TECHNOLOGY
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Productivity
A university President has observed that
education is one
of the few areas that has not improved
productivity in
decades. He indicated that since Harvard, one
of the
oldest and most prestigious universities in
America was
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established, the teaching model has been one
The Beginning of Change
With the advent of distance learning and the
development of powerful new teaching and
learning
technologies, rapid technological changes are
now taking
place in continuing education operations. There
are still
significant points of resistance such as
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tradition,
Failure to Automate Effectively
One of the most significant factors that
prevents effective
use of the new technologies is the tendency to
merely
automate old systems, without considering how
new
systems can maximize learning by using totally
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new
Changing Administrative Systems
Changes in program delivery systems are
also
creating significant changes in
administrative
systems including:
1. on-line capabilities
2. marketing
3. registration 5
4. payment methods
Administrative Technology
Many technologies contribute to the efficiency of
CE
activities. These include:
1. automated management systems
2. voice mail
3. facsimile (FAX)
4. wireless telephones
Creative people find ways to use all of these tools
in the
operation of the CE program. For example, 6
Lifelong Learning Systems
Integrated software systems are making significant
contributions to CE operations. These systems are
often
referred to as lifelong learning systems. Some of the
essential
elements of the packages include:
* A registration module that handles all registration
options
such as on-line, mail, and telephone
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* A marketing module
Lifelong Learning Systems
Lifelong Learning (continued)
* A financial module that includes accounting,
financial analysis reports, tracking and evaluation
* A mail module of mail lists and mail processes
* A participant module with participant information,
including financial history and participation by
course
* A course module providing data for marketing 8
staff, registration staff, and/or the customer
Lifelong Learning Systems
Lifelong Learning (continued)
* An instructor module including specific information
such as
personal, financial, evaluation, and course history
* A location and facilities module
* Other modules designed for a specific applications
Many of these modules have previously been used,
but the new
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systems now have the capacity to move data from
Technology Impacts the
Organizational Structure
Adoption of such a system now only leads to
changes in
the way we typically do things but eventually, will
lead
to changes in the organization structure. For
example, as
more activities become technology based, more
staff will
be needed to provide technical support. These
positions 10
Program Delivery Technologies
The rapid changes in program delivery
technologies are in the
process of restructuring higher education as a
whole,
including continuing education. These technologies
have
changed what were once local captive markets to
open
markets for programmers worldwide. They have
created a
buyer’s market for many types of programs. 11
Institutional
Changing Investment
Strategies
Dynamic CE programs are frantically trying to
determine the
required investment in hardware and programming
software
to effectively compete in the future. For example, a
typical
electronic classroom may cost over $100,000. This
contrasts
significantly with a room with desks, a blackboard
and chalk.
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Changing Competition
Another serious side effect of the new
technologies is the
entry of new players in the traditional continuing
education
arena. The new technologies have opened the door
for profit
oriented organizations from the communication,
entertainment, and business fields to compete with
universities for continuing education customers.
Individuals with expertise in program development13
Improved Learning
These new delivery systems allow us to more effectively serve existing
markets and reach new markets. They also present opportunities for the
improvement of instruction by incorporating advanced presentation
systems. Kozma and Johnston described eight ways in which instructional
technology can support and improve learning. These included:
1. Enabling active engagement in the construction of knowledge
2. Making real world situations available
3. Providing representations in multiple modalities (e.g. 3-D, auditory,
graphic, and text)
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Improved Learning
Improved Learning (continued)
4. Drilling basic concepts for mastery
5. Facilitating collaborative activity among students.
6. Seeing interconnections among concepts through hypertext
7. Learning to use the tools of scholarship
8. Simulating laboratory work
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Web-Based Instruction
This mode of instruction will eventually
fulfill the
promise of offering training any place and
any time.
In its most complex form, it offers almost
all of the
forms of effective presentation such as
video, text, 16
The Necessity of
Team Development
Programmers for this mode of instruction
require all of
the traditional program planning skills and
added skills
in operating systems such as e-mail, Web
browsers, Web
search engines, Web site development and
editing, and
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presentation systems. Few current
Cost Effectiveness
The new management skill that is required is the
ability to
build and coordinate the efforts of these teams.
Another factor
is that teams are expensive. Therefore, the cost of
new
program development is astronomical. One
estimate is one
month of development time per hour of instruction.
It can
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only be justified if it is assumed that large numbers
Marketing
After the program has been developed, the next
hurdle is to
market it to a very large regional or global market.
Few
universities have an image that is recognized
globally and can
attract the large numbers of participants needed to
cover the
investment in the program. This has led to
consortium
activities like the Western Governor’s University
and the 19
Southern Regional Education Board’s “Electronic
Consolidation of Providers
The large investments required and necessary
global
marketing may eventually result in a few large
operations
being the sole providers of this type of
programming.
Individual CE operations may be reduced to
purchasing
wholesale and marketing these programs and
traditional
program development of custom programs to 20
limited
Student Support
The Web necessitates new systems of
student support
and administrative services. In some ways,
these
services may even be more accessible than
on-campus
services. Some institutions have
programmed
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outstanding virtual campuses with every
Interactive Video Instruction
The technology is based upon compressed video,
either two
way or one-way, with an audio return from the
students.
It requires a significant up-front investment and
generates
high operating costs. Program development costs
are
relatively low because instructors can teach in much
the same 22
Re-Inventing Universities
This methodology may eventually reshape the
nature of
universities. In most states, public universities
are now
tied together through landlines. This makes it
possible
for instructors to teach to multiple campuses
and
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multiple classrooms. If this practice continues,
Economies of Scale
At the global level, this mode of instruction
can be
relatively economical for short courses and
seminars
that attract relatively large audiences.
Similar to
Web-based instruction, effective global
marketing
becomes a problem. This has led to
partnerships 24
Presentation Systems
The impact of new and powerful presentation
systems
are not limited to courses by distance. When
used
effectively, they are having a major impact
upon
individual instruction. CE programmers
should
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encourage and support their use in CE
Components of the
New Investments
The investment includes the acquisition of
video
projection systems, computers, screens, and
support staff
training. With the emphasis on visual
presentations,
facilities may need adjustments in lighting and
removal
of sight line barriers. One of the early issues to
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Principles of Good Practice
The Southern Regional Education Board, through their
Electronic Common Market (ECM) has developed the
following, Principles of Good Practice:
Basic Assumptions
1. The program or course offered electronically is provided
by or through an institution that is accredited by a
nationally-recognized accrediting body and authorized to
operate in the state where the program or course originates.
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Principles of Good Practice
Basic Assumptions (continued)
2. The institution’s programs holding specialized accreditation
meet the same requirements when offered electronically.
3. The institution may be a single institution or a consortium of
institution.
4. These principles are generally applicable to degree or
certificate programs and to courses offered for academic
credit.
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Principles of Good Practice
Basic Assumptions (continued)
5. It is the institution’s responsibility to review educational
programs and courses it provides electronically and certify
continued compliance with these principles.
6. Participation in the Electronic Common Market will be
coordinated by the appropriate state agency or organizations
in the state where it is offered.
7. Institutions offering programs or for-credit courses are
responsible for satisfying all in-state approval and
accreditation requirements before students are enrolled. 29
Principles of Good Practice
Basic Assumptions (continued)
8. Participating states agree to accept, in addition to other state
regulations or policies, certification of compliance with the
Principles of Good Practice by the offering institution and
the state where the offering institution is located.
9. Priority shall be given in enrolling students for ECM courses
and programs who are otherwise qualified residents of the
SREB region.
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Curriculum and Instruction
Each program or course of study results in learning
outcomes
appropriate to the rigor and breadth of the degree
or
certificate awarded.
* A degree or certificate program offered
electronically is coherent and complete.
* The course provides for appropriate interaction
between faculty and students and among 31
students.
Curriculum and Instruction
Curriculum and Instruction (continued)
* Qualified faculty will provide appropriate
supervision of the program/course that is offered
electronically.
* Academic standards for all programs or courses
offered electronically will be the same as those for
other programs or courses offered at the
institution where the programs originate.
* Student learning in programs delivered
electronically should be comparable to student
learning in programs offered at the campus where
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the programs originate.
Institution Context
and Commitment
Role and Mission
* The program is consistent with the
institution’s role and mission.
* Review and approval processes insure the
appropriateness of the technology being used
to meet program or course objectives.
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Students and Student Services
* The program or course profiles students
with clear, complete, and timely information
about the curriculum, course and degree
requirements, nature of faculty/student
interaction, assumptions about
technological competence and skills,
technical equipment requirements,
availability of academic support services,
and financial aid resources, and costs and 34
Students and Student Services
Student Services (continued)
* Enrolled students have reasonable and
adequate access to the range of student
services and student rights to support their
learning.
* The institution has admission/acceptance
criteria in place to assess whether the
student has the background, knowledge,
and technical skills required to under-take 35
the course/program.
Students and Student Services
Student Services (continued)
* Advertising, recruiting. and admissions
materials clearly and accurately present
the program and the services available.
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Faculty Support
* The program provides faculty support services
specifically related to teaching via an
electronic system.
* The institution assures appropriate training for
faculty who teach using technology.
* The program provides adequate equipment,
software, and communications to faculty for
interaction with students, institution, and
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other faculty.
Commitment to Support
* Policies for faculty evaluation include
appropriate recognition of teaching and
scholarly activities related to programs or
courses offered electronically.
* The institution demonstrates a commitment to
ongoing support, both financial and technical,
and to continuation of the program or course
for a period sufficient for students to
complete a degree or certificate. 38
Evaluation and Assessment
* The institution evaluates program and course
effectiveness, including assessment of
student learning outcomes, student retention,
and student and faculty satisfaction.
* At the completion of the program or course,
the institution provides for assessment and
documentation of student achievement in
each course.
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Evaluation and Assessment
Eval. & Assmt. (continued)
* Program or course announcements and
electronic catalog entries provide
appropriate information.
* Common standards based on the Principles of
Good Practice are used to evaluate courses
and programs offered through ECM.
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