Projecting the Future of the
Cyber University and the New
Roles of Instructors
Curt Bonk, Indiana University
(and CourseShare.com)
cjbonk@indiana.edu
http://php.indiana.edu/~cjbonk
Timeout!!! What do you do with
technology in Korea today?
What about 10 years ago???
A Vision of E-learning for
America’s Workforce, Report of the
Commission on Technology and Adult Learning, (2001, June)
• A remarkable 84
percent of two-and four-
year colleges in the United States expect to
offer distance learning courses in 2002” (only
58% did in 1998) (US Dept of Education report, 2000)
• Web-based training is expected to increase
900 percent between 1999 and 2003.”
(ASTD, State of the Industry Report 2001).
Are You Ready???
Exponential Growth of the Web
To Cope with the Explosion, We
Need Instructor E-Learning
Support!!!
Problems Faced
Administrative:
Pedagogical:
• “Lack of admin vision.”
• “Lack of incentive from
admin and the fact that
they do not understand the
time needed.”
• “Lack of system support.”
• “Little recognition that this
is valuable.”
• “Rapacious U intellectual
property policy.”
• “Unclear univ. policies
concerning int property.”
• “Difficulty in performing
lab experiments online.”
• “Lack of appropriate
models for pedagogy.”
Time-related:
• “More ideas than time to
implement.”
• “Not enough time to
correct online assign.”
• “People need sleep; Web
spins forever.”
Training
Outside Support
•
•
•
•
•
•
Training (FacultyTraining.net)
Courses & Certificates (JIU, e-education)
Reports, Newsletters, & Pubs
Aggregators of Info (CourseShare, Merlot)
Global Forums (FacultyOnline.com; GEN)
Resources, Guides/Tips, Link Collections,
Online Journals, Library Resources
Certified Online Instructor Program
• Walden Institute—12 Week
Online Certification (Cost
= $995)
• 2 tracks: one for higher ed
and one for online
corporate trainer
– Online tools and purpose
– Instructional design theory
& techniques
– Distance ed evaluation
– Quality assurance
– Collab learning communities
Web-Based Teaching & Learning
Workshops (Indiana University)
•
•
•
•
•
•
5 Day workshops: $895/person
Understand Web technologies
Apply sound instructional design
Use Web development tools
Hands-on instruction
Evaluate current environments, conduct needs
assessment, apply to current project
FacultyTraining.net
(Mark Adams)
• $400 for 4 week course for beginners
• $3,500 for an 8 week Master Instructor
course for those wanting to license and
teach course at own institution
• Offered twice/month, 20 participants max
• Topics: Online learning terminology,
building a learning community, models,
theories, and strategies, instructional
design, course development,
teaching/making connections, course
management/admin,
TELEStraining
Courses:
1. DWeb: Training the Trainer—Designing,
Developing, and Delivering Web-Based Training
($1,200 Canadian)
(8 weeks: Technology, design, learning, moderating,
assessment, course development,
2. Techniques for Online Teaching and Moderation
3. Writing Multimedia Messages for Training
Distance Ed Certificate Program
(Univ of Wisconsin-Madison)
• 12-18 month self-paced certificate program,
20 CEUs, $2,500-$3,185
• Integrate into practical experiences
• Combines distance learning formats to cater
to busy working professionals
• Open enrollment and self-paced
• Support services
Administrators and faculty members
at the Massachusetts Institute of
Technology are debating what could
become a $100-million effort to
create extensive World Wide Web
pages for nearly every course the
university offers.
Jeffrey R. Young, March 1, 2001, The Chronicle of Higher Ed
In an effort to analyze and
improve their teaching, some
professors are creating
multimedia portfolios that try to
capture the complex interactions
that occur in the classroom.
Jeffrey R. Young, The Chronicle of Higher Ed (reporting on
the new Knowledge Media Lab, created by the Andrew
Carnegie Foundation for the Advancement of Teaching)
http://merlot.org
http://www.utexas.edu/world/lecture/
Inside Support…
•
•
•
•
•
•
•
Instructional Consulting
Mentoring (strategic planning $)
Small Pots of Funding
Help desks, institutes, 1:1, tutorials
Summer and Year Round Workshops
Office of Distributed Learning
Colloquiums, Tech Showcases, Guest Speakers
– Newsletters, guides, active learning grants, annual
reports, faculty development, brown bags, other
professional development
Four Key Hats of Instructors:
– Technical—do students have basics? Does their
equipment work? Passwords work?
– Managerial—Do students understand the
assignments and course structure?
– Pedagogical—How are students interacting,
summarizing, debating, thinking?
– Social—What is the general tone? Is there a
human side to this course? Joking allowed?
– Other: firefighter, convener, weaver, tutor, conductor, host,
mediator, filter, editor, facilitator, negotiator, e-police, concierge,
marketer, assistant, etc.
Class #1: Undergraduate Course: Ed Psych
• Technical—Train, early tasks, be flexible,
used custom built tools (& INSITE & e-ed)
• Managerial—Initial meeting(s), detailed
syllabus, calendar, posting dots, post
administrivia, assign e-mail pals
• Pedagogical—Peer fdbk, debates, starterwrapper, cases, structured controversy, field
reflections, portfolios, teams
• Social—Café, humor, interactivity, pics,
profiles, foreign guests
Class #2: Graduate Course:
Instructional Technology
• Technical—Find collab tool (i.e., ACT)
• Managerial—FAQs, PBL teams, rubrics,
weekly e-mail feedback, clear expectations,
monitor discussions, post when off track
• Pedagogical—PBL environment, inquiry,
value multiple perspectives
• Social—Create online community, support
casual conversation, invite visitors
Class #3a & #3b: Vocational College
Course: Computer Info Systems
• Technical—Use course management tool (eeducation) and then developed custom site
• Managerial—Use nongraded online tests
before real test, assignment page, gradebook
• Pedagogical—Project based--create Web
sites and designs, online peer feedback
• Social—Profiles page, digital camera pics,
combine face-to-face and online.
Class #4: Graduate Education Course:
Instructional Technology
• Technical—Orientation task (SitesScape
Forum), decisions on preferred WP’ers, etc.
• Managerial—Portfolios give overview of
how doing, e-mail updates, track logins
• Pedagogical—Online discussion themes,
post favorite Web link, intro, devil’s
advocates, link peer responses, ask probing
q’s, portfolios, peer fdbk on portfolios
• Social—Discuss online concerns & survival
tactics, profiles, photos, instructor anecdotes
How to Combine
these Roles?
E-Moderator
• Refers to online teaching and facilitation
role. Moderating used to mean to preside
over a meeting or a discussion, but in the
electronic world, it means more than that. It
is all roles combined—to hold meetings, to
encourage, to provide information, to
question, to summarize, etc. (Collins &
Berge, 1997; Gilly Salmon, 2000); see
http://www.emoderators.com/moderators.shtml.
Other Hats
Online Concierge
• To provide support and information
on request (perhaps a map of the
area…) (Gilly Salmon, 2000).
Personal Learning Trainer
• Learners need a personal trainer to
lead them through materials and
networks, identify relevant materials
and advisors and ways to move
forward (Mason, 1998; Salmon,
2000).
E-Police
• While one hopes you will not call
yourself this nor find the need to
make laws and enforce them, you
will need some Code of Practice or
set procedures, and protocols for emoderators (Gilly Salmon, 2000).
Online Conductor
• The pulling together of a variety of
resources as people as in an orchestra to
produce beautiful integrated sound or
perhaps electrical current conductors if
your conferences are effective and flow
along, there will be energy, excitement,
and power (Gilly Salmon, 2000).
Convener
• A term that is used especially with
online conferences and courses
where there is a fairly sizable
audience (Gilly Salmon, 2000).
Online Negotiator
• Where knowledge construction
online is desired, the key role for the
e-moderator is one of negotiating the
meaning of activities and
information thought online
discussion and construction (Gilly
Salmon, 2000).
Online Host
• The social role of online working is
important so there may be a need for
a social host or hostess. They do not
need to run social events online
(though they may) but ensure
everyone is greeted and introduced
to others with like-minded interests
(Gilly Salmon, 2000).
Other Hats
•
•
•
•
•
•
•
Weaver—linking comments/threads
Tutor—individualized attention
Participant—joint learner
Provocateur—stir the pot (& calm flames)
Observer—watch ideas and events unfold
Mentor—personally apprentice students
Community Organizer—keep system going
Still More Hats
Assistant
Devil’s advocate
Editor
Expert
Filter
Firefighter
Facilitator
Gardener
Helper
Lecturer
Marketer
Mediator
Priest
Promoter
What Hats Do You
Typically Wear???
Activity: Pick a Hat from
40 Options
Reality:
Ideal World:
 ___________
 ___________
 ___________
 ___________
 ___________
 ___________
 ___________
 ___________
 ___________
 ___________
What About Role
Play???
Participant Categories
•
•
•
•
•
•
•
Wanderer/Lurker
Contributor/Participant
Mentor/Expert
Instructor
Seeker/Questioner
Starter-Wrapper
Starter/Mediator-Wrapper
Many Other Roles
•
•
•
•
•
•
•
•
•
Questioner
Mediator
Sage
Planner
Comic
Pessimist
Commentator
Optimist
Devil’s Advocate
•
•
•
•
•
•
•
•
Slacker
Judge
Summarizer
Advisor
Mentor
Coach
Organizer
Debater/Bloodletter
Activity: Pick a Role
Or Role Taking Task
Name a role missing from
this sheet and discuss how
you might use it
(see Bonk’s 28 roles)
Online Mentoring and
Assistance Online
Twelve forms of electronic learning
mentoring and assistance
(Bonk & Kim, 1998; Tharp, 1993; Bonk et al., 2001)
1. Social (and cognitive)
Acknowledgement: "Hello...," "I
agree with everything said so far...,"
"Wow, what a case," "This case
certainly has provoked a lot of
discussion...," "Glad you could join
us..."
2. Questioning: "What is the name of this
concept...?," "Another reason for this might
be...?," "An example of this is...," "In contrast
to this might be...,""What else might be
important here...?," "Who can tell me....?,"
"How might the teacher..?." "What is the real
problem here...?," "How is this related to...?,“,
"Can you justify this?"
3. Direct Instruction: "I think
in class we mentioned that...,"
Chapter ‘X’ talks about...,"
"Remember back to the first week of
the semester when we went over ‘X’
which indicated that..."
4. Modeling/Examples: "I think I
solved this sort of problem once when
I...," "Remember that video we saw on
‘X’ wherein ‘Y’ decided to...," "Doesn't
‘X’ give insight into this problem in case
‘Z’ when he/she said..."
5. Feedback/Praise: "Wow, I'm
impressed...," "That shows real insight
into...," "Are you sure you have
considered...," "Thanks for responding
to ‘X’...," "I have yet to see you or
anyone mention..."
6. Cognitive Task Structuring:
"You know, the task asks you to do...,"
"Ok, as was required, you should now
summarize the peer responses that you
have received...," "How might the
textbook authors have solved this case."
7. Cognitive
Elaborations/Explanations:
"Provide more information here that explains
your rationale," "Please clarify what you
mean by...," "I'm just not sure what you mean
by...," "Please evaluate this solution a little
more carefully."
8. Push to Explore: "You might
want to write to Dr. ‘XYZ’ for...,"
"You might want to do an ERIC
search on this topic...," "Perhaps
there is a URL on the Web that
addresses this topic..."
9. Fostering Reflection/Self Awareness:
"Restate again what the teacher did here,"
"How have you seen this before?," "When
you took over this class, what was the first
thing you did?," "Describe how your teaching
philosophy will vary from this...," "How
might an expert teacher handle this situation?"
10. Encouraging Articulation/Dialogue
Prompting: "What was the problem solving
process the teacher faced here?," "Does
anyone have a counterpoint or alternative to
this situation?," "Can someone give me three
good reasons why...," "It still seems like
something is missing here, I just can't put my
finger on it."
11. General
Advice/Scaffolding/Suggestions:
"If I were in her shoes, I would...," "Perhaps
I would think twice about putting these
people into...," "I know that I would first...,"
"How totally ridiculous this all is; certainly
the “person” should be able to provide
some..."
12. Management (via private e-mail or
discussion): "Don't just criticize....please be
sincere when you respond to your peers," "If
you had put your case in on time, you would
have gotten more feedback." "If you do this
again, we will have to take away your
privileges."
Web Facilitation???
Berge Collins Associates
Mauri Collins and Zane L. Berge
http://www.emoderators.com/moderators.shtml#mod
Facilitation (Dennen, 2001)
• Participation was higher when students had a
clear goal & extrinsic motivation to participate
• Relevance has a positive effect on participation
• Greater dialogue when shared perspectives
• Fact-based q’ing strategies did not work well
• Consistent, regular fdbk motivates students
• Quantitative and qualitative guidelines
Facilitating Electronic Discussion
•
•
•
•
•
•
•
•
Have Students Initiate, Sign up for Roles
Provide Guidelines and Structure
Weave and Summarize Weekly
Be patient, prompt, and clear
Foster Role Play, Debate, and Interaction
Assign Due Dates, Times, and Points
Constantly Monitor, Converse not Dictate
Assign Buddies/Pals or Include Mentoring
How Facilitate Online
Community?
•
•
•
•
•
•
•
•
Safety: Establish safe environment
Tone: Flexible, inviting, positive, respect
Personal: Self-disclosures, open, stories telling
Sharing: Share frustrations, celebrations, etc
Collaboration: Camaraderie/empathy
Common language: conversational chat space
Task completion: set milestones & grp goals
Other: Meaningful, choice, simple, purpose...
Is
it
that
simple?
NOPE!!!
But How Avoid
Shovelware???
“This form of structure… encourages
teachers designing new products to
simply “shovel” existing resources into
on-line Web pages and discourages any
deliberate or intentional design of
learning strategy.” (Oliver & McLoughlin,
1999)
Intrinsic Motivation
“…innate propensity to engage one’s interests
and exercise one’s capabilities, and, in doing so,
to seek out and master optimal challenges
(i.e., it emerges from needs, inner strivings, and personal
curiosity for growth)
See: Deci, E. L., & Ryan, R.
M. (1985). Intrinsic
motivation and selfdetermination in human
behavior. NY: Plenum
Press.
Extrinsic Motivation
“…is motivation that arises from external
contingencies.” (i.e., students who act to get high
grades, win a trophy, comply with a deadline—
means-to-an-end motivation)
See Johnmarshall Reeve (1996). Motivating Others: Nurturing inner motivational
resources. Boston: Allyn & Bacon.
E-Learning Pedagogical Strategies
Motivational/Ice Breakers:
Creative Thinking:
1.
2.
3.
4.
5.
6.
1.
2.
3.
4.
5.
6.
8 Noun Introductions
Coffee House Expectations
Scavenger Hunt
Two Truths, One Lie
Public Commitments
Share-A-Link
Brainstorming
Role Play
Topical Discussions
Web-Based Explorations & Readings
Recursive Tasks
Electronic Séance
Critical Thinking:
Collaborative Learning:
1.
2.
3.
4.
5.
6.
7.
8.
1.
2.
3.
4.
5.
6.
7.
8.
Electronic Voting and Polling
Delphi Technique
Reading Reactions
Summary Writing and Minute Papers
Field Reflection
Online Cases Analyses
Evaluating Web Resources
Instructor as well as Student Generated
Virtual Debates
Starter-Wrapper Discussions
Structured Controversy
Symposium or Expert Panel
Electronic Mentors and Guests
Round robin Activities
Jigsaw & Group Problem Solving
Gallery Tours and Publishing Work
Email Pals/Web Buddies and
Critical/Constructive Friends
Motivational Terms?
See Johnmarshall Reeve (1996). Motivating Others: Nurturing inner motivational
resources. Boston: Allyn & Bacon. (UW-Milwaukee)
1. Tone/Climate: Psych Safety, Comfort, Belonging
2. Feedback: Responsive, Supports, Encouragement
3. Engagement: Effort, Involvement, Excitement
4. Meaningfulness: Interesting, Relevant, Authentic
5. Choice: Flexibility, Opportunities, Autonomy
6. Variety: Novelty, Intrigue, Unknowns
7. Curiosity: Fun, Fantasy, Control
8. Tension: Challenge, Dissonance, Controversy
9. Interactive: Collaborative, Team-Based, Community
10. Goal Driven: Product-Based, Success, Ownership
1. Tone/Climate:
B. Thiagi-Like Ice Breakers
1. Eight Nouns Activity:
1. Introduce self using 8 nouns
2. Explain why choose each noun
3. Comment on 1-2 peer postings
2. Coffee House Expectations
1. Have everyone post 2-3 course expectations
2. Instructor summarizes and comments on how they
might be met
(or make public commitments of how they will fit into
busy schedules!)
2. Feedback
A. Requiring Peer Feedback
Alternatives:
1. Require minimum # of peer comments
and give guidance (e.g., they should
do…)
2. Peer Feedback Through Templates—
give templates to complete peer
evaluations.
3. Have e-papers contest(s)
2. Feedback:
B. Acknowledgement via E-mail, Live
Chats, Telephone (Acknowledge
questions or completed assignments)
2. Feedback:
C. Self-Testing and Self-Assessments
(Giving Exams in the Chat Room!, Janet Marta, NW Missouri State Univ,
Syllabus, January 2002)
1. Post times when will be available for 30 minute
slots, first come, first serve.
2. Give 10-12 big theoretical questions to study for.
3. Tell can skip one.
4. Assessment will be a dialogue.
5. Get them there 1-2 minutes early.
6. Have hit enter every 2-3 sentences.
7. Ask q’s, redirect, push for clarity, etc.
8. Covers about 3 questions in 30 minutes.
2. Feedback (Instructor)
D. Reflective Writing
Alternatives:
1. Minute Papers, Muddiest Pt Papers
2. PMI (Plus, Minus, Interesting), KWL
3. Summaries
4. Pros and Cons
1.Email instructor after class on what
learned or failed to learn…
(David Brown, Syllabus, January 2002, p. 23)
3. Engagement:
B. Electronic Voting and Polling
1. Ask students to vote on issue before class
(anonymously or send directly to the instructor)
2. Instructor pulls out minority pt of view
3. Discuss with majority pt of view
4. Repoll students after class
(Note: Delphi or Timed Disclosure Technique:
anomymous input till a due date
and then post results and
reconsider until consensus
Rick Kulp, IBM, 1999)
3. Engagement
C. Survey Student Opinions
(e.g., InfoPoll, SurveySolutions, Zoomerang, SurveyShare.com)
4. Meaningfulness:
A. Job or Field Reflections
1. Instructor provides reflection or prompt for
job related or field observations
2. Reflect on job setting or observe in field
3. Record notes on Web and reflect on concepts
from chapter
4. Respond to peers
5. Instructor summarizes posts
Alternative: Pool field interviews
of practitioners
4. Meaningfulness:
B. Case Creation and Simulations
1. Model how to write a case
2. Practice answering cases.
3. Generate 2-3 cases during semester based on
field experiences.
4. Link to the text material—relate to how how text
author or instructor might solve.
5. Respond to 6-8 peer cases.
6. Summarize the discussion in their case.
7. Summarize discussion in a peer case.
(Note: method akin to storytelling)
5. Choice: A. Multiple Topics
6. Variety
7. Curiosity: A.
Electronic Seance
•
•
•
•
Students read books from famous dead people
Convene when dark (sync or asynchronous).
Present present day problem for them to solve
Participate from within those characters (e.g.,
read direct quotes from books or articles)
• Invite expert guests from other campuses
• Keep chat open for set time period
• Debrief
7. Curiosity:
B. Electronic Guests & Mentoring
1. Find article or topic that is controversial
2. Invite person associated with that article
(perhaps based on student suggestions)
3. Hold real time chat
4. Pose questions
5. Discuss and debrief (i.e., did anyone
change their minds?)
(Alternatives: Email Interviews with experts
Assignments with expert reviews)
8. Tension: A. Role Play
A. Role Play Personalities
• List possible roles or personalities (e.g., coach,
optimist, devil’s advocate, etc.)
• Sign up for different role every week (or 5-6 key roles)
• Reassign roles if someone drops class
• Perform within roles—refer to different personalities
B. Assume Persona of Scholar
– Enroll famous people in your course
– Students assume voice of that person for one or
more sessions
– Enter debate topic or Respond to debate topic
– Respond to rdg reflections of others or react to own
9. Interactive:
A. Critical/Constructive Friends,
Email Pals, Web Buddies
1. Assign a critical friend (perhaps based on
commonalities).
2. Post weekly updates of projects, send reminders of
due dates, help where needed.
3. Provide criticism to peer (I.e., what is strong and
weak, what’s missing, what hits the mark) as well as
suggestions for strengthening.
In effect, critical friends do not slide over
weaknesses, but confront them kindly and
directly.
4. Reflect on experience.
10. Goal Driven:
Gallery Tours
• Assign Topic or Project
(e.g., Team or Class
White Paper, Bus
Plan, Study Guide,
Glossary, Journal,
Model Exam Answers)
• Students Post to Web
• Experts Review and Rate
• Try to Combine Projects
Example: TICKIT Project Gallery
Motivational Top Ten
1. Tone/Climate: Ice Breakers, Peer Sharing
2. Feedback: Self-Tests, Reading Reactions
3. Engagement: Q’ing, Polling, Voting
4. Meaningfulness: Job/Field Reflections, Cases
5. Choice: Topical Discussions, Starter-Wrapper
6. Variety: Brainstorming, Roundrobins
7. Curiosity: Seances, Electronic Guests/Mentors
8. Tension: Role Play, Debates, Controversy
9. Interactive: E-Pals, Symposia, Expert Panels
10. Goal Driven: Group PS, Jigsaw, Gallery Tours
Pick One…??? (circle one)
How to foster e-learning
entrepreneurship in
Korea???
University Entrepreneurship
• Colleges target corp training/exec education.
• 22 virtual universities to cooperate.
• 9 universities on 4 continents collaborate to
offer online graduate and professional
development courses in Asia.
• Univ of the Arctic is a partnership of 31 “high
latitude” colleges, universities, and
governments across 8 nations. First course is
“Introduction to Circumpolar Studies.” (Feb
15, 2002, Chronicle of Higher Education)
Faculty Entrepreneurship
•
•
•
•
•
•
Create Class Radio Stations
Manage or Create Online Journals
Start Discussion Forums
Freelance Instructor & Guest Expert
Develop new courses or programs
Teaching music performance over Web
The Good
Douglas Rowlett has turned his Englishdepartment office into a virtual radio
station that broadcasts continuously on
the Internet, offering a mix of poetry
readings, lectures, and popular music. He
plans to deliver entire courses over the
Internet radio station.
Jeffrey R. Young (Jan 8., 2001). Chronicle of Higher Ed.
The Bad
Michael J. Saylor’s plans to create an online
university that would offer free education
all over the world appear to have been put
on hold, at least temporarily. Mr. Saylor,
the software magnate, has been occupied
for the past few months with financial
difficulties at his company, MicroStrategy,
Inc.
(Sarah Carr, June 22, 2000, Chronicle of Higher Ed)
And The Ugly
Santa Clara University has fired an
adjunct instructor who sold his
students thousands of dollars worth of
stock in an online-education venture
that appears to never have gotten off
the ground.
Sarah Carr, The Chronicle of Higher Ed.
Developing a Successful Partnership Portfolio
(Duin & Baer, in press)
• Need to List: Vision, Description, Beliefs,
Assumptions, Operations, Commitment,
Collaboration, Risk, Control, Adaptation, and ROI
(for learners, faculty, campus, state/country)
• Five Types of Partnerships: Commerce alliance,
minority equity investment, joint venture, spin off,
and merger or acquisition
• Four Types of Risks: legal, financial,
experimentation, and academic
Other ARTI Help
http://arti.indiana.edu/
• Help with Tech Transfer.
– Intellectual Property, Invention Disclosure, etc.
• Licensing, Patents, and Trademarks.
• Access to best strategists, scientists, cuttingedge labs, communication tools, info
technologies.
• Training, consortia, mentoring, sharing
meetings.
• Multidisciplinary project teams, resources, and
facilities.
The Future:
20-20 Visions
Note: any predictions are
bound to be too conservative!!!
What Percent of Time Teach Online?
Percent of Respondents
Figure 21. Percent of Instructional Time Spent
Teaching Online During the Next Decade
80
60
40
20
0
1 Year
2 Years 5 Years 10 Years
Time Teaching Online
0%
1-25%
25-50%
51-75%
76-100%
Interested in Freelance Instruction?
Freelance or Adjunct Web-Based Teaching
100%
Percent of Respondents
90%
80%
70%
60%
Yes
50%
No
40%
30%
20%
10%
0%
Past Experience
Interest in Next 5 Years
“We are evolving out of the era of the
Lone Rangers…faculty members
can choose to be involved in the
design, development, content
expertise, delivery, or distribution of
course…” (Richard T. Hezel)
Sarah Carr, (Dec 15, 2000, A47), A Day in the Life of a New Type of
Professor, The Chronicle of Higher Education
Exploratory Technology in 2020
• Global Chat, Interplanetary Chat—Guest Lectures
from Mars, Space Shuttle, Moon,
• Virtual Degrees (include educational genealogies)
• Virtual Instructor Combos—You design guest
lectures and mix personalities; holograms
• Global Instructors (with online skill ratings)
• Lifetime User Cyberlearning Statistics
• Nugget and Knowledge Object Sharing
• Freelance Instructors
• Debates with the Greats!
A Vision of What is Coming Soon
• Int’l colleagues, Intraplanetary mentoring
• Coursesharing tools, Online Consortia
• Wireless, Integrated, & GPS Technologies (Cell
Phone, Email, Web)
– e.g., Previous Class Discussions
• More Training than Education
• Textbook Web Sites and Simulation Tools
• Personal Assistants and Intelligent Tutors
• Essay Scoring Tools
• Course Continuation and Legacies
So What Happens to
the Students,
Instructors, and
Universities???
Cyber U Trends and Phases
• Phase 1: Novelty (i.e., ignore it and it may go
away)
• Phase II: Unit Within Larger Campus (some
domains or units are more active)
• Phase III. Separate University (not equal)
• Phase IV. The Age of Respect (part of standard
flexible learning initiative or options)
• Phase V. A New Standard or Technology
Emerges
Universities Replaced? No...
•
•
•
•
•
•
•
•
Most distance lrng is mixed--Web & Live
Entrenched expectations and procedures
Brick and mortar needs to be used
Online learning only approximates live lrng
Expanding birth rate = need for more educ.
Web learning is for select reasons
Most colleges will find their niche
Socialization argument
– (the 18-20 year old need to party hardy)
Universities Replaced--Yes!
• Web has more potential for active lrng.
• Tchg/lrng expectations are changing fast!
• Expanding birth rate = experiments in 3rd
world countries will have huge payoffs.
• Web courses can be repurposed & reused.
• Web learning will increase in stability
• Real chance to overthrow the system!!!
• Who needs more football and drinking?
Forces Acting Against
Replacement
•
•
•
•
•
•
•
Yes, radical change, but room for both
High actual costs of online learning
Difficult to be animated on the Web
Hard to measure benefits
Tenure & hard to change practices
Institutional Politics
Eye damage reports due to overexposure
Forces In Favor of Replacement
•
•
•
•
•
•
States not funding as highly as before
Wireless technology; add’l emerging tech
Global economy and marketplace
Commercialization of best lrng products
Innovative faculty; stalling universities
Demand for perpetual lrng/just in time
info
• Growth in populations
• Lots of wasted space in university offices
Virtual University Categories
I. Core Faculty Offers Distance Ed
(Univ of Phoenix, Athabasca Univ)
II. Core Faculty Devel Lrng Opportunities
(Athena University, Cenquest)
III. No Core Faculty: Manage Learning Oppor
(Jones/E-education, WebCT, VU, West Gov)
IV. Virtual Learning Indexes
(Globewide Network Academy, World Lecture Hall)
Source: Strategic Choices for the Academy: How the Demand for
Lifelong Learning Will Re-Create Higher Education. By D. J.
Rowly, H. D. Lujan, & M. G. Dolence, Jossey-Bass Publishers,
March, 1998.
Faculty Member in 2020
•
•
•
•
•
•
•
•
Track 1: Technical Specialist
Track 2: Personal Guide
Track 3: Online Facilitator
Track 4: Course Developer
Track 5: Course or Program Manager
Track 6: Work for Hire Online Lecturer
Track 7: High School Teacher
Track 8: Unemployed
Track 1: Technical Specialist
• Help critique technical aspects of media
and materials built into online courses.
Here one would be part of a course
development team or instructional design
unit. Freelance learning object evaluator.
Here one would likely operate alone or as
part of a consulting company.
Track 2: Personal Guide
• Provide program or course guidance to
students on demand or preplanned.
Becomes more of a generalist across
university offerings. For example, one
might help students see how different
learning objects or modules fit together
into a degree.
Track 3: Online Facilitator
• Offers timely and informed support to
students struggling to complete an online
course or inserting questions and
nudging development of students who are
successfully completing different
modules. This is the most similar to
college teaching positions today.
Track 4: Course Developer
• Help develop specific courses or topic
areas for one or more universities. In
many institutions, this will move beyond
a course royalty system to a paid position.
Track 5: Course or Program
Manager
• Supervisor or manager of an entire new
program or courses, most often leading to
certificates or master’s degrees. Similar
in stature to a development head or
chairperson.
Track 6: Work for Hire Online
Lecturer
• Is a freelance instructor for one course or
a range of course. May work on just one
campus or on a range of campuses
around the world. While this will be
highly popular and rejuvenate careers,
institutional policies are yet to be sorted
out.
Track 7: High School Teacher
• As universities begin to offer secondary
degrees, some college faculty with online
teaching experience and teaching degrees
will find positions in those classes. Some
may view such positions as being
demoted to the minor leagues.
Track 8: Unemployed
• If one does not find a niche in one or
more of the above tracks or roles, he or
she will likely be unemployed or highly
unsuccessful.
Student Differences in 2020
• Live Longer
• More Educated
– Multiple Degrees
– Accustomed to Multiple Learning Formats
– Design own programs and courses
•
•
•
•
Specialists AND Generalists
Courses/Degrees for unknown occupations
Expect to Take Courses Where Live
Cyber-students (various digital aids attached to appendages)
Possible Roles of University in 2020
•
•
•
•
Meeting place (degrees conferred, picnics, etc.)
Certificate grantor
Online tech support desk
Matchmaking: pair students with instructors
& other students for counseling/mentoring
• Research online learning communities
• Outward bound-like experiences (tours and
experiences of what universities used to be like)
Possible Scenarios in Year 2020
•
•
•
•
•
•
Virtual U’s and Traditional U’s Coexist
Traditional Univ’s buy stake in Virtual U’s
Traditional Univ’s form Consortia
Some Trad U’s Move Ahead, Some Don’t
Other Technology arise well beyond Web
Large Virtual U’s Buy Competing
Traditional U’s and shut them down
What Uses for Old Institutions
of Higher Learning???
•
•
•
•
•
•
•
Museums
Historical Monuments
Bomb Shelters
Resorts and Apartment Complexes
Nostalgic Retirement Homes
Green Space
Prisons
General Recommendations
1.
2.
3.
4.
5.
6.
7.
Develop Instructor Training Programs
Foster Instructor Recognition and Support
Create Instructor & Resource Sharing Tools
Develop Online Learning Policies
Conduct Online Learning Research
Form Online Learning Dev Partnerships
Create/Test Online Learning Pedagogy
So Where is Korea Headed?