Liberal Arts Online Learning Task Force Meeting Minutes Texas A&M University September 19, 2012

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1 Liberal Arts Online Learning Task Force Meeting Minutes Texas A&M University September 19, 2012 Committee Members: Member Present 9-19 Notes Vaughn Bryant ANTH C. Wayne Smith Yes Nautical ANTH Brian Linn Yes History Paul Wellman Yes Head, PSYC (Summer online courses) Bob Shandley Yes International Studies Rayna Dexter Yes Performance Studies Jim Aune COMM James Hannah Yes English existing courses, worried about costs. Stephen Balfour Yes Doug Eckel Yes Agenda: 1. Charge for the Task Force Stephen is co-chair to serve as a liaison to the Dean. There are two major tasks: first, figure out some set of online learning strategies appropriate to the college, a big initiative (e.g. Coursera) or some other initiative or a combination, or, in fact, nothing new. James In ENG they have Tech Writing 301 ENG delivered online. Question: is online delivery of a degree a possibility? Stephen - Yes, but not necessarily the top priority. Second, what resources do we have, what do we need to make our recommendations work? 2. Discussion of Possible Online Initiatives James we need to look at places in state, e.g. Texas Tech in Rhetoric. Expenses are huge for new degrees. Paul Provost wants increase in SCHs. We ve eliminated summer courses, so this might be an option for bolstering summer enrollments. We would have to do something like Michigan State which has a devoted online interface. Another goal might be to use online classes to allow high enrollments in these courses. A third goal might be to support lifelong learning for TAMU s statewide community. Bob I agree, we need to focus on solving a problem or addressing a need i.e. summer SCHs. Stephen UT is now courting Stanford (Coursera) and MIT (edx). Rayna we need to focus on solving existing student needs. James separate out what we do now, in-house, and then look at providing credit for distance education. We have the first, but not really the second. Paul what are the online course fees in English? Stephen same as on-campus fees. English has made sure they are not charging a distance education fee. Really the Departments set fees.

2 James we must maintain standards for different courses, pay attention to the pedagogical concerns. However, it could free up classroom spots for English faculty, and time in students schedules. Easy to upsize and downsize online sections. Bob having a single clearinghouse for online courses is important. Wayne why have colleges backed off from online delivery? Does the class need to be a techbased course? James and Stephen - papers can be graded and comments delivered online. Stephen peer evaluation can also solve this problem. Grading just needs to be coordinated. James Income production or increases in efficiency. For-profit online programs are decreasing in prestige, and perhaps we can fill that niche. Paul increasing accountability for masters and PhD programs, demand for improving productivity. Online might allow us to use scarce instructional resources more wisely. James how about the ability to use faculty from other schools to teach our courses, or our faculty to help other system schools? Stephen for various reasons the co-enrollment program in HISP has not been successful. Bob the nuts and bolts administrative complexities are difficult. Also we have to address internal concerns with this model (what are these?) Brian why would faculty agree to do this? Faculty don t really want to do this, in an environment of escalating demands. James what are the benefits to the faculty? Older faculty will not be interested. At the very least we would need technical assistance for faculty. Bob conversion of existing courses might be attractive, and they can be taught on their own time. Paul - how is this funded, do the funds return directly to the college or department. With the issues on buy-in, need the funding or incentives for the faculty. Increase the payments for large summer courses, MSU had some large sections in summer, 150 students in their psych courses. Eckel could we do the state history mandate 100% online? Stephen yes. Brian the history faculty don t necessarily want these classes online. Even military students prefer the classroom experience. Paul military science and online seems like a good combination. Brian captains have to have a masters, Kansas does this at Fort Leavenworth. They still have to mix online with on campus. Stephen Mike Speed in Statistics (TAMU) uses CENTRA to handle a huge course and they get a lot of money with that model. Bob can you get money directly from the revenues raised in online teaching? Paul EDUC, BUSH, and STATS each have a funding model. Stephen will look into this. Eckel to summarize so far, the niches we have mentioned include: summer SCHs, teaching very large enrollment courses, satisfying system needs, and new continuing education initiatives.

3 James let s clarify the funding before we do a lot of work. Brian - one possibility is a masters in military studies; there is little competition. Also, we have people at TAMU who could help us connect with the Department of Defense. A local contact in the VA was mentioned. Stephen I am partner on a contract at TAMU for a language learning clearinghouse, we have many partners and a network to draw on. General Questions - Check the Norwich University site. What is Central Texas, and what are they doing in this area. (John Herrick handles online courses for the military.) Bob we would need some hybrid models for military education. They might need other degrees as well (PSYC mentioned). Use TAMU as the brand that gives this legitimacy. Brian you might need faculty to travel to the bases at least some of the time, and not many faculty want to do this. Rayna we never seem to have enough faculty to teach the large lecture courses, so that model, plus the summer SCH model is good for Performance Studies. They have non TT faculty that might be very interested in these items. Paul going to start with a small number of test courses. James need to work on incentives for TT faculty. Stephen FAOs Foreign Area Officers in classes are very popular. (relates to the military master s program discussion?) James also look at the Texas Tech models, Bob the reasons why some schools have backed off of online need to be researched. 3. Future Meeting Times - meetings every two weeks. Doodle survey members for the best times. 4. Action Items for Next Meeting - a. We need to find out what s going on in the TAMUS are other schools teaching classes at a distance for other TAMUS schools? b. What infrastructure exists in LA and TAMU? c. What are the funding models available to us if any? d. What is the potential demand in the Military Science Area? (Brian) e. Review in more detail the MSU model (Paul) Meeting Adjourned Appended After the Meeting From the NYTimes, September 19, 2012 Education Site Expands Slate of Universities and Courses By TAMAR LEWIN The caliber of Coursera s partners Princeton, Stanford and the University of Pennsylvania were among the original partners has given it credibility and cachet in higher education circles, so much so that some

4 university presidents have begun to fret that it will reflect badly on them if they fail to sign on. You re known by your partners, and this is the College of Cardinals, said E. Gordon Gee, the president of Ohio State, one of the new partners. It s some of the best universities in the country. Mr. Gee, whose university will offer two courses from its College of Pharmacy, said he had some concerns about giving away content with no revenue stream in sight. That does keep me up at night, he said. We re doing this in the hope and expectation that we ll be able to build a financial model, but I don t know what it is. But we can t be too far behind in an area that s growing and changing as fast as this one. Moody's: Massive open online courses carry mixed credit implications for Higher Ed New York, September 12, 2012 The extent of longer-term credit impacts on individual universities will vary widely, according to the report entitled, "Shifting Ground: Technology Begins to Alter Centuries-Old Business Model for Universities". It explains the phenomenon of massive open online courses or MOOCs, which have the ability to serve an unlimited number of students across the globe. "MOOCs create new revenue opportunities, increase brand recognition, and provide improved operating efficiencies," said Kedem. "The availability of open platforms enables a university to post content without incurring the cost of developing and maintaining the infrastructure." According to Moody's, MOOCs and related technology have the potential to transform a university's operations, academic and social programming, and pedagogical approach. "Most universities will likely gravitate to a 'mixed' model that combines residential learning with the new technology, some will increasingly feature online course delivery, and some colleges may choose to create a niche by remaining focused solely on the traditional residential-classroom experience." The residential college model will remain viable, says Moody's, but less-selective, smaller colleges that are unable to join emerging networks or carve out an independent niche will likely experience credit stress driven by declining student demand. College may never be the same by Mary Beth Marklein, USA TODAY Updated 9/12/ :33 AM As for colleges and universities, the big financial winners will be brand-name universities who seize the opportunity, the Moody's report says. It also says their elite reputations will allow their residential campuses to flourish. In contrast, less selective schools will likely see a decline in student demand, and colleges with small endowments will be particularly at risk, unless they find a way to participate. The embrace of online education by elite institutions also will help "reduce the stigma" of distance education, and put new competitive pressure on for-profit colleges, which have dominated the distance-education sector, Moody's says. From Stephen Balfour: If you d like a 20 minute talk on Coursera from one of its founders you can get it here (when you click on the link, it will start playing): Some high points: 1. Online modules are NOT 50 minutes long, they are as long as the concept takes (usually minutes) 2. There are interactive activities for students within modules so that 100% class participation/assessment happens

5 3. Content is linked to supplemental and remedial content from other courses so students can explore or review as necessary 4. The active learning strategy in 2 and 3 give a full standard deviation GAIN in learning over students sitting in a lecture 5. The courses are on a fixed schedule so thousands of students are at the same place in the course at any time a. Which means there are study groups in many countries b. Which means that students answer students questions very quickly on boards (about 40 minutes AVERAGE response time, whatever time of day) 6. Being able to see hundreds of thousands of students reveals unexpected patterns in the errors students make; these errors allow instructors to tailor feedback for students who take the course later 7. Tailored feedback delivered rapidly results in ANOTHER standard deviation gain in learning which means that your average student in a fully evolved Coursera course will outperform over 95% of students in lecture format. 8. Course delivery becomes data driven not theory driven its empirical and will get better and better.

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