E-Learning: Contributing to the Success of Individuals, Higher Education

and IndustryGerry Hanley, Ph.D.

Executive Director, MERLOT

Assistant Vice Chancellor, Academic Technology Services

for INACAP Summit on Nov 4, 2015

Thank you for over 6 years of a productive partnership

2

EfficientEffective

Reliable/PredictableProductiveEnjoyable

ConvenientScalable

AffordableAvailable Accessible

Personalize/Customized

3

EDUCATION MUST BE BETTER!

Education Can Be More….

HOW?Begin with WHO is responsible for making education better…•Institutions educating individuals (INACAP)•Industry needing educated individuals•Individuals wanting education

4HOW MUCH are these stakeholders responsible?

Annual U.S. Post Secondary Education and Training Spending (2013) in $ Billions

Federal job training

Certifications, apprecticeships, etc.

Two-year colleges

Employer-provided formal training

Four-year colleges

Employer-provided informal training

0 2 4 6 8 10 12

0 50 100 150 200 250 300 350 400 450

What IF…INACAP could reduce the cost of employer expenses for education and training by 10%?

In the US, 10% = $61 Billion annually

What would it take to do this? 6

YOU DECIDING TO DO IT!

•Outline the Challenges in improving education with eLearning•Recommend Strategies & Tools to get it done •Provide Evidence that it has been done

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My Job: Give You A Gift and Not A Burden

Looking Through 3 Ends of the Education

Telescope• Individuals choosing a career path to an

uncertain future•Education Institutions – INACAP-

accrediting individuals with degrees as indicators of learning and capabilities• Industries enabling prospective and existing

employees to become more valuable to the company8

The world looks different from each of these

perspectives

Disconnections Cause Problems1. INACAP’s learning outcomes and pedagogies can be

disconnected from students’ goals and interests and industries’ workforce needs.

2. Students’ life decisions can be disconnected from educational and workplace opportunities

WHAT HAPPENS?• Students drop out• Graduates not prepared to be productive in jobs and

employers don’t hire graduates• INACAP and Industry not achieve their business goals

Bottomline: Bad for INACAP, Students, & Industry9

Industry

INACAP

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INACAP and INDUSTRY collaborate on the learning outcomes and pedagogy to prepare high quality employees

INACAP delivers industry-aligned quality instruction, assessments, and advising for STUDENTS

INDUSTRY helps advise & educate STUDENTS about the requirements and prospects of work

How to CONNECT for Success?

U.S. White House & Dept of Labor’sJob-Driven Workforce Development Strategy

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Overview• Focused on Accelerating and Improving Job-Driven Workforce Development Programs• 4 rounds funded over the 4 Years: $2 Billion starting in 2011• 256 Individual Projects underway with 700 community colleges across all 50 states

Priorities•Strategic Alignment with Workforce Needs•Advanced Online & Technology-Enabled Learning•Evidence-Based Design for Effectiveness•Stacked and Latticed Credentials•Transferability and Articulation of Credit

Requirements• Increase student enrollment and graduation rates• Industry partners collaborate in the REDESIGN of Community College Programs to be JOB-DRIVEN•All newly created content will have a Creative Commons license to enable free (re)use, revising, remixing, redistribution, retaining•Accessible for people with disabilities

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7 Community Colleges across 5 states in USA focused on 4 career sectors•Computer Programming• IT Networking•Cybersecurity•Geospatial Technologies 15

Business and Industry Leadership Teams created for each career sector• Identified critical knowledge, skills, &

abilities required for careers in industry•Worked with colleges to align

curriculum, identify gaps, & propose strategies 16

Virtual Lab Empowers Learning andEnables Learning Opportunities

Industry Partnerships and Technologies Transformed

Education

Mentoring & Tutoring Key Advising Services

Internships Connects Students with Industry and Institution

STUDENTS Empowered for SuccessINSTITUTIONS Delivering on the Promise of EducationINDUSTRY Benefiting From Well-Qualified Workforce

Missouri Healthcare Workforce Project: Making a Difference

Would you like FREE access to all the materials created through the TAACCCT

program NOW?

2014-2015:Contribute

and Discovery

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www.skillscommons.org

TAACCCT Grantees Produced OPEN EDUCATIONAL RESOURCES: FREE FOR YOU TO REUSE, REVISE, RETAIN, REMIXREDISTRIBUTE NOW!

Open Educational Resources - OER

• Make, own, and control your own copy of the contentRetain

• Use the content in its unaltered formReuse• Adapt, adjust, modify, improve, or alter the

contentRevise• Combine the original or revised content

with other OER to create something newRemix• Share your copies of the original content,

revisions, or remixes with othersRedistribut

e Paul Stacey, Creative Commons, 2015

Find Quality Course

SyllabusADD ATTRIBUTION:This work, “Syllabus for Networking Course” by INACAP is a derivative of “Syllabus” by the National Information Security and Geospatial Technologies Consortium (NISGTC), and was licensed under the Creative Commons Attribution 3.0 Unported License. The “Syllabus for Networking Course” by INACAP is licensed under a Creative Commons Attribution 4.0 International License.

Find Quality

Lab Content

Find Qualit

y Lesso

n Plans

Find Quality

Assurance of

Content

Technology integrations with hands-on curriculum

Roadmap to complete certificates and degree to get a job

And some materials

in Spanish by San Juan

College in Puerto

Rico

https://www.skillscommons.org/handle/taaccct/448

Improved Visualization for Browsing

the Collection

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Search for Information Security

1st set of projects are just

now contributi

ng materials

to the collection

Who can use SkillsCommons?

•Higher ed institutions & faculty teaching

•Government agencies for workforce development

• Industry associations for workforce development

• Industry HR Departments providing workforce development

• Individuals seeking workforce development

EVERYONE!!!!!

Can we rely on SkillsCommons?• 23 campuses, 460,000 students, 46,000 faculty and staff

• Collaboration required

• Digital library services manage about 1 billion digital assets; 8 years experience with D-Space

• 18 years in the open library business

• Over 500 campuses within consortium

• 62,000+ resources and 130,000+ individual members

• Over 40 customized services for different communities and can translate MERLOT into over 40 languages

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You need more than online CONTENT for a successful

eLearning initiative!

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Enabling

Ecosystems with

policies,

leadership,

business

models

Developing Demand with communications,

training, professional development

Creating Capabilities with convenient & affordable online access to

learning &teaching

Leveraging Content Providers Publishers--Libraries-- Academic Authors—OER (MERLOT &

SkillsCommons)

Bottom to Top You have to

manage a complexElearning strategy

INACAP has CREATED CAPABILITIES

for quality, convenient, and affordable eLearning•Learning management systems

•Instructional design methodologies•Analytics for continuous improvement•Seamless integration of technologies

How Do You Assure the Quality of eLearning?CREATE MORE CAPABILITIES!

•Quality curriculum that captures the skills, knowledge, and attitudes needed for success on the job and in life

• Effective instructional design enables rather than interferes with the desires to learn

• Accessible to all learners, including those with disabilities

• Assures integrity of students’ performances (no cheating)42

http://courseredesign.csuprojects.org/wp/qualityassurance/

Peer Review Processes for Content

•MERLOT’s peer review processes by editorial boards – 15 years building tools and processes

•MERLOT’s community review processes by membership

• Comments, Lesson Plans, Discussion Forums

• Citations

• Industry reviews by subject matter experts of TAACCCT project partners

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Quality of Instructional Design

•Online Learning Consortium- Quality Scorecard

•Quality Matters TM - variety of rubrics

•Institutionally developed rubrics -CSU QOLT- Quality Online Learning and Teaching

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• “Certified” training for faculty learning to apply the QM Rubric• “Certified” Peer Reviewer• “Certified” Master Reviewer/Train the Trainer• “Certified” evaluation of course against the QM Rubric• Consortium pricing

• Rubric for Course Design and Delivery• Aligns with QM• Faculty recognition program within the CSU• Free

Quality and Accessibility

All learners, including those with disabilities, have equally effective access to

learning and succeeding

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DIGITAL

+OPEN LICENSE

ACCESSIBLE≠

48

www.cast.org

Quality by Academic Integrity•How can you assure that the student performance in your

class was by same person who enrolled in your class?

•How can you assure that the student performance represents the students’ knowledge, skills, and attitudes that they will bring to the job?

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Managing Academic Integrity • Before the assessment• Authentication of student (No confederate)

• Controlled access to assessments (No learning the test)

• Unique design your assessments (No plagiarism)

• During the assessment• Authentication of student (No confederate)

• Proctoring of student performance (No “study aids”)

• After the assessment• Controlled access to assessments (No sharing of test)

• Authentication of the performance (No Plagiarism)

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51

Enabling

Ecosystems with

policies,

leadership,

business

models

Developing Demand with communications,

training, professional development

Creating Capabilities with convenient & affordable online access to

learning &teaching

Leveraging Content Providers Publishers--Libraries-- Academic Authors—OER (MERLOT &

SkillsCommons)

How do you get people

to “demand” eLearning?

Communications Develop Demand

Online Library of User Guides and Tutorials for All COST Effective Scalability

Listservs, Social Media, Online Tools for All

General Webinars and Online Outreach for All

Custom Webinars and Online Communities for Special Groups

Face-to-face Workshops & Communications to Special Groups

Is The Demand for eLearning Valid?

•Bernard, R., Borokhovski, E., Schmid, R., Tamim, R., Abrami, P. (2014). summarized 15 meta-analyses of research on distance education and online learning•All agree distance education and online learning at least equivalent to classroom instruction (NSD)•Shea and Vickers (2015) show that with professional

development, the majority of faculty agree53

Is There Existing Demand for OER?

•6,845 MERLOT Registered Members in Chile (5,779 from INACAP)

•4,168 Students in Chile

•1,574 Faculty in Chile

•370 K-12 Teachers

•362 Staff and Administrators

•117 Consultants

•86 Health Care Professionals54

Chile is the #5

Top User of

MERLOT in the World

Enabling Ecosystems: All About Leadership

• Establish Business and Industry Leadership Teams partnering on curricular goals, apprenticeships, internships, mentoring, and program evaluation

•Redefine Business Relationships• Each takes risks and Each gets benefits

• All are responsible and All are celebrated

•Review Hallmarks of Excellence for Online Leadership by University Professional and Continuing Education Association (UPCEA) for a comprehensive guideline

http://www.upcea.edu/hallmarks

Going far can seem overwhelming…

But together, we can transform workforce development….

Mass = Higher Education and Industry Partnerships

Mass = Putting OER into Educational Practices

THANK YOU

Questions?