Sandra K. WoodleyFunding Educational Technology

Sandra K. WoodleyFunding Educational Technology

SHEEO Professional Development ConferenceAugust 11-14, 2004

Best of IntentionsBest of Intentions

Increasing Access

Cost Assumptions & Cost Drivers

Flexible Instruction & Institutions

Kentucky Thinking

“Virtual College & University Consortia: A National Study” Epper and Garn (2003)

Instruction on the Internet

Instruction on the Internet

“Virtual College & University Consortia: A National Study” Epper and Garn (2003)

Growth of Virtual Universities

Growth of Virtual Universities

“Convenience in education is like location in real estate…”

“Convenience in education is like location in real estate…”

Graves, 2001

AssumptionAssumption

any-Timeany-Placeany-Paceany-Path

any-Person

Conclusions on AccessConclusions on Access

Access is expected

Accessibility is required

Service is Convenience

New capabilities must be developed

Assumptions of CostAssumptions of Cost

Online learning is less expensive than classroom learning.

Online learning is more expensive than classroom learning.

Both are right!Both are right!

Jewett model, WCET, 2003

Classroom

Mediated

Cos

t

Number of Students

Online learning is more expensive

Online learning is more expensive

Online learning is less expensive

Online learning is less expensive

Cost DriversCost Drivers

Faculty compensationFaculty workloadOverheadEnrollment/Credit HoursOffice SpaceDevelopment (Personnel)Development (OTPS)Classroom spaceComputing equipment & software

Milam, Comparing Costs

Slow DriversSlow Drivers

Overhead

Classroom space

Office space

Change Changes DriversChange Changes Drivers

Gartner, 2003

40

35

30

25

20

15

10

5

0

SupplementalPure Remote

Faculty Students

Computing equipment & software:Increasing faculty & student use of eLearning

Drivers of InnovationDrivers of Innovation

Faculty compensationFaculty workloadEnrollment/Credit hours

Efficient Delivery

Development (Personnel)Development (OTPS)

Effective Development

Effective DevelopmentEffective Development

Program Grants

Release Time (courses)

Program Loans

Funding Consistency

Peer Review

New Development ModelsNew Development Models

Shared Courses

Sharable Content

Content Cartridges

Instructional Packages

Add-on Services

Efficient DeliveryEfficient Delivery

Size matters. - “There is a benefit to offering online courses in divisions that

already generate extensive course sections,” (Milam).

Teaching more students requires more faculty.

Full-time faculty ensure quality and increase cost. (Milam)

Maintenance Kills.

Twigg, 2003

Large enrollment, introductory courses

30 institutions nationwide (Research, Comprehensive Universities, Private Colleges, Community Colleges)

Over 50,000 students annually

Significant Learning – 20 of 30 showed increased learning, 10 showed no significant difference

Significant Savings – over $3.6 million dollars in one year, average 40% measured in cost-per-student

Improving Learning and Reducing Costs: New Models for Online Learning

Improving Learning and Reducing Costs: New Models for Online Learning

K-COREThe Kentucky

Collaborative Online general education coRE

New ModelsNew Models

K-12 Upper DivisionLower Division

Develop common course objectives and competencies.

Define a single, common course content and pedagogical structure.

Utilize Instructional Tutors.

Use full-time faculty to ensure the integrity of the curriculum.

K-COREK-COREPhase One:

Multi-sector tuition rates

Open-entry/Open-exit registration

Competency-based completion

Other dangerous notions.

K-COREK-COREPhase X:

Conclusions on CostConclusions on Cost

We want distance education technology to reduce the cost (not the quality) of instructional delivery.

Technology makes implicit costs explicit.

Optimization of current models, while necessary, will not yield needed cost-reducing efficiency.

Rigorous design and implementation of new models will be required to realize cost savings earlier in the cost model.

Sizzle, Fizzle or Drizzle?Sizzle, Fizzle or Drizzle?

Enhance and expand educational access and increase educational attainment across Kentucky.

Upgrade workforce skills and expand professional development through basic and continuing education.

Increase collaboration and foster efficiency and effectiveness in delivering courses and programs.

Enhance educational quality. Increase global competitiveness of Kentucky’s

educational resources.

KYVU Goals (1999):KYVU Goals (1999):

Kentucky’sPostsecondary DistanceEducation Community

Kentucky CapabilityKentucky Capability

Expectations & EmphasisExpectations & Emphasis

-4 -2 0 2 4 6 8

CMS

Technology Support

Admit/Regis

Call Center

Help Desk

Diversity

PD Conference

Grants & Loans

Needs Analysis

Faculty Development

DE Policy

Collaborative Catalyst

Marketing/New Students

Survey of Kentucky Chief Academic Officers – May 2003

Develop the POLICIES AND RELATIONSHIPS which fully utilize statewide institutional and agency resources.

Encourage and effectively support COLLABORATION and COORDINATION of distance education across the Commonwealth.

Ensure that Kentucky’s teachers, faculty and learners have MEANINGFUL ACCESS AND SUPPORT which enables success in learning and teaching across a multi-level, multi-course, multi-institution, multi-agency, multi-site system of distance education.

Support the identification, development and delivery of HIGH QUALITY distance education programs.

DLAC Goals (2004):DLAC Goals (2004):

Changing GoalsChanging Goals

Increase global competitiveness of Kentucky’s educational resources.

Develop the POLICIES AND RELATIONSHIPS which fully utilize statewide institutional and agency resources.

Increase collaboration and foster efficiency and effectiveness in delivering courses and programs.

Encourage and effectively support COLLABORATION and COORDINATION of distance education across the Commonwealth.

Upgrade workforce skills and expand professional development through basic and continuing education.

Enhance and expand educational access and increase educational attainment across Kentucky.

Ensure that Kentucky’s teachers, faculty and learners have MEANINGFUL ACCESS AND SUPPORT which enables success in learning and teaching across a multi-level, multi-course, multi-institution, multi-agency, multi-site system of distance education.

Enhance educational quality. Support the identification, development and delivery of HIGH QUALITY distance education programs.

KYVU Goals (1999)KYVU Goals (1999) DLAC Goals (2004)DLAC Goals (2004)

Kentucky ObservationsKentucky Observations

Increasing access requires increasing capability and capacity.

Optimizing traditional models increases capability not capacity.

New capacity-building models that reduce the cost of instructional development and delivery need to be tested and expanded.

Transformation initiatives require driving leadership.