On Distance Learning Opportunities for the Marketing Communication Department at Columbia College Chicago Presentation by Alton Miller October 23, 2013

On Distance Learning Opportunitiesfor the Marketing Communication Department

at Columbia College Chicago Presentation by Alton Miller

October 23, 2013

What I hope to accomplish


• Give you a brief overview of distance learning


• Give you a brief overview of distance learning• Outline types/concepts of distance learning


• Give you a brief overview of distance learning• Outline types/concepts of distance learning• How-To: Breaking it down:



1. Rendering your course material into digital (deliverable) form




2. Experiencing the advantages of a blended course




2. Experiencing the advantages of a blended coursea. for teachers





b. for students





b. for students

c. for the department


• Give you a brief overview of distance learning• Outline types/concepts of distance learning• How-To: Breaking it down

a. Rendering your course material into digital (deliverable) form

b. Experiencing the advantages of a blended course1) for teachers

2) for students

3) for the department

c. Discussion: the marketing rationale for distance learning (etc.)


• Give you a brief overview of distance learning• Outline types/concepts of distance learning• How-To: Breaking it down

a. Rendering your course material into digital (deliverable) form

b. Experiencing the advantages of a blended course1) for teachers2) for students3) for the department

c. Discussion: the marketing rationale for distance learning (etc.)

• Make the case for the importance of distance learning in the Marketing Communication Dept.


• Give you a brief overview of distance learning• Outline types/concepts of distance learning• How-To: Breaking it down• Make the case for the importance of distance learning

in the Marketing Communication Department

…a brief overview of distance learning

1. Correspondence courses in the 18th Century



2. ICS (International Correspondence Schools) in 1890’s




The dropout rates were high; only one in six made it past the first third of the material in a course. Only 2.6% of students who began a course finished it. The students dropped out because they overestimated the difficulty, had little encouragement, and had poor study habits.




"The regular technical school or college aims to educate a man broadly; our aim, on the contrary, is to educate him only along some particular line.”







3. Open University (U.K.) in 1969 (1971)


1. Correspondence courses in the 18th Century2. ICS (International Correspondence Schools) in 1890’s3. Open University (U.K.) in 1969 (1971)250,000+ students enrolled, (32,000 under 25) …

more than 50,000 overseas students … the largest academic institution in the U.K. (and one of the largest in Europe) …qualifies as one of the world's largest universities. Since 1971, more than 1.5 million students have studied there … rated top university in England and Wales for student satisfaction in 2005, 2006 and 2012, 2nd place in 2007


1. Correspondence courses in the 18th Century2. ICS (International Correspondence Schools) in 1890’s3. Open University (U.K.) in 1969 (1971)

… awards undergraduate and postgraduate degrees … also non-degree diplomas and certificates, and continuing education … most study is off-campus …can be studied anywhere in the world … the Open University is also one of only three United Kingdom higher education institutions to gain accreditation in the United States of America


1. Correspondence courses in the 18th Century2. ICS (International Correspondence Schools ) in 1890’s3. Open University (U.K.) in 1969 (1971)

4. Internet Universities in 2011 (Wikipedia)


1. Correspondence courses in the 18th Century2. ICS (International Correspondence Schools ) in 1890’s3. Open University (U.K.) in 1969 (1971)

4. Internet universities in 2011 (Wikipedia)

In the US in 2011, a third of all postsecondary students had taken an accredited online course… Even though growth rates are slow, enrollment for online courses has been seen to increase with the advance in technology. The majority of public and private colleges now offer full academic programs online.


• Give you a brief overview of distance learning• Outline types/concepts of distance learning• How-To: Breaking it down:• Make the case for the importance of distance

learning in the Marketing Communication Dept.

Some types of distance learning

• Correspondence courses


• Correspondence courses• Low residency – e.g. Goddard College


• Correspondence courses• Low residency – e.g. Goddard College• Online courses, including entire online

programs



programs• MOOCs – esp. adaptation/framing of others’

lectures




lectures• TutorText – guided learning




lectures• TutorText – guided learning• Hybrid or blended courses




lectures• TutorText – guided learning• Hybrid or blended courses • “Flipped” classroom




lectures• TutorText – guided learning• Hybrid or blended courses • “Flipped” classroom• Social media, TeacherTube, etc.




lectures• TutorText – guided learning• Hybrid or blended courses • “Flipped” classroom• Social media, TeacherTube, etc.• (Moodle as a platform)

Concepts to consider

• Synchronous vs. Asynchronous • The role of games • The usefulness of social media• Considerations of verification


• Synchronous vs. Asynchronous (S) Tools: web conferencing, audio-only, chat rooms (AS) Tools: online content, bulletin boards, iPod (BOTH): online 3rd-party resources

• The role of games • The usefulness of social media• Considerations of verification




• Synchronous vs. Asynchronous • The role of games

Gamification, Second Life Interactivity Collaboration

• The usefulness of social media• Considerations of verification




• Synchronous vs. Asynchronous • The role of games • The usefulness of social media

Communication with students Teaching and Learning techniques

• Considerations of verification





Proctored exams, positive ID, etc. Rethinking “plagiarism”




• Synchronous vs. Asynchronous (S) Tools: web conferencing, audio-only, chat rooms (AS) Tools: online content, bulletin boards, iPod (BOTH): online 3rd-party resources

• The role of games Gamification, Second Life Interactivity Collaboration

• The usefulness of social media Communication with students Teaching and Learning techniques

• Considerations of verification Proctored exams, positive ID, etc. Rethinking “plagiarism”


1. Give you a brief overview of distance learning2. Outline some types of distance learning3. How-To: Breaking it down:4. Make the case for the importance of distance

learning in the Marketing Communication Dept.

How-To: Breaking it down

Suggested phases of development

• online admin help (grading, attendance)



• online admin help (grading, attendance)• online communications / portal



• online admin help (grading, attendance)• online communications / portal • digitizing coursework



• online admin help (grading, attendance)• online communications / portal • digitizing coursework• online resources



• online admin help (grading, attendance)• online communications / portal • digitizing coursework• online resources• hybrid courses



• online admin help (grading, attendance)• online communications / portal • digitizing coursework• online resources• hybrid courses• online courses



• online admin help (grading, attendance)• online communications / portal • digitizing coursework• online resources• hybrid courses• online courses• online programs


1. Assemble your lecture notes, and reviewa. Anything else you need to include?b. What needs updating?c. Is the sequence right? – logical, flows smoothlyd. Are the overlaps appropriate (e.g., for review before

proceeding)?

2. Divide into 12 modules, with 12 general take-aways (students’ outcomes)a. A positioning overview – Class 1, b. plus midterm and final, Class 8 and Class 15,c. plus twelve modules to produce a semester of 15

classroom meetings


3. Write a narrative paragraph for each of the 12 meetings.Short version: what would a student miss if she skipped class that day?

4. Formalize the 12 modules into a table, pairing those paragraphs with a. Student activitiesb. Learning outcomes


5. To create interactive online presentations,a. Rewrite the lecture notes as Q&Ab. At key points (one “page” apart) identify key

Questionsc. Expand Answers into 3-4 likely alternative.d. For “wrong answers” script explanationse. Cut and Paste into templates for hyperlink

connections

6. For online delivery, Class 1 should be a video overview, meet the professor

plus instructions in TutorText process, syllabus, etc. – i.e., an explanation of these six points.


• Give you a brief overview of distance learning• Outline types/concepts of distance learning• How-To: Breaking it down:• Make the case for the importance of distance learning

in the Marketing Communication Dept.

Making the case

Marketing Communication Department audiences for Distance Learning

• Occasional courses for students in our 4-year B.A.

Making the case


• Occasional courses for students in our 4-year B.A.• Intro courses designed to attract 2+2 transfer from

community colleges

Making the case



community colleges• LD 4-year B.A.’s (mostly online)

Making the case



community colleges• LD 4-year B.A.’s (mostly online)• Low-residency B.A.’s (Goddard model)

Making the case



community colleges• LD 4-year B.A.’s (mostly online)• Low-residency B.A.’s (Goddard model)• Alton Miller’s 3-year B.A. program (online, hybrid)

Making the case



community colleges• LD 4-year B.A.’s (mostly online)• Low-residency B.A.’s (Goddard model)• Alton Miller’s 3-year B.A. program (online, hybrid)• Alton Miller’s “Finish your degree” program

Making the case



community colleges• LD 4-year B.A.’s (mostly online)• Low-residency B.A.’s (Goddard model)• Alton Miller’s 3-year B.A. program (online, hybrid)• Alton Miller’s “Finish your degree” program• Enrollments in targeted minors (e.g. PR minor) for arts

majors (200)

Making the case

Marketing Communication Department audiences for Distance Learning (continued)

• (Reverse): Support for arts minors, to encourage a student inclined toward (e.g.) art and design to minor in art while earning an MCD degree. (This instead of waiting for that student to surrender her A+D major for an Advertising degree in MCD.

Making the case


• (Reverse): Support for arts minors, to encourage a student inclined toward (e.g.) art and design to minor in art while earning an MCD degree. (This instead of waiting for that student to surrender her A+D major for an Advertising degree in MCD.

• “Persuasive Communications” package of 3-5 courses for Chicago area executives looking to improve their writing, presentation, social media, and strategy skills, including clues as to how to identify and deal with advertising and marketing professionals.

Making the case


• “Strategic Communications” distance education packages. Target audiences are individual entrepreneurs and small businesses, nationwide.

Making the case



• Similar program for pre-law.

Making the case



• Similar program for pre-law.• Non-profit arts marketing packages, in response to a

need in small arts organizations (who often can’t afford professional PR/advertising personnel and thus depend on the efforts of trustees and executive directors) for how-to’s in media relations, advertising, etc. Target audiences are arts managers & trustees. We could partner with the Community Media Workshop for this.

Making the case


• Modules with specific learning outcomes intended for advanced placement and community college students, which supplement without supplanting our intro-level courses, similar to our high school institute offerings. Community college

Making the case


• Modules with specific learning outcomes intended for advanced placement and community college students, which supplement without supplanting our intro-level courses, similar to our high school institute offerings. Community college

• Compliance issues– Columbia College / Moodle etc.– Assessment– Dept. of Education: certificates

Making the case

• Trends in higher education• Public opinion• Technology agenda of our senior leadership• Leadership in social media• Mastery of persuasive communication technology • More efficient coordination of multi-section courses• College mission: we are not an “arts school” but a

college of “arts, communications, and public information” educating students “who will communicate creatively and shape the public’s perceptions of issues and events.”

Making the case

• Trends in higher education

Making the case

• Trends in higher education• Public opinion

Making the case

• Trends in higher education• Public opinion• Technology agenda of our senior leadership

Making the case

• Trends in higher education• Public opinion• Technology agenda of our senior leadership• Leadership in social media

Making the case

• Trends in higher education• Public opinion• Technology agenda of our senior leadership• Leadership in social media• Mastery of persuasive communication technology

Making the case

• Trends in higher education• Public opinion• Technology agenda of our senior leadership• Leadership in social media• Mastery of persuasive communication technology • More efficient coordination of multi-section courses

Making the case

• Trends in higher education• Public opinion• Technology agenda of our senior leadership• Leadership in social media• Mastery of persuasive communication technology • More efficient coordination of multi-section

courses• College mission: we are not an “arts school” but a

college of “arts, communications, and public information” educating students “who will communicate creatively and shape the public’s perceptions of issues and events.”

“Public resentment toward college leaders…”?(from Bowen, Higher Education in the Digital Age)

“Public resentment toward college leaders…”?(from Bowen, Higher Education in the Digital Age, continued)

Making the case

Why should we take the lead…?

• It’s coming – MOOCs, unless you have a better idea

Making the case


• It’s coming – MOOCs, unless you have a better idea• If you’re not with the planners, you’re being planned

Making the case


• It’s coming – MOOCs, unless you have a better idea• If you’re not with the planners, you’re being planned• We are confronting a crisis in higher education

Making the case


• It’s coming – MOOCs, unless you have a better idea• If you’re not with the planners, you’re being planned• We are confronting a crisis in higher education• Higher ed is squeezed by technology: get a grip:

Technology is a double-edged sword for us, requiring that we keep up with upgrades and new trends (at a significant dollar cost), even as it offers some improvements in productivity…

Making the case




• It “still takes 4 musicians 9 minutes to perform the first movement of Beethoven’s String Quartet No. 4 in C minor”

Making the case




• It “still takes 4 musicians 9 minutes to perform the first movement of Beethoven’s String Quartet No. 4 in C minor”

• We need to scale what we deliver to a much bigger market.

Resources

Guide to Teaching Online CoursesNational Education Association guide to “creating an effective system for online learning and teaching.”

Distance Education Professional DevelopmentIn 1993 UW-Madison lauched the first “distance education certificate program to help teachers teach using the fledgling World Wide Web.”

Higher Education in the Digital AgeAn economist outlines how “technologies could transform traditional higher education…while preserving quality and protecting core values...”

The Flipped Classroom InfographicAn economist outlines how “technologies could transform traditional higher education…while preserving quality and protecting core values...”

Wikipedia: “Distance Education”A good overview, from which I have excerpted a few lines.

http://www.nea.org/home/30103.htm

http://continuingstudies.wisc.edu/depd/

http://press.princeton.edu/titles/10053.html

http://www.livescribe.com/blog/education/2012/07/17/the-flipped-classroom-infographic/

http://www.livescribe.com/blog/education/2012/07/17/the-flipped-classroom-infographic/

http://en.wikipedia.org/wiki/Distance_education

Resources

The Year of the MOOCA still-timely summary of massive open online courses from the N.Y. Times of Nov. 2/4 (online/print), 2012

.

http://www.nytimes.com/2012/11/04/education/edlife/massive-open-online-courses-are-multiplying-at-a-rapid-pace.html?_r=0

On Distance Learning Opportunitiesfor the Marketing Communication Department

at Columbia College Chicago Presentation by Alton Miller

October 23, 2013

www.altonmiller.com

prw.columbiacollege.net

Documents

On Distance Learning Opportunities for the Marketing Communication Department at Columbia College Chicago Presentation by Alton Miller October 23, 2013