SWUN Business Courses Online and Mobile May 2015
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SWUN Business Courses Online and Mobile May 2015
- 1. Innovative Business Online Courses Through UVa and Other Institutions Professor Kristin Palmer Director of Online Learning Programs Office of the Executive VP and Provost • University of Virginia Office/Mobile: 434-249-6659 • kristin@virginia.edu http://provost.virginia.edu/open-learning
- 2. 1. Disruption – ubiquitous technology and abundant information 2. Pedagogy - learning successfully online 3. Courses – global business online courses
- 4. For thousands of years: - Information was scarce - Education for privileged
- 11. PEDAGOGY: Designing Online for Successful Learning
- 15. What do students expect? What do they need to learn?
- 17. Online Business Programs from UVa and others
- 19. UVa iTunes: Who accesses online content? 90% access with a mobile device
- 33. Data Cumulative from April 2012 – March 2015
- 34. High priority areas based on research from Burning Glass on 12 M U.S. job postings for professionals in Q4 2013 – Q3 2014
Editor's Notes
- During this presentation, I will be covering these three main areas: disruption, online pedagogy and available online business programs.
- What is disruption? Disruption in our case is where my kindergartener knows how to navigate on his iPad with swipes and get the content he wants. Technology is ubiquitous and it’s introduced at a very young age. Digital natives expect to get their content online and they expect to be able to retrieve it themselves. Our role remains creating content but now shaping in more bite size chunks for delivery to mobile devices and teaching students how to learn online and value sources of online content.
- Talk to life at UVa where it was designed for students and faculty to live together along the “lawn” which is the central space of the University. Idea was that faculty would live amongst the students and it was Socratic. Professors would ask questions, students would learn through discovery answer the questions. The architecture was designed to promote learning with students mingling with their peers, buildings representing key architectural styles, and central rotunda being a library. Thomas Jefferson was a scandalous here because he put a library as the central building instead of a church. After his death, they built a library next to the rotunda library!
- Audience interaction here talking about what stories do people know of where industries have been transformed by technology? Examples might be the music industry with the unbundling of content to iPods away from records with Apple iTunes. Craigslist and the demise of newspaper classified ads – Craigslist had 9 employees in 2000, but how many people at newspapers who job was the classified ads lost their jobs? What about movies with the evolution from the theatre to watch at home videos from Blockbuster to stream at home videos from a variety of sources: Netflix, Amazon, etc…
- In 2012, we saw the beginning of a disruption with elite universities suddenly partnering with online service providers that delivered educational content: Udacity, Coursera, and edX. The idea of putting high quality content online in an open environment suddenly was acceptable and was a cultural sea change. Online learning went from being stigmatized and shady typically offered by for-profit providers that did not have high completion rates to being mainstream with large institutions putting content online.
- Why do we care about learning? Why do we need schools in the 21st century? What will jobs look like? What will schools look like? How will people curate their content?
- This is why 4-year degrees have leverage in the United States. 4-year degrees are what high school was in the 1970’s and 1980s – you simply MUST attend if you want to get a job that will provide for a family and have benefits such as health insurance. The question now is how do you get that 4-year degree? How will digital natives get their content? Do you get it in 4 years? 8 years? What are the support structures needed by students to get their degree? Example of University of Southern New Hampshire with the call center employees at minimum wage that keep students engaged in their curriculum in their course of study and provide excellent support at low cost to ensure efficiency of actually graduating with a degree.
- The other elephant in the room is student loan debt which in the United States is over 1 trillion USD. We simply need to get educational content that prepares students for jobs to them more efficiently with the devices that surround them through technology.
- What about jobs? We’re preparing students for jobs, but are they the right jobs? Students in the 20th century were likely to have the same job for their entire career. Students in the 21st century need to be able to constantly learn new skills, adapt to new careers, and critically think and solve global issues as the world changes.
- We know there is an interest in online learning. So how do we teach online effectively? What do we need to do to get high transfer rates from viewing content to understanding and applying the concepts in the content? Fortunately for us, there is about 50 years of educational research in this area!
- Audience question: Who loves coming to large lectures and not being able to use their device? We know lectures are boring – they are not engaging and students check out. That is why students are surfing the internet and multitasking in our large lecture classrooms. We need to move more towards helping students use multimodal content creation and dissemination. Students are highly engaged when they are remixing content to create artifacts that demonstrate their understanding. At UVa we see this through student adoption of ePortfolios.
- Students remixing their content and applying it across domains leads to understanding and knowledge.
- Backwards design of course content – what do students need to learn by the end of the course? What content needs to be provided to learn those lessons? How do we assess if their understanding is correct or not? Starting from the STUDENT instead of the instructor for designing courses.
- What do students expect? What do they need? Audience brainstorm.
- The other learners we have largely ignored with higher education are the adult learners. Again in the 20th century, people were in the same job, they didn’t need to go back to school. In the 21st century, people need to have opportunities to learn new skills to get new jobs. At UVa we have a School for Continuing and Professional Studies but it is an add on. There is a whole segment of the population that needs education and they are looking for flexible, online, employer sponsored opportunities to get that education. What are the perceptions of online learning in higher education? Administration: Online learning is a great way to diversity revenue streams. Educators: 74.1% rated learning outcomes in online education as the same or superior to those in face-to-face instruction. Students: Online learning was ~75% of all US higher educational enrollment last year.
- Over 1.9 million learners, 202 countries, 50,000 statements of accomplishment 5 different content providers: Coursera, iTunes U, Udacity, NovoEd, and Udemy Courses from UVa in history, religion, literature, politics, philosophy, education, and business
- iTunes U is our most heavily mobile content delivery system with 90% accessing from a mobile device. Note the 15% access from China. 21-24 is 12%, age 25-34 is 26%, and 35-49 is 26%, most popular are politics with 95k downloads and history with 80K downloads
- Coursera platform sees about 30% access through mobile devices; however, there is not parity with the web-based and the online platform. For example, the feature for discussion forums is not available on the mobile platform.
- Global Translator Community (GTC) – 6,000 active translators, 250 course translations in 28 languages. In Q1 2015, 8 were fully translated into Chinese. Mandarin, Portuguese and Spanish are highest requested translations. How Things Work physics course translated into 13 different languages.
- Over 400,000 learners to date including a Mongolian learning hub led by a Peace Corp volunteer there.
- UVa looking at adding two specializations this fall.
- Part residential, part online. $14k for iMBA degree. Pay as you go, can decide at any time to enroll. Launching for admissions later this year, the iMBA consists of a set of Specializations (series of courses) in different areas of business expertise. Learners can take one course, one Specialization, or go on to take a set of Specializations in order to earn an MBA degree from the University of Illinois. This new model for a graduate degree is extraordinary for the following reasons: • The iMBA curriculum will be freely available for everyone. In support of Illinois and Coursera’s common mission to provide universal access to the world’s best education, access to all of the courses will be available on Coursera for free, with the option to enroll in the paid Specialization, demonstrate skills using career-relevant projects, and earn a Verified Certificate. • Learners can choose to augment the Specializations with additional, high-engagement interactions with peers and faculty at the University of Illinois. Those learners who enroll in these supplementary companion courses will be able to earn University of Illinois credit. • Learners who complete six Specializations along with their high engagement extensions will be eligible to apply for admission (at any stage) and earn a degree from the University of Illinois’ College of Business. This incredibly affordable, fully online MBA will cost less than a third of the cost of MBAs from institutions with similar stature. • The iMBA will be the first graduate program constructed as a set of stand-alone building blocks that can be combined to comprise a full MBA degree. Each Specialization is a “stackable credential” offered in topics like digital marketing, accounting, or finance, which have significant market value in their own right. • The iMBA will open doors to learners with non-traditional backgrounds. Learners can try out courses with no commitment and apply for the MBA later if they feel confident in their success. Performance in the Specializations will be considered for student admittance, not just test scores and past transcripts, allowing a much larger pool of prospective students the chance to enroll.
- $95/course x 4 courses + $215 for the capstone project = $595 for entire specialization