The Challenges of Delivering Learning Anytime, Anywhere: The IEEE Experience

1. The Challenges of Delivering Learning Anytime, Anywhere: The IEEE Experience The Seventh Sloan-C International Conference on Online Learning 16 November, 2001 Peter Wiesner, Barbara Stoler, Jill Bagley IEEE Educational Activities

2. Perennial Problems and Challenges • Half-life of engineering degree is five years or less • Engineers have limited time for education • No system for lifelong education -- individuals are on their own

3. In 1985 National Academy advocated involvement of Societies • rapid delivery of continuing education • computerization of member profiles and technology data bank • multidisciplinary and multi-society • cost-effective program development • Cooperation: association, academic, industrial and governmental

4. More Recently in 1994 • IEEE Industry 2000 recommended • Career planning tools and road map • Centralized database for materials • Support forum for “best practices” • Appropriate recognition

5. So what Happened Since Then? • Explosion of Web and IT field • Growth of e-learning • Acceleration of rate of technological change • Economic boom (until recently)

6. What Has Happened Since then at the IEEE? • Expansion of electronic publishing • Expansion of IEEE Global membership • Creation of IEEE Standards Organization • Launching of Professional Development Institute (IEEE PDI) www.ieee.org/pdi

7. Under Construction: The IEEE Professional Development Institute

9. The IEEE PDI in 2001 • first stop to find courses by IEEE and outside providers • Educational advantage for members: discount (10% or higher) • Information about lifelong learning requirements, • Links to on-line resources

10. IEEE PDI in 2002 • University and corporate affinity programs • Peer-reviewed learning objects • Experimentation with virtual communities • Development of e-learning through IEEE Societies • Continued participation in SMETE/DLNET digital libraries

11. A Word About IEEE’ Overall Educational Activities • Recommends education policy and represent IEEE on educational matters • Establishes criteria for academic programs and monitors accreditation activities • Coordinates pre-college programs • Promotes and fosters life-long learning

12. IEEE Projects Focusing on Member Needs and Industry Trends • Survey of CE needs Spectrum Magazine in 1984 • Smaller smaller studies of IEEE members needs • Skills assessment pilot project in early 1990s • Industry 2000 workshop in mid-1990s • Sloan-funded career education projects in 1990’s • Industry Study 2001

13. In 2001 IEEE Commissioned a Study of Industry Needs [Burns Study] • Visited employers with high concentration of IEEE members • Purpose • ascertain needs for technical education that IEEE provides/could provide • provide feedback on IEEE brand • focus approach to IEEE’s education product development effort

14. What Employers Want and Value • Modular, self-paced instruction. • Worldwide, anytime access to most current materials. Multiple users. • Free sample, learning guidelines, online mentoring or discussion. • Online delivery (latest stuff) or inscribed CD’s the student keeps (fundamentals).

15. How Do Engineers in Industry Purchase Educational Resources? • Individuals and their departments select material • HR or training approves purchase • $50 per instruction hour seems the norm. Not much price sensitivity • Cost must be related to realized value

16. Very Important to Industry: Learning Management • It is essential to track course completion in order to justify training investment. • Corporate IT has no Learning Management System (LMS), library has no staff, HR may have resources. • Certification is not required

17. Conclusions of IEEE Study • Tech education is a major concern • Self-paced instruction is best • Most companies prefer online • Usage tracking is necessary • Marketing is required -- however, little price resistance • Estimated $10 million market significant potential for IEEE

18. Educational Needs of IEEE Members • Not all needs are met through employer-sponsored program • Employers tie education to job-related needs • Professional development is increasingly the individual’s responsibility • Members look to the IEEE for resources and support

19. Consistent Messages from IEEE Members • Need for applications-oriented content • technology overviews and updates • tools • refreshers • Convenient and cost-effective delivery • Affordability • Interest in credentials and certification

20. THERE ARE MANY SOURCES FOR EDUCATION FOR IEEE MEMBERS IEEE meetings and conferences Graduate programs Short courses conferences Books and journals In-company projects and training

21. IEEE’s Approach to New Product Development • IEEE-branded development through IEEE’s technical organizations • Prime education providers: universities, publishers and others • Play to IEEE’s strengths: branding, peer review, possession of intellectual property, access to membership

22. Educational Products Available through PDI Affinity Programs • Courses from universities and other education providers • focus on instructor-led online non-credit offerings for industry market • 10% discount for IEEE members • Link from PDI to web site • Optional paid promotion through IEEE

23. What We Have Learned So Far About Online Delivery • Content needs to be designed specifically for the web • modularization, short learning objects • access to links/digital resources • online and/or CD-ROMs • text is fine, but don’t expect users to read books online • interactivity is very important

24. What We Have Learned So Far About Online Delivery • Users want printed matter & physical product • Learning management essential for instructor-led courses • Costs for self-study materials must be kept reasonable • Bandwidth issues • streaming video on Web -- not there yet but coming • Company firewalls must be considered • CD-ROM preferable for multimedia

25. Opportunities for Developing Relevant Content • Engineers in industry • need concise, timely technical updates • overviews of adjacent, related technical areas • job-related skills and knowledge • links to resources • access to digital libraries • Self-study format OK, but instructor-led is better • Costa consideration for both companies and individuals

26. Coming Soon--Web Communities • Mindcruiser software • asynchronous • designed to facilitate interaction • Expert-led • Focus on specific issues, technologies • Mini-portals to publications and educational resources, including courses

27. CommunitiesPilot Programs • Already in the works • Product Safety Technical Committee Community • 2002 Pilots • Power and Energy • E-Learning • Nanotechnology • Pre-college

28. THE IEEE PDI AND DIGITAL LIBRARIES: SMETE/DLNET

29. Digital Libraries for Engineering Education • National Science, Mathematics, Engineering, and Technology Education (SMETE) Digital Library (NSDL) • NSF-funded projects • Integration, collections, and infrastructure projects • Major integration project for engineering at Berkeley--NEEDS

30. Digital Libraries for Engineering Education • NSF funded projects in various science and technology disciplines • DLNET -- NSF-funded collections project for engineering education • PI Virginia Tech • Co-PIs IEEE, ASEE, and Iowa State

31. Background Related to Digital Libraries for Education • Specifications and Standards in the works • IMS Specifications • IEEE Learning Technology Standards Committee (IEEE 1484) • SCORM -- Defense Department-led demand from suppliers • standardized metatagging of learning objects • emphasis on interoperability and reuse • Recent focus on pedagogy

32. DLNET Project: Roles • Virginia Tech: overall coordination, design of posting and review process, and user interface • IEEE: Expansion of IEEE Professional Development Institute, metatagging learning objects • ASEE: Expansion of Learnon, course database • Iowa State: Posting of engineering modules

33. DLNET Content Hosting Platform • Standardized templates for posting new content • Efficient process for electronic review and validation of new materials • Portal through which education and research materials can be both posted and accessed • resource for engineering faculty and students & practicing engineers • materials from professional organizations, universities and from commercial publishers

34. DLNET

35. Submission Process

36. For More Information • DLNET -- Saifur Rahman srahman@vt.edu www.dlnet.vt.edu/ • IEEE Professional Development Institute Peter Wiesner: p.wiesner@ieee.org www.ieee.org/pdi