Sandra K. Woodley Funding Educational Technology

1. Sandra K. WoodleyFunding Educational Technology SHEEO Professional Development ConferenceAugust 11-14, 2004

2. Best of Intentions • Increasing Access • Cost Assumptions & Cost Drivers • Flexible Instruction & Institutions • Kentucky Thinking

4. Instruction on the Internet “Virtual College & University Consortia: A National Study” Epper and Garn (2003)

5. Growth of Virtual Universities “Virtual College & University Consortia: A National Study” Epper and Garn (2003)

6. Assumption “Convenience in education is like location in real estate…” Graves, 2001

7. any-Time any-Place any-Pace any-Path any-Person

8. Conclusions on Access • Access is expected • Accessibility is required • Service is Convenience • New capabilities must be developed

9. Assumptions of Cost • Online learning is less expensive than classroom learning. • Online learning is more expensive than classroom learning.

10. Both are right! Online learning is more expensive Mediated Cost Classroom Number of Students Online learning is less expensive Jewett model, WCET, 2003

11. Cost Drivers • Faculty compensation • Faculty workload • Overhead • Enrollment/Credit Hours • Office Space • Development (Personnel) • Development (OTPS) • Classroom space • Computing equipment & software Milam, Comparing Costs

12. Slow Drivers • Overhead • Classroom space • Office space

13. 40 35 30 25 20 15 10 5 0 Supplemental Pure Remote Faculty Students Change Changes Drivers Computing equipment & software: Increasing faculty & student use of eLearning Gartner, 2003

14. Effective Development • Development (Personnel) • Development (OTPS) Efficient Delivery • Faculty compensation • Faculty workload • Enrollment/Credit hours Drivers of Innovation

15. Effective Development • Program Grants • Release Time (courses) • Program Loans • Funding Consistency • Peer Review

16. New Development Models • Shared Courses • Sharable Content • Content Cartridges • Instructional Packages • Add-on Services

17. Efficient Delivery • Size matters. • “There is a benefit to offering online courses in divisions that already generate extensive course sections,” (Milam). • Teaching more students requires more faculty. • Full-time faculty ensure quality and increase cost. (Milam) • Maintenance Kills.

18. Improving Learning and Reducing Costs: New Models for Online Learning • Large enrollment, introductory courses • 30 institutions nationwide (Research, Comprehensive Universities, Private Colleges, Community Colleges) • Over 50,000 students annually • Significant Learning – 20 of 30 showed increased learning, 10 showed no significant difference • Significant Savings – over $3.6 million dollars in one year, average 40% measured in cost-per-student Twigg, 2003

19. K-CORE The Kentucky Collaborative Online general education coRE New Models K-12 Lower Division Upper Division

20. K-CORE Phase One: • Develop common course objectives and competencies. • Define a single, common course content and pedagogical structure. • Utilize Instructional Tutors. • Use full-time faculty to ensure the integrity of the curriculum.

21. K-CORE Phase X: • Multi-sector tuition rates • Open-entry/Open-exit registration • Competency-based completion • Other dangerous notions.

22. Conclusions on Cost • We want distance education technology to reduce the cost (not the quality) of instructional delivery. • Technology makes implicit costs explicit. • Optimization of current models, while necessary, will not yield needed cost-reducing efficiency. • Rigorous design and implementation of new models will be required to realize cost savings earlier in the cost model.

23. Sizzle, Fizzle or Drizzle?

24. KYVU Goals (1999): • Enhance and expand educational access and increase educational attainment across Kentucky. • Upgrade workforce skills and expand professional development through basic and continuing education. • Increase collaboration and foster efficiency and effectiveness in delivering courses and programs. • Enhance educational quality. • Increase global competitiveness of Kentucky’s educational resources.

25. Kentucky Capability Kentucky’s Postsecondary Distance Education Community

26. Expectations & Emphasis Survey of Kentucky Chief Academic Officers – May 2003

28. DLAC Goals (2004): • Develop the POLICIES AND RELATIONSHIPS which fully utilize statewide institutional and agency resources. • Encourage and effectively support COLLABORATION and COORDINATION of distance education across the Commonwealth. • Ensure that Kentucky’s teachers, faculty and learners have MEANINGFUL ACCESS AND SUPPORT which enables success in learning and teaching across a multi-level, multi-course, multi-institution, multi-agency, multi-site system of distance education. • Support the identification, development and delivery of HIGH QUALITY distance education programs.

29. Changing Goals KYVU Goals (1999) DLAC Goals (2004)

30. Kentucky Observations • Increasing access requires increasing capability and capacity. • Optimizing traditional models increases capability not capacity. • New capacity-building models that reduce the cost of instructional development and delivery need to be tested and expanded. • Transformation initiatives require driving leadership.