The Move to Online: Transmission or Transformation?

Transcription

1 The Move to Online: Transmission or Transformation? Wayne P. Pferdehirt Director, Graduate Distance Engineering Degree Programs U. of Wisconsin Madison Sixth Annual RU Online and Hybrid Learning Conference January 14, 2015

2 If Online is the Answer, What s the Question? Transmit more of the same? or Transform the quality of learning?

3 A Bit of Context UW Madison launched first online degree program, Master of Engineering Management (Professional Practice) in 1998 Curriculum and format optimized for experienced, mid career professionals 420 graduates as of % program completion 54% of students report significant promotions/raises before graduation Has proven that quality graduate engineering education can be delivered online when effectively designed and supported Top awards and rankings for educational quality Sloan Consortium USDLA UCEA U.S. News and World Report This Masters of Engineering in Professional Practice is as good as it gets as a model of the development, implementation and maintenance of a distance education degree program. UCEA Awards Judging Committee

4 Context: Online Graduate Engineering Degree Programs at UW Madison Current Degree Programs M.S. Electrical Engineering (Power Systems) M.S. Mechanical Engineering (Controls) M.Eng. Engineering Management M.Eng. Engine Systems M.Eng. Sustainable Systems Engineering M Eng. Technical Japanese M.Eng. Polymer Science and Engineering Under Development M.Eng. Environmental Engineering M.Eng. Applied Computing & Engineering Data Analytics Students are mid career engineers Emphasis on project and problem based learning Strategic goal is developing best in class graduate programs that enhance on campus centers of strength in engineering research and education

5 Engineering Education is Undergoing a Major Transformation Transformation is happening at many of our campuses Active learning Project and problem based Experiential & authentic Rethinking learning from student s perspective John Hennessy, President, Stanford U.: The large lecture class is dead. LJtl5gI&feature=youtu.be Why would we try to replicate the large lecture hall online?

6 If Online Education is the Answer, What is the Question?? What is your goal? What is the motivation driving your interest in online learning? What needs, opportunities, and constraints are part of the puzzle? Online education can be a means, but is not itself an end Let your end be a vision worth your university s very best people and efforts 6

7 Is as good as classroom instruction an Adequate Goal? Going online can remove/reduce barriers to education Who learns Who teaches When teaching and learning happen How teaching and learning happen Efficiency and effectiveness of learning Done well, online education practices can improve classroom practices Can be a game changer for colleges and departments 7

8 Going Online: A Typical Scenario Starts with a desire to increase institution s revenues with minimal incremental cost Instructors understandably want a model that requires as little change as possible to their teaching practices Goal is to have online courses be as good as existing on campus courses The result Record and stream existing lecture based courses More of the same What s wrong with that?

9 How do you envision online learning? A digital file cabinet Digitize and post existing docucourse resources from f2f course 9

10 How do you envision online learning? A one way hose for streaming course recordings and related content Students are receivers of content with little/no meaningful personal engagement with other students and faculty 10

11 How do you envision online learning? An opportunity to create a new learning space collaborative engaging authentic new freedom in where, when, and how learning occurs 11

12 The best online learning actively extends the boundaries of active learning Increasingly, we are seeing how active learning strategies increase student learning in on campus courses Then why use online learning to recreate the lecture hall?

13 M.Eng. Engine Systems: Accelerated Learning Years Experience in Engine Development Engine Design Project Management Fluid Dynamics Combustion Thermodynamics 3.5-Year MEES Program Modeling Control and Diagnostics Trend Analysis

14 UW Madison Master of Engineering in Engine Systems An Aha moment for me

15 Creating a New World New opportunities for learners with shared, unique needs and goals Engaging best instructors, speakers and projects from anywhere Learning that fits the needs and expectations of distributed teams of students, learning with and from each other Authentic, immediately applicable learning

16 Defining Quality: What Matters to Students? Curriculum that Fits their Needs and Goals Responsive Faculty Culture that Fosters Valued, Supportive Community Assignments that are Authentic and Meaningful Elimination of Unnecessary Frustrations and Hurdles Clear Instructions Reliable Technology and Support Removal/Mediation of Institutional BS Right Mix of Structure, Consistency, and Flexibility Knowing Their Feedback Matters

17 Defining Quality: What Matters to Faculty? Effective Support Knowing Their Efforts are Valued and Appreciated Fair, Appropriate Compensation New Opportunities Knowing their Input Matters Motivated, Capable Students

18 Framework for Quality Online Learning Environments Sources: UW Madison Division of Continuing Studies; and Shea, Pickett and Pelz, 2003.

19 Use the Move to Online to Transform Engineering Education Decide (really decide) to make meeting the learning goals of students as the #1 priority. Design each degree program as an integrated curriculum rather than simply a bundle of courses. Engage faculty in assessing and achieving program outcomes Engage experienced, capable instructional designers in the design of programs and each course. 19

20 Use the Move to Online to Transform Engineering Education Effectively support faculty throughout course development, delivery, evaluation, and improvement Use online formats and tools to build effective, meaningful community in support of learning at course and program levels Integrate learning and practical application (professional practice) as part of coursework 20

21 Using the Move to Online to Transform Engineering Education Use what you learn and develop for online courses to improve all courses Build new and deeper connections between your faculty s research and industry 21

22 Some Practical Advice Use group projects in online courses to develop skills needed to lead and contribute to distributed teams Thoughtfully complement asynchronous learning with live, authentic interactions (e.g., interactive web conferences, team sessions, residencies) Have students contribute meaningfully to online learning Lead web conference presentations Lead asynchronous discussion forums 22

23 Some Practical Advice Provide free access to tools that enable student groups to meet and work effectively anytime, anywhere Project groups Study sessions, etc. Teach and support effective use of collaboration tools Use online tools to engage alumni in networking, learning, collaborating, and teaching Engage the best faculty, speakers, and resources, wherever they are 23

24 and Some Things to Avoid Avoid anything that makes online students feel like distant, second class participants in courses and the sponsoring departments and colleges. Avoid faculty frustration and burnout caused by inadequate support. Avoid the failure to plan well for meeting students needs at the program level Avoid the build it and they will come syndrome to program development 24

25 Re Creating Engineering Education With your faculty create a compelling vision worthy of them and your institution Create a path and stepping stones to get there You must be the change you wish to see in the world Mohandas Gandhi

26 Let s Discuss Your Ideas and Questions

27 Thank You Wayne P. Pferdehirt University of Wisconsin Madison College of Engineering 27 Department of Engineering Professional Development

28 Principles of Building Quality Build culture that values, affirms and is committed to quality People pay attention to what gets measured Need to be able to have the difficult discussions Evaluation needs to be safe, supportive, team based Sometimes you have to change who s on the bus The value in evaluations lies in what you do with what you learn Enable linkages between the right nerves and the right muscles Find ways to model and affirm what you expect from others