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strategic-planning-in-odel-workshop-a

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Strategic Planning in ODeL
Workshop A
Introduction
“Situate yourself in ODeL”
• Place your sticker on the ODeL model which
best describes the intructional mode in your
own institution.
Workshop Activity 1: Envisioning 21st
Century Higher Education
• In this exercise, you will conceptualize and
represent a collective vision of what is education
(Higher Ed and/or Voctech) in the 21st century.
• You have 30 minutes to discuss among yourselves
and construct the visual representation of your
vision.
• Each group will then present their “construction”
of higher education in the 21st century.
Strategic Planning in ODeL
• Where are we now?
• Where do we want to be?
• How do we get there?
Strategic Planning Process
SWOT Analysis
•
•
•
•
Strengths
Weaknesses
Opportunities
Threats
INTERNAL
EXTERNAL
Internal Assessment
Course Design
Design of the Instructional Model
Curriculum Development
Instructional Design (including media
selection)
Teaching & Learning
Implementation of the Instructional
Model
Faculty Development
Instructional Support Services
Assessment and Evaluation of
Learning
Internal Assessment
Student Support
Student Support Services (Academic,
Administrative, and Technical Support
for Students)
Student Support Staff Development
Organization & Management
Sub-system
Strategic Planning
Systems Development
Financial and Administrative
Management
Quality Assurance
Internal Assessment
Administration
Resources
Management support
Leadership
Organizational structure
Administrative systems
Policies (including incentive system)
Sources of Funding/Revenues (Fees;
Course materials, Face-to-face tutorial
fees, etc.)
Cost Classification
 Fixed capital costs (Land & Buildings,
Equipment, course materials
development, R&D)
 Fixed recurrent costs (General &
academic administration; salaries,
human resource development,
maintenance and utilities)
 Variable Costs (Course materials
production and Learning support)
Intenal Assessment
Technology
IT infra in institution
Multimedia production equipment
LMS
External Assessment
Target learners
Other educational
institutions
Partners and Linkages
Profile (age, gender, location)
Learning styles
Financial capacity
Access to technology
Digital literacy
Course offerings and their perceived quality
Modes of delivery
Fees
Education Sector
Professions
Government
Non-government
Industry
External Assessment
Regulatory system
Technology Infrastructure
Accreditation
IT infra in target learners’ locations
IT infra in institution’s location
Visioning
• Thinking in concrete and specific terms about
the role of ODeL/technology-mediated
learning in the institution.
Operationalizing the Vision
• Translating this vision into a statement
• Formulating strategies
• Tasking and budgeting
Workshop Activity 2: Case Analysis
• Read the caselet “To Go the Distance or Not?”
• Answer the questions at the end of the case as
a group.
• The case will be discussed in plenary.
Workshop Activity 3: Strategic
Planning Matrix
• Using the matrix, identify the strengths,
weaknesses, opportunities, and threats of
your institutuion in relation to getting into
ODeL
• Answer the questions.
• Discuss your answers with your seatmate.
To Go the Distance or Not?
For this activity, you will be given the time to read the caselet “To Go the Distance or
Not?” and reflect upon your answers to the discussion questions.
We shall discuss this case as a plenary.
* * *
The Santa Ana State University was established in 1972. It currently offers
undergraduate programs in education, liberal arts, commerce, and information
technology. At present, it has around 6,000 students, mostly from the Ilocos Sur region.
In the same city where the university operates, there are other two universities that also
offer almost the same set of degree programs.
The University used to have a strong Master of Arts in Education program. But lately, its
enrollment has declined. Dr. Romeo Santos, the Dean of the College of Education,
conducted a survey among its current and target students to ascertain the reasons for
this. According to the survey participants, they find it difficult to combine work and
studies due to their busy work schedule. Despite their interest in the program, most
teachers find it difficult to attend night or Saturday classes.
Dr. Santos explored ways by which he could address this issue. He thought that one
way to address this is to offer a distance education option for the MAEd program. He
thinks that this is one way by which he could recruit more students into the program.
He then presented his plan to his colleagues at the College and most of them found
merit in his proposal. However, some faculty members expressed some concerns. First,
none of them had any experience in teaching or studying in the DE mode. Second, while
they have a reliable internet connection on campus, they were not sure about their target
students’ access to a stable internet connection. They were also unsure if the university
has the capacity to run a learning management system (LMS).
Dr. Santos believed that he could get the support of the university administration in
providing training for his faculty members on teaching in the distance mode. He will use
the recently approved Open and Distance Learning Act (RA 10650) as one of the bases
for justifying their university’s foray into distance education. As to the IT infrastructure, he
thinks he can seek the assistance of the university’s College of Information Technology.
More than the IT requirement though, Dr. Santos feels that it’s the preparedness of the
faculty members that he needs to focus on. His faculty members have all graduate
degrees in basic education and are aged between 25 and 54. The university has Level
III accreditation in the field of education.
He set up a meeting with Dr. Johnny Garzon, the Dean of the College of Information
Technology, to discuss about the requirements of the putting up and maintaining a
Learning Management System (LMS). Dr. Garzon said that he has heard of the various
LMS available but his team still needs to study these options. Dr. Garzon also informed
him that Dr. Marina Caceres, the Dean of the College of Commerce, has also been
mulling about the possibility of offering their Master of Business Administration program
through flexible modes of delivery. Dr. Caceres, said that just like the MAEd students,
MBA students are busy people. The university’s MBA program has Level II accreditation.
Given the situation he is facing, Dr. Santos requested a meeting with the University
President, Dr. Juanita Sanchez. The University President, upon hearing the proposal,
called all her deans to a strategic planning meeting.
Questions:
a. What opportunities and threats should the university consider as they
contemplate on their plan to go into distance education?
b. What are the university’s strengths and weaknesses in relation to their plan to go
into distance education?
c. Given your answers to questions 1 and 2, what mode(s) of delivery should the
university adopt in offering these masters programs? Justify.
d. What are the challenges facing the university and how should it address them?
Strategic Planning Matrix
I. SWOT Analysis
Internal Assessment
Internal factors
Course Design & Development
Teaching & Learning
Student Support
Organization & Management
Resources
Technology
Others
Strengths
Weaknesses
External Assessment
External factors
Opportunities
Threats
Target learners
Other educational institutions
Partners and Linkages
Regulatory system
Technology Infrastructure
Others
II. Based on your SWOT analysis, answer the following:
1. Why should your institution go to ODL (or technology enhanced learning)? How does it support our mission?
2. Who would be your target learners?
3. What would be the focus of your ODL programs in terms of subject areas and program level (i.e., undergraduate, graduate)?
What modes of delivery will you adopt for these programs?
4. What challenges do you anticipate? How do you propose to address them?
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