© Michael G. Dolence & Associates
Looking Towards the Future I:
Trends in Higher Education
Michael G. Dolence
Michael G. Dolence and Associates
www.mgdolence.com
mgd@mgdolence.com
© Michael G. Dolence & Associates
Trend
• An observable body of evidence that
indicates movement in a general
direction
© Michael G. Dolence & Associates
New Millennial Forces
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Primacy of Learning
Global Instantaneous Communications
Ubiquitous Digital Networked Platform
New Generations of Learners
Commercial Learning and the Emergence of
the Chief Learning Officer
• Digital Disintermediation in Service and in
Learning
© Michael G. Dolence & Associates
New Open Market Rules
• Global Competition
No longer local, regional, or State
• Economic Vitality
Dependent Upon Learning
• Educational Policy Shifting From State
Purview to National & International Focus
• Most State Master Plans Are Obsolete
• Curriculum Drivers Shifting From Sole Purview of
Faculty to Outcomes and Market Driven Forces
• Intellectual Capital
Revaluing of Educational Materials and Processes
© Michael G. Dolence & Associates
New Open Market Rules
• Intellectual Currency
Up-to-date, Academic Shelf Life
• Financial Aid Regulations are Shifting from
Seat-Time, Fixed Clock to Online and
Perpetual Learning
• Curriculum Development
Time to Develop & Deliver is Shifting from
Years to Months
• Curriculum Development Priority
is Shifting from Other Duties as Assigned to
Primary Strategic
• Virtually Every Federal, State, System,
Institutional, and Departmental Policy is
Challenged
© Michael G. Dolence & Associates
New Millennial Fallout
• Current curriculum models
are showing their age
• Learners have a wider array of choices
and are exposed to a wider array of
options
• Networked society means change can
and will spread much faster
© Michael G. Dolence & Associates
U.S. Postsecondary Learning
Marketplace 2005
• 118+ Million in the U.S.
• 15+ Million counted as Higher Education
• 44+ Million Work Related Learning
• 42+ Million Personal Enrichment
• 13+ Million Credential Acquisition
•
3+ Million Basic Skills Acquisition
© Michael G. Dolence & Associates
U.S. Trend in Millions
120
100
80
Higher
Education
Adult Learners
60
40
20
0
1993 1995 1999 2002 2005
WORLD INTERNET USAGE AND POPULATION STATISTICS 2005
http://www.internetworldstats.com/stats.htm
World
Users %
% Population
( Penetration )
Usage Growth
2000-2005
Internet Usage,
Latest Data
Population
% of World
Africa
Population
( 2005 Est.)
World Regions
896,721,874
14.0 %
23,867,500
428.7 %
2.7 %
2.5 %
3,622,994,130
56.4 %
327,066,713
186.1 %
9.0 %
34.2 %
Europe
731,018,523
11.4 %
273,262,955
165.1 %
37.4 %
28.5 %
Middle East
260,814,179
4.1 %
21,422,500
305.4 %
8.2 %
2.2 %
North America
328,387,059
5.1 %
223,779,183
107.0 %
68.1 %
23.4 %
Latin America
Caribbean
546,723,509
8.5 %
70,699,084
291.31 %
12.9 %
7.4 %
33,443,448
0.5 %
17,655,737
131.7 %
52.8 %
1.8 %
6,420,102,722
100.0 %
957,753,672
165.3 %
14.9 %
100.0 %
Asia
Oceania / Australia
WORLD TOTAL
Estimated Number of Courses
Indexed on the Internet
300
© Michael G. Dolence & Associates
Modularized Curricula
Commercial Learning
Market Strategy
© Michael G. Dolence & Associates
Element K
• Begun 1982 by 2 Faculty from RIT
Acquired by Ziff-Davis 1991
Began Online in 1996
Acquired by Equity Partners 2000
• Today 700 employees
• 8,000 corporate customers in 144 countries
• 2,300 e-Learning courses in 10 languages, selfpaced and instructor-facilitated online courses,
vLab® hands-on labs, instructor-led
courseware, comprehensive e-Reference
libraries, technical journals, and
KnowledgeHub™, a hosted learning
management platform.
• 1,300 print courses
• http://www.elementk.com/
© Michael G. Dolence & Associates
IBM learning solutions
• IBM Ranked #1 by Training Magazine in
2005 Ranked #2 in 2006
• IBM currently invests more than $700
million annually to develop the
knowledge and expertise of its workforce.
• Employees spend an estimated 16
million hours each year (about 50 hours
per employee) in formal training
• IBM has invested $75 million in its
Reinventing Education program – target
100,000 teachers and 10 million students
in 10 countries.
© Michael G. Dolence & Associates
IBM Institute for Advanced Learning
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Dynamic learning experience (DLE) - to facilitate work-enabled
learning: This project addresses on-demand learning for
employees, who need to learn topics just in time, while performing
a work-related task.
MAGIC (Metadata analysis and generation for instructional
content) - to enable learning content management: The project
is developing tools to automatically generate metadata needed for
SCORM learning objects, with the goal of substantially reducing
the labor involved in the tagging of learning content for access,
search and reuse.
Teacher workplace - enabling teachers to enhance student
performance: This project has developed a portal to enhance the
productivity of K-12 (compulsory education) teachers.
Literacy tutor: This project is developing a Web-based system to
teach children and adults how to read.
Adaptive learning - designing an adaptive, yet cost-effective,
learning-by-simulation system: This project will explore ways to
develop powerful, inexpensive adaptive simulations of complex
technologies.
Valuing learning for transformation and innovation: This
project will analyze the existing research literature to understand
the role of learning in improving productivity, accelerating
transformation and enabling innovation.
© Michael G. Dolence & Associates
Thompson Publishing & NETg
• 2005 revenues US $8.7 billion
• 66% of revenues derived from electronic
products, software and services
• 65% of revenues derived from subscriptionbased products and services
• 40,000 employees
• 20 Million users, 5,000+ corporate clients 130
countries
• Fields of law, tax, accounting, financial services,
higher education, reference information,
corporate e-learning and assessment, scientific
research and healthcare.
• http://www.thomson.com
© Michael G. Dolence & Associates
Apollo/UOP
Fiscal Year
Ending
Revenue
Enrollment
30-Nov-05
$2,251,472,000
307,400
30-Nov-04
$1,798,423,000
255,600
30-Nov-03
$1,339,517,000
200,100
30-Nov-02
$1,009,455,000
164,700
30-Nov-01
$769,474,000
129,200
© Michael G. Dolence & Associates
New Learning Landscape
• Curriculum Innovation and
Transformation
• New Curriculum Models
• Curriculum Architecture Becomes Critical
• Lines between Credit and Non-Credit grows
fuzzy
• Out of Date Curriculum Severe Liability
• Spawning New HE Business Models
• Exploding Markets
© Michael G. Dolence & Associates
Content is King
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Content determines value
Rapid new content development
Higher value to currency of content
Content ownership strategic asset
Digital rights management more important
Content becomes a strategic issue
Content partnerships and aggregators
Globalization of content a major issue
© Michael G. Dolence & Associates
Inexorable Realities
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Curriculum Drives Enrollment
Enrollment Drives Revenue
Revenue Drives Everything Else
Curriculum Not in Revision is in Decline
© Michael G. Dolence & Associates
Curriculum Revision Dimensions
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Discipline & Course Content
Teaching & Learning Methods
Delivery Methods
Assessments & Evaluations
Contemporary Contextualization
Packaging
© Michael G. Dolence & Associates
Foundations
• Seven Principles for Good Practice in
Undergraduate Education
• Nine Principles of Good Practice for
Assessing Student Learning
• The American Psychological Associations
14 Learner-Centered Psychological Principles
• Blooms Taxonomy
• Learning Theories
Go There
© Michael G. Dolence & Associates
Enough theory!
What matters is aligning the
institutional strategies, goals,
and objectives through the
curriculum with
learner realities
© Michael G. Dolence & Associates
Alignment requires an
academic planning design that
enables integration
© Michael G. Dolence & Associates
The curriculum is often
overlooked as a primary
strategic element in the
development of institutional
plans.
We need to make the
curriculum the center point.
© Michael G. Dolence & Associates
The Curriculum-Centered Strategic
Planning Model: A Bare Bones View
3. Environmental
Scanning
1. Key
Performance
Indicators
2. The
Curriculum
LCC
Framework
4. Continuous
Self Study
5. Acton Planning
and Implementation
6. Evaluation
The Curriculum-Centered
Strategic Planning Model
Environmental
Sanning
1.
R
TION
POPULA
C
UR 5.
CH RIC
ITE ULU
CT M
UR
E
AR
3
RN
ING .
P
MO RO
V
DE
LS IDER
The
Learner
LEA
6.
CURRICULUM
CONFIGURATION
2.
R
RNE
Key
Performance
Indicators
L
Action Planning
& Implementation
T
OR
PP
U
S S
ER ICE
RN ERV
A
E
S
7.
LEARNE
LEA TIVES
EC
OBJ
© Michael G. Dolence & Associates
Another view of
4.
RY
G THEO
IN
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LEAR
S
D
O
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T
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AND M
Continuous
Self Study
Go There
© Michael G. Dolence & Associates
Seven Focal Areas
or
Sets of Strategic
Questions
A Learner Centered Approach
Go There
© Michael G. Dolence & Associates
Curriculum
Architecture
Supporting the Array of Learners
and Objectives Served
© Michael G. Dolence & Associates
Academic Master Plan
A detailed document that specifies the
options and current structure of an
institution’s curriculum and related
components. AMPs include a:
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Curriculum Architecture
General Education Plan
Assessment Plan
Accreditation Plan
Student Services Plan
Programmatic Action Plans
…
© Michael G. Dolence & Associates
Curriculum Architecture
Is a framework that
• Creates a structured overall view of the
entire curriculum
• Clarifies curriculum components and their
relationship to each other
• Facilitates alignment with the curriculum
by all other institutional entities
• Provides as much detail as you wish to
document using this approach
© Michael G. Dolence & Associates
Curriculum Architecture
• Provides a structure around which an
institution synthesizes an academic master
plan.
• Can include the details of all of the specific
models used to design, develop, deliver,
assess, warrant, and market the
curriculum.
• Describes the style, method of design,
basic construction, key components and
underlying philosophies used to build the
modules, courses, and programs that
make up the entire diverse curricula.
© Michael G. Dolence & Associates
Curriculum Architecture Components
Academic Philosophy (Who we are)
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Scholar/Practitioner Model
Comprehensive University
Liberal Arts College
Research University
Women’s College
Catholic Tradition
• Program Offerings (What we offer)
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General Education Plan
Inventory
Categories (Segmentation Important)
Credentials Awarded (degrees, certificates…)
© Michael G. Dolence & Associates
Curriculum Architecture Components
• Business Models (How we offer)
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Degree/Term/Course Model
Degree/Sequential/Course Model
Weekend College Model
Online Model
Continuing Education Model
Customized Training Model
• Organizational Plans (Who does what, when,
where, how)
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HR Plans
Facilities Plans
Information Technology Plans
ETC.
© Michael G. Dolence & Associates
Curriculum Architecture Components
• Schedule (When we offer)
• Time blocks, sequencing, space
• Alignment with learner constituencies
• Assessment Standards (How we know)
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Learner Assessment Plan
Program/Curriculum Assessment Plan (ICAM)
Institutional Effectiveness Plan
Accreditation Plan
© Michael G. Dolence & Associates
Emerging Understanding
• How the curriculum is designed,
developed, and delivered matters
• Human patterns of behavior and
preferences matter
• The learning options in the market
change market behavior
© Michael G. Dolence & Associates
Program Packages
Curriculum Content
Design, Development and Delivery Models
© Michael G. Dolence & Associates
Content as a Strategic Asset
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Content determines value
Rapid new content development
Higher value to currency of content
Content ownership strategic asset
Digital rights management more important
Content form is a strategic issue
Content partnerships and aggregators
Globalization of content a major issue
© Michael G. Dolence & Associates
Content Design Models
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Course/Degree/Credit Model
Modularized Curriculum Model
Team Based Learning Models
Online Curriculum Models
Cooperative Education Model
Reusable Learning Object Model
Reflective (Contract) Model
Research Driven Model
…
© Michael G. Dolence & Associates
Content Development Models
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Faculty Expert Model
Industry Standard Model
External Expert Model
Need Based Models
Cross Discipline Models
DAPIR MAN (Comprehensive RLO)
ISD (Instructional System Design)
ADDIE (Analysis, Design, Development,
Implementation, Evaluation)
• DACUM (Develop A CUrriculum Model)
• · …
© Michael G. Dolence & Associates
Content Delivery Models
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Lecture
Laboratory
Online (Internet)
Hybrid (Blended Internet and Classroom)
Self Paced Tutorial (Not Intermediated)
Peer to Peer
Technology Enabled (CD, DVD, Video)
Practicum
…
© Michael G. Dolence & Associates
Virtual Learning Environment Strategies
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Departmental strategy
Faculty development strategy
Campus virtual learning environment strategy
Program development strategy
Modular curriculum strategy
Non-credit strategy
Intermediated and non-intermediated strategy
Hosted or ASP strategy
Vertical market strategy
Horizontal market strategy
© Michael G. Dolence & Associates
Learner Assessment Models
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Placement
Mastery
Learning Effectiveness
Diagnostics
Grades
Portfolio
Licensure
Certification
…
© Michael G. Dolence & Associates
Modularized Curricula
Horizontal
Market Strategy
© Michael G. Dolence & Associates
Horizontal Market
• Textbook Market
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20,000 Huge Success
@ $35.00 = $700,000 x .12 = $84,000
@ $50.00 = $1,000,000 x .12 = $120,000
@ $100.00 = $2,000,000 x .12 = $240,000
• Modular Horizontal Market
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Crosses All Sectors
Osmosis Demand May Exceed 12 Million/Year
@ $1.00 = $12,000,000 x .12 = $1,440,000
@ $.50 = $6,000,000 x .12 = $720,000
© Michael G. Dolence & Associates
Modularized Curricula
Vertical
Market Strategy
Vertical Market Example
Radiology Technology
Every Manufacturer
of Every Pharmaceutical Used
in Radiology Technology
Made Available to Every
Registered Radiology Technologist
and Every Student of Radiology Technology
ASRT = 250,000 Members
127 Commonwealth Countries 250,000
Center for
Education in
Radiology
Technology
Comprehensive Inventory of Learning Modules
in Radiographic Physiology, Pathology,
Therapeutics, and Diagnostics
Every Manufacturer
of Every Machine Used
in Radiology Technology
Vertical Market Example
Respiratory Therapy
Made Available to Every
Registered Respiratory Therapist
and Every Student of Respiratory Therapy
AARC = 35,000 Members
Every Manufacturer
of Every Pharmaceutical Used
in Respiratory Therapy
Center for
Education in
Respiratory
Therapy
Every Manufacturer
of Every Machine Used
in Respiratory Therapy
Comprehensive Inventory of Learning Modules
in Cardiopulmonary Physiology, Pathology,
Therapeutics, and Diagnostics
© Michael G. Dolence & Associates
Curriculum Architecture
Specification Tables
© Michael G. Dolence & Associates
Curriculum Architecture
Specification Table
© Michael G. Dolence & Associates
Curriculum Architecture
Specification Table
• Provides a framework for
understanding, communicating and
aligning curriculum delivery.
• Is institution specific reflecting the
many contexts, partnerships and
strategic decisions inherent in program
delivery.
© Michael G. Dolence & Associates
Curriculum Architecture
Specification Table
Five basic structural elements define a
curriculum architecture and can be adopted
to organize planning dialogues.
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Program scope & specifications
Assessment scope & specifications
General education plan scope & specifications
Schedule model scope & specifications
Business model scope & specifications
© Michael G. Dolence & Associates
Curriculum Architecture
Specification Table
The process of organizing these
elements within a spreadsheet yields a
useful blueprint for understanding
relationships between the five structural
elements; highlights implications of
decisions made within any one element
on the others; illuminates constraints
imposed by previous decisions or other
realities; and begins the academic
master planning process.
© Michael G. Dolence & Associates
Discussion
© Michael G. Dolence & Associates
Seven Principles for Good Practice in
Undergraduate Education
“Seven Principles for Good Practice in Undergraduate Education,” authored by Arthur W. Chickering and Zelda F.
Gamson and first published in the Bulletin of the American Association for Higher Education in March 1987.
1.
Good Practice Encourages Contacts Between
Students and Faculty
2.
Good Practice Develops Reciprocity and Cooperation
Among Students
3.
Good Practice Uses Active Learning Techniques
4.
Good Practice Gives Prompt Feedback
5.
Good Practice Emphasizes Time on Task
6.
Good Practice Communicates High Expectations
7.
Good Practice Respects Diverse Talents and Ways of
Learning
© Michael G. Dolence & Associates
Nine Principles of Good Practice for
Assessing Student Learning
“Nine Principles of Good Practice for Assessing Student Learning,” (authored by Alexander W. Astin; Trudy W.
Banta; K. Patricia Cross; Elaine El-Khawas; Peter T. Ewell; Pat Hutchings; Theodore J. Marchese; Kay M.
McClenney; Marcia Mentkowski; Margaret A. Miller; E. Thomas Moran; Barbara D. Wright).
1.
The assessment of student learning begins with
educational values.
2.
Assessment is most effective when it reflects an
understanding of learning as multidimensional,
integrated, and revealed in performance over time.
3.
Assessment works best when the programs it seeks
to improve have clear, explicitly stated purposes.
4.
Assessment requires attention to outcomes but also
and equally to the experiences that lead to those
outcomes.
5.
Assessment works best when it is ongoing not
episodic. Assessment is a process whose power is
cumulative.
© Michael G. Dolence & Associates
Nine Principles of Good Practice for
Assessing Student Learning (Continued)
“Nine Principles of Good Practice for Assessing Student Learning,” (authored by Alexander W. Astin; Trudy W.
Banta; K. Patricia Cross; Elaine El-Khawas; Peter T. Ewell; Pat Hutchings; Theodore J. Marchese; Kay M.
McClenney; Marcia Mentkowski; Margaret A. Miller; E. Thomas Moran; Barbara D. Wright).
6.
Assessment fosters wider improvement when
representatives from across the educational
community are involved.
7.
Assessment makes a difference when it begins with
issues of use and illuminates questions that people
really care about. .
8.
Assessment is most likely to lead to improvement
when it is part of a larger set of conditions that
promote change.
9.
Through assessment, educators meet responsibilities
to students and to the public. There is a compelling
public stake in education.
© Michael G. Dolence & Associates
The American Psychological Associations
14 Learner-Centered Psychological Principles
The initial draft of the Principles was circulated in March 1991 to a wide range of psychologists, educators, and
professionals in various scientific disciplines. This revision was developed by the Learner-Centered Principles
Work Group which was commissioned by the APA Boards of Educational Affairs (BEA) and Scientific Affairs
(BSA). Led by Dr. Spielberger, its members included Drs. Lee Ann Clark, Norma D. Feshbach, Walter Kintsch,
Nadine M. Lambert, Barbara L. McCombs, Sylvia A. Rosenfield, Mary Tenopyr, and Clair Ellen Weinstein.
COGNITIVE AND METACOGNITIVE FACTORS
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Nature of the learning process.
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Goals of the learning process.
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Construction of knowledge.
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Strategic thinking.
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Thinking about thinking.
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Context of learning.
© Michael G. Dolence & Associates
The American Psychological Associations
14 Learner-Centered Psychological Principles
(Continued)
MOTIVATIONAL AND AFFECTIVE FACTORS
7. Motivational and emotional influences on
learning.
8. Intrinsic motivation to learn.
9. Effects of motivation on effort.
DEVELOPMENTAL AND SOCIAL
10. Developmental influences on learning.
11. Social influences on learning.
© Michael G. Dolence & Associates
The American Psychological Associations
14 Learner-Centered Psychological Principles
(Continued)
INDIVIDUAL DIFFERENCES
12. Individual differences in learning
13. Learning and diversity.
14. Standards and assessment.
SOURCE
http://ecampus.oregonstate.edu
Designer/Developer - Dianna Fisher
Knowledge
Dimension
© Michael G. Dolence & Associates
Blooms Taxonomy
The Cognitive Process Dimension
Copyright (c) 2005 Extended Campus -- Oregon State University
Remember
Understand
Apply
Analyze
Evaluate
Factual
List
Summarize
Classify
Order
Rank
Conceptual
Describe
Interpret
Experiment
Explain
Assess
Procedural
Tabulate
Predict
Calculate
Differentiate
Conclude
Meta Cognitive
Appropriate
Use
Execute
Construct
Achieve
Action
Benjamin S. Bloom authored or co-authored 18 books on learning. Bloom began in 1948 at the
Convention of the American Psychological Association, by spearheading a group of educators
who eventually undertook the ambitious task of classifying educational goals and objectives. Their
intent was to develop a method of classification for thinking behaviors that were believed to be
important in the processes of learning. Eventually, this framework became a taxonomy that has
been modified, applied, revised, critiqued, and is summarized here in one of its many forms.
© Michael G. Dolence & Associates
Learning Theories
(Theory Into Practice TIP)
return to show
http://tip.psychology.org/
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ACT* (J. Anderson)
Adult Learning Theory (P. Cross)
Algo-Heuristic Theory (L. Landa)
Andragogy (M. Knowles)
Anchored Instruction (J. Bransford & the CTGV)
Aptitude-Treatment Interaction (L. Cronbach & R.
Snow)
Attribution Theory (B. Weiner)
Cognitive Dissonance Theory (L. Festinger)
Cognitive Flexibility Theory (R. Spiro)
Cognitive Load Theory (J. Sweller)
Component Display Theory (M.D. Merrill)
Conditions of Learning (R. Gagne)
Connectionism (E. Thorndike)
Constructivist Theory (J. Bruner)
Contiguity Theory (E. Guthrie)
Conversation Theory (G. Pask)
Criterion Referenced Instruction (R. Mager)
Double Loop Learning (C. Argyris)
Drive Reduction Theory (C. Hull)
Dual Coding Theory (A. Paivio)
Elaboration Theory (C. Reigeluth)
Experiential Learning (C. Rogers)
Functional Context Theory (T. Sticht)
Genetic Epistemology (J. Piaget)
Gestalt Theory (M. Wertheimer)
GOMS (Card, Moran & Newell)
GPS (A. Newell & H. Simon)
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Information Pickup Theory (J.J. Gibson)
Information Processing Theory (G.A. Miller)
Lateral Thinking (E. DeBono)
Levels of Processing (Craik & Lockhart)
Mathematical Learning Theory (R.C. Atkinson)
Mathematical Problem Solving (A. Schoenfeld)
Minimalism (J. M. Carroll)
Model Centered Instruction and Design Layering
(A.Gibbons)
Modes of Learning (D. Rumelhart & D. Norman)
Multiple Intelligences (H. Gardner)
Operant Conditioning (B.F. Skinner)
Originality (I. Maltzman)
Phenomenonography (F. Marton & N. Entwistle)
Repair Theory (K. VanLehn)
Script Theory (R. Schank)
Sign Theory (E. Tolman)
Situated Learning (J. Lave)
Soar (A. Newell et al.)
Social Development (L. Vygotsky)
Social Learning Theory (A. Bandura)
Stimulus Sampling Theory (W. Estes)
Structural Learning Theory (J. Scandura)
Structure of Intellect (J. Guilford)
Subsumption Theory (D. Ausubel)
Symbol Systems (G. Salomon)
Triarchic Theory (R. Sternberg)
The Theory Into Practice (TIP) database contains descriptions of over 50 theories
relevant to human learning and instruction. Each description includes the following
sections: overview, scope/application, example, principles, and references.
© Michael G. Dolence & Associates
The Curriculum-Centered
Strategic Planning Model
• Built around a Learner-Centered Curriculum
Framework (LCCF)
• Provides a structured approach to the
Strategic Planning process
• Structures dialogue to move culture
• Fosters non-linear thinking
• Encourages using what you already have
© Michael G. Dolence & Associates
The Curriculum-Centered
Strategic Planning Model
© Michael G. Dolence & Associates
return to show
© Michael G. Dolence & Associates
1. Understanding Learner Demographics
© 2001-2006 Michael G. Dolence
The Learner-Centered
Curriculum Framework
1. Learner
Populations
2. Learner
Objectives
3. Learning
Provider
Models
5. L-C
Curriculum
Architecture
4. Learning
Theories &
Methods
7. L-C
Support
Services
6. L-C
Curriculum
Configuration
Focus 1: Understanding learner demographics.
Here various learner populations are described; their numbers
estimated; their behaviors explored; and their preferences,
learning styles, constraints and other characteristics detailed.
© Michael G. Dolence & Associates
2. Understanding Learners Objectives
© 2001-2006 Michael G. Dolence
The Learner-Centered
Curriculum Framework
1. Learner
Populations
2. Learner
Objectives
3. Learning
Provider
Models
5. L-C
Curriculum
Architecture
4. Learning
Theories &
Methods
7. L-C
Support
Services
6. L-C
Curriculum
Configuration
Focus 2: Understanding learner objectives.
It is here that the wide variety of learning objectives sought by
various populations are detailed. Degrees, certificates, skills,
continuing education units, license preparation, etc. This effort not
only describes the various objectives but looks at demand as well.
© Michael G. Dolence & Associates
3. Understanding Other Learning
Provider Models in the Market
© 2001-2006 Michael G. Dolence
The Learner-Centered
Curriculum Framework
1. Learner
Populations
2. Learner
Objectives
3. Learning
Provider
Models
5. L-C
Curriculum
Architecture
4. Learning
Theories &
Methods
7. L-C
Support
Services
6. L-C
Curriculum
Configuration
Focus 3: Understanding learning provider models
A comprehensive picture of the learning marketplace emerges by
detailing the variety of models designed for specific populations
seeking discrete objectives and evaluating the relative pros and cons
of the models. Cohort models, executive education models, liberal
arts models, and certification models are just a few examples found
in the learning marketplace.
© Michael G. Dolence & Associates
4. Understanding the Various Learning
Theories and Methods
© 2001-2006 Michael G. Dolence
The Learner-Centered
Curriculum Framework
1. Learner
Populations
2. Learner
Objectives
3. Learning
Provider
Models
5. L-C
Curriculum
Architecture
4. Learning
Theories &
Methods
7. L-C
Support
Services
6. L-C
Curriculum
Configuration
Focus 4: Understanding learning theories and methods
We are better able to plan effective learning environments by
familiarizing ourselves with the various learning theories and methods
that apply to the diverse learning populations we serve. For example,
the American Psychological Association has identified 14 learnercentered principles; more than 50 major learning theories exist; and
a host of learning methods and techniques have been proposed.
© Michael G. Dolence & Associates
5. Curriculum Architecture Supports the
Array of Learners and Objectives Served
© 2001-2006 Michael G. Dolence
The Learner-Centered
Curriculum Framework
1. Learner
Populations
2. Learner
Objectives
3. Learning
Provider
Models
5. L-C
Curriculum
Architecture
4. Learning
Theories &
Methods
7. L-C
Support
Services
6. L-C
Curriculum
Configuration
Focus 5: Understanding the Institution’s Curriculum Architecture.
The architecture describes what is, and what sh/could be. It provides
a detailed map of the curricular elements that must be supported by
facilities, technology, services, etc. It, therefore, details curriculum
design, development, and deployment; and the business; enrollment,
assessment and other analytical models that exist across the
institution.
© Michael G. Dolence & Associates
6. Curriculum Configuration
Packages for Learner Populations
© 2001-2006 Michael G. Dolence
The Learner-Centered
Curriculum Framework
1. Learner
Populations
2. Learner
Objectives
3. Learning
Provider
Models
5. L-C
Curriculum
Architecture
4. Learning
Theories &
Methods
7. L-C
Support
Services
6. L-C
Curriculum
Configuration
Focus 6: Configuring specific curriculum for specific populations
seeking specific objectives.
Curriculum configuration draws upon the institution’s overall
Curriculum Architecture matching populations, objectives, theory,
methods, business models, assessment models and other realities
into a program for delivery.
© Michael G. Dolence & Associates
7. Learner Support Services are Specific to
both the Learner Populations and the
Curriculum Content Configuration
© 2001-2006 Michael G. Dolence
The Learner-Centered
Curriculum Framework
1. Learner
Populations
2. Learner
Objectives
3. Learning
Provider
Models
5. L-C
Curriculum
Architecture
4. Learning
Theories &
Methods
7. L-C
Support
Services
6. L-C
Curriculum
Configuration
return to show
Focus 7: Configuring specific Learner Support Services
Learner support services provide critical assistance to individuals in
their quest to meet objectives within the curriculum in which they
are engaged. Everything from finding the right course to learner
assessment is included. The secret is to match individual learners
to services and curricular support services needed to succeed.
© Michael G. Dolence & Associates
Contact:
Michael G. Dolence
Michael G. Dolence and Associates
PO Box 922, Claremont, California 91711
Voice (909) 625-9637 FAX (909) 625-7327
EMail: mgd@mgdolence.com
http://www.mgdolence.com
© Michael G. Dolence & Associates
Some thoughts
• If marketing alone could solve
recruitment or enrollment (sales) then
GM would be the most successful
company in the world.
• The design, development and
deployment of curriculum is a primary
enterprise for higher education.
• Curriculum is a strategic asset.
• We should value our curriculum as
much as our learners do.
© Michael G. Dolence & Associates
More thoughts
•
•
•
•
•
•
•
Learners are not clairvoyant.
Barriers truly keep learners away.
Service matters.
Value matters.
There are few absolutes.
Things grow more complex daily.
What we believe may not explain the
evidence.