A Story of Ox Carts and Airplanes: Converging the Promise and Reality of eLearning
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Transcript of A Story of Ox Carts and Airplanes: Converging the Promise and Reality of eLearning
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Education 2011 – 2021Sydney, AustraliaPhil Ice, Ed.D.
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Henry Block???
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Is a market characterized by consistent, double-digit growth
Provides a means to reach new groups of previously underserved learners
Can leverage new technologies to increase learning outcomes
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Henry Block authored the eBang Theory for Montgomery Securities, Bank of America, in 1999
Hype exceeded the ability to implement
Only the names have change
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Learning Management System’s are far removed from the way contemporary learners access and act on information
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Privacy can’t be assured and even if it could students might learn about the Pacific Northwest Tree Octopus
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triggering event (sense of puzzlement)
exploration (sharing information & ideas)
integration (connecting ideas) resolution (synthesizing & applying
new ideas)
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Standard OS from devices from cell phones to flat panel TV’s
Build once, TWEAK and deploy
Ubiquitous consumption of content
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Server based applications can exist on the desktop
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Interactive experiences for users with limited connectivity
Peer to Peer activity emulation through Flex
New York Times Reader
Connect desktop client
POC’s in the works
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Lots of static around analytics
Rebranding what we have been doing
Not visionary enough
Ignoring the realities in the corporate sector
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Data has a limited lifespan in predictive analytics
IBM Intelligent Data Management
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F or W grades may have significant psychological impact. Department of Defense requires service members to reimburse Department for tuition if grade received is F or W. For disenrolled students, last grade of F = 31% and last grade of W = 15% of that population.
4.0 GPA may be related to students transferring to other institutions. Represents 9% of disenrolled students.
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Students have to be retrained – they know nothing about the world
Means more than having a campus in another country
Why aren’t there programs with multiple international components?
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Programs, Courses, Components, Analytics, Emerging Technology, etc, etc. all require:
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The CoI Survey at APUS
• Used as the end of course survey since January 2009
• 45% return rate• To date n = approximately 130,000• Data analyzed using comparative descriptive
statistics, regression analysis and factor analysis at the University, School, Program, Course and Instructor levels
• Recognized as Sloan-C’s effective pract
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Implementation
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Social PresenceAffective Expression
14. Getting to know other course participants gave me a sense of belonging in the course.15. I was able to form distinct impressions of some course participants.16. Online or web-based communication is an excellent medium for social interaction.
Open communication17. I felt comfortable conversing through the online medium. 18. I felt comfortable participating in the course discussions. 19. I felt comfortable interacting with other course participants.
Group cohesion20. I felt comfortable disagreeing with other course participants while still maintaining a sense of trust.21. I felt that my point of view was acknowledged by other course participants. 22. Online discussions help me to develop a sense of collaboration.
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Leveraging economies of scale
Programs, Courses, Infrastructure, Resources, Research
There will be winners and loosers – California as an example vs. for-profits
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The greatest change, and the one we are the least prepared for, is that the school will have to commit itself to results.
▪ Peter Drucker, 1993
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Phil Ice, Ed.D.
Associate VP, Research andDevelopmentAmerican Public University [email protected]
Vice President Sage Road [email protected]