FACULTY VIEWS ON OPEN EDUCATION RESOURCES AND ONLINE TEACHING

M. Cleveland-Innes, PhDProfessor and ChairCentre for Distance EducationAthabasca UniversityGuest Professor, Department of LearningKTH Royal Institute of TechnologyStockholm, Sweden

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Questions guiding this presentation

Who am I and what work do I do in the transition to online and blended learning?

What is the current context of higher education and why is this work important?

What is the purpose of this research in reference to the above?

What are Canadian faculty saying about open and online learning?

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Who am I and what work do I do in the transition to online and blended learning?

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Co-Researcher (with D. Briton, M. Gismondi & C. Ives)“MOOC instructional design principles: ensuring quality across scale

and diversity” 2013 Bill and Melinda Gates Foundation.

Research Principal “Community of Inquiry Research Integration and Practice Alliance” 2013 Athabasca University Mission Critical Research Fund.

Research Principal “Teaching with technology: New role identity and function for

faculty”2011 Social Sciences and Humanities Research Council of Canada.

Co-Researcher (with Mohamed Ally)“Using mobile communication devices to support online learning

communities”2010 Social Sciences and Humanities Research Council of Canada.

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What is the current context of higher education?

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Costs

Financial and funding support Globalization

ofhuman activities

Informationexplosion

21st Centurycore capabilities

Technology

Employmentsectortransformations

Studentdemographics

Inter-institutionalcompetition

Quality ofinstruction

Demands for accountability

• Over budget and under-funded• The rivalry intensifies• Setting priorities• Moving at the speed of cyberspace• Rethinking infrastructure• Linking programs to outcomes• The best and the brightest• A sustainable future• Education for all• Regulations and reporting

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Deloitte & Touche http://www.deloitte.com/view/en_CA/ca/pressroom/ca-pressreleasesn/a81e9430d7c6f210VgnVCM1000001a56f00aRCRD.htm

“An academic is responsible for …..”

and why is this work important?

What is the purpose of this research in reference to the above?

“…. institutional challenges include economics issues, changing demographics, the demand for accountability, new teaching and learning models and emerging technology. Net-based educational opportunities, the result of the last two of these institutional challenges listed here, emerged in the early 90s, most often with a promise of ameliorating problems within education. What occurred has been called an educational revolution, in response to demands for education reform, particularly in reference to teaching and learning (Kanuka & Brooks, 2010). This reform can begin with faculty role change.”

Adapted from Cleveland-Innes, M., Hrastinski, S., Balter, O., & Wiseman, C. (in press). Faculty, teaching with technology and leadership. In Ally, M. (Ed.), International Handbook of eLearning. Hershey, PA., IGI Global.

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What are Canadian faculty saying about open and online learning?

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Have you taught an online or blended course?

What has changed?

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Teaching 30%Learning 22%Content 20%Materials 16%Assignments 15%Face to Face 13%Video 9%Students Expect 7%

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What are Canadian faculty saying about open and online learning?

• Current sample includes all regions and broad range of disciplines and years of teaching experience

• While only half have taught online, 96% identify that the emergence of online opportunities has changed their teaching

• Open answers about change covered a wide range of aspects; teaching orientation, student-centered learning, materials, content

• Awareness of OER identified by almost all respondents, most are positively disposed toward OERs and a third report that OERs in use at their institution

• More than half the respondents don’t feel there is enough incentive to move to online learning 18

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Next steps through March 2015

“Job prospects in this occupation are good.”http://www.servicecanada.gc.ca/eng/qc/job_futures/statistics/4121.shtml 19

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presentations, publications

Thank you

I would like to acknowledge the support of the Academic Research Committee at Athabasca University in the form of a Mission Critical Research Grant and the Social Sciences and Humanities Research Council for their support of this research.