The Online Learning Imperative: A Solution to Three Looming Crises in Education — from all4ed.org by Governor Bob Wise with assistance from Robert Rothman

Excerpt:

CRISIS #2: The funding cliff—declining local, state, and federal revenues mean changing the education content-delivery model
Faced with a declining revenue base, any enterprise must make a choice: continue doing the same with less and hope to weather through, or innovate and institute changes that result not only in survival but in growth (emphasis DSC). Public education and the U.S. automobile industry face a common challenge: declining revenues and lackluster results. In the case of the auto industry, the consumer has finally said that the end product is not acceptable. This raises the bar even higher, forcing companies to operate with less revenue while also improving outcomes.

Some might argue that a rapid expansion of education funding could accelerate improvements in outcomes. The reality is that the current economic recession has taken the issue of continually increasing revenues off the table (emphasis DSC). The only issue for policymakers is how to apply limited funding in a more cost-effective manner that also boosts student outcomes—in short, a reengineering of how education is delivered (emphasis DSC).

Also see:
Press release: First school system in Idaho to require online learning
— from Virtual High School Meanderings blog
Currently Michigan, Alabama and New Mexico require all graduating students statewide to take an online course. Sugar-Salem is the first district in Idaho to adopt such a policy.

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Mass protests planned for education on March 8th – Erin Vogel, Chicago Flame

Hundreds of professors from the University of Illinois have planned a common furlough day for March 8th in the hopes of educating the public about their problems. They have created a website, uicjointfurlough.wordpress.com, to raise awareness of their cause. They also have a Twitter, a Facebook, and a letter that students can send to their state representatives to request support for UIC.

Parents, students on edge over soaring tuition – Donna Gordon Blankinship, Associated Press

As students around the country anxiously wait for college acceptance letters, their parents are sweating the looming tuition bills at public universities. Florida college students could face yearly 15 percent tuition increases for years, and University of Illinois students will pay at least 9 percent more. The University of Washington will charge 14 percent more at its flagship campus. And in California, tuition increases of more than 30 percent have sparked protests reminiscent of the 1960s.

Dartmouth College Announces Layoffs, Tuition Increase – WMUR New Hampshire (added 2-14-10)

More than 70 people will be laid off at Dartmouth College as the school tries to close a $100 million budget hole over the next two years. The first 38 cuts will begin Tuesday, with a similar number of cuts in the spring. The teaching faculty will not be affected, and 60 percent of the cuts will be managerial positions. The rest are union and nonunion hourly workers.

Postdoctoral researchers at UMass unionize – Tracy Jan, Boston Globe

Nearly 300 postdoctoral researchers at University of Massachusetts campuses in Amherst, Boston, and Dartmouth joined the United Auto Workers union, becoming the first post-doc researchers in the state to unionize. The move triggers a process that will require the university system to negotiate over wages, health insurance, job security, and other workplace issues.

Leader warns of more layoffs at UT-Austin – Jeannie Kever, Houston Chronicle

The president of the University of Texas at Austin warned on Thursday that more layoffs are coming at the flagship campus. Bill Powers, joined by the presidents of other UT System schools, briefed regents as they met in Dallas on cost-cutting efforts now under way. “If we’re going to shed recurring costs, it will mean shedding salaries,” he said.

Brown University considers slashing budget – Associated Press

Brown University President Ruth Simmons says the school is considering $30 million in budget cuts for the next fiscal year in response to financial pressures caused in part by an endowment that has shrunk by $740 million. Simmons said in a letter to faculty, staff and students Tuesday that the cuts could include staff reductions through layoffs, attrition or early retirement.

Yale announces new wave of budget cuts – Noah S. Rayman and Elyssa A. L. Spitzer, Harvard Crimson

Yale President Richard C. Levin announced Wednesday a new round of sweeping budget cuts as part of the university’s ongoing efforts to close a $150 million budget deficit. In a letter to the community, Levin called for salary freezes for top administrators and a 2 percent cap on salary increases for faculty and staff. The Graduate School of Arts and Sciences will take a 10 to 15 percent reduction in the number of accepted students, and funding for research and undergraduate study abroad programs will also be affected.

ISU eliminates estimated 108 positions – Sue Loughlin, The Tribune-Star

Indiana State University’s budget reduction plan calls for the elimination of an estimated 108 positions, including 78 hourly and 30 salaried. The university began informing those affected on Wednesday, and some were still being told Friday. “Tears have been shed. There is anxiety and stress — everything you can imagine that would go along with something like this,” said Roxanne Torrence, chairwoman of the Support Staff Council. “My thoughts are with everyone affected.”

Should e-learning change university management? [UK] — from Transforming Management

With the university sector bracing itself for planned cuts after the next General Election, the need to respond flexibly to changes in its market and operate more efficiently is paramount. Drew Whitworth considers whether e-learning is the future.

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From DSC:
The following article got me to thinking of the future again…

Thousands to lose jobs as universities prepare to cope with cuts — from guardian.co.uk (original posting from Stephen Downes)
Post-graduates to replace professors | Staff poised to strike over proposals of cuts

I post this here because I believe that we are at the embryonic stages of some massive changes that will take place within the world of higher education. The timeframe for these changes, as always, is a bit uncertain. However, I would expect to see some of the following changes to occur (or continue to occur) yet this year:

  • Cost cutting
  • The cutting of programs
  • Laying off of staff and faculty
  • Not filling open positions
  • More outsourcing
  • The move towards using more cloud-based-computing models
  • The movement of students to lower-cost alternatives
  • Greater utilization of informal learning
  • The rise of online-exchange oriented offerings (i.e. the matching up of those who teach a subject and those who want to learn that subject)
  • The threat to traditional ways of doing things and to traditional organizations — including accreditation agencies — will cause people within those agencies to be open to thinking differently (though this one will take longer to materialize)
  • The continued growth of online learning — albeit at a greatly-reduced price
  • …and more.

This isn’t just about a recession. The Internet is changing the game on yet another industry — this time, it’s affecting those of us in the world of higher education. When the recession’s over, we won’t be going back to the way higher education was set up previous to the year 2010.

What did those us of in higher education learn from what happened to the music industry? What did we learn from what happened to the video distribution/entertainment business? To the journalism industry? To the brokerage business? To the travel and hospitality industries? To the bookstores of the world?

Along these lines…back at the end of 2008, I posted a vision entitled, The Forthcoming Walmart of Education. So, where are we on that vision? Well…so far we have:

  • Straighterline.com
  • A significant open courseware movement, including MIT Open Courseware, the Open Courseware Consortium, Connexions, Open Content Alliance, OpenLearn, Intute, Globe, Open Yale Courses, Open Education, The Internet Archive and many others
  • University of the People
  • YouTube.edu
  • iTunes U
  • Academic Earth
  • and more…

I realize that several of these items were in place before or during 2008…however, at that time, there was no dominant, inexpensive alternative. And there still isn’t one that has jumped into the lead (the University of Phoenix with their 150,000+ students doesn’t qualify, as their pricing is not yet nearly aggressive enough as what I’m predicting will occur).

Though we aren’t there yet, there has been significant change that has already taken place. So…if I were an administrator right now, I’d be asking myself the following key questions:

  • Can we reduce tuition and fees by at least 50%? If not, how can some of our offerings be delivered at half the price (or more)?
  • How are we going to differentiate ourselves?
  • How are we going to deliver value?
  • How are we going to keep from becoming a commodity?
  • Are we using teams to create and deliver our courses? If not, why not? What’s our plans for staying competitive if we don’t use teams?

Most likely, further massive changes are forthcoming.  So fasten your seatbelts and try to stay marketable!



The online higher education market in the USA — from Tony Bates

“The main message appears to be that for-profit institutions offering 100% online programs such as University pf Phoenix Online and Kaplan are much better placed to expand over the future than public and private universities, who, partly because of faculty resistance and partly because of a wish to exploit the benefits of a physical campus, have neither the desire nor the capacity to expand rapidly into fully online learning. However the demand for online learning is there and is likely to grow, while at the same time campus-based enrolments from high schools are likely to decline over the next few years, due to demographics. Lastly, online enrolments have benefited from the recession in the USA and therefore could act as a stabilizing factor for student enrolment in both for-profit and public universities.”

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Simulation Technologies in Higher Education: Uses, Trends, and Implications — from Educause by David A. Damassa (Tufts University) and Toby D. Sitko (EDUCAUSE)

“This ECAR research bulletin focuses on the rapid growth in the use of simulation technologies in higher education and the implications this will have for information technology planning and policy decisions.”

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College food banks step up for students struggling to pay bills — from freep.com by Patricia Montemurri

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The Future of Higher Education: Beyond the Campus — from iangardnergb.blogspot.com

“Lots and lots at the time being on the future of HE, especially in the UK due to the funding cuts, imminent election, etc. One of the latest reports is a joint one from JISC, SERF, EDUCAUSE and CAUDIT, showing many issues are not just affecting the UK.

Abstract:
Higher education’s purpose is to equip students for success in life—in the workplace, in communities, and in their personal lives. While this purpose may have remained constant for centuries, the world around colleges and universities is undergoing significant change. Higher education is under pressure to meet greater expectations, whether for student numbers, educational preparation, workforce needs, or economic development. Meanwhile, the resources available are likely to decline. New models, an intense focus on the student experience, and a drive for innovation and entrepreneurism will ensure that higher education continues to meet society’s needs. Information technology supports virtually every aspect of higher education, including finances, learning, research, security, and sustainability, and IT professionals need to understand the range of problems their institutions face so they apply IT where it brings greatest value. Creating this future will require collaboration across organizational and national boundaries, bringing together the collective intelligence of people from backgrounds including education, corporations, and government.

From DSC:
Many quotes jumped off of the pages of the report, but here’s one of them:

Higher education represents a complex, adaptive system that is influenced by larger societal trends and information technology. If higher education is adaptive, what will its future be?

From DSC:
Which question is dead? This one:

Where is the return on investment in all of this technology?

Through the last several decades, as we’ve invested in PCs, Macs, cabling/telecommunications infrastructure, wireless access points, LANs, servers, routers, etc…the question kept being asked, “Where’s the return on investment with all of this technology?”

To me, that question is being put to rest once and for all (at least in terms of those sets of technologies.) Why? Because that infrastructure is the foundation of an ever-growing, sprawling, network of connections that people are using more and more to communicate, socialize, learn, and grow. Sure, there are downsides to the Internet, but there are many upsides as well:

  • You want a lesson plan? It’s out there.
  • You want to hear a lecture on topic A, B, or C? It’s out there and able to start playing on your PC, Mac, iPhone, etc. in seconds
  • You need to find directions to place XYZ? As you know, a huge timesaver can be found in services like Mapquest or with GPS-enabled services.
  • You want to take a break and watch a show? It’s on your PC or Mac in a short period of time.
  • You want to quickly orchestrate an event to catch up with a group of your friends? No problem.

I could go on and on, but you get my point: We are at the embryonic stages of an explosion in innovation that is now possible due to the Internet and the blazingly-fast exchanges of information. Surely, there has been an excellent ROI here!

New Federal Budget Plan Favors Higher Education — — from education-portal.com

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The Power of Online Exchanges

From DSC: Here are a couple of items to highlight the continued power of the Internet to create exchanges & new business models within the worlds of education — both for K12 as well as for higher ed:

http://powerspeak.com/

From DSC:
The above reminds me of a graphic I did last July:

Some potential/different models of pricing -- Daniel Christian --  July 2009

Some potential/different models of pricing -- Daniel Christian -- July 2009

After Three Months, Only 35 Subscriptions for Newsday’s Web Site — resource and quote below from Stephen Downes

Newsday’s paid content rollout: 35 subscribers. Yes, that’s right. 35 subscribers. “In late October, Newsday, the Long Island daily that the Dolans bought for $650 million, put its web site, newsday.com, behind a pay wall. The paper was one of the first non-business newspapers to take the plunge by putting up a pay wall, so in media circles it has been followed with interest. Could its fate be a sign of what others, including The New York Times, might expect?”

From DSC:
For those of you who have been following my thoughts on this — as seen here and here as well — those of us in higher ed need to watch what is happening with the newspaper industry. We could easily be next.

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After 10 Years, Federal Money for Technology in Education — from the New York Times by Elizabeth Jensen

More than a decade ago, Lawrence K. Grossman, former president of both NBC News and PBS, and Newton N. Minow, the former chairman of the Federal Communications Commission, were asked by several foundations to explore how nonprofits like schools, libraries and museums could tap into emerging digital technologies.

Their bold recommendation in 2001 was to set up a multibillion dollar trust that would act as a “venture capital fund” to research learning technology.

After a tortuous journey — “It’s been one ‘starting all over again’ after another after another after another,” Mr. Minow said — their organization, what is now being called the National Center for Research in Advanced Information and Digital Technologies, finally has Congressional appropriation through the Education Department and will be introduced Monday. It could be handing out grants by fall.

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A Better Way to Manage Knowledge

We give a lot of talks and presentations about the ways and places companies and their employees learn the fastest. We call these learning environments creation spaces — places where individuals and teams interact and collaborate within a broader learning ecology so that performance accelerates. During these discussions, it’s inevitable that somebody raises their hand. “Wait a minute,” they say, “isn’t this just knowledge management all over again?”

The New Reality: Constant Disruption

We now face something entirely different. Today’s core technologies–computing, storage, and bandwidth–are not stabilizing. They continue to evolve at an exponential rate. And because the underlying technologies don’t stabilize, the social and business practices that coalesce into our new digital infrastructure aren’t stabilizing either. Businesses and, more broadly, social, educational, and economic institutions, are left racing to catch up with the steadily improving performance of the foundational technologies. For example, almost forty years after the invention of the microprocessor, we are only now beginning to reconfigure the digital technology infrastructure for delivery of yet another dramatic leap in computing power under the rubric of utility or cloud computing. This leap will soon be followed by another, then another.

From DSC:As an educational technologist, I can instantly relate to the blazingly-fast speed they are referring to. The questions are:

  • How do we set up the best learning ecosystems given such rapid pace of technological change?
  • How long will those elements last (and/or what principles/tips/tricks can we employ to have things around long enough for a solid ROI)?
  • How do we best equip our students?

For one thing, we must all learn to be very, very flexible…and adaptive. Change truly is not an option if you want to be marketable and relevant. And, you MUST BE PLUGGED INto a network or networks.

Management and the Liberal Arts — Peter Drucker

From Peter F. Drucker’s “The Daily Drucker”

Management and the Liberal Arts

Management is a liberal art.

Management is what tradition used to call a liberal art—”liberal” because it deals with the fundamentals of knowledge, self-knowledge, wisdom, and leadership; “art” because it deals with practice and applica­tion. Managers draw upon all of the knowledges and insights of the hu­manities and social sciences—on psychology and philosophy, on economics and history, on the physical sciences and ethics. But they have to focus this knowledge on effectiveness and results—on healing a sick pa­tient, teaching a student, building a bridge, designing and selling a “user-friendly” software program.

ACTION POINT: What is your plan to develop yourself in the humanities and social sciences? Develop such a plan today.

The New Realities

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