The academic tradition and the world of e-learning

1. Palermo, 20 giugno 2001 The academic tradition andthe world of e-learning virginio.cantoni@unipv.it http://vision.unipv.it http://media.iuss.unipv.it VIRGINIO CANTONI Università di Pavia 1

2. Computers in E-learning • Computer applications for distance education fall into four broad categories: • Computer Assisted Instruction (CAI) - uses the computer as a self-contained teaching machine to present discrete lessons to achieve specific but limited educational objectives. • Computer Managed Instruction (CMI) - uses the computer’s branching, storage, and retrieval capabilities to organize instruction and track student records and progress. • Computer Mediated Communication (CMC)- uses computer applications that facilitate communication. E.g. electronic mail, e-conferencing, and electronic bulletin boards. • Computer-Based Multimedia- uses powerful, sophisticated, and flexible computing tools to integrate various voice, video, and computer technologies into a single, accessible delivery system.

3. Computers in E-learningAdvantages • Computers can facilitate self-paced learning. • Computers are multimedia and interactive tools. Microcomputer systems incorporating various software packages are extremely flexible and maximize learner control. http://www.ctt.bc.ca/landonline/techinfo.html#tabletop • Computer technology is rapidly advancing. Innovations are constantly emerging, while related costs drop. • Computers increase access. Local, regional, and national networks link resources and individuals, wherever they might be.

4. Computers in E-learningLimitations • Computer networks are costly to develop. • The technology is changing rapidly. • Widespread computer illiteracy still exists. • Students must be highly motivated and proficient in computer operation before they can successfully function in a computer-based distance learning environment.

5. Leading European Nations Will Closeon US Levels of Per-Capita E-Commerce EC transactions (mean values per capita Growth line B2B plus B2C in terms of 2000 $ value) $12,000 United States 2004 Sweden 2004 10,000 Denmark Canada 2004 2004 EU Average 2004 8,000 Japan 2004 6,000 4,000 2,000 Japan EU Average 2000 2000 Canada2000 United States 2000 0 5 10 15 20 25 30 35 40 45 50 55 Internet seat penetration as a percent of total population for year-end Source: Gartner Consulting

6. Layer Four: Commerce Layer Three: Intermediaries Layer Two: Applications Layer One: Infrastructure The Internet Economy in Europeis Large and Growing Rapidly Layer 4 Layer 1 Layer 2 Layer 3 1,400,000 1,200,000 1,000,000 800,000 $ million 600,000 400,000 200,000 0 1999 2000 2001 2002 2003 2004 Source: Gartner Consulting

7. Germany and the UK Will Account for Over 50% of European E-Commerce Revenues in 2004 Denmark Austria Belgium Rest of Europe 2% 1% 2% 2% Finland 2% United Kingdom 22% France 11% Switzerland 4% Germany Sweden 30% 4% Spain 3% Norway Source: Gartner Consulting 2% Italy Netherlands 7% 8% Total=$1,088bn

8. The Internet and E-learningOptions • Electronic mail (e-mail) for informal one-to-one correspondence instructor-student(s). • Bulletin boards -. A class bulletin board can encourage student-to-student interaction. The bulletin can also be used to post all modifications to the class schedule or curriculum, assignments/tests, and answers to assignments/tests • World-Wide Web (WWW) - A classroom home page can cover information about the class including the syllabus, exercises, literature references, and instructor's biography. Other links could access library catalogs or each student's individual home page.

9. The Internet Revolution First 50 Million Users From Byron Henderson, CISCO

10. Rising Use of IT in Instruction 70 Percentage of college courses using IT resources 60 50 40 30 20 10 0 E-Mail Internet Course WWW Computer Resources Pages Simulations Source: William R. Fowler, CISCO 1994 1995 1996 1997 1998 1999 2000

11. E-Commerce: Pushing Ahead With Online Education Significant growth in online education is expected over the next few years. According to IDC, the size of the U.S. market for distance learning is already $2 billion and is projected to be $6 billion in 2002 and $9 billion by 2003, a growing component of the $750 billion higher education market in the U.S. alone. Enrollment in online programs is expected to increase at an annual rate of 30-35 percent.

12. Training Challenge • “The current learning model is insufficient to accommodate the needs and realities of companies competing in the global, knowledge-based economy” Source:SRI Consulting • “The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn.” Alvin Toffler, “Rethinking the Future” • “The ability to learn faster than your competitors may be the only sustainable competitive advantage.” Peter Senge,“The Fifth Discipline” • “Motorola no longer wants to hire engineers with a four year degree. Instead, we want our employees to have a 40 year degree.” Christopher Galvin, President of Motorola • THE LANDSCAPE: • Europe faces becoming • an exporter of JOBS, or • an importer of PEOPLE

13. Networking Skills Trends 1,800,000 Demand 1,600,000 1,400,000 Shortage 1,200,000 Supply 1,000,000 800,000 600,000 400,000 200,000 1998 1999 2000 2001 2002 Source: Mike Couzens, CISCO

14. Networking Skills Trends Projected 2003 Picture Supply Shortage Demand =35% 1,323,291 2,033,825 710,535 EMEA =33% 1,654,052 1,102,365 551,687 EU Member States =37% 155,986 246,511 90,525 NON EU States =51% 64,940 133,262 68,322 MEA Source: Mike Couzens, CISCO

15. Networking Skills TrendsEU Member States 2003 Shortage as a % of demand by country EU Average (33%) Below EU Average Above EU Average = Ireland (43%) = Portugal (32%) = Greece (39%) = France (31%) = Finland (30%) = Denmark (38%) = Italy (29%) = Germany (36%) = Netherlands (28%) = UK (36%) = Belgium (35%) = Luxembourg (27%) = Sweden (17%) = Spain (34%) = Austria (34%) Source: Mike Couzens, CISCO

16. Worldwide Landscape The Network Skills Gap Based on Demand by Region in 2003 Asia / Pacific 11% Region Latin America 60% Region EMEA Region 35% North America 22% Region World Average 28% 0% 10% 20% 30% 40% 50% 60% 70% Source: Mike Couzens, CISCO

17. News Items • MIT creates web sites for almost all of its 2000 courses free to everybody, visitors will not earn college credits. May 2001 • Stanford, Princeton, Yale and Oxford join forces to create an independent, not-for-profit alliance to develop distance learning programs. October 2000 • Duke Corporate Education raises $24M in its first round of financing. July 2000 • Telefonica, IBM and Cisco announces e-ducavia, business school for those speaking Spanish or Portuguese June 2000 • Columbia University announces Fathom, a web venture to share learning for profit. April 2000 • Cornell announces e-Cornell, a for-profit company to create and market distance learning programs. March 2000 • High-tech billionaire Michael Saylor announces $100 million donation to create an online university that will offer an Ivy League-quality education to anyone in the world - - free. March 2000 • Unext.com launches Cardean with top universities to provide world-class education via the Internet. June 1999

18. What Online Learners Want • Access to learning independent of time and distance. • Convenience and flexibility in course and program delivery. • Choice of synchronous (real-time) and/or asynchronous (time-delayed) delivery options. • Courses with degree, certification and credentialing options. • Emphasis on active goal oriented learning vs teacher-centered approaches. • Presentations and interactions incorporating problem based simulations. • “Learner pull vs teacher push” approaches with learning on demand. From A. Di Paolo, U. Stanford

19. What Online Learners Want • Modules and courselets which can be bundled into a personal learning experience. • Reliable delivery technology on any internet station with 24 X 7 technical support. • Provisions for tele-advising, tele-coaching and tele-mentoring. • Participation in a “learning community” through online and real interaction with instructor, teaching assistants, tutors, peers and experts. • Opportunity to “test” course and be assessed before buying. From A. Di Paolo, U. Stanford

20. What Online Learners Want • Access to multimedia learning materials, content collections, libraries and video. • Opportunity to practice working in geographically dispersed learning teams. • Outstanding e-support for student services with a focus on “student as customer.” • Continuous, rich and varied forms of feedback. • Lifelong educational renewal with institutional commitment to support continuous learning of its graduates From A. Di Paolo, U. Stanford

21. Slide Title Higher Education E-LearningU.S. Examples • Stanford • Georgia Tech • Illinois • Maryland • NYU • Duke • Western Governors • Penn State • Penn/Wharton • Columbia • SUNY • Calif State Univ System • Johns Hopkins • UC Berkeley 22/05/01 17.37 Palermo, 20 giugno 2001 21

22. Slide Title Online Education Entrepreneurs • Caliber Learning • Digital Think • University of Phoenix • Harcourt University • Pensare • Unext.com • University Access/Quisic • Jones International • FT Knowledge • Online Learning.net • Kaplan Colleges.com • Click2learn.com • Cisco Academy • Motorola University • Global Education Network 22/05/01 17.37 Palermo, 20 giugno 2001 22

23. MIT Stanford Georgia Tech Illinois Maryland NYU Duke Western Governors Penn State Penn/Wharton Columbia SUNY Calif State Univ System Johns Hopkins UC Berkeley Higher Education E-LearningU.S. Examples - some details

24. Caliber Learning Digital Think University of Phoenix Harcourt University Pensare Unext.com University Access/Quisic Jones International FT Knowledge Online Learning.net Kaplan Colleges.com Click2learn.com Cisco Academy Motorola University Global Education Network Online Education Entrepreneurssome details

25. MIT course materials available on web • Institutions around the world could make direct use of the OpenCourseWare materials as references and sources for curriculum development. These materials might be of particular value in developing countries that are trying to expand their higher education systems rapidly. • Individual learners could draw upon the materials for self-study or supplementary use. • The MIT OpenCourseWare infrastructure could serve as a model for other institutions that choose to make similar content open and available. • Over time, if other universities adopt this model, a vast collection of educational resources will develop and facilitate widespread exchange of ideas about innovative ways to use those resources in teaching and learning. • MIT OpenCourseWare will serve as a common repository of information and channel of intellectual activity that can stimulate educational innovation and cross-disciplinary educational ventures.

26. Pres. MIT C. Vest • "We believe OpenCourseWare will have a strong impact on residential learning at MIT and elsewhere. Let me be clear: We are not providing an MIT education on the web. We are providing our core materials that are the infrastructure that undergrids an MIT education. Real education requires interaction -- the interaction that is part of American teaching. • "We think that OpenCourseware will make it possible for faculty here and elsewhere to concentrate even more on the actual process of teaching, on the interactions between faculty and students that are the real core of learning. • Still, is the institute worried that MIT students will balk at paying about $26,000a year in tuition when they can get all their materials online? “Absolutely not, our central value is people and the human experience of faculty working with students in classrooms and laboratories, and student learning from each other, and the kind of intensive environment we create in our residential university • "Am I worried that the OpenCourseWare project will hurt MIT's enrollment? No. In fact, I am absolutely confident that providing this worldwide window onto an MIT education, showing what we teach, may be a very good thing for attracting prospective students,” • Professor Abelson also noted that the pioneering new program may set in motion innovations in teaching. Once students begin acquiring course content on the web, faculty will be able to pay more attention to the actual process of teaching. OpenCourseWare will enable faculty to concentrate on using classroom or lab time to enhance learning, he said.

27. Stanford Center for Professional Development The Stanford Center for Professional Development develops and delivers courses, programs and services using multimedia, telecommunications, campus and on-site solutions to support the advanced educational needs of professionals, managers and executives.

28. Stanford Online • Over 500 online courses since 1997. • Courses updated quarterly to maintain currency. • Approach transparent to faculty. • Delivers credit and professional education programs.

29. Standford’s Center for Professional Development • “Chunky Education” Some students may not need an entire 30-hour course. They may only need two hours from that course and three hours from another course. Breaking education into “chunks” would allow for this flexibility. • “Sometime students stop coming to lectures and just watch online. I need a minimum of live students to help me get energy for my lectures. I’ am considering changing how I deliver material so that people who attend get some special benefit - but I haven’t figured that out yet.” R. Altman A. Di Paolo

30. Georgia Tech DLCEO • Distance Learning, Continuing Education, and Outreach • Georgia Tech's Center for Distance Learning (CDL): master’s degree programs; credit and non-credit courses via videotape, satellite, microwave, videoconferences, and the Internet; video production and editing; online course development • Continuing Education: short courses, onsite training programs, conferences and symposiums, certificate programs

31. Duke Corporate Education • Duke Corporate Education was formed out of one of the world’s leading business schools--Duke University’s Fuqua School of Business. The only full-service provider of customized, enterprise-wide management education, Duke Corporate Education has an 18-year history in executive education. • Our company is held by three groups:

32. University of Phoenix • Founded in 1976, University of Phoenix was designed specifically for working adults. • With more than 75,000 degree-seeking students currently enrolled, University of Phoenix is one of the nation's leading private accredited universities. • With more than 12,000 degree-seeking students, University of Phoenix Online is one of the nation's leading providers of online education. • More than 93,000 students have earned their degree from University of Phoenix. • University of Phoenix classes are offered at over 90 campuses and learning centers in 15 states, Puerto Rico, Canada, and around the world via the Internet. • In 1989, University of Phoenix became one of the first accredited colleges to provide online degree programs. • All 7,000+ faculty members hold master's or doctoral degrees. They also hold high level positions within the fields they teach, and have an average of 15 years work experience. • Average student age is 35. Average household income is $50,000 - $60,000. • 75% of students receive some form of tuition reimbursement from their employers. • 93% of graduates expressed a high level of satisfaction with their education and its effect on their career.

33. Illinois State University • At Illinois State University, distance education is any course or program that can be completed by a student without physically being present on campus. • Distance education takes several forms: • Internet. - online materials, courseware, and discussion groups, and may be delivered in an asynchronous mode • Interactive Television (ITV) - allows for a course to be taught on site at Illinois State and broadcast to one or more distant sites in real time with interactive audio/video • Extension - courses typically taught in traditional formats by Illinois State faculty members at off-campus sites throughout the state • Contract - contract educational services, programs and courses delivered through mutual contract to a business, government, or educational site for a specific cohort or business entity 22/05/01 17.37 Palermo, 20 giugno 2001 33

34. Teach, Learn and Knowledge • Teach means • To cause to know something • To guide the studies of • To impart the knowledge of • Learn means • To gain knowledge or understanding of • Teach does not mean • Stand in a classroom • Learn does not mean • Sit in a classroom • Be a full-time student • Knowledge means • The condition of knowing something with familiarity gained through experience or association

35. E-learning - What is? • E-learning or Distance Education takes place when a teacher and student(s) are separated by physical distance, and technology (i.e. voices, video, data and print), often in concert with face-to-face communication, is used to bridge the instructional gap; • can reach those disadvantaged by limited time, distance or physical disability; • can provide adults with a second chance at a college education; • can update the knowledge base of workers at their places of employment. From U. Idaho

36. E-learning - Effectiveness, options • Effectiveness of E-learning. The method and technologies used are appropriated to instructional task when there is student-to-student interaction, and when there is timely teacher-to-student feedback; • Delivery options: Voice, video, Data, Print. Computer applications are varied and include: • Computer-assisted instruction (CAI) - uses computer as a self contained teaching machine to present individual lessons; • Computer-managed instruction (CMI) - uses computer to organise instruction and track student records and progress; • Computer-mediated education (CME) - uses computer applications that facilitate the delivery of instruction (e.g. electronic mail, fax, real-time conferencing, www applications).

37. E-learning - Best technology • The key to effective E-learning is focusing on the needs of the learners, the requirements of the content, and the constraints of the delivery system. Typically, this systematic approach will result in a mix of media, each serving a specific purpose. • A strong print component can provide much of the basic content in the form of a course text and readings. • Interactive audio or video conferencing can provide real time face-to-face (or voice-to-voice) interaction. This is also an excellent and cost-effective way to incorporate guest speakers and content experts. • Computer conferencing or electronic mail can be used to send messages, assignment feedback, and other targeted communication to one or more class members. It can also be used to increase interaction among students. • Pre-recorded video tapes can be used to present class lectures and visually oriented content. From U. Idaho

38. E-learning - Key players • Students - Meeting the instructional needs of students is the cornerstone of every effective e-learning program. • Faculty - In a traditional classroom setting, the instructor's responsibility includes assembling course content and developing an understanding of student needs. Special challenges confront those teaching at a distance. For example, the instructor must: • Develop an understanding of the characteristics and needs of distant students with limited face-to-face contact. • Adapt teaching considering the needs and expectations of multiple, diverse, audiences. • Develop an understanding of delivery technology, remaining focused on their teaching role. • Function effectively as a skilled facilitator as well as content provider. • Facilitators - The instructor often finds it beneficial to rely on a site facilitator to act as a bridge between the students and the instructor. From U. Idaho

39. Classroom teachers rely on a number of visual cues from their students to enhance their teaching. A quick glance, for example, reveals who is taking notes, pondering a concept, or preparing a comment. The student who is confused or bored is equally evident. The teacher receives and analyzes these visual cues and adjusts teaching to meet the needs of the class. The distant teacher has few, if any, visual cues. It is difficult to carry on a stimulating teacher-class discussion when spontaneity is altered by technical requirements and distance. The teacher might never really know if students are asleep, talking among themselves or even in the room. Living in different communities deprives the teacher and students of a common community link. Strategies for Teaching at a DistanceWhat's Different

40. Strategies for Teaching at a DistanceWhy Teach at a Distance? • The challenges posed by e-learning are countered by opportunities to: • Reach a wider student audience • Meet the needs of students who are unable to attend on-campus classes • Involve outside speakers who would otherwise be unavailable • Link students from different social, cultural, economic, and experiential backgrounds From U. Idaho

41. Instructional Development for DE Key phases Design Determine need Analyze audience Establish goals Revision Development Create content outline Review existing materials Develop and implement revision plan Organize and develop content Select/develop materials and delivery methods Evaluation Review goals and objectives Develop evaluation strategy Collect and analyze data From U. Idaho

42. Strategies for Teaching at a DistanceMeeting Student Needs • Consider the following strategies for meeting students' needs: • Assist students in becoming both familiar and comfortable with the delivery technology. • Make students aware of and comfortable with new patterns of communication. • Learn about students' backgrounds and experiences. • Be sensitive to different communication styles and varied cultural backgrounds. • Remember that students must take an active role by independently taking responsibility for their learning.

43. Strategies for Teaching at a DistanceEffective Teaching Skills • Pay special attention to: • Realistically assess the amount of content: presenting content at a distance is usually more time consuming than presenting the same content in a traditional classroom. • Be aware that student participants will have different learning styles. Some will learn easily in group settings, while others will excel when working independently. • Diversify and pace course activities and avoid long lectures. Intersperse content presentations with discussions and student-centered exercises. • Develop strategies for student reinforcement, review, repetition, and remediation. Towards this end, one-on-one electronic mail communication can be especially effective.

44. Strategies for Teaching at a DistanceInteraction and Feedback • Using effective interaction and feedback strategies enable the instructor to identify and meet individual student needs while providing a forum for suggesting course improvements: • Use pre-class study questions to encourage critical thinking and informed participation on the role of all learners. • Contact each site (or student) especially early in the course. • Have students submit journal entries frequently. • Use an on-site facilitator to stimulate interaction when distant students are hesitant to ask questions or participate. • Make detailed comments on written assignments, referring to additional sources for supplementary information

45. Evaluation for Distance EducatorsTypes: formative or summative • Formative evaluation: • Is an on-going process to be considered at all stages of instruction. • Will enable the instructor to improve the course ongoing. • Facilitates course and content adaptation. • Summative evaluation: questions that educators may ask students when collecting summative data include: • List five weaknesses of the course. • List three strengths of the course. • If you were teaching the course, what would you do differently? • What would you recommend to a friend planning to take this course? • What did you think would be covered in this course but was not? • Would you recommend this course to a friend? Why or why not? From U. Idaho

46. Evaluation for Distance EducatorsMethods • Quantitative evaluation: involves questions which are statistically tabulated and analyzed. Drawbacks: • Small class sizes with students from various backgrounds typically defy relevant statistical analysis. • Quantitative surveys typically result in a rate of return of under 50 percent, only those feeling very positively or negatively respond. • Forced choice surveys offer a limited number of possible response options. • Qualitative evaluation: is typically more subjective and involves gathering a wider range of information. Can use: • Open ended questioning -- asking to identify course strengths and weaknesses, suggest changes, attitudes towards delivery methods, etc.. • Participant observation -- with the distance educator observing group dynamics and behavior, asking occasional questions, etc.. • Content analysis -- using predetermined criteria to review documents, student assignments and planning documents. • Interviews -- with a facilitator collecting evaluation through one-on-one and small-group interviews.

47. Evaluation for Distance EducatorsWhat to evaluate • Consider the following areas: • Use of technology - familiarity, concerns, problems. • Class formats - effectiveness of lecture, discussion, question and answer. • Class atmosphere - conduciveness to student learning. • Interaction - quantity and quality of with other students and with instructor. • Course content - relevancy, adequate body of knowledge, organization. • Assignments - usefulness, degree of difficulty and time required. • Tests - frequency, relevancy, sufficient review, difficulty, feedback. • Support services - facilitator, technology, library services, instructor availability. • Student achievement - adequacy, appropriateness, timeliness, involvement. • Student attitude - attendance, assignments submitted, class participation. • Instructor - contribution as discussion leader, effectiveness, organization.

48. Strategies for Learning at a Distance Students’ as learners • Distant students need to become more selective and focused in their learning in order to master new information. These challenges are considered: • ”Responsible for themselves". High motivation is required to complete distant courses without the day-to-day contact with teachers and other students. • "Owning one’s skill". Students need to recognize their strengths and limitations, their learning goals and objectives. • "Relating to others". Students often learn most effectively when they have the opportunity to interact with other students. Interaction among students typically leads to group problem solving. • "Clarifying what is learned". Distant students need to reflect on what they are learning by examining the existing knowledge frameworks and how these are being added to or changed by incoming information. • "Dealing with content". To be effective instructors must discover examples that are relevant to their distant students. From U. Idaho

49. Future of Online Education • Online learning recognized as an essential function of universities. • Minimal distinction between on-site and off-site students through networked learning communities. • Focus of online education shifts from teaching to learning with students having role in decisions. • Continuum of online education from high school to graduate programs to professional education to lifelong enrichment creating an online educational “portfolio.” • Education and training organizations not rooted in time and place: learning accessible from anywhere and available at all times - - “personal, mobile, portable, wireless.” From A. Di Paolo, U. Stanford

50. Future of Online Education • Accelerated development of alliances between universities, organizations, publishers and industry created for online program development and distribution. • Evolution of non-traditional degree vs. academic credit. • Emphasis on experiential, non-linear, goal-oriented, scenario-based learning with “immersion” learningware and virtual reality. • Focus is on a personalized learning experience. • Intelligent tutoring to include learner profile specifications allowing for prescriptive guidance and dynamically assembled customized education. • Faculty members become increasingly independent of colleges and universities in the delivery of online education. From A. Di Paolo, U. Stanford