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e-Learning in 2020

G. Donald Allen

Department of Mathematics

Texas A&M University

College Station, TX

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Drivers for Change

Changing demographics of students Demand for unlimited access Spiraling costs Competencies vs. Degrees Lifelong learning Knowledge explosion Failure of current systems

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Texas: High School Grads

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Total Enrollment

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Student Enrollments

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Undergrad Enrollments

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Graduate Enrollments

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Drivers for growth of e-education

Institutions now recognize that information technology can assist them in their operations and in fulfilling their educational mission.

E-education solutions have developed greater robustness, ease of use, and functionality.

These lower “traditional” objections to adoption and acceptance.

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In consequence…

An increasing percentage of collegiate budgets have been directed toward e-education infrastructure and teaching

Technology spending will only increase as the use of e-solutions in academia increases – mirroring business successes.

When the technological infrastructure is in place, content delivery will accelerate.

Statistical surveys and anecdotal evidence indicate increasing experimentation with and adopting of e-learning.

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Institutions leading the charge… Seek solutions interoperable with legacy

systems and materials. Are forming cross-departmental committees

with representatives from affected groups, e.g. library, the registrar, IT, student services.

View e-learning within the context of the institutional vision and mission, not simply as a tool or resource that benefits the individual user.

Key institutional drivers of e-learning implementation are no longer simply

technology evangelists.

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There is no turning back to the “simpler” life of the teacher, a chalkboard and a roomful of willing students

But there is still the voice of caution… “What will fix public education? A teacher, a chalkboard and a roomful of willing students.”

By Evan Keliher© 2002 Newsweekhttp://teachmath.net/Newsweek.html

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Technology strategic plans address…

Enhancing teaching and learning Improving student services Strengthening institutional

communication and relationships Revitalizing operational processes

and activities Capturing new market opportunities

University Business, 2006

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Major University Efforts

University of Illinois – global campushttp://www.insidehighered.com/news/2006/08/31/illinois

Penn State University World Campushttp://www.worldcampus.psu.edu/

University of Marylandhttp://www.umuc.edu/gen/virtuniv.shtml

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University of Illinois

U.S. post-secondary education is in the midst of a sea change. The public is demanding greater access to higher education at the same time taxpayer support for public universities, student financial aid, and basic research has weakened and accountability has increased. …University of Illinois Global Campus Initiative Final Report, 2006

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Penn State World Campus

We must not only develop a broader, sharper vision of how teaching must change, we must use appropriately new resources and technologies; we must balance, appropriately, knowledge transmission and knowledge utilization. Most important, we must have the energy and the courage to respond to the urgencies and demands for change that our new vision clarifies, and our technologies make possible." (1992)

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Texas A&M University

Computer-based DL/TML are both in their infancy in the United States, being barely a decade old. However, with the speed of virtually every facet of education is changing at a record pace and ten years is a long time. Nonetheless, owing to the size and quality of this institution, this committee feels confident that TAMU can still choose to play a significant role of national leadership in the development and delivery of distance education. (2004)

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TAMU – Dr. Robert GatesSept. 9, 2006

Task Force on Improving Undergraduate education recommendation on DL/TML:

--increase access and opportunities for students on and off-campus through innovative technology-mediated instruction and distance learning technologies;

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Current Information. In 2005…

3 million* students took at least 1 online course compared to 17 million students enrolled in all of higher education.

Online enrollments are growing 23%/year, generating ~$5 billion/year.

Soon, one in five degrees will be online. Dominant institutions:

University of Phoenix (130,000) University of Maryland University College

(50,000)

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Data

Of all universities offering

The percentage for Online is

Graduate courses 65%

Masters degrees 44%

Undergrad courses 63%

Business degrees 43%

Growing by Degrees, Sloan Report, 2005

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Data

Schools 2003 2005

View online education as critical

49% 56%

Associate degree type view online education as critical

58% 72%

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Campus Computing Project

http://www.campuscomputing.net/

TML

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According to the Campus Computing Project

42% of postsecondary institutions a strategic plan for deploying a course-management solution

22% plan to implement e-learning tools and resources.

http://www.campuscomputing.net/

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Wireless classrooms

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Components of DL/TML

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Components of e-learning

Technology Mediated Learning (TML) Facilitator teachers Arrays of resources Science of learning research

Learning styles Longitudinal trackingSkills vs. Inquiry

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Integrating the components

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Using the Onion Metaphor

Not pealing the onion But building the onion

layer by layer Making effective use

of legacy materials

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TML features

Symbolic mathematics functionality

Complete solutions – with videos

Learning style adaptability Longitudinal analysis Question-answer notes Animations Video tutorials/lectures

Homework systems Consistent, artistic look

and feel Interactive applets Interactive quizzes and

exams Peer review systems

•Years of testingvalidationreliability

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The Technologies

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Theorem: DL is but one form of TML.

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A little math…

Theorem: DL is but one form of TML.

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Project-based learning

Shown to be effective Keeps students engaged

Good place to use peer review methods.

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Modes of Instruction

Tutorial (Socratic) Traditional, (Seminar, Small class, Large

lecture) Facilitator Fully computer based instruction Distance Self-Study (Correspondence, etc)

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Learning modes – current buzz

Drill for Skill Active learning for construction of

knowledge Cooperation and teamwork in learning Learning via problem solving.

The “Math Wars”

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The Teacher

Social context of student learning Social context of teacher needs Teacher competency, capacity,

adaptabilitystudent learning styles, multiple

intelligencescontent mastery

Teachers and technology

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The Facilitator Teacher

Fewer formal presentations (lectures) Expanded role in one-on-one teaching Greater content competency required Diminished role in training More cooperative --- less contentious

BUT: Is TML/DL teaching bulletproof?

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Changing Roles of Students

Students proceed at own pace Students will have personal learning

plans Students become active learners Students have less teacher-student

interaction

What is the social context of learning?

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TML means …

The end of “one-size-fits-all” course formats

The end of “one-size-fits-all” pedagogy

…the end of ….. “one-size-fits-all”

education

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Pedagogical Theory

Learning models - “constructivist”, “collaborative”, “cognitive” and “sociocultural”, “traditional”

Learning cycles – “experiential”, “situational”

Pedagogy is focused on enabling learning and intellectual growth in contrast to instruction that treats students as the object of curriculum implementation.

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ADDIE – for e-learning

Analyzing learners Designing instruction Developing instruction Implementing instruction Evaluating instruction

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What are the Critical Uncertainties in implementing any e-learning model on a mass scale?

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Critical uncertainties

Can TML work? Will learning research results support the viability of TML?

Teacher training? Will a sufficient corps of teachers opt for the new type of “teaching?”

When? At what point (grade) should the TML become more intensive?

Social implications? Will long term TML support a continued highly social society?

Privacy? With TML comes long term records of student behavior. Are they secure?

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Critical uncertainties

Academic Inertia – can we convince administrators that TML is here to stay?

Length of time from inception to implementation – what is the realistic time of development of first quality materials.

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Scenario #1

A modern day at the books... Mode: Independent TML study with

facilitator. Students can work alone or in groups, though group projects need not be a component. Students working together can better understand what they don’t understand. This poises them for real learning. The facilitator is available at most times.

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A day in the Algebra class

Whole class gathering to launch topic of the day and to engage students in learning

Visual tutorial (readings backup) – based on individuals learning style

Using the homework system – integrates assessment – gives learning plan – feedback to videos – calls teacher – identifies student misconception

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A day in the Algebra class

Group interaction – organized or spontaneous

Whole class gathering Teacher: extension, explanation,

applications, reinforce learning, feedback

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The facilitator …

Needs to work from where the student is, to identify and correct misconceptions

Needs to identify what the student knows Needs to enable student interaction Rewarding because …

Work with students wanting help Work with actual specific issues – not

generalities

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Who falls through the cracks of the TML system?

Reluctant guessers: A certain aspect of the whole system involves guessing for feedback

Keyboard challenged students Students needing the student-to-

teacher direct communication The unknown consequences of the

mass application of TML

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What falls through the cracks?

Problem solving? Inquiry based learning? Social context for learning?

Group effortsInterpersonal relation building

Behavior learning?

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TML “Learning” Issues

Some learning difficulties will be diminished

Some learning difficulties will be amplified

New learning difficulties will emerge

What are they?

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Conclusions - Optimistic

Student easily adapt to TML or “Web-learning.”

Students become active learners. Students work together - profitably. Students get to work right away. Faculty help those students that need

& request help.

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Conclusions - Pessimistic

Students finesse TML is ways yet to be determined

Social innovation, originality decreases Computer dependency emerges Proliferation of erroneous information Anti-socialism increases substantially Citizen educational records are used for

nefarious means

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Scenario #2

Hybrid TML… Mode: Traditional classroom setting

with TML options. Classroom/lecture format availableVideo lectures availableTM homework systemTM assessment

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The traditional lecture

Most lectures are average Students have difficulty sustaining

interest for 50 minutes. (15-20 minutes is the max for sustained focus)

Some students are not “lecture learners.”

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Benefits

Classes can be oversubscribed. Bricks and mortar issues relieved. Students are given alternative

learning venues. Students can relearn/relive the

learning experience through the TML materials.

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Benefits

Teaching resources can be applied in a more productive way.

The traditional format is maintained for those needing it.

Students know clearly the rules of the course.

Standardization of course materials.

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Scenario #3

Digital libraries. DML= Digital Mathematics Library The purpose of the DML is to - digitize old mathematical literature; - new electronic articles, to be compatible with old ones. Several programs are under way but a joint world effort should be made. Plans have been made and several meetings have been held. Europe has a key role in the digitizing of old mathematical literature.

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Possible issues

Day before exam classroom compression.

Instructor may tend to lose the “sense” of the class.

Does TML favor “knowing how” over “knowing that?”

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Which Scenario?

Dependency on learning research Dependency on societal resources for

education Dependency on resolution of many

unknowns Dependency on societal acceptance

of a new learning format(s).

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Visual Algebra Process

S hape ,da ta ,

g rap h ic ,o r an im a tion

Differentiatetypes

Construct a model

Formulate re lations

Construct data

Formulateproblem s

Solveproblem s

Family ofm odels

M odel tutorials

Type tutorials

Visual algebra processTraditional

From the student’s world

- visual component