Notes

Outline

The Role of Faculty in the Future of Electronic Learning

In October 2000 the first U.S. Virtual University Fair was sponsored by the National Association for College Admissions Counselors.  In the first 15 minutes over 5,000 students signed on and jammed the system. -Chronicle of Higher Education, 10.23.00

What is a virtual university and what are the implications for roles of faculty?

Taxonomy of Consortia & Virtual Universities

Virtual Universities Version 1.0 National Technological University Founded by 10 Colleges of Engineering ~1982 Satellite distribution of faculty classroom lectures Remote students participated in campus classes Students located at participating companies

Virtual Universities Version 2.0  United Kingdom’s Open University Public mission – founded in 1969 Used available technology (print, television) Developed “new” academic management system Courses centrally developed & offered to thousands of students Face-to-face teaching faculty mentor ~20 each Degrees based on credit accumulation Opened USOU in 2000

Virtual Universities Version 2.1 University of Phoenix (for-profit) Adopted the Open University model of academic management Teaching faculty face-to-face with students Adapted it to new, on-line technologies Degrees based on credit accumulation

Virtual Universities Version  2.3 Jones International University (for profit) Developed as a web-based university Uses the OU academic management model Degrees based on credits earned Coursework is outcomes-based Has sister companies that spin off products

Virtual Universities Version 3.0 unext.com Purchased nationally accredited institution (renamed: Cardean University) Created co-branding & profit-sharing relationships with name-brand institutions (Columbia Business School, Stanford, Carnegie Mellon, London School of Economics, University of Chicago) Coursework is problem based ala computer games Uses OU academic management model Degrees based on credit accumulation Courses vary in length Courses to be sold to traditional institutions

Virtual Universities Version 4.0  Western Governors University Develops degree and certification curriculum Provides non-academic services to students Does not offer courses Degrees and certifications based on demonstrated competencies Graduated first student last year

Virtual Universities Version 5.0 ????????????? Multi-institutional faculty teams guide curricula development Degrees or success at course level based on demonstrated competencies Learning materials will be developed organically in virtual worlds guided by faculty Students navigate through learning materials guided by their own interests

Issues and challenges All these virtual universities rely in some way on faculty from traditional institutions. The VU’s are focusing on profitable programs. Most of these VU’s track student performance in courses and adjust courses accordingly. Autonomy is shifting from individual faculty members to groups of faculty. Students can take control of their learning environments.

Challenge is to find the right balance of preserving the best of the old while developing the new.

What is actually going on in traditional higher education institutions right now?

Single Most Important IT Issue

Key Strategic IT Issues Fall 2000

Faculty Web Pages

Rising Use of IT in Instruction

Off-Campus Dial-Up ISP Services for Faculty

Strategic Personnel Issues Retaining IT Staff

If trends continue, the faculty of 2001 will be doing different things than the faculty in 2021. There will be more cross-institutional collaboration in teaching. Courses will be more problem oriented and students will be more active learners. There will be more credentialing based on common sets of assessments. There will be fewer lectures and more conversations in courses. It may be that different types of people will be attracted to the professoriate …….

What are the quality assurance issues in this new IT-rich environment?

Consumer Protection vs. Quality Assurance States have consumer protection role, but they do not have people with experience to create and enforce appropriate new regulations Accrediting community responsible for quality assurance, but the demand may be too great to accommodate in a timely fashion

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General Philosophy Underlying Guidelines Institution that grants the certification is responsible to students Using partners/vendors for academic or non-academic services to students does not negate responsibility  Certification implies consistent levels of academic rigor throughout the institution … technology is irrelevant variable

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Slide 27

WCET www.wiche.edu/telecom