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RETHINKING ACADEMIC WORK FOR ONLINE HIGHER EDUCATION
Keith Hampson PhD for Kent State University. 11.10.2016
THE ACADEMIC AS DESIGNER
LONG TERM CONDITIONS
PRESSURES IN HIGHER EDUCATION
▸ Completion rates/agenda
▸ Student debt (record levels)
▸ Rising tuition
▸ Stagnant funding
▸ Maintaining access to under-served populations
▸ Concerns about learning outcomes
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TECHNOLOGY TO THE RESCUEAccess
QualityCosts
"A single teacher can reach hundreds of thousands of students. That completely changes the economics of everything. The marginal cost of an extra student reaches zero.” Daphne Koller, Coursera
“[THE MUSIC INDUSTRY] HAS BEEN COMPLETELY OVERTURNED BY THE INTERNET. . . . JOURNALISM IS IN THE MIDST OF THE BATTLE. AND HIGHER EDUCATION IS PROBABLY NEXT.” TYLER COWEN, GEORGE MASON UNIVERSITY, 2013
[UNIVERSITY IS] READY TO COLLAPSE IN SLOW MOTION ONCE ALTERNATIVES TO ITS FUNCTION BECOME POSSIBLE.” ELI NOAM, COLUMBIA UNIVERSITY, 1995
TECHNOLOGY TO THE RESCUE (OR NOT)
DIGITAL HIGHER EDUCATION
HOW HAVE WE SOUGHT TO REALIZE THIS POTENTIAL?
▸ Education technology training and support
▸ Instructional design support and training
▸ Adoption or promotion of “best practices”
▸ More measurement and reporting
▸ Templates, checklists & guidelines
▸ Increased attention to process, workflow
▸ Consensus-based decision-making for institutional technology
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:
CREATIVITY?
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THE DESIGN AND DEVELOPMENT OF INSTRUCTIONAL MATERIALS BY EDUCATORS TO STIMULATE AND GUIDE STUDENT LEARNING
CREATIVITY AND DESIGN AND DEVELOPMENT OF INSTRUCTIONAL MEDIA
WHY CREATIVITY NOW?
▸ The challenge faced by educators of exercising creativity in the design and development of instructional materials;
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▸ The largely untapped potential of digital course content in higher education;
▸ The emerging growth of more ambitious forms of digital course content and the implications for traditional colleges and universities.
SAMPLE
OU-UK: HISTORY OF ENGLISH
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Open University: History of English
CLASSROOM ORGANIZATIONAL MODEL
AN AWKWARD TRANSITION
▸ Deeply embedded institutional model designed according to the requirements of campus and classroom-based education
▸ Difficult to reimagine and reconfigure processes, resources, partnerships, hiring, scheduling, definitions of excellence, etc.
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CLASSROOM ORGANIZATIONAL MODEL
LECTURE CAPTURE & LMS: CLASSROOM DNA
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CLASSROOM ORGANIZATIONAL MODEL
CLASSROOM ORGANIZATIONAL MODEL FOR BUILDING INSTRUCTIONAL MEDIA
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LIMITED FINANCIAL INVESTMENT
LIMITED DEVELOPMENT TIME
NARROW RANGE OF TALENT
LIMITED USE OF SERVICE DEPARTMENTS
CLASSROOM ORGANIZATIONAL MODEL
CLASSROOM ORGANIZATIONAL MODEL FOR BUILDING INSTRUCTIONAL MEDIA
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LIMITED FINANCIAL INVESTMENT
LIMITED DEVELOPMENT TIME
NARROW RANGE OF TALENT
LIMITED USE OF SERVICE DEPARTMENTS
GWU, Masters
TEXT 14
“WHEN FACED WITH A TOTALLY NEW SITUATION WE TEND ALWAYS TO ATTACH OURSELVES TO THE OBJECTS, TO THE FLAVOR OF THE MOST RECENT PAST. WE LOOK AT THE PRESENT THROUGH A REAR-VIEW MIRROR” - MARSHALL MCLUHAN
SAMPLE
HIERONYMUS BOSCH, “GARDEN OF EARTHLY DELIGHTS”(1503-1505)
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Garden of Earthly Delights
‣ DESIGN MATTERS ‣ PRODUCTION VALUE ‣ DO-IT-YOURSELF ‣ CONTENT-SOFTWARE INTEGRATION
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FACTORS AND RESOURCES SHAPING THE POSSIBILITIES FOR CREATIVE INSTRUCTIONAL MEDIA
1. DESIGN MATTERS
A FRAMEWORK FOR DESIGN AND DEVELOPMENT
▸ Graphic Design, Design-Thinking, Interaction Design, Experience Design, Industrial Design.
▸ Language
▸ Processes
▸ Comprehensive analyses of user needs
▸ Especially effective for screen-based experiences and objects (devices)
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1. DESIGN MATTERS
A GROWING RECOGNITION OF DESIGN’S VALUE
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No longer associated simply with objects and appearances, design is increasingly understood in a much wider sense as the human capacity to plan and produce desired outcomes.
$0.00
$15,000.00
$30,000.00
$45,000.00
$60,000.00
J04 J06 J08 J10 J12 J14
219%
Design Value Index, Design Management Institute
1. DESIGN MATTERS
IS DESIGN A RESPONSE TO AN INCREASED PACE OF CHANGE?
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“ . . . design has spread like gas to all facets of human activity, from science and education to politics and policymaking. For a simple reason: one of design’s most fundamental tasks is to help people deal with change.”
The Economist 0
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30
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1860 1880 1900 1920 1940 1960 1980 2000
ElectricityTelephone
Radio
PC
Television
MobileInternet
Adoption Rates: Mass Use of Inventions Kurzweil, The Age of Spiritual Machines
1. DESIGN MATTERS
DESIGN AND THE EARLY DAYS OF ONLINE EDU
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“ . . . the focus on the sensory dimension of e-learning platforms is in most cases non-existent on account of the ideals of hyper-functionalism.”
Stenalt & Godsk
1. DESIGN MATTERS
A DESIGN-DEPENDENT ENVIRONMENT
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2. PRODUCTION VALUE
COURSE DESIGN AND DEVELOPMENT: PRODUCTION VALUE
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SIGNIFICANT FINANCIAL INVESTMENT
LONGER DEVELOPMENT TIME
BROAD RANGE OF TALENT
DIVISION OF LABOUR
AVERAGE TCU ONLINE COURSE: 25K (EST.)
EXAMPLES:
‣ TEXTBOOK WITH DIGITAL HOMEWORK: 750k
‣ UNEXT (2000): 1m
‣ ADAPT COURSEWARE: 1.1m
2. PRODUCTION VALUE
TRANSPARENCY, COMPETITION, AND PRODUCTION VALUE
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2. PRODUCTION VALUE
TRANSPARENCY, COMPETITION, AND PRODUCTION VALUE
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MOOC PER COURSE
‣ FILM-QUALITY
‣ MAKE-UP
‣ MULTIPLE CAMERAS
‣ LIGHTING
‣ ACTORS!
SAMPLE
RSANIMATE: PARADOX OF CHOICE, DR. RENATA SALECL
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RSAnimate
3. DO-IT-YOURSELF
DIY: DESKTOP PUBLISHING, BLOGGING, PODCASTING, LMS
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3. DO-IT-YOURSELF
ACADEMIC LABOUR AND DIY TECHNOLOGY: WHO PRODUCES WHAT?
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SPECIALISTS
LAYPERSONS
DIY Tech
DIY TechDIY Tech
3. DO-IT-YOURSELF
FEAR OF EXPANDING THE USE OF 2ND-PARTY CREATORS
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“. . . LET’S NOT KID OURSELVES; ADMINISTRATORS AT THE CSU ARE BEGINNING A PROCESS OF REPLACING FACULTY WITH CHEAP ONLINE EDUCATION.” SJSU FACULTY, 2013
“ . . . THE SYSTEMATIC CONVERSION OF INTELLECTUAL ACTIVITY INTO INTELLECTUAL CAPITAL AND, HENCE, INTELLECTUAL PROPERTY.” DAVID NOBLE, 1996
4. INTEGRATION OF CONTENT AND SOFTWARE
LIMITED INTEGRATION OF INSTRUCTIONAL MATERIALS WITH EDTECH
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INSTRUCTIONAL MEDIA
INSTRUCTIONAL SOFTWARE
4. INTEGRATION OF CONTENT AND SOFTWARE
MORE DEMANDING DESIGN AND DEVELOPMENT REQUIREMENTS
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B CA
D E F
G
THE INSTRUCTIONAL MATERIAL MUST BE BUILT WITH AN UNDERSTANDING OF HOW THE SOFTWARE INFLUENCES THE LEARNER’S PATHWAY.
4. INTEGRATION OF CONTENT AND SOFTWARE
FINDING THE RIGHT MIX: ROLES AND RESPONSIBILITIES
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“HOME-MADE” “STORE-BOUGHT”
4. INTEGRATION OF CONTENT AND SOFTWARE
BLENDING ACADEMIC AND SPECIALIST AUTHORING
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Smart Sparrow
WRAP UP
SUCCESSFUL TACTICS: FOUR SUGGESTIONS
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▸ Build unique, temporary teams, suited to specific ends.
▸ Think of yourself as an “Executive Producer”, rather than Professor. Assemble the perfect team. Build. Repeat.
▸ Pick your spots.
▸ Focus on small, focussed instructional materials, not entire courses. For example, consider creating an instructional version of your current research?
▸ Pilot, test, and conduct research.
▸ Commit to university research objectives and standards by measuring project impact.
▸ Don’t be shy.
▸ Reputation is a form of currency in the university sector. Think about who would benefit from your effort. e.g. University marketing? Fundraising? Your academic department?
RETHINKING ACADEMIC WORK FOR ONLINE HIGHER EDUCATION
THE ACADEMIC AS DESIGNER
Keith Hampson PhD for Kent State University. 11.10.2016
AVAILABLE ON SLIDESHARESearch: “Keith Hampson”
