March 24, 2017

Is there light at the end of the tunnel for Athabasca University?

Light at end of tunnel

Climenhaga, D. (2017) Athabasca U’s future seems brighter as Saskatchewan prof named to conduct sustainability review Albertapolitics.ca, January 19

Climenhaga, D. (2016) Alberta Government names five new members to Athabasca University Board of Governors,Albertapolitics.ca, October 

The good news

I’ve written several times before about the troubles at Athabasca University, which bills itself as Canada’s open university (for a full list of my posts on AU and its troubles, see the end of this post). Most of my posts have been bleak about AU’s future because the news coming out of Alberta about the university was so bad.

So I am very happy to be able at last to see light at the end of the tunnel. This is due to several events in the last six months:

  • the appointment of a new President with extensive experience in the management of Albertan post-secondary educational institutions (Neil Fassina, formerly provost and vice-president academic at the Northern Alberta Institute of Technology)
  • gradual renewal of the board with new appointments, and a targeted date (March 2018) for further new appointments to the board
  • the appointment of Dr. Ken Coates as ‘the independent third-party reviewer who will try to figure out how the perpetually broke AU can be made sustainable’.

In particular the changes to the Board and a new President were essential first steps to secure the future of the university. The NDP government, despite the financial crisis in Alberta due to low oil prices, seems to recognise that Athabasca University is funded per student at a much lower rate than the other universities, and will probably need more operational funding in the future. At the press conference to announce Professor Coates’ appointment, the Minister of Advanced Education stated that the government:

is committed to ensure adequate funds are in place to run the institution throughout Dr. Coates’s sustainability review. We’ve made sure the money is there to keep the lights on, people working and students learning.

This commitment is important as there are 30,000 students’ futures at stake.

So here is some gratuitous but well meaning advice for the Alberta government and Professor Coates from someone who cares a great deal about the future of the university, and knows a little bit about open and distance education.

Vision first

This is the most important, and actually the most difficult, challenge for Ken Coates and the government. What is the future role for AU in a world that has radically changed since its foundation almost 50 years ago? What added value can open and distance learning provide in the Alberta post-secondary education system? What needs can or does AU serve that are not being served by the other institutions? To answer those questions the university needs to look outward, not inward.

In earlier posts I have suggested what some of those roles could be:

  • widening access, particularly for lifelong learners, aboriginal students, and other potential learners denied access to the conventional post-secondary education
  • innovation in teaching: AU should be a world leader in the design of flexible, cost-effective online learning, a laboratory and test-bed for the rest of the Alberta post-secondary system
  • regional development and research: this is where it should focus its content and programs. Alberta is in the midst of dramatic changes to energy and resource development, climate change, and economic development. Find a niche here that has been left by the other universities and fill that.

However, it is really not for me to suggest a vision from AU. This needs to be created within and for Alberta. But the vision should drive everything else. To get buy-in and support for such a vision, an extensive process of consultation both internally and externally will be needed. This should have been done years ago so it needs to be done not only carefully but quickly.

In particular, all other decisions – about funding, labour contracts, course development – should be dependent on the vision, first and foremost. If there is general buy-in to the vision from all the stakeholder groups, these other thorny issues become much easier to deal with.

The teaching model

Athabasca University was a revolutionary 45 years ago when it introduced its teaching model of open access, continuous enrolment and independent, guided study based on quality printed materials. But that was the late 60s and early 70s. It’s 2017 now and the current teaching model is not only antiquated by modern standards, it is very costly and inflexible. Tightly linked to this is a generation of faculty and administrators who have known nothing else.

There has in fact been considerable internal expertise on the design of online and distance learning at AU, but this expertise has been constantly ignored in terms of actual decision-making about design models, or rather interesting designs have been pushed to the margins and haven’t affected the bulk of the teaching, particularly in the undergraduate programs.

This has to change. Slimmer, more flexible and above all less costly methods of course design and development are needed that take account of the rapid developments in new learning technologies since the 1970s.

I can’t see how this change in teaching models can happen without a major change in personnel, particularly in the academic and administrative areas, and without accompanying changes in labour agreements. AU’s location in the boondocks does not help in recruiting quality academic staff, although online learning means that faculty do not have to be physically located even in Alberta.  

Again, though, decide on appropriate teaching models, then develop labour agreements around this that are fair and reasonable. This will be helped if faculty and administrators buy into the new vision for teaching and learning. Those that don’t should leave. The students deserve better teaching than they are getting at the moment.

System synergy

AU’s role vis-a-vis the other post-secondary institutions in the province needs to be clarified, developed and agreed by not only the other institutions but also the government. In other words, a process such as Ontario’s strategic mandate agreements is needed.

Alberta though has a much smaller system than Ontario’s. It should be possible to get all the universities around a rather small coffee table. British Columbia back in the days of the Open Learning Agency had a Provost’s Council that worked out not only the relationship between OLA and the other universities, but agreed on joint program development, sharing of courses, and credit transfer for open and distance learning. Alberta needs something similar, some kind of forum that enables institutions to agree roles and functions in open and online learning. But again Athabasca needs to work out its vision and role first.

Funding

Although this has been the main focus in recent years to me it is the least of the problems. Even in a cash-strapped province such as Alberta’s, AUs funding is almost in the margin of error in the total provincial budget. But rightly the government doesn’t want to throw good money after bad.

The biggest need is a new approach to IT at the university. AU has had major problems with IT security, and IT management. Whatever vision for the university is decided, it needs to move away from a massive, centralised, local IT operation to more flexible, decentralised, cloud-based solutions. Again though the IT model needs to be driven by the vision for the university, not the other way round.

Will they get it right?

There is still a long way to go before Athabasca gets to the end of the tunnel, and there are several major factors that could still derail it. Indeed, let’s hope that the light isn’t another train that runs right over the university.

My biggest concern is that although the recent steps by the government are all in the right direction (new board, new president and an external review), where is the open and distance education expertise so urgently needed to guide Athabasca into the future? The government, the board, the CEO and even the external consultant have no experience in this field. In what other business other than open and distance education would this be acceptable?

It could be argued that the expertise lies within the institution. If so, over the last ten years there has been a lamentable inability to make good use of this expertise in the planning and management of the university. (See my previous posts below for evidence of this). Indeed, the top people in online and distance education field who were at AU have either retired, moved on or given up trying. Ken Coates needs to tap into this expertise and particularly their knowledge of the barriers that have stifled innovation in teaching and learning at AU.

Also when appointing a new board, the government should make sure that at least one board member is knowledgeable and experienced in open and distance education. Surely that’s not too much to ask?

So I wish Ken Coates the very best in his very challenging mission. But don’t call on me – I’m retired.

Further reading

I am surprised how much space I have devoted in this blog to the troubles at AU. Put them all together, though, and you get a pretty good picture of the challenges it has been facing:

Feb 25, 2013: What’s going on at Athabasca University? (about the firing of four senior staff)

Feb 27, 2013: Athabasca University’s President to stand down – but not soon

Jan 28, 2014: Is Athabasca University moving away from tutoring?

Jun 9, 2015: Athabasca University’s Troubles Grow (about a different sustainability report written by the previous interim President)

Jun 12, 2015: Advice to the Alberta Government on Athabasca University’s sustainability report 

Jun 14, 2015: Advice to students about Athabasca University

Jun 30, 2015: What can past history tell us about the ‘crisis’ at Athabasca University?

 

Webinar on choosing modes of delivery and the role of face-to-face teaching in an online world

Why get the bus to campus when you can study online?

Why get the bus to campus when you can study online?

On Tuesday I gave another in the Contact North series of webinars designed around my open, online textbook for faculty and instructors, Teaching in a Digital Age.

This focused on Chapter 9 of the book, but with a different twist from last year’s webinar on the same topic, this year’s webinar focused particularly on the move to blended learning, and the need to redefine the role of campus-based teaching when so much can now be done online.

You can download a recording of the webinar from here: https://contactnorth.webex.com/contactnorth/lsr.php?RCID=760bef531b9a8fcf59f5480dd57401ff. However, make sure you have the WebEx ARF player downloaded in order to play the recording – see the download instructions on the above web page if the ‘play’ button doesn’t load the recording.

Also note that the presentation doesn’t start until two minutes into the recording because the introduction was accidentally muted.

 

What the Conference Board of Canada thinks about online learning

conference-board-2

Grant, M. (2016) Learning in the Digital Age Ottawa: Conference Board of Canada

The Conference Board of Canada bills itself as ‘the foremost independent, evidence-based, not-for-profit applied research organization in Canada’. Its Board is made up mainly of representatives from major corporate or business organizations. So when it issues a report on e-learning in Canada, it is likely to be read across a broad swathe of corporate and governmental organizations not directly engaged in education, but with a major interest in the kinds of graduates being produced in Canada in a digital age. It is also something that Canadian university leaders are likely to pay attention to as well.

What the report is about

The introduction to the report states:

Information and communication technologies hold the potential to improve post-secondary learning by making learning more accessible and engaging. This report considers how and when e-learning may be used to improve post-secondary education in Canada.

Contents

Chapter 1: Introduction

E-learning is defined (‘online learning’ is considered as being more or less the same as e-learning), it is argued that the quality of teaching drops as face-to-face class sizes get larger, and e-learning can make learning less expensive and more accessible.

Chapter 2: the 5 Ws of e-learning:

The five Ws are the what, why, when, who, and where of e-learning in Canada. The main points of this chapter are as follows:

  • E-learning uses a range of information and communication technologies (ICTs) to deliver and manage learning.
  • The inherent differences between e-learning and traditional face-to-face classroom instruction relate to two factors: organization of time and space, and use of technology.
  • E-learning is becoming more popular because it appeals to learners, is cost-effective, and its quality is improving.
  • The North American e-learning market is mature in terms of e-learning adoption, but still developing in terms of the sophistication of e-learning offerings. Other markets around the world are rapidly adopting e-learning.

Chapter 3: Post-secondary e-learning in Canada

This provides a brief summary of current e-learning provision in Canadian universities and colleges. Almost the whole of the information in this chapter is based on secondary sources. It concludes:

Canada’s post-secondary institutions have been reluctant to offer e-learning as a degree option to full-time undergraduate students; perhaps because this would compete with residential learning programs.

This chapter also argues that investments in e-learning technologies such as LMSs are considerably under-utilized, that adoption is following the path of least resistance, and for the most part, e-learning is not being used as an alternative format for younger, full-time degree students because this would undermine institutions’ need to make use of existing classroom infrastructure.

Chapter 4: Advancing e-learning

This chapter particularly looks at the perceived barriers to e-learning:

There are a variety of institutional factors that must be addressed if e-learning is to be more widely adopted in the Canadian post-secondary system. These have to do with the way capital is funded at the institutions, institution management, and the way e-learning is designed and executed.

most of the people who make decisions about funding capacity favour building more physical classes. It matters little whether this is the most efficient and effective way to conduct post-secondary education….The economics of funding capacity help to explain why e-learning adoption is low. If capacity is funded in a different way, then the economics will change.

rational capacity planning and utilization should consider optimal pedagogy and learner preferences first, followed by investing in suitable learning capacity to accommodate the volume and type of learning. Then the pricing of learning should reflect its cost to deliver.

In this chapter it is argued that there is much poor quality e-learning in Canadian post-secondary institutions, but it provides three examples of effective e-learning design and execution (from York University, the University of Alberta, and Humber College).

Main report conclusions

  • E-learning holds the potential to profoundly change the way post-secondary education (PSE) is designed and delivered.
  • From a quality perspective, e-learning may be more engaging, less passive, and more customized to different learning styles than traditional lecture-based learning.
  • There are about 1.3 million enrolments in fully online university and college courses in Canada. E-learning accounts for between 10 and 15 per cent of PSE learning.
  • Greater adoption of e-learning will happen if institutional focus on traditional classroom delivery can be reduced; faculty are adequately supported when they teach online; and e-learning design, development, and delivery practices improve.

Report recommendations (summary)

‘Based on this report’s analysis, the following recommendations are made for consideration in the [Conference Board’s] Centre for Skills and Post-Secondary Education (SPSE) national strategy:

  1. Reduce economic barriers to e-learning adoption: Institutional administrators, governments, and benefactors need to work together to change the PSE approach to capacity planning. They need to consider how to use e-learning and blended learning to lower costs, improve accessibility, and increase quality.
  2. Tackle institutional constraints to e-learning: Faculty resistance will be broken down when more faculty members are supported in approaching their teaching responsibilities through blended and e-learning formats.
  3. Adopt excellent e-learning practices: Post-secondary institutions need to recognize e-learning instructional design as a unique discipline. They need to access these distinctive skills either through their own in-house teams or external providers. Forums need to be created for post-secondary stakeholders to share and adopt best practices in e-learning design and execution.

Comment

This is a curious report and I find it unusually difficult to comment on it. Most of the conclusions I would not disagree with, but the report has a peculiar feeling of being written by outsiders who haven’t really quite grasped what’s going on. What is going on is a slowly boiling and considerably variable revolution in higher education that is not easily measured or even captured in individual anecdotes or interviews.

The main weakness of the report is that it relies so heavily on secondary sources. It is really disappointing that the Conference Board did not do any original research to establish the state of e-learning in Canadian post-secondary education. By relying to large extent on a few selective interviews and a very limited range of previously published papers, the report suggests conclusions were arrived at early then evidence was looked for to support the conclusions. At no point does it provide any evidence to support statements such as ‘e-learning can make learning less expensive and more accessible.’ Yes, it can but we need evidence, and it would show (for instance see: Carey and Trick, 2013) that while relatively important gains in productivity can be made, there are also serious limitations to what can be done in this respect.

At the same time, it is an important report. It does make the excellent point that a great deal of investment in post-secondary education is driven by the need to maximize physical plant and that this seriously militates against the large investment needed in e-learning if it is to make a difference. Cutting ribbons on a new building is much more photogenic for politicians than enrolling another 1,000 students online.

However, when you look at the recommendations they are painfully obvious and in fact are being applied in many if not most Canadian post-secondary institutions, maybe too slowly or not aggressively enough but the report makes it clear why this is the case.

At the end of the day this report reads somewhat like the first draft of a masters’ dissertation on Canadian online learning. It does not provide the heft needed to bring about or rather accelerate the major changes I would agree that are needed in this area. In particular once again a major opportunity to provide some new, hard data on online learning, and particularly its potential for improving productivity, was missed.

Nevertheless I do hope that government policy makers, institutional leaders and corporations will pay attention to this report, because it does make clear that e-learning/online learning must be a critical component of a successful future for Canadian post-secondary education. We just need to invest more in it.

Reference

Carey, T., & Trick, D. (2013). How Online Learning Affects Productivity, Cost and Quality in Higher Education: An Environmental Scan and Review of the Literature. Toronto: Higher Education Quality Council of Ontario.

Who are the founding fathers of distance education?

Steve Wheeler's interview: click on the image to see the vieo

Steve Wheeler’s interview: click on the image to see the video

Steve Wheeler interviewed three old guys, Michael Moore, Sir John Daniel and myself, at the EDEN conference in Budapest this summer, and has posted the video under the title of ‘Learn from three founding fathers of distance education‘.

While it’s very gracious of Steve to lump me in with Sir John and Michael, who have certainly been major movers and shakers in distance education, I don’t think any of us would claim to be a founding father. Although we are all very old, distance education existed long before any of us got involved in it.

So let’s play a little game: who do you think are the fathers (or mothers) of distance education?

I’ll start off by supplying my list and I will be asking Sir John and Michael to add theirs.

1. Isaac Pitman

Pitman as a younger man

Pitman as a younger man

An authority no less than Wikipedia states:

The first distance education course in the modern sense was provided by Sir Isaac Pitman in the 1840s, who taught a system of shorthand by mailing texts transcribed into shorthand on postcards and receiving transcriptions from his students in return for correction. The element of student feedback was a crucial innovation of Pitman’s system. This scheme was made possible by the introduction of uniform postage rates across England in 1840.

In fact, Wikipedia has a pretty good description of the history of distance education, and my second choice is also highlighted in the same Wikipedia entry.

2. The University of London External Program

I am a proud alumnus of the University of London, having done my doctorate in educational administration at the University of London Institute of Education (recently merged with University College London).

Wikipedia states:

The University of London was the first university to offer distance learning degrees, establishing its External Programme in 1828….the External Programme was chartered by Queen Victoria in 1858, making the University of London the first university to offer distance learning degrees to students……This program is now known as the University of London International Programme and includes Postgraduate, Undergraduate and Diploma degrees created by colleges such as the London School of Economics, Royal Holloway and Goldsmiths.

Unfortunately I have no knowledge of the individuals who originally created the University of London External Programme back in 1828. It’s a worthy research project for anyone interested in the history of distance education.

I was once (mid-1960s) a correspondence tutor for students taking undergraduate psychology courses in the External Programme. In those days, the university would publish a curriculum (a list of topics) and provide a reading list. Students could sit an exam when they felt they were ready. Students paid tutors such as myself to help them with their studies. I would find old exam papers for the course, and set questions for individual students, and they would send me their answers and I would mark them. Many students were in British Commonwealth countries and it could take weeks after students sent in their essays before my feedback eventually got back to them. Not surprisingly, in those days completion rates in the programme were very low.

The programme today is completely different,using a combination of study materials and online learning resources designed to foster active learning. There are even university-approved local tutors in many countries around the world. The program has more than 50,000 students enrolled.

Note though that teaching and examining in the original External Programme were disaggregated (those teaching it were different from those examining it), contract tutors were separate from the main faculty were used, and students studied individually and took exams when ready. So many of the ‘new’ developments in distance education such as disaggregation, self-directed learning, and many of the elements of competency-based learning are in fact over 150 years old.

3. Chuck Wedemeyer

In the fall of 1969, I joined the first staff of the Open University, working in offices in an old Georgian building in Belgrave Square, central London. I knew nothing about distance education (I was hired as a researcher) and was advised to go to a talk being given by a slight, stooped American. His name was Chuck Wedemeyer and he was the first to develop a modern pedagogy that was unique to distance education. Here’s an extract from the Mildred and Charles A. Wedemeyer Award site. (I had the honour of sharing the award with Michael Moore in 1995.)

Charles Wedemeyer, W.H. Lighty Professor of Education at the University of Wisconsin-Madison is considered a father of modern distance education.

An enthusiastic instructor, in the early 1930’s Wedemeyer used the University of Wisconsin’s radio station to broadcast English lessons and expand access for those otherwise excluded from the education system. As a World War II naval instructor he created effective teaching methods for thousands of sailors deployed around the world.

As Director of the University of Wisconsin’s Correspondence Study Program (1954-1964) Wedemeyer and his graduate students initiated a number of research projects on learning theory and the sociology of independent learners. The work advanced a new discipline in the field of education by integrating adult, distance, open and independent learning with instructional systems design, and applications of instructional technology, organizational development, and evaluation.

In 1965, Wedemeyer predicted today’s e-Learning:

“…the extension student of the future will probably not ‘attend’ classes; rather, the opportunities and processes of learning will come to him. He will learn at home, at the office, on the job, in the factory, store, or salesroom, or on the farm.”

“…the teacher will reach students not only in his own state or region but nationally as well, since the media and methods employed by him in teaching will remove barriers of space and time in learning…”

Charles A. Wedemeyer, 1965/1966,
Brandenburg Memorial Essays

4. Harold Wilson and Jennie Lee

Harold Wilson was the Prime Minister of the United Kingdom from 1964 to 1970 and from 1974 to 1976. Jennie Lee was Minister for the Arts in Wilson’s 1964-1970 Labour government. Between them they were responsible for creating the U.K. Open University.

It may seem odd to credit politicians for the development of distance education, but the Open University was first and foremost a political idea based on opening up higher education to all (it was after all a Socialist government that created it). It was initially hotly opposed by the Conservative Party (one of its senior shadow ministers called it ‘blithering nonsense’), although when Mrs. Thatcher came to power in 1970, she was less hostile and eventually supported it (it fitted nicely with her self-made philosophy – she had taken a University of London External Degree programme).

Harold Wilson had the vision (originally a ‘University of the Air’) and Jennie Lee had the political smarts to drive through all the legislation and planning and ensured that it would be created as a quality university that would strive for the highest standards of teaching and research.

Jennie Lee at the Open University

Jennie Lee at the Open University

5. Sir Walter Perry

Left to right: Mary Wilson, Sam Crooks, Walter Perry, Harold Wilson: they are looking at the OU's course texts

Left to right: Mary Wilson, Sam Crooks, Walter Perry, Harold Wilson: they are looking at the OU’s course texts

I could have included Sir Walter with Harold Wilson and Jennie Lee, but as the founding Vice-Chancellor of the U.K. Open University Walter Perry more than anyone really created the U.K. Open University as it came to be recognised. He never wavered from the vision, and was adamant about establishing the highest possible academic standards for OU courses and programs, but he was also the ultimate pragmatist, able to get things done and make it work.

He had to negotiate with sometimes hostile governments and uncomprehending civil servants (one top bureaucrat questioned the OU’s first budget, asking where the cost of lecture halls was). Perry also had to establish a practical and mutually beneficial relationship with the BBC, and persuade the traditional universities not only to support the OU but also to collaborate with it (the OU made heavy use of contracted faculty from the regular institutions to create its courses).

He also had to work with an unwieldy Senate that included every faculty member and all the regional staff tutors and counsellors. (A visiting American university President said to him after a particularly frustrating Senate meeting: ‘Walt, you have the perfect university: no students.’ Perry replied: ‘ Aye, and it would be a bloody site better if there were no faculty, either.’)

Perry’s ultimate achievement was to get distance education recognised as a high standard, cost-effective, and academically valid way of teaching and learning.

Over to you

That’s my list. There are many others I could have included from the Christian St. Paul for his Epistles to the Corinthians, or J.C. Stobart, who first introduced educational radio broadcasting (accompanied by broadcast notes published with The Radio Times) at the BBC in 1924, or those who set up the University of South Africa in 1945.

Who would be on your list of founding fathers?

(Remember, the statement used by Steve Wheeler was ‘fathers of distance education’, not online learning. Should those who developed the first online courses and programs be considered separately?)

So please send in your nominations, with your rationale.

Welcome back and what you may have missed in online learning over the summer

Working in my study

Not a lot of work done this summer!

I hope you all had a great summer break and have come back fully charged for another always challenging year in teaching. I thought it might be helpful to pull together some of the developments in online learning that occurred over the summer that you may have missed. My list, of course, is very selective and personal.

Online learning for beginners

During the summer I developed a series of ten posts aimed at those considering teaching online, or brand new to online teaching:

This was in response to concerns that many instructors and faculty were not well briefed or aware of best practices and what we already know about effective (and more importantly, ineffective) approaches to online teaching.

The posts of course were linked to my online, open textbook, Teaching in a Digital Age. However, the book itself is likely to appeal to those who have already made a major commitment to teaching well online. The blog posts in contrast aim to address some common myths and misconceptions about online learning and online teaching, and in particular to help instructors make decisions about whether or not to do online learning in the first place, and if so, what they need to know to do it well. Think of it as a prep for the book itself.

This won’t be directly relevant to most readers of this blog, but please direct any instructors or faculty in your institution who are struggling to decide whether or not to teach online, or must undertake it but are fearful, to these posts, as well as the book itself.

Contact North will be repackaging these blog posts and re-issuing them this fall; watch this space for more details.

Upcoming conferences

The big conference announcement is that the next ICDE World Conference in Online Learning and Distance Education will be held in Toronto in October, 2017, and the lead organiser is Contact North. This global conference is one of the major events in the world of online and distance learning and it’s the first time since 1982 that it’s been held in Canada. Next year’s theme is guess what? Teaching in a Digital Age. Well, that’s a coincidence, isn’t it?

Another major conference coming up at the end of this year is the OEB conference in Berlin in December.

Registration is also now open for the EDEN Research Workshop in Oldenburg, Germany, in October this year.

AACE’s World Conference on eLearning takes place in Virginia, USA, in November this year.

And, if you hurry, you might just make the 4th E-Learning Innovations Conference and Expo in Nairobi, Kenya from September 12-16.

Reports and journals

These are reports that have been published (or which I found) over the summer. I have blogged about one or two of them but for the rest I’ve not had the time. (Well, the weather’s been glorious here in Vancouver this summer and golf called and was answered.)

Centre for Extended Learning (2016) How do we create useful online learning experiences? Waterloo ON: University of Waterloo.

This is an excellent guide to multimedia course design, combining Peter Morville’s user experience (UX) honeycomb and Richard Mayer’s theory and research on the use of multimedia for learning, to create a well-designed set of guidelines for online course design.

Daniel, J. (2016) Combatting Corruption and Enhancing Integrity: A Contemporary Challenge for the Quality and Integrity of Higher Education: Advisory Statement for Effective International Practice: Washington DC/Paris: CHEA/UNESCO.

No need to say more other than some of these corruptions will almost certainly be found in your institution. A great read and very disturbing.

Contact North (2016) Connecting the Dots: Technology-enabled Learning and Student Success Toronto ON: Nelson.

This is the result of a symposium organized by Nelson in Toronto earlier in the year  and looks particularly at three main issues in online learning:1. The notion of “program”; 2. The role of faculty; 3. The nature of student support services.

Garrett, R. and Lurie, H. (2016) Deconstructing CBE  Boston MA: Ellucian/Eduventures/ACE.

This is a report on a three-year study to help higher education leaders better understand competency-based education (CBE), including the diversity of institutional practices and paths forward.

Bacigalupo, M. et al (2016) The Entrepreneurship Competence Framework Brussels: European Commission JRC Science for Policy.

“The EntreComp Framework is made up of 3 competence areas: ‘Ideas and opportunities’, ‘Resources’ and ‘Into action’. Each area includes 5 competences, which, together, are the building blocks of entrepreneurship as a competence.” Something concrete at last on one of the key 21st century skills. Don’t ask me though whether I believe it – read it for yourself, if you can stand European Commission English.

IRRODL, Vol. 17, No. 4

From Rory McGreal’s editorial: ‘This one is packed with 19 articles and a book review. We begin with three articles from Africa on access, entrepreneurship, and openness. Then the focus changes to the teacher with a critique and a look at expectations and perceptions. Learning design issues are the focus of the next group of articles, including open design and guidelines. Investigations into factors affecting learning follow…. Finally, mobile learning issues are addressed in the last two articles.’ Something for everyone here.

Distance Education, Vol. 37, No.2  (journal) Special issue on building capacity for sustainable distance e-learning provision.

This is a specially commissioned set of papers around the theme of the last ICDE conference in South Africa. I found it difficult though to identify a consistent message between what are individually interesting papers.

I am well aware that there are many other ‘must-read’ reports that slipped by without my paying attention to them. Any further suggestions from readers will be welcome.

So the world didn’t stop while you were away. Enjoy your teaching this academic year.