Strategic Planning in ODeL Workshop A
Introduction Situate yourself in ODeL Place your sticker on the ODeL model which best describes the intructional mode in your own institution.
Workshop Activity 1: Envisioning 21st Century Higher Education In this exercise, you will conceptualize and represent a collective vision of what is education (Higher Ed and/or Voctech) in the 21st century. You have 30 minutes to discuss among yourselves and construct the visual representation of your vision. Each group will then present their construction of higher education in the 21st century.
Strategic Planning in ODeL Where are we now? Where do we want to be? How do we get there?
Strategic Planning Process
SWOT Analysis Strengths Weaknesses Opportunities Threats INTERNAL EXTERNAL
Internal Assessment Course Design Teaching & Learning Design of the Instructional Model Curriculum Development Instructional Design (including media selection) Implementation of the Instructional Model Faculty Development Instructional Support Services Assessment and Evaluation of Learning
Internal Assessment Student Support Organization & Management Sub-system Student Support Services (Academic, Administrative, and Technical Support for Students) Student Support Staff Development Strategic Planning Systems Development Financial and Administrative Management Quality Assurance
Internal Assessment Administration Resources Management support Leadership Organizational structure Administrative systems Policies (including incentive system) Sources of Funding/Revenues (Fees; Course materials, Face-to-face tutorial fees, etc.) Cost Classification Fixed capital costs (Land & Buildings, Equipment, course materials development, R&D) Fixed recurrent costs (General & academic administration; salaries, human resource development, maintenance and utilities) Variable Costs (Course materials production and Learning support)
Intenal Assessment Technology IT infra in institution Multimedia production equipment LMS
External Assessment Target learners Other educational institutions Partners and Linkages Profile (age, gender, location) Learning styles Financial capacity Access to technology Digital literacy Course offerings and their perceived quality Modes of delivery Fees Education Sector Professions Government Non-government Industry
External Assessment Regulatory system Technology Infrastructure Accreditation IT infra in target learners locations IT infra in institution s location
Visioning Thinking in concrete and specific terms about the role of ODeL/technology-mediated learning in the institution.
Operationalizing the Vision Translating this vision into a statement Formulating strategies Tasking and budgeting
Workshop Activity 2: Case Analysis Read the caselet To Go the Distance or Not? Answer the questions at the end of the case as a group. The case will be discussed in plenary.
Workshop Activity 3: Strategic Planning Matrix Using the matrix, identify the strengths, weaknesses, opportunities, and threats of your institutuion in relation to getting into ODeL Answer the questions. Discuss your answers with your seatmate.
To Go the Distance or Not? For this activity, you will be given the time to read the caselet To Go the Distance or Not? and reflect upon your answers to the discussion questions. We shall discuss this case as a plenary. * * * The Santa Ana State University was established in 1972. It currently offers undergraduate programs in education, liberal arts, commerce, and information technology. At present, it has around 6,000 students, mostly from the Ilocos Sur region. In the same city where the university operates, there are other two universities that also offer almost the same set of degree programs. The University used to have a strong Master of Arts in Education program. But lately, its enrollment has declined. Dr. Romeo Santos, the Dean of the College of Education, conducted a survey among its current and target students to ascertain the reasons for this. According to the survey participants, they find it difficult to combine work and studies due to their busy work schedule. Despite their interest in the program, most teachers find it difficult to attend night or Saturday classes. Dr. Santos explored ways by which he could address this issue. He thought that one way to address this is to offer a distance education option for the MAEd program. He thinks that this is one way by which he could recruit more students into the program. He then presented his plan to his colleagues at the College and most of them found merit in his proposal. However, some faculty members expressed some concerns. First, none of them had any experience in teaching or studying in the DE mode. Second, while they have a reliable internet connection on campus, they were not sure about their target students access to a stable internet connection. They were also unsure if the university has the capacity to run a learning management system (LMS). Dr. Santos believed that he could get the support of the university administration in providing training for his faculty members on teaching in the distance mode. He will use the recently approved Open and Distance Learning Act (RA 10650) as one of the bases for justifying their university s foray into distance education. As to the IT infrastructure, he thinks he can seek the assistance of the university s College of Information Technology. More than the IT requirement though, Dr. Santos feels that it s the preparedness of the faculty members that he needs to focus on. His faculty members have all graduate degrees in basic education and are aged between 25 and 54. The university has Level III accreditation in the field of education.
He set up a meeting with Dr. Johnny Garzon, the Dean of the College of Information Technology, to discuss about the requirements of the putting up and maintaining a Learning Management System (LMS). Dr. Garzon said that he has heard of the various LMS available but his team still needs to study these options. Dr. Garzon also informed him that Dr. Marina Caceres, the Dean of the College of Commerce, has also been mulling about the possibility of offering their Master of Business Administration program through flexible modes of delivery. Dr. Caceres, said that just like the MAEd students, MBA students are busy people. The university s MBA program has Level II accreditation. Given the situation he is facing, Dr. Santos requested a meeting with the University President, Dr. Juanita Sanchez. The University President, upon hearing the proposal, called all her deans to a strategic planning meeting. Questions: a. What opportunities and threats should the university consider as they contemplate on their plan to go into distance education? b. What are the university s strengths and weaknesses in relation to their plan to go into distance education? c. Given your answers to questions 1 and 2, what mode(s) of delivery should the university adopt in offering these masters programs? Justify. d. What are the challenges facing the university and how should it address them?
Strategic Planning Matrix I. SWOT Analysis Internal Assessment Internal factors Strengths Weaknesses Course Design & Development Teaching & Learning Student Support Organization & Management Resources Technology Others
External Assessment External factors Opportunities Threats Target learners Other educational institutions Partners and Linkages Regulatory system Technology Infrastructure Others II. Based on your SWOT analysis, answer the following: 1. Why should your institution go to ODL (or technology enhanced learning)? How does it support our mission? 2. Who would be your target learners? 3. What would be the focus of your ODL programs in terms of subject areas and program level (i.e., undergraduate, graduate)? What modes of delivery will you adopt for these programs? 4. What challenges do you anticipate? How do you propose to address them?