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"Blending" the
                      University:
                       Beyond
                     MOOCs
                       SXSWedu
                       Wed., March 6, 2013

Flickr/PromoMadrid

                       Gigi Johnson, EdD
                       Maremel Institute
                       @maremel

                       #BlendU
                       #SXSWedu
1.What is "blended"? And
             what is a MOOC?
4 Frames
4 Frames   2.Rethinking time, place,
  Today
  Today      and data politics
           3.Reexamining the business
             models of higher
             education content
           4.Rich opportunities and
             where my heart sings
First , what the heck is
“Blended”?
“Blended” is…
Distance Education: Long Paths




KUHT . "Dr. Richard I. Evans." June 8, 1953. University of Houston Digital Library.
<http://digital.lib.uh.edu/u?/p15195coll38,195>
31% of US Higher Education Students are
Engaging Learning Online




 More than 6 million students in the U.S. took at least one online
 course in 2010
 Sources: Allen & Seaman, 2011; National Center for Education Statistics, 2010
Not Just “Those For-Profits”



   235,000           50,000            30,000 students for
   enrollments in    enrollments to    $6,000/year each
   1,200 courses     10,300
                     students in 70
                     degree and
                     certificate
                     programs

   27,000 students
                     Online courses    Rio Salado College
                     to 7,000 of its   (AZ), with 40,000
                     31,000 students   students with its
Oblinger (2012)                        online programs
Blended: Where Online Expands F2F
 Options
                Live      Anywhere




  Synchronous


                       Co-Located Classes




Asynchronous



                       Message Boards
Blended Learning:
More than a Decade of Research
• 1999-2003: Program in Course Redesign
  • $8.8mm from Pew
  • 30 colleges and universities
  • Quality matched or improved upon prior face-to-face courses,
    and saved 20-84% of costs (Twigg, 2003)
    (http://www.thencat.org/PCR.htm)
• 2001: Temple University
• 2002: University of Wisconsin
  • 17 faculty redesigned their traditional courses into blended
    courses (Aycock, Garnham, & Kaleta, 2002)
• 2001: The Learning Technology Consortium
  • Blended learning programs at 9 universities: Indiana U, Virginal
    Tech, U. of Delaware, U. of Florida, U. of Georgia, U. of N.
    Carolina, Notre Dame, U. of Pittsburgh, and Wake Forest.
US Dept. of Ed Meta-study: Blended Learning
Can Be More Effective than Online or Face-to-Face
(F2F)
 • Means, Toyama, Murphy, Bakia and Jones (2010,
   revised)
  • Meta-study for the U.S. Department of Education
  • Evaluated studies with objective measures from 1996-2008
    involving online, face-to-face, and blended courses, nearly
    all in higher education (versus K12). Online vs. FTF:
    Learning outcomes formethodsand face-to-faceuse of
         • Content delivery online (e.g., lecture vs. courses
         • Content delivery methods (e.g., lecture vs. use of
    were statisticallyvs. embedded quizzes)online learning and
             video, live indistinct. Types of made no
             video, live vs. embedded quizzes) made no
    structures did not matter.
             significant differences.
             significant differences.
• Blended Improvements stemmed from projects involving show
        •    Learning vs. FTF: Blended learning did
        • Improvements stemmed from projects involving
  statistically significant improvementsversus the
            collaboration, additional time spent in learning
            collaboration, additional time spent versus the
  outcomes, especially connected with self-monitoring
            traditional classroom hours, and additional materials
            traditional classroom hours, and additional materials
            available for instruction and learning versus F2F
  of student understanding and with reflection.
            available for instruction and learning versus F2F
            course designs.
            course designs.
Diverse Blended Learning Paths
• CS50, at Harvard (now part of edx)
  • 615-student must-take class introductory computer science class
  • Virtual office hours, TA-scribed lecture notes, an evening phone hotline, and
    two multimedia producers (https://www.cs50.net/)
• Plaid Avenger, Virginia Tech (http://www.plaidavenger.com/).
  • 3,000-student undergraduate world affairs course
  • Portfolio of 13 social media engagement assignments, plus just-in-time videos
    and collaborative discussion boards to engage his students; 2 part-time TAs and
    a lot of data-scraping collaboration and automation
• University of Maryland, Baltimore County
  • 100 staff and faculty across the university to build a cohort around using digital
    storytelling--New Media Studio (http://www.umbc.edu/studio/); (Community
    of Practice faculty profiles:
    http://www.umbc.edu/oit/newmedia/studio/digitalstories/profiles.php)

Oblinger (2012)
Now . . . MOOC-Expanded Content
Ecosystems
       Connectivist                 Large-Scale University-
     MOOCs (cMOOCs)              Duplicated MOOCs (xMOOCs)
    2008 to today                   2011-now
    Often emergent, messy           Knowledge tested and
     learning                         reviewed
    Group exploration and co-       Some mirror F2F class
     creation                        “Sage on the Stage”
                                     Increasing use of
                                      subgroups and forced
                                      collaboration
MOOC Paths




http://mfeldstein.com/four-barriers-that-moocs-must-overcome-to-become-sustainable-model/
MOOC and Educational “Singles” as
Freemium Cloud-based Media




                                    14
Rethinking politics and social
norms of time, place, and
data
Time- and Place-Shifted Education




                    16
Multi-Modal “Classroom Management”
Impact of the Cloud on Education




   Breaking time and space barriers

   Local + Exclusive =
   Historical Barriers to Entry
What is a class?
Jarring time and space definitions
Class -- needs a Beginning, Middle, and End?
Alternative Reality Games as Classes?
Magic Buttons of
Unquestioned Time
• Assigning class times and spaces
• Measuring faculty and students on course
  hours
• Flipping classrooms to eat into non-class time
• Artificial nature of Terms
 • Why start in the Fall?
 • Why quarters or semesters except hiring and space?



        Financial aid pushed        Accelerate the quarters and
        into term system            helping public universities
                                    flex intake and support
The D-Word
• Diagnostics

  • U of Phoenix – contact students just to
    check in

• Concept of Mass Personalization
  • Knewton and others

• Supervision

    “If I wanted people to see my
    work, I would have gone into
    industry."
Collaborative  Time + Place + Data =
                        Collaboration and
                 Interactivity
           Publishing
                                 Webinar
                                         Chat                       Forums

                           Collaborative community
                                                            Workshops



        E-portfolios                                         Projects



                       Embeds
       Personal
       Storage URLs                                    Lesson
                                   Books
                                                                    Quizzes

          Pages
                       Files                  Assignments               Surveys
Solo

         Static                                                   Interactive
Learning: Two-Way + Ubiquitous

• Cloud-Based Expansions
  • SaaS-led Ease of Entry
  • Commoditizable Systems without upfront
    investments
  • BYOD as expected norm with browser based
    engagement or simple downloads
• Limits: Program marketing, overhead and
  content costs, not time and place
• 2012: Explosion of MOOCs
Learning Everywhere? The New Curators

  Expansion by New Experts and Communities
Reexamining the business
models of higher ed content
Two Campers and the Bear
Double Feature Challenge
Education: Pushed Between Pressures
University as Content Filter

Abundant
Creation




                  Creative Community                  Source: Caves, Creative
                                                      Industries, 2000

     Physical costs and marketing as historical barrier to entry
     Physical costs and marketing as historical barrier to entry
Question:
What is the Special Sauce?
"Album":
Black Box and Rock Walls


                 FilterMailers
                   Filter
                         Websites
                 Package
                   Package
                         Purchased lists
  High           Accreditation
                   Accreditation          Alumni
  Schoolers
                 Rankings: awkward
                   Rankings: awkward
                   measures of input/output
                   measures of input/output
                          Magazine
                          Rankings
        Transparency Challenges in "Album" Model
Content Production Model: Live Classes




                     University
                      University                       Live Class
                                                        Live Class
                     Instructor
                      Instructor                       Experience
                                                       Experience

 TA as Seminar
  TA as Seminar
Instructor and/or
 Instructor and/or
     Grader
      Grader




                             Other
                              Other                  Textbook
                                                      Textbook
                           University    Publisher
                                         Publisher    Paid by
                            University                 Paid by
                           Instructor
                            Instructor                Student
                                                       Student
Blended/Flipped Video Production:
Takes $ and a Village

           University
            University
           Instructor
            Instructor
                                                       Blended Class
                                                       Blended Class
                                                        Experience
                                                         Experience



                   TA as Community
                    TA as Community
                       Manager
                        Manager
  Instructional
   Instructional
    designer
     designer
                                       Publisher?
                                        Publisher?
                                       University?
                                       University?          Multimedia
                                                            Multimedia
                   Animator
                    Animator            MOOC?
                                         MOOC?              Paid by ??
                                                            Paid by ??
 Video Producer
  Video Producer
    and Editor
     and Editor
                                      Syndication Models?
                                      Syndication Models?
Business Model   • Who owns what?
                  • Syllabus vs. class vs.
Challenges          PowerPoints vs.
                    produced video
                  • Professor often not
                    paid for course
                    development
                 • Who buys and pays
                   for what?
                  • Production funding
                    from Publishers?
                    Universities?
                  • Syndication – who
                    has rights to reruns?
                  • IP within the class
                    content vs. Fair Use
                 • Whose time?
Content
Creation Cost
and Risk

• Cost Elements for a live class vs. online
 • Lecturer Average Pay: $3-4K/class
 • Cost to record: $20-100K?
• No variable pay by volume . . . who benefits?
Challenges for the University as
Organization
• Organizational support structures – Built
  to support classes with definite times,
  places, and historical rules
• Cost Structures – Who pays for the shift
  from F2F to blended?
• Faculty Development – Ghettoized in
  teaching and learning centers
• Rethinking faculty role(s)
  • Role of content experts, course designers,
    instructors, and community managers
  • Teaching identity – who am I?
• Values of Time – What merits a class
  hour of work?
Content Licensing – Fragmented
OER
•Big movements already in Open Educational Resources (e.g., Merlot,
Connexion, a la Learning Registry and Gooru)
•Thin marketplace for revenue-share or revenue-producing licensing
(though on the horizon)
•MOOCs -- Production costs w/o revenue model
  • BIG brand dumping?

Blur of Publishing and Licensing
•Books coming the other way – Publishers trying to lock schools into full
packages of print and content delivery
•Role of books and copyrighted materials in MOOCs – upside of the
Freemium Model?
•Bookstore model broken
  • B&N aggregating university bookstores selling sweatshirts and brand logos
  • Course Readers next wave
Legal issues


 Flickr/jjorogen




• IP Ownership differs between universities
• “Paying for Re-runs”
• In-class IP and the role of readings and
  simulations
Decoding the Experience: Ease of Entry?
• Learning entry
  experience may be
  very different by
  course
• Need to build
  student skills for
  proactive learning
     Template-driven student
      learner population
      encouraged by NCLB
     COI – Community of
      Inquiry -- as more than
      magic dust                Flickr/romana klee
Rich opportunities . . . and
where my heart sings
Opportunity: Static to Context Rich

• Transactional, static learning
• Relational, context-driven learning
  • Building, continuing opportunity


       Transactional,
       Transactional,                   Relational,
                                       Relational,
       static learning
        static learning                 context-
                                         context-
                                          driven
                                          driven
                                        learning
                                         learning
Learning as Community
• Different skills in creating
  community
   • Community managers
   • Peer learning
   • Tribes and PLNs
• Concepts of learning together
  without an “end date”




  http://peeragogy.org/
  http://is.gd/v101peeragogy      Source: COI; Garrison et al 2000
Re-Containerizing Learning

• When does education end?
• Continuing communities of practice
• New Opportunities as co-learners beyond
  the term?
• Break from learning environment as
  “alumni”
Education in a World of Search

  Teaching taxonomies and domain rules, rich in
  context
My Own Passions in Blended

• Courses for change
   • Using context in asynchronous, distributed
     learning
• Action learning
• Cross licensing great content
• Impact on outside world
Continuing Conversations

Dr. Gigi Johnson
Maremel Institute
gigi@maremel.com
@maremel

Google Community: Blending the University
https://plus.google.com/u/0/communities/106
888717177464309972
ADDITIONAL IDEAS
Related Links
• Steve Kolowich (Mar. 4, 2013), “Online Education May Make Top Colleges
  More Elite, Speakers Say,” Chronicle of Higher Education,
  http://chronicle.com/article/Online-Education-May-Make-Top/137687/
• Taylor Walsh (2010), Unlocking the Gates: How and Why Leading
  Universities Are Opening Up Access to Their Courses, Princeton Press.
• Diana Oblinger, Ed. (2012), Game Changers: Education and Information
  Technologies, EDUCAUSE. (free download at
  http://www.educause.edu/research-publications/books/game-changers-
  education-and-information-technologies)
• Chris Anderson (2008), Free: Why $0.00 is the Future of Business, Wired
  Magazine, http://www.wired.com/techbiz/it/magazine/16-03/ff_free
• Barbara Means, Yukie Toyama, Robert Murphy, Marianne Bakia, and Karla
  Jones (2010, revised), Evaluation of Evidence-Based Practices in Online
  Learning: A Meta-Analysis and Review of Online Learning Studies, US
  Dept. of Education, http://www2.ed.gov/rschstat/eval/tech/evidence-
  based-practices/finalreport.pdf
Training and Pedagogical Support

• Centers for Teaching Learning
  • Scholarship in Teaching and Learning
    (http://www.issotl.org/SOTL.html)
    (http://ilstu.libguides.com/sotl)

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Blending the University: Beyond MOOCs

  • 1. "Blending" the University: Beyond MOOCs SXSWedu Wed., March 6, 2013 Flickr/PromoMadrid Gigi Johnson, EdD Maremel Institute @maremel #BlendU #SXSWedu
  • 2. 1.What is "blended"? And what is a MOOC? 4 Frames 4 Frames 2.Rethinking time, place, Today Today and data politics 3.Reexamining the business models of higher education content 4.Rich opportunities and where my heart sings
  • 3. First , what the heck is “Blended”?
  • 5. Distance Education: Long Paths KUHT . "Dr. Richard I. Evans." June 8, 1953. University of Houston Digital Library. <http://digital.lib.uh.edu/u?/p15195coll38,195>
  • 6. 31% of US Higher Education Students are Engaging Learning Online More than 6 million students in the U.S. took at least one online course in 2010 Sources: Allen & Seaman, 2011; National Center for Education Statistics, 2010
  • 7. Not Just “Those For-Profits” 235,000 50,000 30,000 students for enrollments in enrollments to $6,000/year each 1,200 courses 10,300 students in 70 degree and certificate programs 27,000 students Online courses Rio Salado College to 7,000 of its (AZ), with 40,000 31,000 students students with its Oblinger (2012) online programs
  • 8. Blended: Where Online Expands F2F Options Live Anywhere Synchronous Co-Located Classes Asynchronous Message Boards
  • 9. Blended Learning: More than a Decade of Research • 1999-2003: Program in Course Redesign • $8.8mm from Pew • 30 colleges and universities • Quality matched or improved upon prior face-to-face courses, and saved 20-84% of costs (Twigg, 2003) (http://www.thencat.org/PCR.htm) • 2001: Temple University • 2002: University of Wisconsin • 17 faculty redesigned their traditional courses into blended courses (Aycock, Garnham, & Kaleta, 2002) • 2001: The Learning Technology Consortium • Blended learning programs at 9 universities: Indiana U, Virginal Tech, U. of Delaware, U. of Florida, U. of Georgia, U. of N. Carolina, Notre Dame, U. of Pittsburgh, and Wake Forest.
  • 10. US Dept. of Ed Meta-study: Blended Learning Can Be More Effective than Online or Face-to-Face (F2F) • Means, Toyama, Murphy, Bakia and Jones (2010, revised) • Meta-study for the U.S. Department of Education • Evaluated studies with objective measures from 1996-2008 involving online, face-to-face, and blended courses, nearly all in higher education (versus K12). Online vs. FTF: Learning outcomes formethodsand face-to-faceuse of • Content delivery online (e.g., lecture vs. courses • Content delivery methods (e.g., lecture vs. use of were statisticallyvs. embedded quizzes)online learning and video, live indistinct. Types of made no video, live vs. embedded quizzes) made no structures did not matter. significant differences. significant differences. • Blended Improvements stemmed from projects involving show • Learning vs. FTF: Blended learning did • Improvements stemmed from projects involving statistically significant improvementsversus the collaboration, additional time spent in learning collaboration, additional time spent versus the outcomes, especially connected with self-monitoring traditional classroom hours, and additional materials traditional classroom hours, and additional materials available for instruction and learning versus F2F of student understanding and with reflection. available for instruction and learning versus F2F course designs. course designs.
  • 11. Diverse Blended Learning Paths • CS50, at Harvard (now part of edx) • 615-student must-take class introductory computer science class • Virtual office hours, TA-scribed lecture notes, an evening phone hotline, and two multimedia producers (https://www.cs50.net/) • Plaid Avenger, Virginia Tech (http://www.plaidavenger.com/). • 3,000-student undergraduate world affairs course • Portfolio of 13 social media engagement assignments, plus just-in-time videos and collaborative discussion boards to engage his students; 2 part-time TAs and a lot of data-scraping collaboration and automation • University of Maryland, Baltimore County • 100 staff and faculty across the university to build a cohort around using digital storytelling--New Media Studio (http://www.umbc.edu/studio/); (Community of Practice faculty profiles: http://www.umbc.edu/oit/newmedia/studio/digitalstories/profiles.php) Oblinger (2012)
  • 12. Now . . . MOOC-Expanded Content Ecosystems Connectivist Large-Scale University- MOOCs (cMOOCs) Duplicated MOOCs (xMOOCs)  2008 to today  2011-now  Often emergent, messy  Knowledge tested and learning reviewed  Group exploration and co-  Some mirror F2F class creation  “Sage on the Stage”  Increasing use of subgroups and forced collaboration
  • 14. MOOC and Educational “Singles” as Freemium Cloud-based Media 14
  • 15. Rethinking politics and social norms of time, place, and data
  • 16. Time- and Place-Shifted Education 16
  • 18. Impact of the Cloud on Education Breaking time and space barriers Local + Exclusive = Historical Barriers to Entry
  • 19. What is a class? Jarring time and space definitions Class -- needs a Beginning, Middle, and End? Alternative Reality Games as Classes?
  • 20. Magic Buttons of Unquestioned Time • Assigning class times and spaces • Measuring faculty and students on course hours • Flipping classrooms to eat into non-class time • Artificial nature of Terms • Why start in the Fall? • Why quarters or semesters except hiring and space? Financial aid pushed Accelerate the quarters and into term system helping public universities flex intake and support
  • 21. The D-Word • Diagnostics • U of Phoenix – contact students just to check in • Concept of Mass Personalization • Knewton and others • Supervision “If I wanted people to see my work, I would have gone into industry."
  • 22. Collaborative Time + Place + Data = Collaboration and Interactivity Publishing Webinar Chat Forums Collaborative community Workshops E-portfolios Projects Embeds Personal Storage URLs Lesson Books Quizzes Pages Files Assignments Surveys Solo Static Interactive
  • 23. Learning: Two-Way + Ubiquitous • Cloud-Based Expansions • SaaS-led Ease of Entry • Commoditizable Systems without upfront investments • BYOD as expected norm with browser based engagement or simple downloads • Limits: Program marketing, overhead and content costs, not time and place • 2012: Explosion of MOOCs
  • 24. Learning Everywhere? The New Curators Expansion by New Experts and Communities
  • 25. Reexamining the business models of higher ed content
  • 26. Two Campers and the Bear
  • 29. University as Content Filter Abundant Creation Creative Community Source: Caves, Creative Industries, 2000 Physical costs and marketing as historical barrier to entry Physical costs and marketing as historical barrier to entry
  • 30. Question: What is the Special Sauce?
  • 31. "Album": Black Box and Rock Walls  FilterMailers Filter Websites  Package Package Purchased lists High  Accreditation Accreditation Alumni Schoolers  Rankings: awkward Rankings: awkward measures of input/output measures of input/output Magazine Rankings Transparency Challenges in "Album" Model
  • 32. Content Production Model: Live Classes University University Live Class Live Class Instructor Instructor Experience Experience TA as Seminar TA as Seminar Instructor and/or Instructor and/or Grader Grader Other Other Textbook Textbook University Publisher Publisher Paid by University Paid by Instructor Instructor Student Student
  • 33. Blended/Flipped Video Production: Takes $ and a Village University University Instructor Instructor Blended Class Blended Class Experience Experience TA as Community TA as Community Manager Manager Instructional Instructional designer designer Publisher? Publisher? University? University? Multimedia Multimedia Animator Animator MOOC? MOOC? Paid by ?? Paid by ?? Video Producer Video Producer and Editor and Editor Syndication Models? Syndication Models?
  • 34. Business Model • Who owns what? • Syllabus vs. class vs. Challenges PowerPoints vs. produced video • Professor often not paid for course development • Who buys and pays for what? • Production funding from Publishers? Universities? • Syndication – who has rights to reruns? • IP within the class content vs. Fair Use • Whose time?
  • 35. Content Creation Cost and Risk • Cost Elements for a live class vs. online • Lecturer Average Pay: $3-4K/class • Cost to record: $20-100K? • No variable pay by volume . . . who benefits?
  • 36. Challenges for the University as Organization • Organizational support structures – Built to support classes with definite times, places, and historical rules • Cost Structures – Who pays for the shift from F2F to blended? • Faculty Development – Ghettoized in teaching and learning centers • Rethinking faculty role(s) • Role of content experts, course designers, instructors, and community managers • Teaching identity – who am I? • Values of Time – What merits a class hour of work?
  • 37. Content Licensing – Fragmented OER •Big movements already in Open Educational Resources (e.g., Merlot, Connexion, a la Learning Registry and Gooru) •Thin marketplace for revenue-share or revenue-producing licensing (though on the horizon) •MOOCs -- Production costs w/o revenue model • BIG brand dumping? Blur of Publishing and Licensing •Books coming the other way – Publishers trying to lock schools into full packages of print and content delivery •Role of books and copyrighted materials in MOOCs – upside of the Freemium Model? •Bookstore model broken • B&N aggregating university bookstores selling sweatshirts and brand logos • Course Readers next wave
  • 38. Legal issues Flickr/jjorogen • IP Ownership differs between universities • “Paying for Re-runs” • In-class IP and the role of readings and simulations
  • 39. Decoding the Experience: Ease of Entry? • Learning entry experience may be very different by course • Need to build student skills for proactive learning  Template-driven student learner population encouraged by NCLB  COI – Community of Inquiry -- as more than magic dust Flickr/romana klee
  • 40. Rich opportunities . . . and where my heart sings
  • 41. Opportunity: Static to Context Rich • Transactional, static learning • Relational, context-driven learning • Building, continuing opportunity Transactional, Transactional, Relational, Relational, static learning static learning context- context- driven driven learning learning
  • 42. Learning as Community • Different skills in creating community • Community managers • Peer learning • Tribes and PLNs • Concepts of learning together without an “end date” http://peeragogy.org/ http://is.gd/v101peeragogy Source: COI; Garrison et al 2000
  • 43. Re-Containerizing Learning • When does education end? • Continuing communities of practice • New Opportunities as co-learners beyond the term? • Break from learning environment as “alumni”
  • 44. Education in a World of Search Teaching taxonomies and domain rules, rich in context
  • 45. My Own Passions in Blended • Courses for change • Using context in asynchronous, distributed learning • Action learning • Cross licensing great content • Impact on outside world
  • 46. Continuing Conversations Dr. Gigi Johnson Maremel Institute gigi@maremel.com @maremel Google Community: Blending the University https://plus.google.com/u/0/communities/106 888717177464309972
  • 48. Related Links • Steve Kolowich (Mar. 4, 2013), “Online Education May Make Top Colleges More Elite, Speakers Say,” Chronicle of Higher Education, http://chronicle.com/article/Online-Education-May-Make-Top/137687/ • Taylor Walsh (2010), Unlocking the Gates: How and Why Leading Universities Are Opening Up Access to Their Courses, Princeton Press. • Diana Oblinger, Ed. (2012), Game Changers: Education and Information Technologies, EDUCAUSE. (free download at http://www.educause.edu/research-publications/books/game-changers- education-and-information-technologies) • Chris Anderson (2008), Free: Why $0.00 is the Future of Business, Wired Magazine, http://www.wired.com/techbiz/it/magazine/16-03/ff_free • Barbara Means, Yukie Toyama, Robert Murphy, Marianne Bakia, and Karla Jones (2010, revised), Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies, US Dept. of Education, http://www2.ed.gov/rschstat/eval/tech/evidence- based-practices/finalreport.pdf
  • 49. Training and Pedagogical Support • Centers for Teaching Learning • Scholarship in Teaching and Learning (http://www.issotl.org/SOTL.html) (http://ilstu.libguides.com/sotl)