Teaching & Learning at Virginia Tech, 2020:

Some Thoughts about Planning

Teaching & Learning at Virginia Tech, 2020:

Some Thoughts about Planning

John T. Harwood Associate Vice Provost, Information Technology Services

Penn StateUniversity Park, PA 16802

January 14, 2011

Penn State and VT: SiblingsPenn State and VT: Siblings We are kindred spirits – large R1s w/significant

research portfolios as well as significant teaching mission

Penn State is larger (~95K students, 6K faculty, and 15K staff) @ 24 campuses ranging from 700 students to 42K students

Highest tuition of any public University (~$13K for in-state students and double for out-of-state in 2009-10)

Both face a challenging fiscal climate (aka “hard times ahead”) that should spur innovation (Math Emporium 2.0?)

Both face increased competition from other “providers”

We are kindred spirits – large R1s w/significant research portfolios as well as significant teaching mission

Penn State is larger (~95K students, 6K faculty, and 15K staff) @ 24 campuses ranging from 700 students to 42K students

Highest tuition of any public University (~$13K for in-state students and double for out-of-state in 2009-10)

Both face a challenging fiscal climate (aka “hard times ahead”) that should spur innovation (Math Emporium 2.0?)

Both face increased competition from other “providers”

Goals for TodayGoals for Today

Ponder the current landscape of higher education

Identify key issues, concerns, and options at VT Consider how to move forward – not whether to

move – at VT by addressing such questions as: How is “learning” planned for at VT? How can VT better leverage CIDR, IDDL, et al. to

create “partnerships for learning”? How can VT rethink “learning spaces” and computer

labs and gather evidence of learning? How can VT support faculty in new models and modes

of teaching?

Ponder the current landscape of higher education

Identify key issues, concerns, and options at VT Consider how to move forward – not whether to

move – at VT by addressing such questions as: How is “learning” planned for at VT? How can VT better leverage CIDR, IDDL, et al. to

create “partnerships for learning”? How can VT rethink “learning spaces” and computer

labs and gather evidence of learning? How can VT support faculty in new models and modes

of teaching?

Goals for TodayGoals for Today

To document my visionary skills, consider my“history and future of the Web” in 30 seconds

Warning: scenarios are subject to change without notice. Ten years ago who was thinking about Google (IPO in 2004), YouTube (founded 2005), or Facebook (founded in~2003)?

2020 seems a long way off, so why worry??

To document my visionary skills, consider my“history and future of the Web” in 30 seconds

Warning: scenarios are subject to change without notice. Ten years ago who was thinking about Google (IPO in 2004), YouTube (founded 2005), or Facebook (founded in~2003)?

2020 seems a long way off, so why worry??

1994 and What I Was Teaching

1994 and What I Was Teaching

A History & Future of the Web

A History & Future of the Web

More about Gopher in 1994? Why do faculty talk about the rate

of change?

More about Gopher in 1994? Why do faculty talk about the rate

of change?

New Competitors Want to Dine TODAY on Hokies &

Nittany Lions

New Competitors Want to Dine TODAY on Hokies &

Nittany Lions

Outta State UOutta State U

Eastern Oregon Univ. (OR)Oregon Inst. of Tech. (OR)Lewis & Clark College (OR)Portland State Univ. (OR)Univ. of Portland (OR)Western Seminary (OR)George Fox Univ. (OR)Oregon State Univ. (OR)Linfield College (OR)Western Oregon Univ. (OR)

Chapman Univ. (CA)Pacific Oaks College (CA)Center of Innovation in Education (CA)Pepperdine Univ. (CA)Golden Gate Baptist Theological Sem. (CA)Golden Gate Univ. (CA)

Apollo College (AZ)Univ. of Phoenix (AZ)

Mukogawa Ft. Wright Institute (Japan)Trajal Hospitality & Tourism College (Japan)

Univ. of Alaska S.E. (AK)

Univ. of Idaho (ID)Lewis-Clark State College (ID)

Winona State University (MN)Walden University (MN)

Salish Kootenai College (MT)

Lesley College (MA)

Southern Illinois Univ. (IL)

ITT Technical Inst. (IN)Vincennes Univ. (IN)

Johns Hopkins Univ. (MD)

Old Dominion Univ. (VA)

Webster University (MO)Columbia College (MO)

Park College (MO)

Kigezi Int’l School of Medicine (Uganda)Tulane University (LA)

Embry Riddle Aero. Univ. (FL)Nova Southeastern Univ. (FL)

Source: University Business

Going to College in Virginia, 2020: What are My

Choices?

Going to College in Virginia, 2020: What are My

Choices?

Consider the state of Washington in 2005 Question: What will the map of Virginia

higher education look like with this kind of representation?

Question: “Where” do I find a “state” university in 2020? Where does VT play in this mix?

Consider the state of Washington in 2005 Question: What will the map of Virginia

higher education look like with this kind of representation?

Question: “Where” do I find a “state” university in 2020? Where does VT play in this mix?

Outta State UOutta State U

Eastern Oregon Univ. (OR)Oregon Inst. of Tech. (OR)Lewis & Clark College (OR)Portland State Univ. (OR)Univ. of Portland (OR)Western Seminary (OR)George Fox Univ. (OR)Oregon State Univ. (OR)Linfield College (OR)Western Oregon Univ. (OR)

Chapman Univ. (CA)Pacific Oaks College (CA)Center of Innovation in Education (CA)Pepperdine Univ. (CA)Golden Gate Baptist Theological Sem. (CA)Golden Gate Univ. (CA)

Apollo College (AZ)Univ. of Phoenix (AZ)

Mukogawa Ft. Wright Institute (Japan)Trajal Hospitality & Tourism College (Japan)

Univ. of Alaska S.E. (AK)

Univ. of Idaho (ID)Lewis-Clark State College (ID)

Winona State University (MN)Walden University (MN)

Salish Kootenai College (MT)

Lesley College (MA)

Southern Illinois Univ. (IL)

ITT Technical Inst. (IN)Vincennes Univ. (IN)

Johns Hopkins Univ. (MD)

Old Dominion Univ. (VA)

Webster University (MO)Columbia College (MO)

Park College (MO)

Kigezi Int’l School of Medicine (Uganda)Tulane University (LA)

Embry Riddle Aero. Univ. (FL)Nova Southeastern Univ. (FL)

Source: University Business

“The future (of VT) ain’t what it used to be”

Yogi Berra

“The future (of VT) ain’t what it used to be”

Yogi Berra Proliferation / consolidation

of e-learning Mission deflation or creep Greater differentiation “Brand” at risk Top 25 VT courses could be

taught by Megawatt U, which has an articulation agreement with VT and is cheaper for students

Campus experience as a differentiator, but how to quantify the value?

Proliferation / consolidation of e-learning

Mission deflation or creep Greater differentiation “Brand” at risk Top 25 VT courses could be

taught by Megawatt U, which has an articulation agreement with VT and is cheaper for students

Campus experience as a differentiator, but how to quantify the value?

Just-in-time re-tooling of courses and curricula

Mass customization will be a student expectation (learning styles on steroids)

Open University-type teams vs. independent contractors as course developers

So how many competitors will VT have in 2020?

Just-in-time re-tooling of courses and curricula

Mass customization will be a student expectation (learning styles on steroids)

Open University-type teams vs. independent contractors as course developers

So how many competitors will VT have in 2020?

Lessons Learned about Learning 1.0 @ PSU

Lessons Learned about Learning 1.0 @ PSU

Learning 1.0 at PSULearning 1.0 at PSU Old Main and two wise CIOs have invested heavily in

learning – and we have results to show for it ANGEL (course management system) Computing labs, classrooms, and “learning spaces” E-Library services + new “Knowledge Commons” Course redesign efforts (Pew, NCAT, Sloan) have

led us to self-fund and go hybrid, so we need a repository

Infrastructure (wireless, Shib, “friction reducers”) World Campus (75,000 enrollments this year; focus

on adult learners) = $18M+ in revenue for colleges High-stakes Testing Center and other innovations

Old Main and two wise CIOs have invested heavily in learning – and we have results to show for it ANGEL (course management system) Computing labs, classrooms, and “learning spaces” E-Library services + new “Knowledge Commons” Course redesign efforts (Pew, NCAT, Sloan) have

led us to self-fund and go hybrid, so we need a repository

Infrastructure (wireless, Shib, “friction reducers”) World Campus (75,000 enrollments this year; focus

on adult learners) = $18M+ in revenue for colleges High-stakes Testing Center and other innovations

What Penn State Students ExpectWhat Penn State Students Expect

An increasing emphasis on relevance An increasing effort to personalize

learning More active engagement with course

content, peers, and faculty More effective feedback on learning No increase in effort! Besides, “wired” is cool (wireless,

gadgets, e-everything)

An increasing emphasis on relevance An increasing effort to personalize

learning More active engagement with course

content, peers, and faculty More effective feedback on learning No increase in effort! Besides, “wired” is cool (wireless,

gadgets, e-everything)

How One Redesign Spawned 30

How One Redesign Spawned 30

Stat 200 (NCAT), 1999-2001 Biology 110 (Mellon Foundation), 2000 Spanish 1-3 (Textbook publisher), 2002 So why not fund the redesigns ourselves

— the PSU “Blended Learning Initiative” ~30 undergraduate courses

Stat 200 (NCAT), 1999-2001 Biology 110 (Mellon Foundation), 2000 Spanish 1-3 (Textbook publisher), 2002 So why not fund the redesigns ourselves

— the PSU “Blended Learning Initiative” ~30 undergraduate courses

Stat 200, Then and NowStat 200, Then and Now Traditional design = 3 lectures and 1

“recitation” section New model (2001) = 1-2 lectures +

“readiness assessment tests” (RATS) and online activities

Newer model (2007) = 2 lectures and 2 “labs”

Newest model (2009) is completely online Same course, same standards, similar

results

Traditional design = 3 lectures and 1 “recitation” section

New model (2001) = 1-2 lectures + “readiness assessment tests” (RATS) and online activities

Newer model (2007) = 2 lectures and 2 “labs”

Newest model (2009) is completely online Same course, same standards, similar

results

Stat 200, Then and NowStat 200, Then and Now Stat 200 continues to innovate

Efficient use of ANGEL quizzes High-stakes testing = more time for teaching “Clickers” provide additional feedback Huge classes seem small

Stat 200 now has an online version – same results

Cost savings remain about $150K per year (reduction in # of TA’s)

Stat 200 continues to innovate Efficient use of ANGEL quizzes High-stakes testing = more time for teaching “Clickers” provide additional feedback Huge classes seem small

Stat 200 now has an online version – same results

Cost savings remain about $150K per year (reduction in # of TA’s)

The Landscape for Learning at VT: Ten Questions

The Landscape for Learning at VT: Ten Questions

Ten Questions about the VT Landscape for Learning

Ten Questions about the VT Landscape for Learning

Who is in control if the drivers of change are external, not internal to VT?

Are social media, consumer devices, and “constant connectivity” more important than backpacks and books?

What will textbooks be in 2020? Will any be printed? Will we need a “book” store?

Will Wikipedia, Youtube, and Google kill the university library?

If online universities are so successful, do we still need campuses?

If VT students can succeed in online classes, do we need classrooms?

Who is in control if the drivers of change are external, not internal to VT?

Are social media, consumer devices, and “constant connectivity” more important than backpacks and books?

What will textbooks be in 2020? Will any be printed? Will we need a “book” store?

Will Wikipedia, Youtube, and Google kill the university library?

If online universities are so successful, do we still need campuses?

If VT students can succeed in online classes, do we need classrooms?

Some Questions (cont)Some Questions (cont)

Where in the curriculum will all VT undergraduates acquire the IT skills and attitudes they will need as employees and citizens?

How should VT assess its success in identifying and measuring those skills?

What are the best models for helping faculty incorporate discipline-appropriate “best practices” in teaching and learning?

Which of the many possible innovations make most sense in 2011-14? And how will we sustain them?

Where in the curriculum will all VT undergraduates acquire the IT skills and attitudes they will need as employees and citizens?

How should VT assess its success in identifying and measuring those skills?

What are the best models for helping faculty incorporate discipline-appropriate “best practices” in teaching and learning?

Which of the many possible innovations make most sense in 2011-14? And how will we sustain them?

Issues and Policies for Today and 2020

Issues and Policies for Today and 2020

Sustaining quality, mission, and market position Finance and economics (the business case) Faculty development and governance issues Intellectual property, licensing, and Not-Invented-Here Equity and access issues Student services

Avoid PARALYSIS THROUGH ANALYSIS – good policies can be developed and implemented

In the words of Bob Heterick: seek Access, Quality, and Cost

Sustaining quality, mission, and market position Finance and economics (the business case) Faculty development and governance issues Intellectual property, licensing, and Not-Invented-Here Equity and access issues Student services

Avoid PARALYSIS THROUGH ANALYSIS – good policies can be developed and implemented

In the words of Bob Heterick: seek Access, Quality, and Cost

Magnetics Lab, 1894 – not a computer in sight!Magnetics Lab, 1894 – not a computer in sight!

The View from 5,000 Feet

The View from 5,000 Feet

We Know Too Little AboutWe Know Too Little About

Curricular and instructional design questions Optimal pedagogies for different disciplines Best fit between kinds of students and kinds of

technology Optimal class size for on-line classes and right

rhythm for hybrid courses Metrics for assessing outcomes Smarter ways to promote engagement,

socialization, and mentoring of faculty AND students

Impact of Learning 2.0 on faculty development, rewards, and careers

Accreditation and institutional quality

Curricular and instructional design questions Optimal pedagogies for different disciplines Best fit between kinds of students and kinds of

technology Optimal class size for on-line classes and right

rhythm for hybrid courses Metrics for assessing outcomes Smarter ways to promote engagement,

socialization, and mentoring of faculty AND students

Impact of Learning 2.0 on faculty development, rewards, and careers

Accreditation and institutional quality

SummarySummary The “map” of higher education is changing rapidly There is no single “right way” to do learning 2.0 – we

struggled for centuries with 1.0! VT will be its own best lab for producing “best

practices” Now is the right time to move forward – don’t wait for

the technology to become perfect Support your faculty, support your faculty, support your

faculty Ditto for students Focus on producing evidence-based arguments about

learning Embrace your partners in higher education

The “map” of higher education is changing rapidly There is no single “right way” to do learning 2.0 – we

struggled for centuries with 1.0! VT will be its own best lab for producing “best

practices” Now is the right time to move forward – don’t wait for

the technology to become perfect Support your faculty, support your faculty, support your

faculty Ditto for students Focus on producing evidence-based arguments about

learning Embrace your partners in higher education

A Word from JoePa about Learning: Keep on Plugging

Away!

A Word from JoePa about Learning: Keep on Plugging

Away! Our football coach is our biggest

support of our University Library Our football coach is our biggest

support of our University Library