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TECHNOLOGY

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Productivity

A university President has observed that education is

one

of the few areas that has not improved productivity

in

decades. He indicated that since Harvard, one of the

oldest and most prestigious universities in America

was

established, the teaching model has been one

instructor

teaching 20 students for a fixed period.

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The Beginning of Change

With the advent of distance learning and the

development of powerful new teaching and learning

technologies, rapid technological changes are now

taking

place in continuing education operations. There are

still

significant points of resistance such as tradition,

accrediting, faculty members and student

perceptions of

appropriate methods of learning.

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Failure to Automate Effectively

One of the most significant factors that prevents

effective

use of the new technologies is the tendency to

merely

automate old systems, without considering how new

systems can maximize learning by using totally

new

methods.

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Changing Administrative Systems

Changes in program delivery systems are also

creating significant changes in administrative

systems including:

1. on-line capabilities

2. marketing

3. registration

4. payment methods

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Administrative Technology

Many technologies contribute to the efficiency of CE

activities. These include:

1. automated management systems

2. voice mail

3. facsimile (FAX)

4. wireless telephones

Creative people find ways to use all of these tools in the

operation of the CE program. For example, specifically

selected classes can be marketed by FAX.

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Lifelong Learning Systems

Integrated software systems are making significant

contributions to CE operations. These systems are often

referred to as lifelong learning systems. Some of the essential

elements of the packages include:

* A registration module that handles all registration options

such as on-line, mail, and telephone

* A marketing module

* A financial analysis module

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Lifelong Learning SystemsLifelong Learning (continued)

* A financial module that includes accounting, financial analysis reports, tracking and evaluation

* A mail module of mail lists and mail processes

* A participant module with participant information, including financial history and participation by course

* A course module providing data for marketing staff, registration staff, and/or the customer

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Lifelong Learning SystemsLifelong Learning (continued)

* An instructor module including specific information such as

personal, financial, evaluation, and course history

* A location and facilities module

* Other modules designed for a specific applications

Many of these modules have previously been used, but the new

systems now have the capacity to move data from one module

to another, creating one seamless management system.

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Technology Impacts the Organizational Structure

Adoption of such a system now only leads to changes in

the way we typically do things but eventually, will lead

to changes in the organization structure. For example, as

more activities become technology based, more staff will

be needed to provide technical support. These positions

often become professional positions. Another side effect

is an increased need for additional technical training for

the entire staff.

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Program Delivery Technologies

The rapid changes in program delivery technologies are in the

process of restructuring higher education as a whole,

including continuing education. These technologies have

changed what were once local captive markets to open

markets for programmers worldwide. They have created a

buyer’s market for many types of programs. Institutional

service areas have expanded from a small radius to virtually

the entire world. A redefinition of the target markets and their

needs can lead to redefining the scope and mission of the

organization.

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Changing Investment Strategies

Dynamic CE programs are frantically trying to determine the

required investment in hardware and programming software

to effectively compete in the future. For example, a typical

electronic classroom may cost over $100,000. This contrasts

significantly with a room with desks, a blackboard and chalk.

Many CE managers have seen large, early investments

dissipate as new technology arrived on the scene making

earlier investments obsolete.

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Changing Competition

Another serious side effect of the new technologies is the

entry of new players in the traditional continuing education

arena. The new technologies have opened the door for profit

oriented organizations from the communication,

entertainment, and business fields to compete with

universities for continuing education customers.

Individuals with expertise in program development for these

new presentation systems and communication channels can

now compete with universities.

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Improved Learning

These new delivery systems allow us to more effectively serve existing

markets and reach new markets. They also present opportunities for the

improvement of instruction by incorporating advanced presentation

systems. Kozma and Johnston described eight ways in which instructional

technology can support and improve learning. These included:

1. Enabling active engagement in the construction of knowledge

2. Making real world situations available

3. Providing representations in multiple modalities (e.g. 3-D, auditory, graphic, and text)

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Improved LearningImproved Learning (continued)

4. Drilling basic concepts for mastery

5. Facilitating collaborative activity among students.

6. Seeing interconnections among concepts through hypertext

7. Learning to use the tools of scholarship

8. Simulating laboratory work

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Web-Based Instruction

This mode of instruction will eventually fulfill the

promise of offering training any place and any time.

In its most complex form, it offers almost all of the

forms of effective presentation such as video, text,

and voice in real time and virtual time. It also has the

ability to portray dynamic, interactive models.

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The Necessity of Team Development

Programmers for this mode of instruction require all of

the traditional program planning skills and added skills

in operating systems such as e-mail, Web browsers, Web

search engines, Web site development and editing, and

presentation systems. Few current programmers possess

all of these skills; therefore, the individual programmer

is being replaced with a team of specialists.

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Cost Effectiveness

The new management skill that is required is the ability to

build and coordinate the efforts of these teams. Another factor

is that teams are expensive. Therefore, the cost of new

program development is astronomical. One estimate is one

month of development time per hour of instruction. It can

only be justified if it is assumed that large numbers of

participants can be attracted to the program within a

reasonable time, or that the program content will be desirable

over a long time period.

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MarketingAfter the program has been developed, the next hurdle is to

market it to a very large regional or global market. Few

universities have an image that is recognized globally and can

attract the large numbers of participants needed to cover the

investment in the program. This has led to consortium

activities like the Western Governor’s University and the

Southern Regional Education Board’s “Electronic Common

Market” in an attempt to be large enough to reach an

awareness threshold. It has also created a market for program

wholesale operations to franchise courses to universities for

sale in their local service area.

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Consolidation of Providers

The large investments required and necessary global

marketing may eventually result in a few large operations

being the sole providers of this type of programming.

Individual CE operations may be reduced to purchasing

wholesale and marketing these programs and traditional

program development of custom programs to limited

audiences. Another related role for university CE operations

may be the sorting and evaluation of the mass of new

programs available and providing consultation and

distribution of the best to a local or regional market.

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Student Support

The Web necessitates new systems of student support

and administrative services. In some ways, these

services may even be more accessible than on-campus

services. Some institutions have programmed

outstanding virtual campuses with every service

well

defined and an alternative personal contact via a

toll

free number.

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Interactive Video Instruction

The technology is based upon compressed video, either two

way or one-way, with an audio return from the students.

It requires a significant up-front investment and generates

high operating costs. Program development costs are

relatively low because instructors can teach in much the

same

way they have taught in the past.

This delivery system has both local and global

capabilities.

Local and area programming can be relatively economical,

especially if total class size can be increased

significantly.

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Re-Inventing Universities

This methodology may eventually reshape the nature of

universities. In most states, public universities are

now

tied together through landlines. This makes it possible

for instructors to teach to multiple campuses and

multiple classrooms. If this practice continues, there

could eventually be only one interconnected institution

in each state. The independent campuses would become

learning centers.

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Economies of Scale

At the global level, this mode of instruction can be

relatively economical for short courses and seminars

that attract relatively large audiences. Similar to

Web-based instruction, effective global marketing

becomes a problem. This has led to partnerships

between institutions that provide a broad marketing

network that can successfully reach a large number

of local markets.

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Presentation Systems

The impact of new and powerful presentation systems

are not limited to courses by distance. When used

effectively, they are having a major impact upon

individual instruction. CE programmers should

encourage and support their use in CE classes.

However, this will require additional investment in

equipment and possible modification of facilities.

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Components of the New Investments

The investment includes the acquisition of video

projection systems, computers, screens, and support

staff

training. With the emphasis on visual presentations,

facilities may need adjustments in lighting and

removal

of sight line barriers. One of the early issues to be

resolved is whether the equipment will be portable so

it

can be moved between classrooms, or stationary and

installed in each classroom.

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Principles of Good Practice

The Southern Regional Education Board, through their

Electronic Common Market (ECM) has developed the

following, Principles of Good Practice:

Basic Assumptions

1. The program or course offered electronically is provided by or through an institution that is accredited by a

nationally-recognized accrediting body and authorized to operate in the state where the program or course originates.

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Principles of Good PracticeBasic Assumptions (continued)

2. The institution’s programs holding specialized accreditation meet the same requirements when offered electronically.

3. The institution may be a single institution or a consortium of institution.

4. These principles are generally applicable to degree or certificate programs and to courses offered for academic credit.

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Principles of Good PracticeBasic Assumptions (continued)

5. It is the institution’s responsibility to review educational programs and courses it provides electronically and certify continued compliance with these principles.

6. Participation in the Electronic Common Market will be coordinated by the appropriate state agency or organizations in the state where it is offered.

7. Institutions offering programs or for-credit courses are responsible for satisfying all in-state approval and accreditation requirements before students are enrolled.

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Principles of Good Practice

Basic Assumptions (continued)

8. Participating states agree to accept, in addition to other state regulations or policies, certification of compliance with the Principles of Good Practice by the offering institution and the state where the offering institution is located.

9. Priority shall be given in enrolling students for ECM courses and programs who are otherwise qualified residents of the SREB region.

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Curriculum and Instruction

Each program or course of study results in learning outcomes

appropriate to the rigor and breadth of the degree or

certificate awarded.

* A degree or certificate program offered electronically is coherent and complete.

* The course provides for appropriate interaction between faculty and students and among students.

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Curriculum and InstructionCurriculum and Instruction (continued)

* Qualified faculty will provide appropriate supervision of the program/course that is offered electronically.

* Academic standards for all programs or courses offered electronically will be the same as those for other programs or courses offered at the institution where the programs originate.

* Student learning in programs delivered electronically should be comparable to student learning in programs offered at the campus where the programs originate.

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Institution Context and Commitment

Role and Mission

* The program is consistent with the institution’s role and mission.

* Review and approval processes insure the appropriateness of the technology being used to meet program or course objectives.

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Students and Student Services

* The program or course profiles students with clear, complete, and timely

information about the curriculum, course

and degree requirements, nature of

faculty/student interaction, assumptions

about technological competence and skills,

technical equipment requirements,

availability of academic support services,

and financial aid resources, and costs and

payment policies.

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Students and Student ServicesStudent Services (continued)

* Enrolled students have reasonable and adequate access to the range of

student services and student rights

to support their learning.

* The institution has admission/acceptance criteria in place to assess whether the student has the background, knowledge, and technical skills required to under-take the course/program.

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Students and Student ServicesStudent Services (continued)

* Advertising, recruiting. and

admissions materials clearly and

accurately present the program

and the services available.

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Faculty Support

* The program provides faculty support services specifically related to teaching via an electronic system.

* The institution assures appropriate training for faculty who teach using technology.

* The program provides adequate equipment, software, and communications to faculty for interaction with students, institution, and other faculty.

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Commitment to Support

* Policies for faculty evaluation include appropriate recognition of teaching and scholarly activities related to programs or courses offered electronically.

* The institution demonstrates a commitment to ongoing support, both financial and technical, and to continuation of the program or course for a period sufficient for students to complete a degree or certificate.

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Evaluation and Assessment

* The institution evaluates program and course effectiveness, including assessment of student learning outcomes, student retention, and student and faculty satisfaction.

* At the completion of the program or course, the institution provides for assessment and documentation of student achievement in each course.

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Evaluation and AssessmentEval. & Assmt. (continued)

* Program or course announcements and electronic catalog entries provide appropriate information.

* Common standards based on the Principles of Good Practice are used to evaluate courses and programs offered through ECM.