OMDE 606 Costs and Economics of Distance Education and E-Learning Journal
(note - this e-journal will continue to grow as I go back and edit and insert emails that I wrote to myself over the course of this class... I currently have added information/emails/diagrams from class module content that was important to me and that I used this semester in this class and the other class which I was enrolled). As of November 29, 2015).
Distance Education and the Economics of Education & E-learning
Pre-week 8/31/15-9/6/15
Module One - The expansion of education and the emergence of the economics of education (8/31/15-9/20/15)
Wednesday/16 September 2015 The debate has been an interesting start to an economics with those for and those against (basically the pros and cons) of the educational benefits to an individual or society. I had difficulty in being opposed to the education and paying the exorbitant tuition/fees for the privilege of attending higher education. I think part of my reservation for doing this post was because I had pushed my husband into pursuing not one but two graduate degrees to further his career goals. While we are both retired military (we are both older and in second careers) and I have a GI Bill plus employer tuition assistance, he only had tuition assistance to rely on. Couple that with the fact that the schools he attended both had higher tuition rates than what I experienced at UMUC, we knew he would have considerable college debt when he finished. While he had reservations, I never did. I just saw the experience improving his employment prospects and him gaining considerable knowledge plus truly enjoying his studies. I think the enjoyment was the selling point for me and that it was adding a great deal to his productivity at work which was already high. So how do you say 'No' to education when you gain that much from it? Does having student debt at almost $100K and you are later in life worth it? Following this debate, one could possibly say "No". Looking back at everything, I would say it was worth it all over again... We had already paid off our children's student debt while they were in school and for about two years after that, so the children started their careers/lives debt free. Funny thing is, I'm still pushing for him to apply to Syracuse for the PhD Exec Program. He'll go and it will be worth every penny just to see him accomplish it. He'll have his original student loans paid off in the next 6-8 years so I'm not worried. We'll pay off his and remember the things he and I have gained from his education so late in life.
Asgn 1/Essay Due date 09/20/15
Module One References
Wolf, A. (2002). Elixir or snake oil? Can education really deliver growth? In A. Wolf (Ed.), Does education matter? Myths about education and economic growth (pp. 13-55). London: Penguin books.
Schultz, T. W. (1961). Investment in Human Capital. American Economic Review, 51, 1-17. Hülsmann, T. (2011). Distance education: From access to accumulation, The Fourteenth Cambridge International Conference on Open: Distance and e-Learning Internationalization and Social Justice: the role of Open, Distance and E-learning. Cambridge, UK.
Brown, P., & Lauder, H. (2006). Globalization, knowledge and the myth of the magnet economy. In H. Lauder, Brown, P., Dillabough, J., Hasley, A. H. (Ed.), Education, globalization & social change. (pp. 317-330). Oxford: Oxford University Press.
Recommended readings
Friesen, N. (2009). The Myth of the knowledge economy In N. Friesen, Rethinking e-learning research: Foundation, methods and practices (pp. 182-188). New York: Peter Lang.
Note from Professor: This short section puts into perspective the believe that the structural shift towards service economies observed in some advanced economies increases the job opportunities for 'knowledge workers' or 'symbol analysts'.
Perraton, H. (2000). Introduction: golden goose and ugly duckling, Open and distance learning in the developing world (pp. 4-9). London: Routledge.
Pritchett, L. (1999, December). Where has all the education gone? World Bank.
Note from Professor: This again is a widely cited paper (e.g. In Wolf, 2002). It is published by the World Bank though it does not reflect World Bank mainstream thinking. It makes sense to read it parallel with Psacharopoulos.
Psacharopoulos, G. (1995, January 20). The profitability of investment in education: concepts and methods. Retrieved from http://www.c3l.uni -oldenburg.de/cde/econ/readings/psacharo.pdf
Note from Professor: One concept derived from HCT which became prominent in governments' policy & planning is the concept of rates of returns to educational investment (RORE). This reading also can be seen as a companion to Wolf (2002). As a critical comment on Psacharopoulos, I recommend Pritchett (1999) which is widely used in Wolf (2002).
Rumble, G. (2007). Social justice, economics and distance education. Open Learning: The Journal of Open and Distance Learning, 22(2), 167-176.
Note from Professor: Rumble is one of our visiting experts. His argument adds a further dimension in favor of education: as a necessary ingredient of a 'good life'. He combines a human capital view with a right to education view and infers that distance education is required to expand access to education.
Walker, I., Zhu, Y. (2003, March). Education, earnings and productivity: recent UK evidence. Labour Market Trends, 111(3).
Note from Professor: This reading is a companion to Wolf (2002).
Pre-week 8/31/15-9/6/15
Module One - The expansion of education and the emergence of the economics of education (8/31/15-9/20/15)
Wednesday/16 September 2015 The debate has been an interesting start to an economics with those for and those against (basically the pros and cons) of the educational benefits to an individual or society. I had difficulty in being opposed to the education and paying the exorbitant tuition/fees for the privilege of attending higher education. I think part of my reservation for doing this post was because I had pushed my husband into pursuing not one but two graduate degrees to further his career goals. While we are both retired military (we are both older and in second careers) and I have a GI Bill plus employer tuition assistance, he only had tuition assistance to rely on. Couple that with the fact that the schools he attended both had higher tuition rates than what I experienced at UMUC, we knew he would have considerable college debt when he finished. While he had reservations, I never did. I just saw the experience improving his employment prospects and him gaining considerable knowledge plus truly enjoying his studies. I think the enjoyment was the selling point for me and that it was adding a great deal to his productivity at work which was already high. So how do you say 'No' to education when you gain that much from it? Does having student debt at almost $100K and you are later in life worth it? Following this debate, one could possibly say "No". Looking back at everything, I would say it was worth it all over again... We had already paid off our children's student debt while they were in school and for about two years after that, so the children started their careers/lives debt free. Funny thing is, I'm still pushing for him to apply to Syracuse for the PhD Exec Program. He'll go and it will be worth every penny just to see him accomplish it. He'll have his original student loans paid off in the next 6-8 years so I'm not worried. We'll pay off his and remember the things he and I have gained from his education so late in life.
Asgn 1/Essay Due date 09/20/15
Module One References
Wolf, A. (2002). Elixir or snake oil? Can education really deliver growth? In A. Wolf (Ed.), Does education matter? Myths about education and economic growth (pp. 13-55). London: Penguin books.
Schultz, T. W. (1961). Investment in Human Capital. American Economic Review, 51, 1-17. Hülsmann, T. (2011). Distance education: From access to accumulation, The Fourteenth Cambridge International Conference on Open: Distance and e-Learning Internationalization and Social Justice: the role of Open, Distance and E-learning. Cambridge, UK.
Brown, P., & Lauder, H. (2006). Globalization, knowledge and the myth of the magnet economy. In H. Lauder, Brown, P., Dillabough, J., Hasley, A. H. (Ed.), Education, globalization & social change. (pp. 317-330). Oxford: Oxford University Press.
Recommended readings
Friesen, N. (2009). The Myth of the knowledge economy In N. Friesen, Rethinking e-learning research: Foundation, methods and practices (pp. 182-188). New York: Peter Lang.
Note from Professor: This short section puts into perspective the believe that the structural shift towards service economies observed in some advanced economies increases the job opportunities for 'knowledge workers' or 'symbol analysts'.
Perraton, H. (2000). Introduction: golden goose and ugly duckling, Open and distance learning in the developing world (pp. 4-9). London: Routledge.
Pritchett, L. (1999, December). Where has all the education gone? World Bank.
Note from Professor: This again is a widely cited paper (e.g. In Wolf, 2002). It is published by the World Bank though it does not reflect World Bank mainstream thinking. It makes sense to read it parallel with Psacharopoulos.
Psacharopoulos, G. (1995, January 20). The profitability of investment in education: concepts and methods. Retrieved from http://www.c3l.uni -oldenburg.de/cde/econ/readings/psacharo.pdf
Note from Professor: One concept derived from HCT which became prominent in governments' policy & planning is the concept of rates of returns to educational investment (RORE). This reading also can be seen as a companion to Wolf (2002). As a critical comment on Psacharopoulos, I recommend Pritchett (1999) which is widely used in Wolf (2002).
Rumble, G. (2007). Social justice, economics and distance education. Open Learning: The Journal of Open and Distance Learning, 22(2), 167-176.
Note from Professor: Rumble is one of our visiting experts. His argument adds a further dimension in favor of education: as a necessary ingredient of a 'good life'. He combines a human capital view with a right to education view and infers that distance education is required to expand access to education.
Walker, I., Zhu, Y. (2003, March). Education, earnings and productivity: recent UK evidence. Labour Market Trends, 111(3).
Note from Professor: This reading is a companion to Wolf (2002).
Module Two: The techniques of cost analysis (9/21/15-10/11/15)
Friday/2 October 2015. This was actually an area of class that I found myself in a comfort zone. Since I have a background in project management and business, I have worked with financial statements and accounting frequently. I was able to draw upon my experience from working with MS Excel for the project and did not worry. I know I have advanced skills working with MS Excel using multiple pages and can easily develop advanced graphics. I tried to draw upon some of the knowledge I had gained from both my advanced statistics and graphing course and my husband's text book from his Statistics for Predictive Analytics to keep the graphs at the simplest state to answer the question in a straight forward manner. The sync sessions were of great value! While I was comfortable working on the project by myself, just listening to the demonstration and the other students questions provided additional ideas to think of.
One of the important points of this module was my gaining a familiarization with both the terminology of education economics and how many of the different elements/factors are calculated. Not working in a training/education institution, my personal knowledge to draw upon is limited. For the most part I work with commercial training, educational institutions, and government training facilities. I only see the cost for commercial training and educational institutions as part of the tuition and fees. Having completed assignment two and the group project, I now have a much greater appreciation for the behind the scenes economics of education/training.
The activities were very helpful in walking the learner through completing the assignment and group project.
Asgn 2/Spreadsheet Due 10/11/15
Module Two References
Required readings
Rumble, G. (1997). The costs and economics of open and distance learning. London: Kogan Page.
For this module read chapters 1-9, i.e. Budgets (pp. 7-12), The classification of resources (pp. 13-20), A basic framework for analyzing revenue costs (pp. 21-31), Volume and its relationship with fixed and variable costs (32-41), The treatment of capital costs (42-50). Largely additional are the following chapters: Overheads (pp.51-64), Attribution of costs (pp. 65-73) The activity of costing (pp. 74-77)
Recommended readings
Hülsmann, T. (2004) Costing open and distance learning (WBT) In Hülsmann (2004) read for this module especially the following sections: "Drawing up a budget" and "Elements of cost-analysis"
Friday/2 October 2015. This was actually an area of class that I found myself in a comfort zone. Since I have a background in project management and business, I have worked with financial statements and accounting frequently. I was able to draw upon my experience from working with MS Excel for the project and did not worry. I know I have advanced skills working with MS Excel using multiple pages and can easily develop advanced graphics. I tried to draw upon some of the knowledge I had gained from both my advanced statistics and graphing course and my husband's text book from his Statistics for Predictive Analytics to keep the graphs at the simplest state to answer the question in a straight forward manner. The sync sessions were of great value! While I was comfortable working on the project by myself, just listening to the demonstration and the other students questions provided additional ideas to think of.
One of the important points of this module was my gaining a familiarization with both the terminology of education economics and how many of the different elements/factors are calculated. Not working in a training/education institution, my personal knowledge to draw upon is limited. For the most part I work with commercial training, educational institutions, and government training facilities. I only see the cost for commercial training and educational institutions as part of the tuition and fees. Having completed assignment two and the group project, I now have a much greater appreciation for the behind the scenes economics of education/training.
The activities were very helpful in walking the learner through completing the assignment and group project.
Asgn 2/Spreadsheet Due 10/11/15
Module Two References
Required readings
Rumble, G. (1997). The costs and economics of open and distance learning. London: Kogan Page.
For this module read chapters 1-9, i.e. Budgets (pp. 7-12), The classification of resources (pp. 13-20), A basic framework for analyzing revenue costs (pp. 21-31), Volume and its relationship with fixed and variable costs (32-41), The treatment of capital costs (42-50). Largely additional are the following chapters: Overheads (pp.51-64), Attribution of costs (pp. 65-73) The activity of costing (pp. 74-77)
Recommended readings
Hülsmann, T. (2004) Costing open and distance learning (WBT) In Hülsmann (2004) read for this module especially the following sections: "Drawing up a budget" and "Elements of cost-analysis"
Module Three: The cost-effectiveness of distance education institutions (10/12/15-10/25/15)
Tuesday/20 October 2015. Efficiency versus effectiveness is very much what you do determines the value of the achievement in the end. This is one of those debates I hear in the meetings where risk management is discussed at my current job... Everyone wants to apply these concepts but they end up intertwining them so much they lose focus on what they meant.
efficiency (Google)
ef·fi·cien·cy
əˈfiSHənsē/
noun
ef·fec·tive·ness
iˈfektivnəs/
noun
In this module I truly enjoyed the case studies. I had learned about each of the different Open Universities in other MDE courses, so discussing further information about each and reading the discussions of class were very interesting. I know that I learned quite a bit more about not only the background and current events of each, as well as other detailed information of the operations of each - the British Open University (OUUK), the Chinese Open University (COU), the Indira Gandhi Open University (IGNOU), and the University of South Africa (UNISA).
Baker, B. (2011, November 20. The wrong thinking about measuring costs and efficiency in higher education (and how to fix it!) School Finance 101 Blog. Retrieved from http://nepc.colorado.edu/blog/wrong-thinking-about-measuring-costs-and-efficiency-higher-education-and-how-fix-it
Last paragraph of Baker article.
Getting higher education cost and efficiency measures right is critically important for informing the policy debate and for informing institutional practices.
Getting these measures right means the difference between incentivizing non-productive course credit and financial debt accumulation versus incentivizing
timely degree completion. When one group of students completes their degrees in a timely fashion, institutions have more resources available for the next
wave. Finally, getting these measures right means the difference between a) having each and every faculty member in public institutions of higher education
operate autonomously and inefficiently out of self-interest, often to the disadvantage of their students, or b) having faculty working collectively with colleagues
and their institutions to improve degree production for the benefit of students, and the broader economy.
Mod 3 Unit 5 IGNOU
Below the references.
Garrison, G. R., & Anderson, T. D. (1999). Avoiding the industrialization of research universities: Big and Little Distance Education. American Journal of Distance Education, 13(2), 48-63. Retrieved from http://www.tandfonline.com/loi/hajd20
Garrison, R. (2000). Theoretical Challenges for Distance Education in the 21st Century: A Shift from Structural to Transactional Issues. International Review of Research in Open and Distance Learning, 1(1). Retrieved from file:///C:/Users/ADMIN/Downloads/2-67-2-PB.pdf
Anderson, T. (2003). Getting the Mix Right Again: An updated and theoretical rationale for interaction. International Review of Research in Open and Distance Learning, 4(2). Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/149/708
Garrison, R. (2009). Implications of Online Learning for the Conceptual Development and Practice of Distance Education.International Journal of E-Learning and Distance Education / Revue Internationale de l'apprentisage en ligne e de l'engseignement à distance,, 2(23), 93 - 104. Retrieved from http://www.ijede.ca/index.php/jde/article/view/471/889
Anderson, T. (2009). A Rose by Any Other Name: Still Distance Education—A Response to D.R. Garrison: Implications of Online and Blended Learning for the Conceptual Development and Practice of Distance Education. The Journal of Distance Education / Revue de l'Éducation à Distance, 23(3). Retrieved from http://www.jofde.ca/index.php/jde/article/view/653/981
Bernard, R. M., Abrami, P. C., Borokhovski, E., Wade, C. A., Tamim, R. M., Surkes, M. A., & Bethel, E. C. (2009). A Meta-Analaysis of Three Types of Interaction Treatments in Distance Education. Review of Educational Research,(79), 1243-1288. doi:10.3102/0034654309333844
Daniel, J., Kanwar, A., & Uvalic-Trumbic, S. (2009). Breaking Higher Education's Iron Triangle: Access, Cost, and Quality. Change: The Magazine of Higher Learning, 41(2), 30-35. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ832763&site=ehost-live&scope=site
Miyazoe, T., & Anderson, T. (2010). The Interaction Equivalency Theorem. Journal of Interactive Online Learning, 9(2). Retrieved from www.ncolr.org/jiol
Anderson, T., & McGreal, R. (2012). Disruptive Pedagogies and Technologies in Universities. Journal of Educational Technology & Society, 15(4), 380-389. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=83234641&site=ehost-live&scope=site
Miyazoe, T., & Anderson, T. (2012). Interaction Equivalency Theorem: The 64-Interaction Design Model and Its Significance to Online Teaching. Paper presented at the AAOU 2012, Makuhari, Japan. http://equivalencytheorem.info/et/wp-content/uploads/2011/08/The-EQuiv-and-64-Interaction-Design_20121018.pdf
Mod 3 Unit 8 Textbook
References:
-- ****Inglis, A. (2008). Costs and quality of online learning. In W. J. Bramble, Panda, S. (Ed.), Economics of distance and online learning (pp. 132-161). London: Kogan Page.
-- Rumble, G. (2004). The effect of employment practices on the costs of flexible and distance learning (1994). In G. Rumble (Ed.), Papers and debates on the costs and economics of distance education and online learning (pp. 53-66). Oldenburg: Bibliotheks- und Informationssystem der Carl von Ossietzky Universität Oldenburg.
-- Rumble, G. (2004). The competitive vulnerability of distance teaching universities: an addendum to the debate. In G. Rumble (Ed.), Papers and debates on the costs and economics of distance education and online learning (Vol. 7, pp. 107 - 117). Oldenburg: Bibliotheks- und Informationssystem der Carl von Ossietzky Universität Oldenburg.
-- ****Hülsmann, T. (2008). Peters, Holmberg, Moore - a personal configuration. Distances et Savoirs, 6(3), 455-479.
Mod 3 Unit 11 Vulnerability Debate
References:
-- Rumble, G. (2004). The competitive vulnerability of distance teaching Universities (1992). In G. Rumble (Ed.), Papers and debates on the costs and economics of distance education and online learning (Vol. 7, pp. 67-88). Oldenburg: bis.
-- Rumble, G. (2004). Competitive vulnerability: an addentum to the debate (1998). In G. Rumble (Ed.), Papers and debates on the costs and economics of distance education and online learning (Vol. 7, pp. 107-117). Oldenburg: bis.
-- Rumble, G. (2004). The costs of providing student support services (2001). In G. Rumble (Ed.), Papers and debates on the costs and economics of distance education and online learning (Vol. 7, pp. 163-174). Oldenburg: Bibliotheks- und Informationssystem der Carl von Ossietzky Universität Oldenburg.
-- Curran, C. (2008). Online learning and the university. In W. J. Bramble, Panda, S (Ed.), Economics of distance and online learning (pp. 26-51). London: Kogan Page.
-- Hülsmann, T. (2004). The two-pronged attack on learner support: costs and the centrifugal forces of convergence. In J. Brindley, Walti, C., Zawacki-Richter, O. (Ed.),Learner support in open, distance, and online learning environments (Vol. 9). Oldenburg: Bibliotheks- und Informationssystem der Universität Oldenburg.
Feedback on Learning Journal 10/19/15
Module Three References
Required readings (listed in recommended order of reading)
Rumble, G. (1997). The costs and economics of open and distance learning. London : Kogan Page. Chapters 13-14
Chapters 13-14 set out the concepts of effectiveness and efficiency. Do not get bogged down too much into the details. Important is to understand the parameters impacting on the cost-efficiency. Read with some attention the part on the OU (13.1) and the discussion on the pitfalls involved in making comparisons (13.2). The rest, especially the tables you may skim.
Hülsmann, T. (2008). From Baobab to Bonsai: Revisiting methodological issues in the costs and economics of distance education and distributed e-learning. In W. J. Bramble, Panda, S. (Ed .), Economics of distance and online learning (pp. 233-269). London : Kogan Page.
The chapter should be readable for you after having studied the module on cost-analysis. It summarizes the findings and the issues involved in comparisons. Reading it parallel to the respective Rumble chapters may be a good idea.
Guri-Rosenblit, S. (2009). Diverse Models of Distance Teaching Universities. In G. B. P. Rogers, J. Boettcher, C. Howard, L. Justice, & K. Schenk (Ed.), Encyclopedia of Distance Learning (Vol. II, pp. 727-733). Hershey, PA.: Information Science Reference.
The chapter is an up to date summary of the different types of distance teaching institutions.
Guri-Rosenblit, S. (2008). Challenges Facing Distance Education in the 21st Century: Implications for setting the research agenda. Paper presented at the 5th EDEN Research Workshop, Paris. This is, for a change, a video.
Recommended readings
CCRTVU. (No date). China Central Radio & TV University (CCRTVU) -People's Republic of China. CCRTVU. Retrieved, 2007, from the World Wide Web: http://www.ilo.org/public/english/employment/skills/hrdr/init/chn_2.htm
Curran, C. (2008). Online learning and the university. In W. J. Bramble, Panda, S (Ed.), Economics of distance and online learning (pp. 26-51). London: Kogan Page.
Guri-Rosenblit, S. (2009). Distance Education in the Digital Age: Common Misconceptions and Challenging Tasks.
Journal of distance Education, Revue de l'éducation à distance, 23(2), 105-122.
Hülsmann, T., Li, Y., Porto, S. (2008 June, 29 -July, 2). A window to Chinese and American Approaches to DE: An institutional approach, 4th Annual United States - China Forum on Distance Education: Mega trends and innovation in distance education for sustainable growth: Pedgogy, technology, services, and partnerships (pp. 356-366). UMUC Marriott Inn and Conference Center, Adelphi UMUC.
Inglis, A. (2008). Costs and quality of online learning. In W. J. Bramble, Panda, S. (Ed.), Economics of distance and online learning (pp. 132-161). London: Kogan Page.
Panda, S. (2005). Higher education at a distance and national development: Reflection on the Indian experience. Distance Education, 26(2), 205-225.
Rumble, G., Latchem, C. (2004). Organizational models for distance and open learning. In H. Perraton, H. Lentell (Ed.), Policy for open and distance learning. London: RoutledgeFalmer.
Tuesday/20 October 2015. Efficiency versus effectiveness is very much what you do determines the value of the achievement in the end. This is one of those debates I hear in the meetings where risk management is discussed at my current job... Everyone wants to apply these concepts but they end up intertwining them so much they lose focus on what they meant.
efficiency (Google)
ef·fi·cien·cy
əˈfiSHənsē/
noun
- the state or quality of being efficient.
"greater energy efficiency"
synonyms:organization, order, orderliness, regulation, coherence; More- an action designed to achieve this.
plural noun: efficiencies
"to increase efficiencies and improve earnings" - technical
the ratio of the useful work performed by a machine or in a process to the total energy expended or heat taken in.
- an action designed to achieve this.
ef·fec·tive·ness
iˈfektivnəs/
noun
- the degree to which something is successful in producing a desired result; success.
"the effectiveness of the treatment"
synonyms:success, productiveness, potency, power;
benefit, advantage, value,virtue, usefulness;
formalefficacy
"we were impressed by the effectiveness of the nontoxic pesticide"
In this module I truly enjoyed the case studies. I had learned about each of the different Open Universities in other MDE courses, so discussing further information about each and reading the discussions of class were very interesting. I know that I learned quite a bit more about not only the background and current events of each, as well as other detailed information of the operations of each - the British Open University (OUUK), the Chinese Open University (COU), the Indira Gandhi Open University (IGNOU), and the University of South Africa (UNISA).
Baker, B. (2011, November 20. The wrong thinking about measuring costs and efficiency in higher education (and how to fix it!) School Finance 101 Blog. Retrieved from http://nepc.colorado.edu/blog/wrong-thinking-about-measuring-costs-and-efficiency-higher-education-and-how-fix-it
Last paragraph of Baker article.
Getting higher education cost and efficiency measures right is critically important for informing the policy debate and for informing institutional practices.
Getting these measures right means the difference between incentivizing non-productive course credit and financial debt accumulation versus incentivizing
timely degree completion. When one group of students completes their degrees in a timely fashion, institutions have more resources available for the next
wave. Finally, getting these measures right means the difference between a) having each and every faculty member in public institutions of higher education
operate autonomously and inefficiently out of self-interest, often to the disadvantage of their students, or b) having faculty working collectively with colleagues
and their institutions to improve degree production for the benefit of students, and the broader economy.
Mod 3 Unit 5 IGNOU
Below the references.
Garrison, G. R., & Anderson, T. D. (1999). Avoiding the industrialization of research universities: Big and Little Distance Education. American Journal of Distance Education, 13(2), 48-63. Retrieved from http://www.tandfonline.com/loi/hajd20
Garrison, R. (2000). Theoretical Challenges for Distance Education in the 21st Century: A Shift from Structural to Transactional Issues. International Review of Research in Open and Distance Learning, 1(1). Retrieved from file:///C:/Users/ADMIN/Downloads/2-67-2-PB.pdf
Anderson, T. (2003). Getting the Mix Right Again: An updated and theoretical rationale for interaction. International Review of Research in Open and Distance Learning, 4(2). Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/149/708
Garrison, R. (2009). Implications of Online Learning for the Conceptual Development and Practice of Distance Education.International Journal of E-Learning and Distance Education / Revue Internationale de l'apprentisage en ligne e de l'engseignement à distance,, 2(23), 93 - 104. Retrieved from http://www.ijede.ca/index.php/jde/article/view/471/889
Anderson, T. (2009). A Rose by Any Other Name: Still Distance Education—A Response to D.R. Garrison: Implications of Online and Blended Learning for the Conceptual Development and Practice of Distance Education. The Journal of Distance Education / Revue de l'Éducation à Distance, 23(3). Retrieved from http://www.jofde.ca/index.php/jde/article/view/653/981
Bernard, R. M., Abrami, P. C., Borokhovski, E., Wade, C. A., Tamim, R. M., Surkes, M. A., & Bethel, E. C. (2009). A Meta-Analaysis of Three Types of Interaction Treatments in Distance Education. Review of Educational Research,(79), 1243-1288. doi:10.3102/0034654309333844
Daniel, J., Kanwar, A., & Uvalic-Trumbic, S. (2009). Breaking Higher Education's Iron Triangle: Access, Cost, and Quality. Change: The Magazine of Higher Learning, 41(2), 30-35. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ832763&site=ehost-live&scope=site
Miyazoe, T., & Anderson, T. (2010). The Interaction Equivalency Theorem. Journal of Interactive Online Learning, 9(2). Retrieved from www.ncolr.org/jiol
Anderson, T., & McGreal, R. (2012). Disruptive Pedagogies and Technologies in Universities. Journal of Educational Technology & Society, 15(4), 380-389. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=83234641&site=ehost-live&scope=site
Miyazoe, T., & Anderson, T. (2012). Interaction Equivalency Theorem: The 64-Interaction Design Model and Its Significance to Online Teaching. Paper presented at the AAOU 2012, Makuhari, Japan. http://equivalencytheorem.info/et/wp-content/uploads/2011/08/The-EQuiv-and-64-Interaction-Design_20121018.pdf
Mod 3 Unit 8 Textbook
References:
-- ****Inglis, A. (2008). Costs and quality of online learning. In W. J. Bramble, Panda, S. (Ed.), Economics of distance and online learning (pp. 132-161). London: Kogan Page.
-- Rumble, G. (2004). The effect of employment practices on the costs of flexible and distance learning (1994). In G. Rumble (Ed.), Papers and debates on the costs and economics of distance education and online learning (pp. 53-66). Oldenburg: Bibliotheks- und Informationssystem der Carl von Ossietzky Universität Oldenburg.
-- Rumble, G. (2004). The competitive vulnerability of distance teaching universities: an addendum to the debate. In G. Rumble (Ed.), Papers and debates on the costs and economics of distance education and online learning (Vol. 7, pp. 107 - 117). Oldenburg: Bibliotheks- und Informationssystem der Carl von Ossietzky Universität Oldenburg.
-- ****Hülsmann, T. (2008). Peters, Holmberg, Moore - a personal configuration. Distances et Savoirs, 6(3), 455-479.
Mod 3 Unit 11 Vulnerability Debate
References:
-- Rumble, G. (2004). The competitive vulnerability of distance teaching Universities (1992). In G. Rumble (Ed.), Papers and debates on the costs and economics of distance education and online learning (Vol. 7, pp. 67-88). Oldenburg: bis.
-- Rumble, G. (2004). Competitive vulnerability: an addentum to the debate (1998). In G. Rumble (Ed.), Papers and debates on the costs and economics of distance education and online learning (Vol. 7, pp. 107-117). Oldenburg: bis.
-- Rumble, G. (2004). The costs of providing student support services (2001). In G. Rumble (Ed.), Papers and debates on the costs and economics of distance education and online learning (Vol. 7, pp. 163-174). Oldenburg: Bibliotheks- und Informationssystem der Carl von Ossietzky Universität Oldenburg.
-- Curran, C. (2008). Online learning and the university. In W. J. Bramble, Panda, S (Ed.), Economics of distance and online learning (pp. 26-51). London: Kogan Page.
-- Hülsmann, T. (2004). The two-pronged attack on learner support: costs and the centrifugal forces of convergence. In J. Brindley, Walti, C., Zawacki-Richter, O. (Ed.),Learner support in open, distance, and online learning environments (Vol. 9). Oldenburg: Bibliotheks- und Informationssystem der Universität Oldenburg.
Feedback on Learning Journal 10/19/15
Module Three References
Required readings (listed in recommended order of reading)
Rumble, G. (1997). The costs and economics of open and distance learning. London : Kogan Page. Chapters 13-14
Chapters 13-14 set out the concepts of effectiveness and efficiency. Do not get bogged down too much into the details. Important is to understand the parameters impacting on the cost-efficiency. Read with some attention the part on the OU (13.1) and the discussion on the pitfalls involved in making comparisons (13.2). The rest, especially the tables you may skim.
Hülsmann, T. (2008). From Baobab to Bonsai: Revisiting methodological issues in the costs and economics of distance education and distributed e-learning. In W. J. Bramble, Panda, S. (Ed .), Economics of distance and online learning (pp. 233-269). London : Kogan Page.
The chapter should be readable for you after having studied the module on cost-analysis. It summarizes the findings and the issues involved in comparisons. Reading it parallel to the respective Rumble chapters may be a good idea.
Guri-Rosenblit, S. (2009). Diverse Models of Distance Teaching Universities. In G. B. P. Rogers, J. Boettcher, C. Howard, L. Justice, & K. Schenk (Ed.), Encyclopedia of Distance Learning (Vol. II, pp. 727-733). Hershey, PA.: Information Science Reference.
The chapter is an up to date summary of the different types of distance teaching institutions.
Guri-Rosenblit, S. (2008). Challenges Facing Distance Education in the 21st Century: Implications for setting the research agenda. Paper presented at the 5th EDEN Research Workshop, Paris. This is, for a change, a video.
Recommended readings
CCRTVU. (No date). China Central Radio & TV University (CCRTVU) -People's Republic of China. CCRTVU. Retrieved, 2007, from the World Wide Web: http://www.ilo.org/public/english/employment/skills/hrdr/init/chn_2.htm
Curran, C. (2008). Online learning and the university. In W. J. Bramble, Panda, S (Ed.), Economics of distance and online learning (pp. 26-51). London: Kogan Page.
Guri-Rosenblit, S. (2009). Distance Education in the Digital Age: Common Misconceptions and Challenging Tasks.
Journal of distance Education, Revue de l'éducation à distance, 23(2), 105-122.
Hülsmann, T., Li, Y., Porto, S. (2008 June, 29 -July, 2). A window to Chinese and American Approaches to DE: An institutional approach, 4th Annual United States - China Forum on Distance Education: Mega trends and innovation in distance education for sustainable growth: Pedgogy, technology, services, and partnerships (pp. 356-366). UMUC Marriott Inn and Conference Center, Adelphi UMUC.
Inglis, A. (2008). Costs and quality of online learning. In W. J. Bramble, Panda, S. (Ed.), Economics of distance and online learning (pp. 132-161). London: Kogan Page.
Panda, S. (2005). Higher education at a distance and national development: Reflection on the Indian experience. Distance Education, 26(2), 205-225.
Rumble, G., Latchem, C. (2004). Organizational models for distance and open learning. In H. Perraton, H. Lentell (Ed.), Policy for open and distance learning. London: RoutledgeFalmer.
Module Four Costing educational technologies I: mass media (10/26/15-11/08/15)
Saturday/7 November 2015. This is a very interesting module that helps to put all the small pieces into the puzzle when trying to build a cost-structure for a learning environment. This is where Group 4 began to go through media choices to decide how we wanted to develop our group assignment. We actually went through several different variations with this information after we were assigned to the group.
student learning hour (SLH) = cost/SLH (medium)
Cost/SLH (print) then means the cost to provide reading for one hour of student learning.
Cost/SLH (TV) would refer to the cost of providing one hour of student learning in form of a TV-film.
- Interactive Computer Marked Assignments (ICMA)
Computer-generated test questions or exercises that can be assessed by the program, using concealed multiple choice questions or alpha-numeric or graphic input that can be interpreted in order to give the student feedback and an appropriate score. - Editing work includes checking the wording of interactive assignments which is a quick and rather straightforward task.
- Computer-based Tools (Ctools)
Commercially available packages such as spreadsheets, statistics packages, computer-aided design tools etc. - Editors are involved in the discussion about computer tools but not directly involved in their production.
- Computer-based Resources (CRes)
Electronic information resources e.g. encyclopedia, databases, library resources, image banks,etc. structured, indexed and searchable.
- Computer Assisted Learning (CAL)
Computer-based tutorials including Simulation/Modelling packages. - Editors are not generally involved in the production of this type of material except to provide the important role of critical reader/development tester.
- Multimedia CAL
Similar to CAL but with more presentational characteristics of multimedia. - Multimedia products vary considerably in their content and the amount of time required for study (SLH). The complexity of the content is not necessarily related to study time, and the mix of skills required to produce multimedia products varies with their content.
- Conferencing tutorial (CMC):
Simultaneous networked text-only tutorial, with tutor and students connected via data lines to exchange 'discussion' usually only capable of transmitting text, not voice or graphics.
Module Four References
Required readings(listed in recommended order of reading)
Bates, A. W. (2005).Technology, e-learning and distance education.London New York: Routledge.Chapters 1-10 is required. Ch. 3 elaborates the ACTIONS framework and chapters 4-6 explains the cost structure of mass media such as print, broadcasting media or personal media such as cassettes or CD-ROM.
Zane Berge, & Donaldson, C. (2008). Cost-benefit of online learning. In W. J. Bramble, Panda, S. (Ed.), Economics of distance and online learning (pp. 179-194). London: Kogan Page.
Rumble, G. (2004). The costs and costing of networked learning. In G. Rumble (Ed.), Papers and debates on the costs and economics of distance education and online learning (pp. 139-162). Oldenburg: Bibliotheks - und Informationssystem der Carl von Ossietzky Universität Oldenburg.
Rumble, G. (2004). E - Education: Whose Benefits, whose costs? [2001]. In G. Rumble (Ed.), Papers and debates on the costs and economics of distance education and online learning (Vol. 7, pp. 119-138). Oldenburg: Bibliotheks - und Informationssystem der Carl von Ossietzky Universität Oldenburg.
Recommended readings
Allen, I. E., Seaman, J. . (2008, April). Online Nation: Five Years of Growth in Online Learning: Western Edition. Sloan - C™. Retrieved http://www.sloan-c.org/publications/survey/pdf/online_nation_western.pdf
Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2009). Evaluation of evidence - based practices in Online Learning: A meta - analysis and review of Online Learning Studies U.S. Department of Education : Office of Planning, Evaluation, and Policy Development ; Policy and Program Studies Service Retrieved from http://www.ed.gov/rschstat/eval/tech/evidence - based - practices/finalreport.pdf
Paul J. Edelson, & Pittman, V. (2008). Historical perspectives on online learning in the United States. In W. J. Bramble, Panda, S. (Ed.), Economics of distance and online learning (pp. 72-106). London: Kogan Page.
William J. Bramble, & Smith, M. (2008). Funding of distance and online learning in the United States. In W. J. Bramble, Panda, S. (Ed.), Economics of distance and online learning. (pp. 88-106). London: Kogan Page.
Whalen, T., & Wright, D. (1999). Methodology for Cost-Benefit Analysis of Web-Based Tele-Learning:Case Study of the Bell. Online Institute American Journal of Distance Education, 13 No 1.
Rumble, G. (2004). Technology, distance education, and cost (1999). In G. Rumble (Ed.), Papers and debates on the costs and economics of distance education and online learning (Vol. 7, pp. 41-52). Oldenburg: Bibliotheks-und Informationssystem der Carl von Ossietzky Universität Oldenburg.
Saturday/7 November 2015. This is a very interesting module that helps to put all the small pieces into the puzzle when trying to build a cost-structure for a learning environment. This is where Group 4 began to go through media choices to decide how we wanted to develop our group assignment. We actually went through several different variations with this information after we were assigned to the group.
student learning hour (SLH) = cost/SLH (medium)
Cost/SLH (print) then means the cost to provide reading for one hour of student learning.
Cost/SLH (TV) would refer to the cost of providing one hour of student learning in form of a TV-film.
- Interactive Computer Marked Assignments (ICMA)
Computer-generated test questions or exercises that can be assessed by the program, using concealed multiple choice questions or alpha-numeric or graphic input that can be interpreted in order to give the student feedback and an appropriate score. - Editing work includes checking the wording of interactive assignments which is a quick and rather straightforward task.
- Computer-based Tools (Ctools)
Commercially available packages such as spreadsheets, statistics packages, computer-aided design tools etc. - Editors are involved in the discussion about computer tools but not directly involved in their production.
- Computer-based Resources (CRes)
Electronic information resources e.g. encyclopedia, databases, library resources, image banks,etc. structured, indexed and searchable.
- Computer Assisted Learning (CAL)
Computer-based tutorials including Simulation/Modelling packages. - Editors are not generally involved in the production of this type of material except to provide the important role of critical reader/development tester.
- Multimedia CAL
Similar to CAL but with more presentational characteristics of multimedia. - Multimedia products vary considerably in their content and the amount of time required for study (SLH). The complexity of the content is not necessarily related to study time, and the mix of skills required to produce multimedia products varies with their content.
- Conferencing tutorial (CMC):
Simultaneous networked text-only tutorial, with tutor and students connected via data lines to exchange 'discussion' usually only capable of transmitting text, not voice or graphics.
Module Four References
Required readings(listed in recommended order of reading)
Bates, A. W. (2005).Technology, e-learning and distance education.London New York: Routledge.Chapters 1-10 is required. Ch. 3 elaborates the ACTIONS framework and chapters 4-6 explains the cost structure of mass media such as print, broadcasting media or personal media such as cassettes or CD-ROM.
Zane Berge, & Donaldson, C. (2008). Cost-benefit of online learning. In W. J. Bramble, Panda, S. (Ed.), Economics of distance and online learning (pp. 179-194). London: Kogan Page.
Rumble, G. (2004). The costs and costing of networked learning. In G. Rumble (Ed.), Papers and debates on the costs and economics of distance education and online learning (pp. 139-162). Oldenburg: Bibliotheks - und Informationssystem der Carl von Ossietzky Universität Oldenburg.
Rumble, G. (2004). E - Education: Whose Benefits, whose costs? [2001]. In G. Rumble (Ed.), Papers and debates on the costs and economics of distance education and online learning (Vol. 7, pp. 119-138). Oldenburg: Bibliotheks - und Informationssystem der Carl von Ossietzky Universität Oldenburg.
Recommended readings
Allen, I. E., Seaman, J. . (2008, April). Online Nation: Five Years of Growth in Online Learning: Western Edition. Sloan - C™. Retrieved http://www.sloan-c.org/publications/survey/pdf/online_nation_western.pdf
Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2009). Evaluation of evidence - based practices in Online Learning: A meta - analysis and review of Online Learning Studies U.S. Department of Education : Office of Planning, Evaluation, and Policy Development ; Policy and Program Studies Service Retrieved from http://www.ed.gov/rschstat/eval/tech/evidence - based - practices/finalreport.pdf
Paul J. Edelson, & Pittman, V. (2008). Historical perspectives on online learning in the United States. In W. J. Bramble, Panda, S. (Ed.), Economics of distance and online learning (pp. 72-106). London: Kogan Page.
William J. Bramble, & Smith, M. (2008). Funding of distance and online learning in the United States. In W. J. Bramble, Panda, S. (Ed.), Economics of distance and online learning. (pp. 88-106). London: Kogan Page.
Whalen, T., & Wright, D. (1999). Methodology for Cost-Benefit Analysis of Web-Based Tele-Learning:Case Study of the Bell. Online Institute American Journal of Distance Education, 13 No 1.
Rumble, G. (2004). Technology, distance education, and cost (1999). In G. Rumble (Ed.), Papers and debates on the costs and economics of distance education and online learning (Vol. 7, pp. 41-52). Oldenburg: Bibliotheks-und Informationssystem der Carl von Ossietzky Universität Oldenburg.
Module FIve: Costing educational technologies II: E-learning (10/26/15-11/08/15)
Wednesday, 4 November 2015. This was another module that group four pulled many topics/concepts to include in the final group project. We did not cover enough of the details of this in our final report write-up. While it was not pointed out in our grade, it should have been provided in greater detail looking back.
- Different types of e-learning - Classifies the new digital technologies in two categories (called type-i or type-c, dependent if they rely on information processing or sustaining communication)
- CBTs and WBTs - One of them (type-i) can be linked to what Holmberg referred to as 'simulated interaction'; but the digitization allows new levels of 'simulated interaction' Holmberg wouldn't have dreamed of when he coined the term; though it tend to drive up fixed costs of development it is, in terms of cost-structure similar to the resource media of 1st and 2nd generation DE.
- Virtual seminars - The other class (type-c) is where the real innovation lies; for the first time in the history of distance education we have 'responsive interaction at a distance' (both of asynchronous and synchronous type); while this arguably repairs an old deficit of DE it also drives horses through the traditional cost-structure of DE.
- Videoconferencing - Video-conferencing is discussed as synchronous type-c application; it allows to mimic the f2f teaching style but trades not only scale economies (as it is also the case for the virtual seminar type application) but also flexibility so important to the distance learner.
- Comparing technologies - This main topic summaries the cost structure of all technologies including the old ones based on Bates (2005); it makes visually clear that type-c technologies sacrifice scale economies and therefore DE claims for cost-effectiveness.
- Digital convergence and the importance of scenarios - While media were traditionally separated in different formats with different distribution channels digital convergence allows to integrate all media; as a consequence the question of media selection is transformed in a question of determination of educational scenarios. Th main topic discusses media integration with respect to LMS (Learning management systems) and emphasizes the importance of determining learning scenarios as a basis for costing.
- Learning objects - Given that digital media, especially of type-c, lead to trade-offs with scale economies and hence efficiencies, distance education need to look for ways of recovering at least parts of the lost efficiencies; one of the options is the use of learning objects and the creation of shareable open content (OER Open educational resources).
- Business models of cooperation - Cooperation is a second way to capture synergies in order to recover lost efficiencies. The most recent identification of distance education as network system allows to link back to where the discussion started: Peters’ industrialization formula.
- Diana Laurillard is a researcher with a focus on educational technology with a keen interest on its cost implication. The main cost driver, according to Laurillard is academic time. She developed models to relate costs to academic time.
Mod 5 Unit 2
Computer-based resources
The simplest way to use a computer is to use it to provide access to resources by creating indexed and searchable databases for articles, pictures, etc. This requires considerable academic time as well as programming and general support input. According to one source academic input to create such resources to support one student learning hour has been rated at 19 hours or 2.37 academic person/days which amounts to US$ 711. Other production-related inputs are rated at 42 hours. Based on our benchmark rate for production-related inputs at US$ 180/day we get US$ 943. Taken all together this would amount to US$ 1 654. For the purpose of the spreadsheet activity we assume:
cost/SLH(computer resources) = US$ 1 600.
Computer- marked assignment (CMA)
There is a variety of options for using interactivity digital media. Automated marking of multiple choice questions is one of these options. To design assignments which can be graded automatically was reported by our source to have required 18 hours of academic and 23 hours of programming input. This amounts to US$ 675 (2.25 person/days x US$ 300) of academic costs and US$ 532 (2.9 x US$ 180) of programming costs. Taken all together this would amount to US$ 1 207. For the purpose of the spreadsheet activity we assume:
cost/SLH(CMA) = US$ 1 200.
Interactive computer-marked assignment (ICMA)
If programming is more sophisticated and includes generic questions with hints, feedback and scoring one often speaks of interactive computer-marked assignment (ICMA). Our source indicates 30 hours of academic and 37 hours of programming input. This amounts to academic costs of US$ 1 095 (3.65 person days) and production-related costs of US$ 832 (4.6 person days). Taken all together this would amount to US$ 1 926 For the purpose of the spreadsheet activity we assume:
cost/SLH(ICMA) = US$ 1 900.
Computer-assisted learning or computer-based training (CAL/ CBT)
Raising programming sophistication a further level we speak of computer-assisted learning or computer-based training. We refer to such interactive, adaptive, simulation/tutorials or teaching programs as CAL/CBT. As a benchmark value we found 73 hours of academic and 733 hours of programming and production-related inputs. Hence we have costs attributed to input of academic staff of 9.13 person/days or US$ 2 737 and costs attributed to production-related activities of slightly more than 90 staff days or US$ 1 6245. Taken all together this would amount to US$ 18 982. For the purpose of the spreadsheet activity we assume:
cost/SLH(CAL/CBT) = US$ 19 000.
Multi-media applications
The multi-media formats are the highest in the league table of computer applications. These combine the various interactive media, e.g. multi-media CAL and audio visual media. This leads to high inputs both in academic time and in production related work. We find benchmark figures of 230 hours of academic input and 807 hours of production related inputs. This means 28.75 staff days or US$ 8 625 of academic costs and 101 production related person/days costing US$ 18 202 in production related costs (programming and media design). Taken all together this would amount to US$ 18 982. For the purpose of the spreadsheet activity we assume:
cost/SLH(MM) = US$ 19 000.
Computer tools
To end with we will finally consider the use of simple computer tools like spreadsheets for calculation or statistical tools for data analysis. Given a benchmark figure of 17 hours academic time and 46 hours of production related time (including configuring the software for the task at hand) we estimate the respective costs as US$ 637 (2.13 academic days) and US$ 1 035 (5.75 production related days). Taken all together this would amount to US$ 1 673. For the purpose of the spreadsheet activity we assume:
cost/SLH(computer tools) = US$ 1 600.
All these different applications use computers as information processing devices and can be classified as i-type., i.e. they can be saved to a CD-ROM and sent to students for self-study. The replication and mailing costs are low. We assume US$ 2 per CD-ROM.
Important it is to note that i-type uses of the computer have the same cost-structure as traditional 'one way traffic' media (Holmberg, 1995, p.2). They allow economies of scale.
Mod 5 Unit 6
Reasons for cooperation (I used this for part of my justification in final consulting paper for EDTC 650)
Consortia, partnerships, strategic alliances etc. are formed by educational, training and corporate providers for a variety of reasons, but principally to:
-share costs or spread these over a larger number of students;
-share courses, resources and academic and commercial experience and expertise;
-attract funding opportunities (particularly in the European Union which makes inter-institutional collaboration a condition of funding);
-be fast to market or cope with major market demand by joint course development and optimizing complementary strengths, as shown by Open Learning Australia in its earlier years of operation
-capitalize on partners' knowledge of, and reputations in, local markets;
-accommodate other countries' governmental requirements for local institution involvement as a condition of entry;
-ensure adequate provision of local services such as marketing, counselling, admissions, registration, and examination invigilation;
-de-bundle learning materials, tutorial support and course assessment to provide expanded market opportunities;
-achieve a franchise arrangement.Source: Selected from Rumble & Latchem (2004, p.128)
Module Five References
Required readings (listed in recommended order of reading)
Bates, A. W. (2005). Technology, e-learning and distance education. London New York: Routledge. Chapters 7-10 are required.
Curran, C. (2008). Online learning and the university. In W. J. Bramble, Panda, S (Ed.), Economics of distance and online learning (pp. 26-51). London: KoganPage.
Rumble, G. (2004). The costs and costing of networked learning. In G. Rumble (Ed.), Papers and debates on the costs and economics of distance education and online learning (pp. 139-162). Oldenburg: Bibliotheks-und Informationssystem der Carl von Ossietzky Universität Oldenburg.
Rumble, G. (2004). E-Education: Whose Benefits, whose costs? [2001]. In G. Rumble (Ed.), Papers and debates on the costs and economics of distance education and online learning (Vol. 7, pp. 119-138). Oldenburg: Bibliotheks-und Informationssystem der Carl von Ossietzky Universität Oldenburg.
Recommended readings
Simpson, O. (2005, 20-23 June). E-learning and the future of distance education in the markets of the 21st century. In A. Szücs, Bo, I. (Ed.), Lifelong e-learning proceedings: Bringing e-learning close to lifelong learning and working life: a new period and uptake. Paper presented at the. Helsinki University of Technology/Finland.: EDEN 2005 Annual Conference.
Simpson, O. (2008). “R = AC + EId + (E + C).PaC + ExS” -a formula for retention?
Simpson, O. (2008). Do we need a new theory of learner support?
Simpson, O. (2006, June). Predicting student support in open and distance learning. Open Learning, 21(2), 125-138
Wednesday, 4 November 2015. This was another module that group four pulled many topics/concepts to include in the final group project. We did not cover enough of the details of this in our final report write-up. While it was not pointed out in our grade, it should have been provided in greater detail looking back.
- Different types of e-learning - Classifies the new digital technologies in two categories (called type-i or type-c, dependent if they rely on information processing or sustaining communication)
- CBTs and WBTs - One of them (type-i) can be linked to what Holmberg referred to as 'simulated interaction'; but the digitization allows new levels of 'simulated interaction' Holmberg wouldn't have dreamed of when he coined the term; though it tend to drive up fixed costs of development it is, in terms of cost-structure similar to the resource media of 1st and 2nd generation DE.
- Virtual seminars - The other class (type-c) is where the real innovation lies; for the first time in the history of distance education we have 'responsive interaction at a distance' (both of asynchronous and synchronous type); while this arguably repairs an old deficit of DE it also drives horses through the traditional cost-structure of DE.
- Videoconferencing - Video-conferencing is discussed as synchronous type-c application; it allows to mimic the f2f teaching style but trades not only scale economies (as it is also the case for the virtual seminar type application) but also flexibility so important to the distance learner.
- Comparing technologies - This main topic summaries the cost structure of all technologies including the old ones based on Bates (2005); it makes visually clear that type-c technologies sacrifice scale economies and therefore DE claims for cost-effectiveness.
- Digital convergence and the importance of scenarios - While media were traditionally separated in different formats with different distribution channels digital convergence allows to integrate all media; as a consequence the question of media selection is transformed in a question of determination of educational scenarios. Th main topic discusses media integration with respect to LMS (Learning management systems) and emphasizes the importance of determining learning scenarios as a basis for costing.
- Learning objects - Given that digital media, especially of type-c, lead to trade-offs with scale economies and hence efficiencies, distance education need to look for ways of recovering at least parts of the lost efficiencies; one of the options is the use of learning objects and the creation of shareable open content (OER Open educational resources).
- Business models of cooperation - Cooperation is a second way to capture synergies in order to recover lost efficiencies. The most recent identification of distance education as network system allows to link back to where the discussion started: Peters’ industrialization formula.
- Diana Laurillard is a researcher with a focus on educational technology with a keen interest on its cost implication. The main cost driver, according to Laurillard is academic time. She developed models to relate costs to academic time.
Mod 5 Unit 2
Computer-based resources
The simplest way to use a computer is to use it to provide access to resources by creating indexed and searchable databases for articles, pictures, etc. This requires considerable academic time as well as programming and general support input. According to one source academic input to create such resources to support one student learning hour has been rated at 19 hours or 2.37 academic person/days which amounts to US$ 711. Other production-related inputs are rated at 42 hours. Based on our benchmark rate for production-related inputs at US$ 180/day we get US$ 943. Taken all together this would amount to US$ 1 654. For the purpose of the spreadsheet activity we assume:
cost/SLH(computer resources) = US$ 1 600.
Computer- marked assignment (CMA)
There is a variety of options for using interactivity digital media. Automated marking of multiple choice questions is one of these options. To design assignments which can be graded automatically was reported by our source to have required 18 hours of academic and 23 hours of programming input. This amounts to US$ 675 (2.25 person/days x US$ 300) of academic costs and US$ 532 (2.9 x US$ 180) of programming costs. Taken all together this would amount to US$ 1 207. For the purpose of the spreadsheet activity we assume:
cost/SLH(CMA) = US$ 1 200.
Interactive computer-marked assignment (ICMA)
If programming is more sophisticated and includes generic questions with hints, feedback and scoring one often speaks of interactive computer-marked assignment (ICMA). Our source indicates 30 hours of academic and 37 hours of programming input. This amounts to academic costs of US$ 1 095 (3.65 person days) and production-related costs of US$ 832 (4.6 person days). Taken all together this would amount to US$ 1 926 For the purpose of the spreadsheet activity we assume:
cost/SLH(ICMA) = US$ 1 900.
Computer-assisted learning or computer-based training (CAL/ CBT)
Raising programming sophistication a further level we speak of computer-assisted learning or computer-based training. We refer to such interactive, adaptive, simulation/tutorials or teaching programs as CAL/CBT. As a benchmark value we found 73 hours of academic and 733 hours of programming and production-related inputs. Hence we have costs attributed to input of academic staff of 9.13 person/days or US$ 2 737 and costs attributed to production-related activities of slightly more than 90 staff days or US$ 1 6245. Taken all together this would amount to US$ 18 982. For the purpose of the spreadsheet activity we assume:
cost/SLH(CAL/CBT) = US$ 19 000.
Multi-media applications
The multi-media formats are the highest in the league table of computer applications. These combine the various interactive media, e.g. multi-media CAL and audio visual media. This leads to high inputs both in academic time and in production related work. We find benchmark figures of 230 hours of academic input and 807 hours of production related inputs. This means 28.75 staff days or US$ 8 625 of academic costs and 101 production related person/days costing US$ 18 202 in production related costs (programming and media design). Taken all together this would amount to US$ 18 982. For the purpose of the spreadsheet activity we assume:
cost/SLH(MM) = US$ 19 000.
Computer tools
To end with we will finally consider the use of simple computer tools like spreadsheets for calculation or statistical tools for data analysis. Given a benchmark figure of 17 hours academic time and 46 hours of production related time (including configuring the software for the task at hand) we estimate the respective costs as US$ 637 (2.13 academic days) and US$ 1 035 (5.75 production related days). Taken all together this would amount to US$ 1 673. For the purpose of the spreadsheet activity we assume:
cost/SLH(computer tools) = US$ 1 600.
All these different applications use computers as information processing devices and can be classified as i-type., i.e. they can be saved to a CD-ROM and sent to students for self-study. The replication and mailing costs are low. We assume US$ 2 per CD-ROM.
Important it is to note that i-type uses of the computer have the same cost-structure as traditional 'one way traffic' media (Holmberg, 1995, p.2). They allow economies of scale.
Mod 5 Unit 6
Reasons for cooperation (I used this for part of my justification in final consulting paper for EDTC 650)
Consortia, partnerships, strategic alliances etc. are formed by educational, training and corporate providers for a variety of reasons, but principally to:
-share costs or spread these over a larger number of students;
-share courses, resources and academic and commercial experience and expertise;
-attract funding opportunities (particularly in the European Union which makes inter-institutional collaboration a condition of funding);
-be fast to market or cope with major market demand by joint course development and optimizing complementary strengths, as shown by Open Learning Australia in its earlier years of operation
-capitalize on partners' knowledge of, and reputations in, local markets;
-accommodate other countries' governmental requirements for local institution involvement as a condition of entry;
-ensure adequate provision of local services such as marketing, counselling, admissions, registration, and examination invigilation;
-de-bundle learning materials, tutorial support and course assessment to provide expanded market opportunities;
-achieve a franchise arrangement.Source: Selected from Rumble & Latchem (2004, p.128)
Module Five References
Required readings (listed in recommended order of reading)
Bates, A. W. (2005). Technology, e-learning and distance education. London New York: Routledge. Chapters 7-10 are required.
Curran, C. (2008). Online learning and the university. In W. J. Bramble, Panda, S (Ed.), Economics of distance and online learning (pp. 26-51). London: KoganPage.
Rumble, G. (2004). The costs and costing of networked learning. In G. Rumble (Ed.), Papers and debates on the costs and economics of distance education and online learning (pp. 139-162). Oldenburg: Bibliotheks-und Informationssystem der Carl von Ossietzky Universität Oldenburg.
Rumble, G. (2004). E-Education: Whose Benefits, whose costs? [2001]. In G. Rumble (Ed.), Papers and debates on the costs and economics of distance education and online learning (Vol. 7, pp. 119-138). Oldenburg: Bibliotheks-und Informationssystem der Carl von Ossietzky Universität Oldenburg.
Recommended readings
Simpson, O. (2005, 20-23 June). E-learning and the future of distance education in the markets of the 21st century. In A. Szücs, Bo, I. (Ed.), Lifelong e-learning proceedings: Bringing e-learning close to lifelong learning and working life: a new period and uptake. Paper presented at the. Helsinki University of Technology/Finland.: EDEN 2005 Annual Conference.
Simpson, O. (2008). “R = AC + EId + (E + C).PaC + ExS” -a formula for retention?
Simpson, O. (2008). Do we need a new theory of learner support?
Simpson, O. (2006, June). Predicting student support in open and distance learning. Open Learning, 21(2), 125-138
Module Six: The economic case for student support (11/09/15-11/24/15)
Friday/20 November 2015. This was a great group project until the end. We had three members who worked on the project all through development of the spreadsheet and report. Two final members came in the last day and contributed a couple pages to the presentation so this became a frustration - giving credit with no participation beyond an hour per each individual. I normally really like group projects when they are 2-4 members but this became one that sours team members to the prospect. You can email/post all you want during the period but if they don't participate, then what do you do... We did exactly as the assignment said and put the extent of their participation on the report.
Topic brought up in discussion threads of class - Participation of Professor, TA, and WC - I thought their active participation was fabulous! They were responsive and provided valuable input, references, and ideas. It really gave an added dimension to the discussions and brought a deeper meaning to the class content for the learner!
Group WC Due 11/20/15
Group Asgn Due 11/22/15
Wrapping Up 11/23/15
Learning Journal Due 11/25/15 ****Close-out of Journal****
End of Class 11/29/15
Module Six References
Rumble, G. (1997). The costs and economics of open and distance learning. London: Kogan Page. Chapter 12.
Simpson, O. (2002). Supporting students in online, open and distance learning (2 ed.). London, New York: RoutledgeFalmer.
Simpson, O. (2003). Student retention in online, open and distance learning. London, Sterling, VA: Kogan Page.
Simpson, O. (2004). Retention and course choice in distance learning. In U. Bernath, Szücs, A. (Ed.), 3rd Eden Research workshop. Oldenburg: EDEN.
Simpson, O. (2005). E-learning, democracy, and social exclusion: Issues of access and retention in the United Kingdom. In A. A. Carr-Chellman (Ed.), Global perspectives on e-learning: Rhetoric and reality. Thousand Oaks, London, New Delhi: Sage.
Simpson, O. (2005, 20-23 June). E-learning and the future of distance education in the markets of the 21st century. In A. Szücs, Bo, I. (Ed.), Lifelong e-learning proceedings: Bringing e-learning close to lifelong learning and working life: a new period and uptake. Paper presented at the. Helsinki University of Technology/Finland.: EDEN 2005 Annual Conference.
Simpson, O. (2006, June). Predicting student support in open and distance learning. Open Learning, 21(2), 125-138.
Simpson, O. (2008). Cost-benefit of student retention policies and practices. In W. J. Bramble, Panda, S. (Ed.), Economics of distance and online learning: Theory. practice, and research (pp. 162-178). New York, London: Routledge, Taylor & Francis Group
Simpson, O. (2008, November). Motivating learners in open and distance learning: Do we need a new theory of learner support? Open Learning, 23(3), 159-170.
Friday/20 November 2015. This was a great group project until the end. We had three members who worked on the project all through development of the spreadsheet and report. Two final members came in the last day and contributed a couple pages to the presentation so this became a frustration - giving credit with no participation beyond an hour per each individual. I normally really like group projects when they are 2-4 members but this became one that sours team members to the prospect. You can email/post all you want during the period but if they don't participate, then what do you do... We did exactly as the assignment said and put the extent of their participation on the report.
Topic brought up in discussion threads of class - Participation of Professor, TA, and WC - I thought their active participation was fabulous! They were responsive and provided valuable input, references, and ideas. It really gave an added dimension to the discussions and brought a deeper meaning to the class content for the learner!
Group WC Due 11/20/15
Group Asgn Due 11/22/15
Wrapping Up 11/23/15
Learning Journal Due 11/25/15 ****Close-out of Journal****
End of Class 11/29/15
Module Six References
Rumble, G. (1997). The costs and economics of open and distance learning. London: Kogan Page. Chapter 12.
Simpson, O. (2002). Supporting students in online, open and distance learning (2 ed.). London, New York: RoutledgeFalmer.
Simpson, O. (2003). Student retention in online, open and distance learning. London, Sterling, VA: Kogan Page.
Simpson, O. (2004). Retention and course choice in distance learning. In U. Bernath, Szücs, A. (Ed.), 3rd Eden Research workshop. Oldenburg: EDEN.
Simpson, O. (2005). E-learning, democracy, and social exclusion: Issues of access and retention in the United Kingdom. In A. A. Carr-Chellman (Ed.), Global perspectives on e-learning: Rhetoric and reality. Thousand Oaks, London, New Delhi: Sage.
Simpson, O. (2005, 20-23 June). E-learning and the future of distance education in the markets of the 21st century. In A. Szücs, Bo, I. (Ed.), Lifelong e-learning proceedings: Bringing e-learning close to lifelong learning and working life: a new period and uptake. Paper presented at the. Helsinki University of Technology/Finland.: EDEN 2005 Annual Conference.
Simpson, O. (2006, June). Predicting student support in open and distance learning. Open Learning, 21(2), 125-138.
Simpson, O. (2008). Cost-benefit of student retention policies and practices. In W. J. Bramble, Panda, S. (Ed.), Economics of distance and online learning: Theory. practice, and research (pp. 162-178). New York, London: Routledge, Taylor & Francis Group
Simpson, O. (2008, November). Motivating learners in open and distance learning: Do we need a new theory of learner support? Open Learning, 23(3), 159-170.
Module Seven: The economic case for student support (11/09/15-11/24/15)
Monday, 23 November 2015. This was a very interesting module although I felt a little unfamiliar with several of the examples. While I know and use Wikipedia, Google, and YouTube, I only know of flickr, MySpace, and WikiLeaks. I haven't used them personally. The others, last.fm and Second Life, I am not familiar with at all. I believe a lot of my limited access to the social media sites is because of my job and not using it during the day. I have been in school the last six years or with my family and just haven't had the time to explore unless for school.
I will say the discussion on monitoring of cyber activity (participatory surveillance) was interesting. Like a few others in the class, I have always been in the military or a federal government (DOD) employee and understand the important of security within the homeland. Having seen some of the attacks in recent months adds to my resoluteness of being comfortable in letting those who can stop those type activities do their jobs. While we all have freedom to express our opinion(s) in social media about all subjects, we also must understand how public it is. That is one of the greatest virtues of social media... I find it a valuable tool when I am informed about new offerings in education or new books/articles/topics that are of interest.
Discussion topic on MOOCs that is in reference to data analytics and natural language processing - something I am interested in with regard to education. I think I will try to schedule a couple MOOCs in my school schedule early next year.
Class interest in MOOCs: http://us1.campaign-archive2.com/?u=d5e8b9866b8a89a545c675602&id=c1abdc4333&e=6e8fb32f84
Email from TA on MOOCs / Data for Research (potential future use) -
http://us1.campaign-archive2.com/?u=d5e8b9866b8a89a545c675602&id=c1abdc4333&e=6e8fb32f84
Group WC Due 11/20/15
Group Asgn Due 11/22/15
Wrapping Up 11/23/15
Learning Journal Due 11/25/15 ****Close-out of Journal****
End of Class 11/29/15
Monday, 23 November 2015. This was a very interesting module although I felt a little unfamiliar with several of the examples. While I know and use Wikipedia, Google, and YouTube, I only know of flickr, MySpace, and WikiLeaks. I haven't used them personally. The others, last.fm and Second Life, I am not familiar with at all. I believe a lot of my limited access to the social media sites is because of my job and not using it during the day. I have been in school the last six years or with my family and just haven't had the time to explore unless for school.
I will say the discussion on monitoring of cyber activity (participatory surveillance) was interesting. Like a few others in the class, I have always been in the military or a federal government (DOD) employee and understand the important of security within the homeland. Having seen some of the attacks in recent months adds to my resoluteness of being comfortable in letting those who can stop those type activities do their jobs. While we all have freedom to express our opinion(s) in social media about all subjects, we also must understand how public it is. That is one of the greatest virtues of social media... I find it a valuable tool when I am informed about new offerings in education or new books/articles/topics that are of interest.
Discussion topic on MOOCs that is in reference to data analytics and natural language processing - something I am interested in with regard to education. I think I will try to schedule a couple MOOCs in my school schedule early next year.
Class interest in MOOCs: http://us1.campaign-archive2.com/?u=d5e8b9866b8a89a545c675602&id=c1abdc4333&e=6e8fb32f84
Email from TA on MOOCs / Data for Research (potential future use) -
http://us1.campaign-archive2.com/?u=d5e8b9866b8a89a545c675602&id=c1abdc4333&e=6e8fb32f84
Group WC Due 11/20/15
Group Asgn Due 11/22/15
Wrapping Up 11/23/15
Learning Journal Due 11/25/15 ****Close-out of Journal****
End of Class 11/29/15