michael g. dolence michael g. dolence and associates [email protected] © michael g. dolence &...

Michael G. DolenceMichael G. Dolence and Associates

[email protected]

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Trend

• An observable body of evidence that indicates movement in a general direction

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New Millennial Forces

• Primacy of Learning• Global Instantaneous Communications• Ubiquitous Digital Networked Platform• New Generations of Learners• Commercial Learning and the Emergence of

the Chief Learning Officer• Digital Disintermediation in Service and in

Learning

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• Global Competition No longer local, regional, or State

• Economic Vitality Dependent Upon Learning

• Educational Policy Shifting From State Purview to National & International Focus

• Most State Master Plans Are Obsolete

• Curriculum Drivers Shifting From Sole Purview of Faculty to Outcomes and Market Driven Forces

• Intellectual Capital Revaluing of Educational Materials and Processes

New Open Market Rules

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• Intellectual Currency Up-to-date, Academic Shelf Life

• Financial Aid Regulations are Shifting fromSeat-Time, Fixed Clock to Online and Perpetual Learning

• Curriculum DevelopmentTime to Develop & Deliver is Shifting from Years to Months

• Curriculum Development Priorityis Shifting from Other Duties as Assigned to Primary Strategic

• Virtually Every Federal, State, System, Institutional, and Departmental Policy is Challenged

New Open Market Rules

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New Millennial Fallout

• Current curriculum modelsare showing their age

• Learners have a wider array of choices and are exposed to a wider array of options

• Networked society means change can and will spread much faster

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U.S. Postsecondary Learning Marketplace 2005

• 118+ Million in the U.S.• 15+ Million counted as Higher Education• 44+ Million Work Related Learning• 42+ Million Personal Enrichment• 13+ Million Credential Acquisition• 3+ Million Basic Skills Acquisition

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U.S. Trend in Millions

0

20

40

60

80

100

120

1993 1995 1999 2002 2005

HigherEducation

Adult Learners

WORLD INTERNET USAGE AND POPULATION STATISTICS 2005http://www.internetworldstats.com/stats.htm

World Regions

Po

pu

lation

( 2005 Es

t.)

Po

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lation

% o

f Wo

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Inte

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atest Data

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% P

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enetratio

n )

Wo

rldU

sers %

Africa 896,721,874 14.0 % 23,867,500 428.7 % 2.7 % 2.5 %

Asia 3,622,994,130 56.4 % 327,066,713 186.1 % 9.0 % 34.2 %

Europe 731,018,523 11.4 % 273,262,955 165.1 % 37.4 % 28.5 %

Middle East 260,814,179 4.1 % 21,422,500 305.4 % 8.2 % 2.2 %

North America 328,387,059 5.1 % 223,779,183 107.0 % 68.1 % 23.4 %

Latin America Caribbean

546,723,509 8.5 % 70,699,084 291.31 % 12.9 % 7.4 %

Oceania / Australia 33,443,448 0.5 % 17,655,737 131.7 % 52.8 % 1.8 %

WORLD TOTAL 6,420,102,722 100.0 % 957,753,672 165.3 % 14.9 % 100.0 %

Estimated Number of CoursesIndexed on the Internet

0

5000

10000

15000

20000

25000

30000

35000

40000

300

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Modularized Curricula

Commercial LearningMarket Strategy

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Element K• Begun 1982 by 2 Faculty from RIT

Acquired by Ziff-Davis 1991Began Online in 1996Acquired by Equity Partners 2000

• Today 700 employees• 8,000 corporate customers in 144 countries• 2,300 e-Learning courses in 10 languages, self-

paced and instructor-facilitated online courses, vLab® hands-on labs, instructor-led courseware, comprehensive e-Reference libraries, technical journals, and KnowledgeHub™, a hosted learning management platform.

• 1,300 print courses• http://www.elementk.com/

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IBM learning solutions• IBM Ranked #1 by Training Magazine in

2005 Ranked #2 in 2006• IBM currently invests more than $700

million annually to develop the knowledge and expertise of its workforce.

• Employees spend an estimated 16 million hours each year (about 50 hours per employee) in formal training

• IBM has invested $75 million in its Reinventing Education program – target 100,000 teachers and 10 million students in 10 countries.

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IBM Institute for Advanced Learning• Dynamic learning experience (DLE) - to facilitate work-enabled

learning: This project addresses on-demand learning for employees, who need to learn topics just in time, while performing a work-related task.

• MAGIC (Metadata analysis and generation for instructional content) - to enable learning content management: The project is developing tools to automatically generate metadata needed for SCORM learning objects, with the goal of substantially reducing the labor involved in the tagging of learning content for access, search and reuse.

• Teacher workplace - enabling teachers to enhance student performance: This project has developed a portal to enhance the productivity of K-12 (compulsory education) teachers.

• Literacy tutor: This project is developing a Web-based system to teach children and adults how to read.

• Adaptive learning - designing an adaptive, yet cost-effective, learning-by-simulation system: This project will explore ways to develop powerful, inexpensive adaptive simulations of complex technologies.

• Valuing learning for transformation and innovation: This project will analyze the existing research literature to understand the role of learning in improving productivity, accelerating transformation and enabling innovation.

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Thompson Publishing & NETg• 2005 revenues US $8.7 billion • 66% of revenues derived from electronic

products, software and services • 65% of revenues derived from subscription-

based products and services • 40,000 employees • 20 Million users, 5,000+ corporate clients 130

countries • Fields of law, tax, accounting, financial services,

higher education, reference information, corporate e-learning and assessment, scientific research and healthcare.

• http://www.thomson.com

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Apollo/UOP

Fiscal Year Ending Revenue Enrollment

30-Nov-05 $2,251,472,000 307,400

30-Nov-04 $1,798,423,000 255,600

30-Nov-03 $1,339,517,000 200,100

30-Nov-02 $1,009,455,000 164,700

30-Nov-01 $769,474,000 129,200

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• Curriculum Innovation and Transformation

• New Curriculum Models

• Curriculum Architecture Becomes Critical

• Lines between Credit and Non-Credit grows fuzzy

• Out of Date Curriculum Severe Liability

• Spawning New HE Business Models

• Exploding Markets

New Learning Landscape

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Content is King

• Content determines value• Rapid new content development• Higher value to currency of content• Content ownership strategic asset• Digital rights management more important• Content becomes a strategic issue• Content partnerships and aggregators• Globalization of content a major issue

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Inexorable Realities

Curriculum Drives Enrollment Enrollment Drives Revenue Revenue Drives Everything Else Curriculum Not in Revision is in Decline

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Curriculum Revision Dimensions

• Discipline & Course Content• Teaching & Learning Methods• Delivery Methods• Assessments & Evaluations• Contemporary Contextualization• Packaging

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Foundations

• Seven Principles for Good Practice in Undergraduate Education

• Nine Principles of Good Practice forAssessing Student Learning

• The American Psychological Associations14 Learner-Centered Psychological Principles

• Blooms Taxonomy• Learning Theories

Go There

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Enough theory!What matters is aligning the

institutional strategies, goals, and objectives through the

curriculum withlearner realities

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Alignment requires an academic planning design that

enables integration

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overlooked as a primary strategic element in the

development of institutional plans.

We need to make the curriculum the center point.

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The Curriculum-Centered Strategic Planning Model: A Bare Bones View

2. The Curriculum

LCC Framework

1. KeyPerformance

Indicators

4. Continuous Self Study

3. Environmental Scanning

5. Acton Planning and Implementation

6. Evaluation

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Another view of

The Curriculum-CenteredStrategic Planning Model

2.

LEA

RN

ER

OB

JECTIVES

1. LEARNER

POPULATION7.

LEARNER SUPPORT

SERVICES

6.

CU

RR

ICU

LUM

CO

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GU

RA

TIO

N

5. CURRICULUM

ARCHITECTURE

4.

LEARNING THEORY

AND METHODS

3. L

EARN

ING

PRO

VIDE

R

MO

DELS

TheLearner

EnvironmentalSanning

Ke

yP

erf

orm

an

ce

Ind

ica

tors

ContinuousSelf Study

Ac

tion

Pla

nn

ing

& Im

ple

me

ntatio

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Go There

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orSets of Strategic

QuestionsA Learner Centered Approach

Go There

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Architecture

Supporting the Array of Learners and Objectives Served

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Academic Master Plan

A detailed document that specifies the options and current structure of an institution’s curriculum and related components. AMPs include a:

• Curriculum Architecture• General Education Plan• Assessment Plan• Accreditation Plan• Student Services Plan• Programmatic Action Plans• …

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Curriculum Architecture

Is a framework that• Creates a structured overall view of the

entire curriculum• Clarifies curriculum components and their

relationship to each other• Facilitates alignment with the curriculum by

all other institutional entities• Provides as much detail as you wish to

document using this approach

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Curriculum Architecture• Provides a structure around which an

institution synthesizes an academic master plan.

• Can include the details of all of the specific models used to design, develop, deliver, assess, warrant, and market the curriculum.

• Describes the style, method of design, basic construction, key components and underlying philosophies used to build the modules, courses, and programs that make up the entire diverse curricula.

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Curriculum Architecture Components

Academic Philosophy (Who we are)• Scholar/Practitioner Model• Comprehensive University• Liberal Arts College• Research University• Women’s College• Catholic Tradition

• Program Offerings (What we offer)• General Education Plan• Inventory• Categories (Segmentation Important)• Credentials Awarded (degrees, certificates…)

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• Business Models (How we offer)• Degree/Term/Course Model• Degree/Sequential/Course Model• Weekend College Model• Online Model• Continuing Education Model• Customized Training Model

• Organizational Plans (Who does what, when, where, how)

• HR Plans• Facilities Plans• Information Technology Plans• ETC.

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• Schedule (When we offer)• Time blocks, sequencing, space• Alignment with learner constituencies

• Assessment Standards (How we know)• Learner Assessment Plan • Program/Curriculum Assessment Plan (ICAM)• Institutional Effectiveness Plan• Accreditation Plan

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Emerging Understanding

• How the curriculum is designed, developed, and delivered matters

• Human patterns of behavior and preferences matter

• The learning options in the market change market behavior

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Curriculum Content Design, Development and Delivery Models

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Content as a Strategic Asset

• Content determines value• Rapid new content development• Higher value to currency of content• Content ownership strategic asset• Digital rights management more important• Content form is a strategic issue• Content partnerships and aggregators• Globalization of content a major issue

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Content Design Models

• Course/Degree/Credit Model• Modularized Curriculum Model• Team Based Learning Models• Online Curriculum Models• Cooperative Education Model• Reusable Learning Object Model• Reflective (Contract) Model• Research Driven Model• …

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Content Development Models

• Faculty Expert Model• Industry Standard Model• External Expert Model• Need Based Models• Cross Discipline Models• DAPIR MAN (Comprehensive RLO)• ISD (Instructional System Design)• ADDIE (Analysis, Design, Development,

Implementation, Evaluation)• DACUM (Develop A CUrriculum Model)• · …

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Content Delivery Models

• Lecture• Laboratory• Online (Internet)• Hybrid (Blended Internet and Classroom)• Self Paced Tutorial (Not Intermediated)• Peer to Peer• Technology Enabled (CD, DVD, Video)• Practicum• …

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Virtual Learning Environment Strategies

• Departmental strategy• Faculty development strategy• Campus virtual learning environment strategy• Program development strategy• Modular curriculum strategy• Non-credit strategy• Intermediated and non-intermediated strategy• Hosted or ASP strategy• Vertical market strategy• Horizontal market strategy

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Learner Assessment Models

• Placement• Mastery• Learning Effectiveness• Diagnostics• Grades• Portfolio• Licensure• Certification• …

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HorizontalMarket Strategy

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• Textbook Market• 20,000 Huge Success• @ $35.00 = $700,000 x .12 = $84,000• @ $50.00 = $1,000,000 x .12 = $120,000• @ $100.00 = $2,000,000 x .12 = $240,000

• Modular Horizontal Market• Crosses All Sectors • Osmosis Demand May Exceed 12 Million/Year• @ $1.00 = $12,000,000 x .12 = $1,440,000• @ $.50 = $6,000,000 x .12 = $720,000

Horizontal Market

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VerticalMarket Strategy

Vertical Market ExampleRadiology Technology

Every Manufacturerof Every Machine Used

in Radiology Technology

Every Manufacturerof Every Pharmaceutical Used

in Radiology Technology

Made Available to EveryRegistered Radiology Technologist

and Every Student of Radiology TechnologyASRT = 250,000 Members

127 Commonwealth Countries 250,000

Comprehensive Inventory of Learning Modulesin Radiographic Physiology, Pathology,

Therapeutics, and Diagnostics

Center for Education inRadiology

Technology

Vertical Market ExampleRespiratory Therapy

Every Manufacturerof Every Machine Usedin Respiratory Therapy

Every Manufacturerof Every Pharmaceutical Used

in Respiratory Therapy

Made Available to EveryRegistered Respiratory Therapist

and Every Student of Respiratory TherapyAARC = 35,000 Members

Comprehensive Inventory of Learning Modulesin Cardiopulmonary Physiology, Pathology,

Therapeutics, and Diagnostics

Center for Education inRespiratory

Therapy

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Curriculum Architecture Specification Tables

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Curriculum Architecture Specification Table

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Curriculum ArchitectureSpecification Table

• Provides a framework for understanding, communicating and aligning curriculum delivery.

• Is institution specific reflecting the many contexts, partnerships and strategic decisions inherent in program delivery.

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Five basic structural elements define a curriculum architecture and can be adopted to organize planning dialogues.

• Program scope & specifications• Assessment scope & specifications• General education plan scope & specifications• Schedule model scope & specifications• Business model scope & specifications

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The process of organizing these elements within a spreadsheet yields a useful blueprint for understanding relationships between the five structural elements; highlights implications of decisions made within any one element on the others; illuminates constraints imposed by previous decisions or other realities; and begins the academic master planning process.

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Seven Principles for Good Practice in Undergraduate Education

1. Good Practice Encourages Contacts Between Students and Faculty

2. Good Practice Develops Reciprocity and Cooperation Among Students

3. Good Practice Uses Active Learning Techniques

4. Good Practice Gives Prompt Feedback

5. Good Practice Emphasizes Time on Task

6. Good Practice Communicates High Expectations

7. Good Practice Respects Diverse Talents and Ways of Learning

“Seven Principles for Good Practice in Undergraduate Education,” authored by Arthur W. Chickering and Zelda F. Gamson and first published in the Bulletin of the American Association for Higher Education in March 1987.

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Nine Principles of Good Practice forAssessing Student Learning

1. The assessment of student learning begins with educational values.

2. Assessment is most effective when it reflects an understanding of learning as multidimensional, integrated, and revealed in performance over time.

3. Assessment works best when the programs it seeks to improve have clear, explicitly stated purposes.

4. Assessment requires attention to outcomes but also and equally to the experiences that lead to those outcomes.

5. Assessment works best when it is ongoing not episodic. Assessment is a process whose power is cumulative.

“Nine Principles of Good Practice for Assessing Student Learning,” (authored by Alexander W. Astin; Trudy W. Banta; K. Patricia Cross; Elaine El-Khawas; Peter T. Ewell; Pat Hutchings; Theodore J. Marchese; Kay M.

McClenney; Marcia Mentkowski; Margaret A. Miller; E. Thomas Moran; Barbara D. Wright).

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Nine Principles of Good Practice forAssessing Student Learning (Continued)

6. Assessment fosters wider improvement when representatives from across the educational community are involved.

7. Assessment makes a difference when it begins with issues of use and illuminates questions that people really care about. .

8. Assessment is most likely to lead to improvement when it is part of a larger set of conditions that promote change.

9. Through assessment, educators meet responsibilities to students and to the public. There is a compelling public stake in education.

“Nine Principles of Good Practice for Assessing Student Learning,” (authored by Alexander W. Astin; Trudy W. Banta; K. Patricia Cross; Elaine El-Khawas; Peter T. Ewell; Pat Hutchings; Theodore J. Marchese; Kay M.

McClenney; Marcia Mentkowski; Margaret A. Miller; E. Thomas Moran; Barbara D. Wright).

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The American Psychological Associations14 Learner-Centered Psychological Principles

COGNITIVE AND METACOGNITIVE FACTORS

• Nature of the learning process.

• Goals of the learning process.

• Construction of knowledge.

• Strategic thinking.

• Thinking about thinking.

• Context of learning.

The initial draft of the Principles was circulated in March 1991 to a wide range of psychologists, educators, and professionals in various scientific disciplines. This revision was developed by the Learner-Centered Principles Work Group which was commissioned by the APA Boards of Educational Affairs (BEA) and Scientific Affairs

(BSA). Led by Dr. Spielberger, its members included Drs. Lee Ann Clark, Norma D. Feshbach, Walter Kintsch, Nadine M. Lambert, Barbara L. McCombs, Sylvia A. Rosenfield, Mary Tenopyr, and Clair Ellen Weinstein.

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(Continued)

MOTIVATIONAL AND AFFECTIVE FACTORS

7. Motivational and emotional influences on learning.

8. Intrinsic motivation to learn.

9. Effects of motivation on effort.

DEVELOPMENTAL AND SOCIAL

10. Developmental influences on learning.

11. Social influences on learning.

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(Continued)

INDIVIDUAL DIFFERENCES

12. Individual differences in learning

13. Learning and diversity.

14. Standards and assessment.

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Blooms Taxonomy

SOURCE

http://ecampus.oregonstate.edu Designer/Developer - Dianna Fisher

The Cognitive Process DimensionCopyright (c) 2005 Extended Campus -- Oregon State University

Remember Understand Apply Analyze Evaluate

Kn

ow

ledg

e D

imen

sion

Factual List Summarize Classify Order Rank

Conceptual Describe Interpret Experiment Explain Assess

Procedural Tabulate Predict Calculate Differentiate Conclude

Meta CognitiveAppropriate

UseExecute Construct Achieve Action

Benjamin S. Bloom authored or co-authored 18 books on learning. Bloom began in 1948 at the Convention of the American Psychological Association, by spearheading a group of educators who eventually undertook the ambitious task of classifying educational goals and objectives. Their intent was to develop a method of classification for thinking behaviors that were believed to be important in the processes of learning. Eventually, this framework became a taxonomy that has been modified, applied, revised, critiqued, and is summarized here in one of its many forms.

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Learning Theories(Theory Into Practice TIP)

http://tip.psychology.org/• ACT* (J. Anderson) • Adult Learning Theory (P. Cross) • Algo-Heuristic Theory (L. Landa) • Andragogy (M. Knowles) • Anchored Instruction (J. Bransford & the CTGV) • Aptitude-Treatment Interaction (L. Cronbach

& R. Snow) • Attribution Theory (B. Weiner) • Cognitive Dissonance Theory (L. Festinger) • Cognitive Flexibility Theory (R. Spiro) • Cognitive Load Theory (J. Sweller) • Component Display Theory (M.D. Merrill) • Conditions of Learning (R. Gagne) • Connectionism (E. Thorndike) • Constructivist Theory (J. Bruner) • Contiguity Theory (E. Guthrie) • Conversation Theory (G. Pask) • Criterion Referenced Instruction (R. Mager) • Double Loop Learning (C. Argyris) • Drive Reduction Theory (C. Hull) • Dual Coding Theory (A. Paivio) • Elaboration Theory (C. Reigeluth) • Experiential Learning (C. Rogers) • Functional Context Theory (T. Sticht) • Genetic Epistemology (J. Piaget) • Gestalt Theory (M. Wertheimer) • GOMS (Card, Moran & Newell) • GPS (A. Newell & H. Simon)

• Information Pickup Theory (J.J. Gibson) • Information Processing Theory (G.A. Miller) • Lateral Thinking (E. DeBono) • Levels of Processing (Craik & Lockhart) • Mathematical Learning Theory (R.C. Atkinson) • Mathematical Problem Solving (A. Schoenfeld) • Minimalism (J. M. Carroll) • Model Centered Instruction and Design Layering (

A.Gibbons) • Modes of Learning (D. Rumelhart & D. Norman) • Multiple Intelligences (H. Gardner) • Operant Conditioning (B.F. Skinner) • Originality (I. Maltzman) • Phenomenonography (F. Marton & N. Entwistle) • Repair Theory (K. VanLehn) • Script Theory (R. Schank) • Sign Theory (E. Tolman) • Situated Learning (J. Lave) • Soar (A. Newell et al.) • Social Development (L. Vygotsky) • Social Learning Theory (A. Bandura) • Stimulus Sampling Theory (W. Estes) • Structural Learning Theory (J. Scandura) • Structure of Intellect (J. Guilford) • Subsumption Theory (D. Ausubel) • Symbol Systems (G. Salomon) • Triarchic Theory (R. Sternberg)

The Theory Into Practice (TIP) database contains descriptions of over 50 theories relevant to human learning and instruction. Each description includes the following sections: overview, scope/application, example, principles, and references.

return to show

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The Curriculum-Centered Strategic Planning Model

• Built around a Learner-Centered Curriculum Framework (LCCF)

• Provides a structured approach to the Strategic Planning process

• Structures dialogue to move culture • Fosters non-linear thinking• Encourages using what you already have

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1. Understanding Learner Demographics

Focus 1: Understanding learner demographics.

Here various learner populations are described; their numbers estimated; their behaviors explored; and their preferences, learning styles, constraints and other characteristics detailed.

1. LearnerPopulations

2. LearnerObjectives

3. LearningProviderModels

4. LearningTheories &

Methods

5. L-CCurriculum

Architecture

6. L-CCurriculum

Configuration

7. L-C SupportServices

The Learner-CenteredCurriculum Framework

© 2001-2006 Michael G. Dolence

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2. Understanding Learners Objectives

Focus 2: Understanding learner objectives.

It is here that the wide variety of learning objectives sought by various populations are detailed. Degrees, certificates, skills, continuing education units, license preparation, etc. This effort not only describes the various objectives but looks at demand as well.





Methods

5. L-CCurriculum

Architecture

6. L-CCurriculum

Configuration




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3. Understanding Other Learning Provider Models in the Market

Focus 3: Understanding learning provider models

A comprehensive picture of the learning marketplace emerges by detailing the variety of models designed for specific populations seeking discrete objectives and evaluating the relative pros and cons of the models. Cohort models, executive education models, liberal arts models, and certification models are just a few examples found in the learning marketplace.





Methods

5. L-CCurriculum

Architecture

6. L-CCurriculum

Configuration




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4. Understanding the Various Learning Theories and Methods

Focus 4: Understanding learning theories and methods

We are better able to plan effective learning environments by familiarizing ourselves with the various learning theories and methods that apply to the diverse learning populations we serve. For example, the American Psychological Association has identified 14 learner-centered principles; more than 50 major learning theories exist; and a host of learning methods and techniques have been proposed.





Methods

5. L-CCurriculum

Architecture

6. L-CCurriculum

Configuration




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5. Curriculum Architecture Supports the Array of Learners and Objectives Served

Focus 5: Understanding the Institution’s Curriculum Architecture.

The architecture describes what is, and what sh/could be. It provides a detailed map of the curricular elements that must be supported by facilities, technology, services, etc. It, therefore, details curriculum design, development, and deployment; and the business; enrollment, assessment and other analytical models that exist across the institution.





Methods

5. L-CCurriculum

Architecture

6. L-CCurriculum

Configuration




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6. Curriculum Configuration Packages for Learner Populations

Focus 6: Configuring specific curriculum for specific populations seeking specific objectives.

Curriculum configuration draws upon the institution’s overall Curriculum Architecture matching populations, objectives, theory, methods, business models, assessment models and other realities into a program for delivery.





Methods

5. L-CCurriculum

Architecture

6. L-CCurriculum

Configuration




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7. Learner Support Services are Specific to both the Learner Populations and the Curriculum Content Configuration

Focus 7: Configuring specific Learner Support Services

Learner support services provide critical assistance to individuals in their quest to meet objectives within the curriculum in which they are engaged. Everything from finding the right course to learner assessment is included. The secret is to match individual learners to services and curricular support services needed to succeed.





Methods

5. L-CCurriculum

Architecture

6. L-CCurriculum

Configuration




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Contact:

Michael G. Dolence

Michael G. Dolence and AssociatesPO Box 922, Claremont, California 91711Voice (909) 625-9637 FAX (909) 625-7327

EMail: [email protected]://www.mgdolence.com

© Mich

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Some thoughts

• If marketing alone could solve recruitment or enrollment (sales) then GM would be the most successful company in the world.

• The design, development and deployment of curriculum is a primary enterprise for higher education.

• Curriculum is a strategic asset.• We should value our curriculum as

much as our learners do.

© Mich

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More thoughts

• Learners are not clairvoyant.• Barriers truly keep learners away.• Service matters.• Value matters.• There are few absolutes.• Things grow more complex daily.• What we believe may not explain the

evidence.

michael g. dolence michael g. dolence and associates [email protected] © michael g. dolence &...

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