Expanding Engagement and Outreach through Online Learning
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1 CEO Backgrounder: Online Learning as Engagement Expanding Engagement and Outreach through Online Learning APLU CEO 0 Sunday, 11/15, 10:30 11:45am
2 CEO Backgrounder: Online Learning as Engagement This panel discussion of background and case studies will explore the future of engagement in an online environment. Presenters will help make a clear distinction between online learning as a unidirectional form of outreach AND online learning as a bidirectional and mutually reciprocal form of community engagement. 1 December 1, 2015
3 CEO Backgrounder: Online Learning as Engagement Backgrounder Case Study Panel: Jorge Atiles, Oklahoma State University, Moderator Dave King, Oregon State University Valerie Paton, Texas Tech University Chad Wootton, Texas A&M University Table Discussion/Report out Vision How Online Engagement Drives the Truly 21 st Century Public University Q&A 2 December 1, 2015
4 CEO Backgrounder: Online Learning as Engagement The New Engagement: Building Reciprocal Learning Environments through Digital Access 3 December 1, 2015
5 CEO Backgrounder: Online Learning as Engagement
6 CEO Backgrounder: Online Learning as Engagement Post-traditional learners are individuals already in the work force who lack a postsecondary credential, yet are determined to pursue further knowledge and skills while balancing life, work and education. -Louis Soares
7 CEO Backgrounder: Online Learning as Engagement True Engagement: Listening more than we talk Learning at least as much as we teach part of higher education since a truly disruptive event, the Morrill Act, in 1862 but now a change in scale is needed. 6 December 1, 2015
8 CEO Backgrounder: Online Learning as Engagement Engagement is not a synonym for outreach. Engagement is truly built on reciprocal partnerships. The scale of engagement will grow with appropriate and effective use of information technology. 7 December 1, 2015
9 CEO Backgrounder: Online Learning as Engagement The Council on Engagement and Outreach seeks to consider and influence deep change within our institutions of higher education so we may provide unique and effective access to learners we are not currently reaching. 8 December 1, 2015
10 CEO Backgrounder: Online Learning as Engagement Case Studies 9 December 1, 2015
11 CEO Backgrounder: Online Learning as Engagement Panel: Jorge Atiles, Oklahoma State University, Moderator Dave King, Oregon State University Valerie Paton, Texas Tech University Chad Wootton, Texas A&M University 10 December 1, 2015
12 CEO Backgrounder: Online Learning as Engagement Dave King Oregon State University 11 December 1, 2015
13 Modular Interactive Learner-driven OSU Spectrum of Access Real-Time Research Data Extension Programs Workshops Learning Modules OER Non-Credit Certificate Programs Undergrad Degree Programs Graduate Degree Programs Extension Info Learning Objects Multiple Learning Modules Undergrad Credit Courses Graduate Courses Solution-based Non-credit-based Professional Education Credit-based
14 CEO Backgrounder: Online Learning as Engagement Valerie Paton Texas Tech University 13 December 1, 2015
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17 Texas Tech is the largest comprehensive institution in the western two-thirds of the state, serving a region larger than 46 of the nation s 50 states. (TTU, 2008) However, we no longer define our service region solely in geographic terms. Defining communities broadly, means that we partner with communities across the globe to share resources.
18 Developing digital access in reciprocal fashion Begins with a dialogue with the partner Typically initiated by community Impetus is about needs of the community: Workforce training and development Economic development Lifelong learning
19 Spectrum of Access Credit-based: Collegiate Undergraduate and Graduate Degrees More than 30 with 6 fully online or hybrid doctoral programs Graduate Certificate and Preparatory Programs More than 30 fully online K-12 Courses and High School Diploma Grades 7-12 fully online
20 Spectrum of Access Non-credit-based Professional Education: Certificates with multiple learning modules and competencybased assessment Driven by community request/need: Wind Energy Viticulture and Enology Accredited Financial Counselor Food Safety Engineering Ethics
21 Solutions-based: Spectrum of Access Developed with partners Industry City, County, State & Federal Government NGO s Community Colleges and Universities K-12 School Districts Alumni and Donors
22 Benefits of seamless reciprocal access 1) Expanded access to IHE and community resources 2) Economic impact due to increased leadership and workforce talent 3) Intersections between economic develop and faculty research activities 4) Investment in K-12 leadership and preparation of students 5) Infusion of new revenue and resources 6) Stimulation of pedagogical improvement 7) Expansion of broadband infrastructure and technology expertise
23 Resources: Texas Tech Worldwide elearning Paton, V.O., Baker, M., Hickerson, R. & Demel, A. M. (2009). Rural prosperity and distributed learning: Texas Tech s commitment to rural communities. In K. Mohrman, J. Shi, S. Feinblatt & K. Chow (Eds.), Public universities and regional development (pp ). Sichuan, China: Sichuan University Press and Arizona State University, University Design Institute.
24 CEO Backgrounder: Online Learning as Engagement Chad Wootton Texas A&M University 23 December 1, 2015
25 Expanding Engagement & Outreach via Online Learning APLU Annual Meeting Council on Engagement & Outreach November 2015
26 Presenting at Distance Calendar Conflicts & Travel Timing Slides with Narration * Photo accuracy cannot be confirmed at this time
27 Case Study Distance First public higher education institution in Texas (1876) Today, 64,000 students including College Station, Health Science Center (multi site), 2 Branch Campuses (Galveston, TX & Doha, Qatar) Ever increasing menu of continuing education, training, outreach and engaged teaching, research and Distance - 38 Graduate Level Degrees (3 Doctoral) (1600 students) - Over 1100 Course Sections (Flipped, Tech Mediated)
28 Expanding same Expectations as In Person - Accessibility - Authenticity - Reciprocity - Annunciation* Accessibility Partners/Learners aren t on campus Scale and Scope Accommodate variety of needs in learner community Authenticity Institutional Voice Trusted Conveners/Brokers Reciprocity What We Learn while teaching, researching, serving Mutual benefit Annunciation* Know & Communicate Impact
29 Online Learning & Engagement? - Accessibility - Authenticity - Reciprocity - Annunciation* International Water Policy Course Team Taught by TAMU Faculty & University of Guanajuato Faculty Registered and Enrolled Students for Credit Hybrid Bookend Week together, Online & Podcast & Simulcast Modules Broadcast by Public Broadcast (KAMU) Professionals in Mexico and 4 States, participating in CEU courses Conferencing on proposed and evolving legislation both sides of border as happens Faculty update curricula continuously
30 Online Learning & Engagement? - Accessibility - Authenticity - Reciprocity - Annunciation* RN to MSN, RN To BSN MS Process Safety Engineering Graduate Teacher Education Individuals Enhancing Credentials High Need Fields for State, Region, Country and World Economically & Socially Registered & Enrolled Students For Credit Online Modules for CEU, Professional Development, Training, Re-Tooling at different levels of mastery Professional Conversation in each about fields, challenges and community Curricula/Research/Impact continually informed and advanced
31 Engaged Teaching, Research & Service. Online & Beyond Hypothesis: - Expectations are not that different online or in person - Hybrid connections will provide greatest results - Technology will improve
32 Engaged Teaching, Research & Service. Online & Beyond Hypothesis: - Expectations are not that different online or in person - Hybrid connections will provide greatest results - Technology will improve - Partners, Students, People will increasingly seek out engaged learning no matter the delivery method
33 CEO Backgrounder: Online Learning as Engagement TABLE TALK 32 December 1, 2015
34 CEO Backgrounder: Online Learning as Engagement Vision 2020 Where will we be in 2020? 33 December 1, 2015
35 CEO Backgrounder: Online Learning as Engagement Following Brown s lead: three factors will provide a foundation for trajectory: Personalization Further adoption of online and hybrid learning models Analysis of everincreasing amounts of data 34 December 1, 2015
36 CEO Backgrounder: Online Learning as Engagement The learning ecosystem, is the place all these building blocks come together. Modularization, standardization, and a competency-focus will allow significant interaction within all learning opportunities creditbased, to professional and continuing education, to Extension programming. 35 December 1, 2015
37 Assembling the Building Blocks of Innovation Personalized Learning Adaptive Learning Competency-Based Education Open Educational Resources 36 December 1, 2015 Modular Course Development
38 CEO Backgrounder: Online Learning as Engagement Contact information: Jorge Atiles Dave King Valerie Paton Chad Wootton 37 December 1, 2015
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