fast

changing environment?• Are we picking up the new stuff?

– E.g. OERS, mobile learning, learning design support environments, pedagogical patterns, alternative assessment approaches, etc.

• What is the scope of our responsibilities?– workplace learning, the developing world, digital divide, the

new business imperatives, corporate training?• What are the new skills and roles of the leaders and

managers in this field?

The challenges of developing DE professionals for the future: the Master of DistanceEducation & E-learning

Stella Porto, UMUCThomas Huelsmann, Oldenburg

Program Directors Master of Distance Education & E-Learning

University of MarylandUniversity College

< 7% state support

> 70% adjunct teaching

Systems view:Large scale support services

Portal of supporting

services

Instructors

Virtual Library

Administrative support

Instructional Design

Technical support

Non-traditional managerial back-end organization: centralization of shared resources and

efficiency through division of labor

Master of Distance Education & E-Learning

FacultySupport

InstructionDesign &Support

Leaders &Managers

HigherEducation

Media & technology

CorporateTraining &Learning

DistanceEducation

Partnership:a signature program

UMUC

Oldenburg

• Infrastructure• Support &

Services• Standards• Research• DE

International network

• ‘Escape’ from the large scale model

Major Challenges & Opportunities

Adjunct teaching dichotomy:

engagement vs. accountability

Internal and externalcompetition & Relevancy

Learner unpreparedness =

further support

The plurality of competencies in DE =

Innovations vs. foundational concepts

Resources

SLIDE / 1511

2. The historic juncture of the time of launching the MDE

SLIDE / 1512

The ‚C3L bet‘: The Bologna Process will create a market especially of Master level students coming to do a Further Education Master. • They would need (i) more flexible access condition; (ii) more customized

curricula; • They would be willing and able to pay;• They could be charged.

3. External factors 2: Bologna Process

Buzz groups• Do we need formal qualifications in DE and e-learning?• How can PD programs respond and adapt in such a fast

changing environment?• Are we picking up the new stuff?

– E.g. OERS, mobile learning, learning design support environments, pedagogical patterns, alternative assessment approaches, etc.

• What is the scope of our responsibilities?– workplace learning, the developing world, digital divide, the

new business imperatives, corporate training?• What are the new skills and roles of the leaders and

managers in this field?

Athabasca University and the

Centre for Distance Education

ByMohamed Ally, Ph.D.

Director and ProfessorCentre for Distance Education

Athabasca UniversityCanada

Mission

Athabasca University, Canada’s Open University, is dedicated to the removal of barriers that restrict access to, and success in, university-level studies and to increasing equality of educational opportunity for adult learners worldwide.

We are committed to excellence in teaching, research and scholarship, and to being of service to the general public.

rededicated Athabasca University Governing Council June 2006

Athabasca University

History

1970 Established By Province (June 25, 1970)1973-75 Pilot Project (First Course ‘World Ecology’ Opened in 1973)1975 Approval In Principle1978 Permanent Mandate1984 Relocated To Athabasca1992 Revised Mandate (Masters Programs)2005 First Canadian University regionally accredited in U.S.2006 Ed.D.- DE approved by Advanced Ed.

Athabasca University

Registration Growth (3 Credit Equivalents)

Athabasca University

Headcount

Athabasca University

Undergraduate Age & Gender

Athabasca University

Undergraduate Student Locations

Athabasca University

Bachelor Program Students by Faculty

Program 07-08 08-09 09-10

Humanities & Social Sciences 2,462 2,583 2,662

Health Disciplines 1,192 1,255 1,183

Science & Technology 474 452 518

Business 1,762 1,854 1,887

Athabasca University

Graduate Program Students by Faculty

Program 07-08 08-09 09-10

Humanities & Social Science 653 707 710

Health Disciplines 1,245 1,451 1,579

Science & Technology 216 216 222

Business 834 890 866

Distance Education 291 298 361

Athabasca University

Total Registrations by Faculty

Athabasca University

Graduate Program Head Count

Athabasca University

Graduate Students Age & Gender

Athabasca University

Graduate Head Count by Location

Athabasca University

Credentials Awarded

Athabasca University

Alberta Graduate Outcomes Surveys

Athabasca University

Cost Benefits Bachelor Degree

Athabasca University

Cost Benefits Graduate Degree

Athabasca University

Staff Complement By Location

Athabasca University

Centre for Distance Education

Programs Post-Baccalaureate Certificate in Instructional

Design Post-Baccalaureate Certificate in Technology-

Based Learning Post-Baccalaureate diploma in Instructional

Design Post-Baccalaureate diploma in Distance

Educational Technology Master of Distance Education (MDE) Doctor of Education (Ed.D.) in Distance

Education

Doctor of Education in Distance Education

Started in 2008 Will have a total of 44 doctoral students in

September 2011

MDE Enrolment

Total MDE registrations for 2008-2009 = 812

Accepted 91 MDE students for September 2009

Accepted 18 students for September 2009 for Post-Baccalaureate diplomas and certificates

MDE Program Structure

11 courses (33 credits)ThesisE-portfolioComprehensive Exam

Number of Graduates at June 2008 Convocation

Master of Distance Education (MDE) = 56 Graduate Diploma in Distance Education =

13

Major Program Outcomes Problem Solving, Analysis, & Decision Making

 Providing creative solutions to emerging problems in the field of Distance Education now and in the future.

 Instructional Design & Development  Applying instructional design models,

concepts and skills to solve instructional problems in Distance Education.

 Communication Technologies and Networking The critical analysis and the application of

communications technologies and networking in Distance Education.

Communication & Interpersonal Skills  Ability to communicate, interact, and

collaborate effectively in various contexts. Research

Applying effective research knowledge and skills in order to understand and analyze instructional contexts, problems and issues in Distance Education.

Management, Organization and Leadership The knowledge and skills pertaining to the

management and leadership of organizations with regard to Distance Education considerations.

Thank You

Buzz groups• Do we need formal qualifications in DE and e-learning?• How can PD programs respond and adapt in such a fast

changing environment?• Are we picking up the new stuff?

– E.g. OERS, mobile learning, learning design support environments, pedagogical patterns, alternative assessment approaches, etc.

• What is the scope of our responsibilities?– workplace learning, the developing world, digital divide, the

new business imperatives, corporate training?• What are the new skills and roles of the leaders and

managers in this field?

Rory McGrealDeHub Conference

Sydney, February 2011

Research atAthabasca University

Major Research Issue

A False Dichotomy

Hard science & education• education & training of HQPs

•Lip service to education is pervasive in their documents

Elearning funding problem• ICORE & Tech Futures • Advanced Education& Technology

• Private sector• Other?

Support for Science and Engineering

• XML• IEEE LOM • SCORM• EML• Dublin Core• DSpace• CanCore

Learning Object Repository

ICORE (now TechFutures)• Xerox/Markin/NSERC

Chair in Adaptivity & Personalisation

• $760K X 3 = +$2.2m• NSERC?

Canada Research Chairs

Distance EducationSemantic WebSpace Science + UNESCO

New: Chair inIndigenous Studies OER

Research Strategy

Graduate degrees:MEd & DEd (DE)MAISMBA &DBAMSc & DSc (IT)(proposed)Dr of Nursing (proposed)

TEKRI an Alberta Innovation Centre

• systems integration• knowledge dissemination• identify gaps in understanding of ICTs• Identify/investigate/experiment with models,

content, and applications• investigate Open Source/OERs

• Adaptivity and personalisation• Mobile learning• Social networking• OER• Analyticshttp://tekri.athabascau.ca/

Major Funding IssuesFor Athabasca University research

Major Funding Issue

Major Funding Issue

Major Funding Issue

Why is cost-effectiveness a dirty word in education?

Graduate students are more than embryonic faculty They are NOT just lab &research assistants

They are in the workforce

Let’s enhance and

deepen the talent pool

in the workplace

Major Research Issue

Industry Collaboration Framework

Explore existing Institutional-wide

relationships Ex. Xerox, Fujitsu, IBM,

Google, etc.

Identify opportunities and potential for strategic

partnerships based on existing activities. Ex. Xerox

Procurement: $475KResearch contribution: $50KInstitutional donations: $150K

Prioritize and select most likely candidates

to pursue

Strategic

Industry

Partnership

Collaboratively develop action plans to achieve

outcomes

Could include:Physical Presence

Major Research PartnershipStrategic Procurement

Joint Venture

Elearning companies

CastleRock Research

Elearning companies

Provincial Framework

Athabasca University

Provincial

Framework

OK

Size of Global Education & Training Market

(a) Source: ThinkEquity Partners, Eduventures.

ECONOMIC ACTIVITY

25% 60%

Could this be the future? Are we ready

?

World won’t fit in a box

Buzz groups• Do we need formal qualifications in DE and e-learning?• How can PD programs respond and adapt in such a fast

changing environment?• Are we picking up the new stuff?

– E.g. OERS, mobile learning, learning design support environments, pedagogical patterns, alternative assessment approaches, etc.

• What is the scope of our responsibilities?– workplace learning, the developing world, digital divide, the

new business imperatives, corporate training?• What are the new skills and roles of the leaders and

managers in this field?

UNE & Australian context

Graham WebbSenior-DVC, UNE