1. Renaissance Reflections
   • Marvelous achievements
   • Large remaining gaps
   • Importance of education
   • Learning opportunities must be everywhere
   • Learning must be lifelong
   
   
2. Global Trends
   • Citizens locate anywhere
   • Countries bid down tax rates to attract earners & profitable companies
   • Strengthening of communities of culture/language
   • English as a second global language
   • Three shift world
   • Blurring of home and workplace
   • More long-distance learning
   • Rural left out
   
   
3. Distance Education Programs Can:
   • Meet lifelong learning needs
   • Incorporate new technologies in sophisticated ways
   • Hire, reward and support creative faculty
   • Develop quality niches
   • Serve local and global citizens
   • Offer learning anywhere, conveniently
   • Improve teaching and learning processes
   • Increase quality, variety, productivity
   
   
4. Corporate America
   • Sees adult education as big opportunity
   • Teaching-Learning - Multi-billion dollar industry
   • Global pent-up demand for higher education
   • Knowledge explosion - re-tooling
   
   
5. Mega-Universities and Niche Markets
   • No more boundaries
   • Competition and cooperation
   • Cherry picking and cream skimming
   • Follow the money
   • Follow the demographics
   • Public service/outreach - safety nets
   
   
6. Examples
   • The University of Phoenix
   • Western Governors University
   • Jones Knowledge Company
   • The United States Open University
   • Courses on the Web
   • Digital Revolution - Old and new forms
   
   
7. World Wide Web
   • 320 million Web pages today
   • 58% male - more new users female
   • 43% college degrees (pop 31%)
   • Average salary is twice U.S. average
   
   
8. New Strategies
   • Identify Strengths
   • Partnership - Consortia - Public/Private
   • Creative Financing - Know Real Costs
   • Meet People Where They Are
   • Define Communities of Interest
   • Outreach and Public Service - Greater Investment - Not an Add On - Alums
   
   
9. Global Internet Statistics
   
10. Hosts distribution per macroareas

11. 88 Million People Online Who Access the Internet in Other Languages

12. 21st Century Universities
    • Virtual organizations
    • The Knowledge Marketplace
    • Electronic commerce
    • Communities of interest

13. Design for Active & Effective Learning
    • Specific context
    • Needs, learning goals & other characteristics of the learners
    • Nature of the content
    • Appropriate instructional strategies & technologies
    • Desired learning outcomes
    • Local learning environment

14. Support Needs of Learners
    • Initial disclosure of information on the learning opportunities
    • Orientation to the process of learning at a distance, including use of technologies for learning
    • Site and tutorial support
    • Student advising and counseling
    • Provision of technical support and library and information services
    • Problem-solving assistance

15. Develop & Maintain the Technological/Human Infrastructure
    • Appropriate technical requirements are established
    • Compatibility needs are met
    • Technology at origination and receive sites are maintained to ensure technical quality
    • Learners and learning facilitators are supported in their use of these technologies
    • Partnering and collaboration are explored as appropriate

16. Sustain Administrative & Organizational Commitment
    • Integration of distance education into the mission of the organization
    • Financial commitment to accommodate diverse distance learning needs
    • Faculty development and reward structures
    • Training to support learners, site facilitators and technicians

17. Sustain Administrative & Organizational Commitment
    • Marketing & management structures to promote & sustain distance education
    • Cost-effectiveness reflected through best use of fiscal, technical & human resources
    • Ongoing evaluation and research

18. "I think higher education represents the best blend of age, diversity, technological resources, sophisticated designers and consumers of design. There are going to be much more and better idea - explosions that emanate, reverberate from higher education." - Michael Schrage

19. ”Technology does not drive change. Technology enables change. It’s our collective cultural response to the options and opportunities presented by technology that drives change.” - Paul Saffo

20. ”The model to replace industrial age education isn’t clear yet. But the idea that a person stands in front of the room stuffing information into learners like grain into a duck is changing to the idea that teaching is about being a wise companion and advisor.” - Paul Saffo

21. What Works - Using Technology to Support:
    • Communities
    • Just in time learning
    • Rapid communication
    • Mentoring
    • Collaborative work
    • Digital libraries

22. ”These technologies are really much more about creating and managing new relationships than creating and managing old information or new information.” - Michael Schrage

23. The WWW and Community
    • ”The Web would be entirely different if it had been based on a more dynamic metaphor than the publishing metaphor.”
    • “How would the WWW be different if we talked about designing things to support conversations rather than designing to support posting?” - Michael Schrage

24. Gardner's Multiple Intelligences
    • Intelligence: Linguistic
      • Example: Novelist, Journalist
      • Core Components: Sensitivity to the sounds, rhythms, and meanings of words; sensitivity to the different functions of language, written and spoken
    • Intelligence: Logical-Mathematical
      • Example: Scientist, Accountant
      • Core Components: Sensitivity to and capacity to discern logical and numerical patterns; ability to handle long chains of inductive and deductive reasoning
    • Intelligence: Musical
      • Example: Composer, Guitarist
      • Core Components: Abilities to produce and appreciate rhythm, tone, pitch, and timbre; appreciation of the forms of musical expressiveness
    • Intelligence: Spatial
      • Example: Designer, Navigator
      • Core Components: Capacities to perceive the visual-spatial world accurately and to perform transformations on one's initial perceptions and mental images

25. Gardner's Multiple Intelligences
    • Intelligence: Bodily-Kinesthetic
      • Example: Athlete, Actor
      • Core Components: Ability to know and control one's body movements and to handle objects skillfully
    • Intelligence: Interpersonal
      • Example: Therapist, Politician
      • Core Components: Capacity to discern and respond appropriately, to communicate the moods, temperaments, motivations, and desires of other people
    • Intelligence: Intrapersonal
      • Example: Philosopher, Spiritual Leader
      • Core Components: Access to one's own feelings and inner states of being with the ability to discriminate among them and draw upon them to guide behavior; knowledge of one's own strengths, weaknesses, desires, and intelligences

26. The Old Limitations of Instructionism

27. Other Isms
    • Structuralism
    • Functionalism
    • Connectivism
    • Behaviorism
    • Objectivism
    • Instructivism
    • Constructivism

28. Provide Effective Learning Experiences and Positive Learning Outcomes

29. Jonassen's Model for Designing Constructivism
    • Learning environments
    • Cognitive tools
    • Knowledge construction
    • Experimental learning
    • Discovery learning
    • Learner-centered projects
    • Social interaction
    • Andragogy
    • Active learning
    • Problem solving

30. New Strategies & Blurred Lines
    • Programs
    • Courses
    • Modules

31. Minimalist Approach
    • Real tasks
    • Start fast
    • Reason/improvise
    • Any order
    • Use real world
    • Exploit prior knowledge
    • Optimal design

32. Minimalist Approach
    • "Best you can"
    • "Get out of the way of the learner"

33. Inquisitivism
    • Remove fear
    • Actual stimulation
    • Start fast
    • Support error recap and recovery
    • Exploit prior knowledge
    • Stimulate inquisitions
    • Discovery learning
    • Modules in any order
    • Forum for discussion
    • Real world assignments
    • Optimal design

34. "Winners and Losers" in Distance Education
    • First mover advantage
    • Competition
      • nationwide
      • private sector

35. Importing and Exporting Programs
    • The world is waiting for our programs
      • how to find a niche
      • getting to homes, learning centers & workplaces

36. Developing a Knowledge Marketplace
    • Reciprocity
    • Diversity of products
    • Sustained offerings
    • Quality
    • Price
    • Convenience

37. Special Challenges
    • Intellectual property
    • Interinstitutional agreements
    • Electronic commerce and business systems
    • Faculty and learner support
    • Organizational change & capacity building
    • Cost of technological infrastructure

38. Special Projects
    • Western Governors University
      • http://www.wgu.edu
    • Internet Virtual University
      • http://www.ivu.edu
    • University of Phoenix
      • http://www.uophx.edu

39. Specific Projects
    • Jones Educational Company
      • http://www.jec.edu
    • California Virtual University
      • http://www.california.edu
    • Penn State World Campus
      • http://www.worldcampus.psu.edu/pub/index.shtml

40. Specific Projects
    • University of Texas
      • http://www.utexas.edu/cc/cit/facweb/showcase.html
    • Classroom of the Future
      • http://www.cotf.edu/ete/modules/modules.html
    • UNL Deal Lab
      • http://deal.unl.edu

41. Specific Projects
    • National Computational Science Alliance (NCSA)
      • http://www.ncsa.edu
    • San Diego Supercomputing Center
      • http://www.sdsc.edu

42. New Strategies
    • Identify strengths
    • Partnership - Consortia - Public/Private
    • Creative financing - Know real costs
    • Meet people where they are
    • Define communities of interest
    • Outreach & public interest - Greater involvement - Not an add-on - Alums

43. Turfgrass Home Page
    • http://www.cas.psu.edu/docs/casdept/TURF/436/course.html

44. Sun City Case Description
    • http://www.cas.psu.edu/docs/casdept/TURF/Education /Turgeon/CaseStudy/Suncity/case_description.html

45. Sun City Case Report
    • Situation
    • Analysis
    • Issues
    • Strategies
    • Action plan

46. Smith's Lawn Care Case Description
    • http://www.cas.psu.edu/docs/casdept/TURF/Education /Turgeon/CaseStudy/Toftrees/case_description.html

47. Smith's Lawn Care Role Playing Exersize

48. Quality Distance Education (QDE)
    • http://www.uwex.edu/qde/home.html

Click here for the Slide Presentation.