March 30, 2015

Conference: Distance teaching and learning, Wisconsin, 2015

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The Monona Terrace, Madison, Wisconsin

The Monona Terrace, Madison, Wisconsin

What: The University of Wisconsin Distance Teaching and Learning Conference

You will discover innovative ways to teach and support online learners. Learn best strategies, practices, and solutions. Connect with experts in online education and engage with e-learning colleagues from around the world.

When: August 11-13, 2015

Where: Monona Terrace, Madison, Wisconsin

Who: The conference is organized and sponsored by UW-Madison Continuing Studies’ Distance Education Professional Development (DEPD) team.

Keynote speakers

  • Marc Rosenberg
  • Mark Prensky
  • Sharon Derry and Susan Singer
  • Simone Conceçãio
  • Michael G. Moore

How:

  • Registration opens May 4
  • To register, click here

How much:

The conference fee will be US$495 for registration by July 31, $545 afterwards. reduced fee for students, groups

Online Fundamentals Conference Certificate

Designed for those new to online learning, this blended certificate entails pre- and post-conference work plus onsite conference activities. Get both the conference and certificate for only $850 ($1,200 value).

Comment

This has been the largest and longest running (30 years) distance education conference in the USA. It’s good to see Michael Moore is speaking. We worked together many years ago at the Open University in Britain and he has been a pioneer of distance education in the USA.

CNIE 2015 conference in Winnepeg

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The Red River, near the Forks, Winnipeg (my own photo)

The Red River, near the Forks, Winnipeg (my own photo)

What: The CAUCE-CNIE Conference: Beyond Diversity: Learning and Working in an Inclusive World

Conference Themes:

  • dialoguing on human rights
  • creating access to education
  • embracing inclusivity.

When: May 27-29, 2015

Where: Inn at the Forks, Winnipeg, Manitoba (Winnipeg = Muddy Water in Cree.)

Who: 

  • Canadian Association of University Continuing Education
  • Canadian Network for Innovation in Education
  • University of Manitoba

Keynote speakers

  • Ovide Mercredi
  • Stephen Murgatroyd

How: 

  • Closing date for Early Bird registration: March 31 (Tuesday) – so get cracking!
  • To register, click here

How much:

The conference fee will be $650 for registration by March 31, $700 afterwards. Conference fee includes all meals, Gala dinner and dance

Comment

This is the first time I believe that CAUCE and CNIE have organised a joint conference.

An interesting and topical theme, given recent events in Winnipeg, and for a long time across Canada, regarding violence against aboriginal women.

I would like to have attended but I will be on holiday in Europe at this time.

Adult learners, mobile phones and online learning

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The McArthur River Mine, Northern Saskatchewan

The McArthur River Mine, Northern Saskatchewan

Sometimes, distance education really is distant. Damian Boyle is a workplace instructor from Northlands College who works with itinerant workers at the remote McArthur River mine in Northern Saskatchewan. He has noticed a steep drop in the voluntary drop-in for adult education at the mine following recent local access to Wi-Fi and the Internet. He asked me a serious of questions I can’t answer. Here are his questions:

With regards to some aspects of m-learning by adults that are informal, unstructured, and perhaps accidental rather than purposeful: I work as a Workplace Educator for Northlands College, and provide learning services to about 1000 itinerant Workers at Cameco’s McArthur River Mine Site, in northern Saskatchewan. This is a fly-in site, with camp accommodations and no other community or services.  (Further details about my work are posted on EduNorth).

I am seeking ways to drive engagement by Workers with the Workplace Education Program. To that end I am here requesting your assistance for direction to resources, organizations, and individuals that may be able to provide some suggestions about how to best do this.

Since July of 2013 I have observed a steep decline in drop-in engagement with the Workplace Education Program on un-paid time (voluntary participation).  This decline in voluntary participation has been coincidental with the provision of cellular service and Wi-Fi internet access at the Site, plus the now ubiquitous (~95%) adoption of smartphones by workers.  Has your organization experienced similar trends?

1.    With regards to adult learners, what are the statistical trends for engagement with services for assistance with developing:  Literacy, Numeracy, Workplace Essential Skills, and Adult Basic Education?

2.    What percentage of those adult Learners seeking assistance with developing Literacy, Numeracy, Workplace Essential Skills, and Adult Basic Education, own or regularly use a Smartphone or Tablet?

Any direction, suggestions, recommendations, statistics, or thoughts that you could share with me about any of this would be most appreciated. Thanks very much for your assistance with this.

 I’m wondering if anyone can help, either by posting a comment to this post or sending Damian an e-mail at boyle.damian@northlandscollege.sk.ca.

 

Conference: mobile learning – all at sea!

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Splendour of the Seas

Splendour of the Seas

What: The mobile learning voyage: From small ripples to massive open waters

This event brings together some of the leading researchers and practitioners in the field of mLearning.  It also appeals to a wide range of audiences who are interested in enhancing learning with designing content and developing systems for mobile devices and wireless networks and all others with an interest in mobile and ambient learning. Benefits:

  • mLearn 2015 will provide researchers, academics, industry practitioners and commercial vendors all the benefits of participating in one of the premier international conferences and being exposed to the exciting and rapidly growing field of mobile and contextual learning.
  • mLearn offers unrivalled opportunities for networking with key academic and commercial contacts.
  •  mLearn is the only conference endorsed by the International Association for Mobile Learning (IAmLearn), a membership association which promotes excellence in research, development and application of mobile and contextual learning.

When: 17-24 October, 2015

Where: On a cruise ship (the Splendour of the Seas) departing from Venice, Italy

Who: The International Association for Mobile Learning (IAmLearn) (www.iamlearn.org) is the custodian of the mLearn conference series. The main institutions involved in organising the 2015 conference are:

  • North West University, South Africa
  • University of South Africa
  • MidRand Graduate Institute, South Africa

Other sponsors are being sought: click here if interested in being a sponsor

How: 

  • Closing date for the submission of abstracts  – 17 April 2015. To submit an abstract, click here 
  • Last date for early-bird registration – 1 July 2015. To register click here
  • Notification of acceptance – 9 May 2015
  • Full paper submission – 1 August 2015
  • Full paper and/or slide show for Technology Showcases – 1 September 2015

How much:

The conference fee will include:

  • accommodation
  • 3 Meals with all drinks included
  • Gala event
  • Access to Plenary and Parallel sessions
  • All taxes and port charges
  • All gratuities.

The fee itself is yet to be announced.

Comment

Whether you think this a boondoggle or a carefully crafted educational experience where networking and focus is guaranteed, it should be great fun – if you (or your institution) can afford it.

In a world of hackers….editing of my book is interrupted

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Books lots! 2

I’m struggling to complete the final edit on my online open textbook, Teaching in a Digital Age. All chapters are completed in first draft, but I am trying to shorten the book from its current 460 pages, by condensing a few chapters.

In the middle of the editing, however, I’ve been having technical problems logging into the admin area of the book’s web site due to a massive hacking attack on the site. This has not affected the public site, but it means I have only intermittent access to the admin site.

You may notice then over the next few days some odd discrepancies in the public site. For instance, there is no Chapter 3 at the moment as it’s being edited down and incorporated into Chapter 2. The numbering of the chapters and sections will be out of synch. But I can’t get into the site at the moment to make the necessary changes.

I hope to have this all sorted out by the weekend, and in any case 90% of the book is available in its final form, but in the meantime, I apologise and hope you will understand if some bits of the book look a little odd.

Yale University to offer an online master of medical science

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Yale University 2

Korn, M. (2015) Yale Will Offer Web-Based Master of Medical Science Degree Wall Street Journal, March 10

This for me is much more significant than the announcement of the first xMOOCs. It is a sign that even the elite Ivy League universities are recognising the validity of online learning for credit, even in the most demanding of subject areas, after ignoring or even denigrating online learning for many years.

However, before you all rush to sign up, note the sticker price: US$83,162 – the same cost as for the on-campus program, which has been limited to 40 students a year. One reason probably for such a high price for an online program is that Yale is contracting 2U Inc to help with the design and delivery of the program.

Another high cost factor is that the program requires hands-on clinical stints at field sites near students and at least three meetings on Yale’s New Haven, Conn., campus for activities such as cadaver dissection. Yale is aiming eventually for about 360 students across both the on-campus and online programs.

Yale’s move reinforces my view that there is still room for major expansion by top research universities into the online professional masters’ market. However, it will be important to price these at a level that makes them attractive to lifelong learners.

So good on Yale for leading the way for other Ivy League institutions. Now let’s hope someone else can do this at a more reasonable tuition fee (which in my view would be in the range of $15,000-$25,000 for the equivalent of a one year master’s program).

Rethinking learning spaces in a digital age: an example from Singapore

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Nanyang Technlogical University's new Learning Hub

Nanyang Technological University’s new Learning Hub

Hohenadel, K. (2015) Singapore’s New “Learning Hub” Rethinks University Classroom Design in the Internet Age SLATE, March 12

I have written in earlier posts about the need to rethink learning spaces as more and more institutions move to blended and hybrid learning. This design by Britain’s Thomas Heatherwick (who designed the Googleplex in Silicon Valley) incorporates ’56 “tutorial rooms” [that] don’t have corners or obvious fronts or backs and provide students with open spaces and terraces for collaboration and breaks.

In their description of the project, Heatherwick Studios state:

The purpose of a university is to foster togetherness and sociability, so that students can meet their fellow entrepreneurs, scientists and colleagues in a space that encourages collaboration.

Another inspiration for the hub was a wish to break down the traditional square forward-facing classrooms with a clear front and hierarchy, and move to a corner-less space, where teachers and students mix on a more equal basis.

In this model the students work together around shared tables, with teacher as facilitator and partner in the voyage of learning, rather than ‘master’ executing a top-down model of pedagogy.

The goal was to create a space that promotes accessibility, serendipity, and connectivity on a human scale.

It’s good to see an architect trying to create a building that supports the ‘magic of the campus’ in a digital age. I would have liked a little more detail though about the technology within the spaces, such as screens for sharing work.

It will be interesting to see if the design actually leads to changes in teaching methods, or whether faculty try to impose the hierarchical model of lecturing on these spaces.

Lastly, students seem to be very good at reducing architectural postulations to their bare essentials; students have already labelled the Learning Hub ‘dim sum’, because of its similarity to stacked dim sum steamer baskets.

Thanks to Clayton Wright for directing me to this.

dim sum steamer baskets 2

Lies, Damned Lies and Statistics: WCET’s analysis of distance education enrolments in the USA

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Out-of-state students 2

Russell Poulin and Terri Straut have done an invaluable analysis of recent data on distance education enrolments in the USA in the following three blog posts:

Straut, T. and Poulin, R. (2015) IPEDS Fall 2013: Higher Ed Sectors Vary Greatly in Distance Ed Enrollments Boulder CO: Western Co-operative for Educational Technologies

Straut, T. and Poulin, R. (2015) IPEDS Fall 2013: Distance Education Data Reveals More Than Overall Flat Growth Boulder CO: Western Co-operative for Educational Technologies

Straut, T. and Poulin, R. (2015) IPEDS Fall 2013: Less than Half of Fully Distant Students Come from Other States Boulder CO: Western Co-operative for Educational Technologies

These reports should be read in conjunction with these equally valuable posts:

Hill, P. and Poulin, R. (2014) Investigation of IPEDS Distance Education Data: System Not Ready for Modern Trends Boulder CO: Western Co-operative for Educational Technologies/e-Literate

Allen, I.E. and Seaman, J. (2013) Changing Course: Ten Years of Tracking Online Education in the United States  Wellesley MA: Babson College/Quahog Research Group

I am pulling this together in this one post for convenience, but I strongly recommend that you read carefully the original reports.

There are serious methodological issues in the USA data

Over the last ten years or so, the most consistent analyses of enrolments in online learning have been the annual Babson College surveys conducted by Elaine Allen and Jeff Seaman, with support from the Sloan Foundation. However, this was a voluntary survey, based on a carefully drawn sample of chief academic officers across the USA. The Babson Surveys showed consistent growth of online course enrolments in the order of 10-20 per cent per annum over a the last 10 years, compared with around 2-3 per cent growth in on-campus enrolments, with in 2013 approximately one third of all higher education students in the USA taking at least one fully online course.

However, since the Babson surveys were voluntary, sample-based and dependent on the good will of participating institutions, there was always a concern about the reliability of the data, and especially that the returns might be somewhat biased towards enrolments from institutions actively engaged in online learning, thus suggesting more online enrolments than in reality. Despite these possible limitations the Babson Surveys were invaluable because they provided a comparable set of national data across several years. So while the actual numbers may be a little shaky, the trends were consistent.

Then in 2012 the U.S. Federal Integrated Postsecondary Education Data System (IPEDS) survey, conducted by the National Center for Education Statistics, a division of the U.S. Federal Department of Education, for the first time included distance education in its compulsory annual survey of enrolments in higher education. (One might ask why it took until 2012 to ask for data on distance education, but hey, it’s a start.) Since this is a census rather than a survey, and since it is obligatory, one would expect that the IPEDS data would be more reliable than the Babson surveys.

However, it turns out that there are also major problems with the IPEDS survey. Phil Hill (of the blog e-Literate) and Russell Poulin have indicated the following limitations with IPEDS:

  • problems of definition: Babson focused only on students enrolled in fully online courses; IPEDS asks for enrolments in distance education. Although many institutions have moved their print-based courses online, there are still many print-based distance education courses still out there. How many? We don’t know. Also the IPEDS definition rules out reporting on blended or hybrid courses, and is not precise enough to ensure that different institutions don’t interpret who to include and who to exclude on a consistent basis
  • under-reporting: IPEDS collected data on the assumption that all students enrolled through continuing education departments were taking non-credit distance education courses, and therefore these enrolments were to be excluded. However, in many institutions, continuing education departments have continued to administer for-credit online courses, which institutions have seen as just another form of distance education. (In other institutions, distance education departments have been integrated with central learning technology units, and are thus included in enrolment counts.)
  • the IPEDS survey does not work for innovative programs such as those with continuous enrolments, competency-based learning, or hybrid courses.

Hill and Poulin come to the following conclusions about the 2012 survey:

  • we don’t know the numbers – there are too many flaws in the the data collection methods
  • thus the 2012 numbers are not a credible baseline for future comparisons
  • there are hundreds of thousands of students who have never been reported on any IPEDS survey that has ever been conducted.

It is against this background that we should now examine the recent analyses by Straut and Poulin on the IPEDS data for  2013. However, note their caveat:

Given the errors that we found in colleges reporting to IPEDS, the Fall 2012 distance education reported enrollments create a very unstable base for comparisons.

Main results for 2013

1. Most DE enrolments are in public universities

For those outside the USA, there are quite different types of HE institution, dependent on whether they are publicly funded or privately funded, and whether they operate for profit or not for profit. Distance education is often associated in the USA with diploma mills, or offered by for-profit private institutions, such as the University of Phoenix or Kaplan. As it turns out, this is a fundamental mis-conception. Nearly three-quarters of all DE enrolments are in publicly funded universities. Less than 10% of all DE enrolments are in for-profit private institutions.

2. Students studying exclusively at a distance

Students studying exclusively at a distance constitute about 13% of all enrolments. However, non-profits rely much more on distance students, who make up half their enrolments. Less than 10% of students in public universities are studying exclusively at a distance. The significance of this is that for most students in public universities, DE is a relatively small part of their studies, an option that they exercise occasionally and as needed, and is not seen as a replacement for campus-based studies. On the other hand, there is a substantial if small minority for whom DE is the only option, and for many of these, the for-profits are their the only option if their local public universities do not offer such programs in the discipline they want.

3. DE enrolments were down slightly in 2013

IPEDS shows an overall decrease in DE enrolments of 4% from 2012 to 2013. The biggest area was the for-profits, which declined by 17%. The drop in public universities for those taking fully online courses was a marginal 2%. However, this is a major difference from the trends identified by the Babson Surveys.

This is probably the most contentious of the conclusions, because the differences are relatively small and probably within the margin of error, given the unreliability of the data. The for-profit sector has been particularly badly hit by changes to federal financial aid for students.

However, I have been predicting that the rate of students taking fully online courses in the USA (and Canada) is likely to slow in the future for two reasons:

  • there is a limit to the market for fully online studies and after 10 years of fairly large gains, it is not surprising that the rate now appears to be slowing down
  • as more and more courses are offered in a hybrid mode, students have another option besides fully online for flexible study.

The counter trend is that public universities still have much more scope for increasing enrolments in fully online professional masters programs, as well as for certificates, diplomas and badges.

4. Students studying fully online are still more likely to opt for a local university

Just over half of all students enrolled exclusively in DE courses take their courses from within state. This figure jumps to between 75-90% for those enrolled in a public university. On the other hand, 70% of students enrolled in a DE course in a for-profit take their courses from out-of-state. This is not surprising, since although non-profits have to have their headquarters somewhere, they operate on a national basis.

The proportion of institutions reporting that they serve students who are outside the U.S. remains small, no more than 2% in any sector. This again may be a reporting anomaly, as 21% of institutions reported that they have students located outside the U.S. Probably of more concern is that many institutions did not report data on the location of their DE students. This may have something to do with the need for authorization for institutions to operate outside the home state, and this is a uniquely American can of worms that I don’t intend to open.

Not good, but it’s better than nothing

I have an uncomfortable feeling about the IPEDS data. It needs to be better, and it’s hard to draw any conclusions or make policy decisions on what we have seen so far.

However, it’s easy for someone outside the USA to criticise the IPEDS data, but at least it’s an attempt to measure what is an increasingly significant – and highly complex – area of higher education. We have nothing similar in Canada. At least the IPEDS data is likely to improve over time, as institutions press for clearer definitions, and are forced to collect better and more consistent data.

Also, I can’t praise too highly first of all Elaine Allen and Jeff Seaman for their pioneering efforts to collect data in this area, and Phil Hill, Russell Poulin and Terri Straut for guiding us through the minefield of IPEDS data.

For a nice infographic on this topic from WCET, click on the image below:

WCET infographic 2

Choosing a ‘good’ post-secondary online learning program

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woman at computer 2

I am constantly asked to recommend ‘good’ online learning programs. This is a difficult question to answer, as it’s impossible for any single person to know all the good online programs, and in any case, any selection is going to be highly subjective. However, it is possible to suggest a set of criteria or questions to help you in your decision, if you are thinking of taking an online program.

Criteria for selection

1. What prior qualifications do I need in order to take this program? Although courses may be online, they are not necessarily open. Generally high school completion is the minimum level of qualification for admission for a college or university online program, or a bachelor’s degree for graduate programs, except for open universities (see below).

2. What is the general status of the offering institution, for example, is it an accredited school with a generally good reputation?

3. Experience in online learning: how long has it been offering online programs? Institutions, like people, get better with practice.

4. The size of the operation: does it have many online courses, whole online programs, and lots of online students? If it does it is likely to have good systems in place to support online learning. On the other hand, if it’s grown very rapidly, it may have cut corners on quality.

5. Does any tenured or full-time instructor have overall responsibility for the course or program? If not, it is likely to be primarily a money-making operation for the institution.

6. What is the instructor:student ratio? Will students be taught by full-time faculty, adjunct faculty or teaching assistants? (I have no problem with adjunct faculty, so long as they are well qualified academically and responsible to a full-time faculty member, but beware of courses taught online by teaching assistants or unqualified ‘tutors’.)  Do instructors or faculty receive any training in teaching online? (This is especially important for contract or adjunct instructors.)

7. Do you personally know anything about the program? Have you studied any of their online courses – or on-campus courses for that matter? Do you know the people managing the online program?

8. What do students think about the program? What’s the completion rate? (Well designed online courses should have a successful completion rate of above 80%, and for a whole program, more than half of those who start the program should complete it.)

9. How expensive is it? Can I afford it? Will I be eligible for grants or student loans if I take this program?

10. What can I do with the qualification? Can I transfer the credits from an online course into an on-campus program? Will the qualification be recognised by any appropriate professional or accrediting agency?

My recommendation to anyone considering an online course or program is to apply the above criteria to any course or program you are interested in. Any self-respecting institution should be able to answer these questions, through the program web site, or by your calling the office that supports the program. Getting answers to these ten questions is more likely to enable you to find the right course than any recommendation I may make about individual courses or programs.

Personal recommendations

Nevertheless, I’m willing to stick my neck out, based mainly on my personal knowledge, but caveat emptor: you are responsible for your own decisions, so don’t blame me if one of these recommendations doesn’t work out for you. And just because I haven’t mentioned a particular institution doesn’t mean that it has poor quality programs – there are too many good programs to list them all.

1. Publicly funded dual mode institutions

These are publicly funded and accredited institutions that offer both on-campus and distance teaching, and usually have done so for many years. Typical examples are the land grant universities in the USA, which were established originally with state-wide responsibilities, e.g. Penn State’s World Campus, the University of Wisconsin System eCampus, and the University of New Mexico Online. These online courses and programs carry exactly the same weight as their on-campus courses. In Canada, similar institutions would be Memorial University, Laval University (in French), the University of Saskatchewan, the University of Manitoba, and the University of British Columbia.

These universities usually use their own ‘on-campus’ faculty combined with professional support staff such as instructional designers experienced in online and distance learning, although they usually also hire contract or adjunct instructors to support the main faculty instructor.

In Mexico, the Universidad de Guadalajara has an excellent online program in Spanish through its Virtual Campus.

There are many others, too numerous to list all of them, so check your local state or province’s public universities and then ask the ten questions above, as not all ‘dual-mode’ institutions have moved quickly enough away from print-based to fully online, so check that the course or program you are interested in is available online.

However, in general, choosing an online program from any university in this category is probably your safest bet in terms of quality and value.

2. Publicly funded universities that have specialised in online or blended learning.

These are universities or colleges that did not have much prior history of distance education but have moved extensively into online learning, both in blended and fully online formats. The best example in the USA is the University of Central Florida, Another with a strong online program is Empire State College in the State University of New York system. In Canada, the University of Guelph, the University of Ottawa (English and French), Laurentian University (English and French) and Queen’s University in Ontario, and Simon Fraser University in British Columbia, all have extensive online programs.

One of the largest online programs in the USA is the University of Maryland University College, which has many US servicemen as students. However, having been a guest tutor on some of their courses, I’m not particularly impressed with the overall quality, although some individual courses/programs are good.

In Canada, Royal Roads University in British Columbia offers a unique blended learning model consisting of one semester on campus and two or more semesters online, as well as some fully online programs, mainly at graduate level.

3. Publicly funded two-year community colleges

Many publicly funded community colleges in both the USA and Canada have excellent online programs. George Brown College and Algonquin College in Ontario have extensive online programs.

The Colorado Community College System offers a wide range of courses online, including science courses using home kits and remote labs. There are several other regional or state-wide online consortia in the USA, such as the Southern Regional Education Board’s Electronic Campus, covering 16 states.

Rio Salado Community College in Arizona has one of the largest online programs in the USA. However, there have been criticisms about the quality, because of its heavy reliance on short-term contract instructors who often lack training in online teaching. This is something to watch for in any institution that has suddenly and rapidly expanded its online programs.

3. Private, non-profit universities

The Western Governors University specializes in competency-based learning, which allows you to study at your own pace and take into account any prior learning or competencies, which means you may be able to complete a program more quickly. Usually programs are designed in consultation with major employers, ensuring acceptance of the degree. For more on the Western Governors model, click here.

The University of Southern New Hampshire has one of the largest online programs in the USA, and is also moving heavily into competency based learning.

Tec de Monterrey is a dual-mode private, non-profit university in Mexico that offers high quality online programs in Spanish.

4. Publicly funded open universities.

The best online is the Open University of Catalonia, in Spain, which was founded in 1996 as a purely online university. It offers several graduate programs in English, and many undergraduate as well as graduate programs in Spanish and Catalan. It accepts many international enrolments, particularly from Latin America.

Tèluq in Quebec offers high quality online programs in French.

The U.K. Open University and the Open University of the Netherlands are also leaders in online learning. The U.K. Open University consistently ranks in the top ten universities in the U.K. (out of over 180) in terms of teaching.

There are many other open universities around the world, some with hundreds of thousands of students (e.g. the Open University of China, Anadolu Open University in Turkey, the Open University in Indonesia, Indira Gandhi Open University in India, and the University of South Africa). However, because many students in these countries lack easy access to the Internet, most of these universities are still primarily print-based.

Indeed, most open universities have a heavy legacy of print-based education which has limited their ability to move completely online. I’m not currently recommending Athabasca University in Canada, because it’s future is uncertain, and many of its undergraduate programs are still print-based, although it has some excellent online graduate programs. The same applies to Thompson Rivers University’s Open Learning program in British Columbia.

Nevertheless, open universities offer many people their only chance of a higher education, especially in developing countries.

5. For-profit private universities

I hesitate to recommend for-profit institutions such as the University of Phoenix, or Kaplan, not because they don’t offer high quality online programs – they do – but because of ongoing problems with federal student aid and recognition of their degrees. For further discussion especially of the University of Phoenix, see ‘How does the University of Phoenix measure up?

6. MOOCs

If you are not looking for a qualification, but are just interested in a particular topic, there are many free, massive open online courses (MOOCs) available to you from many of the world’s leading universities. The following are the main platforms/sites where you can find such courses:

Open Education Europa provides a comprehensive list of MOOCs being offered by European institutions.

However, be warned: while certificates may be offered for successful course completion, these are not usually accepted by even the offering institutions towards a formal degree. However the OERu is building a free degree program on open educational resources.

7. General advice

It makes sense to take an online program from any local institution that you know well and trust. There are risks in taking online programs from out of state or out of country, unless the institution has an international reputation. There may also be language or cultural issues. It is particularly important that you get frequent and good quality interaction with an instructor on the program. Nevertheless the choice has never been so rich.

Over to you

There are many other universities and colleges offering excellent online programs, too many to number, but if you have experience of taking online programs and would like to make recommendations (positive or negative), please use the comment box below.

However, I will not publish any comments that are not offered in a thoughtful and constructive manner, and especially if they are being used solely to market (or trash) a particular program.

And any requests to list or mention the many commercial providers of online programs will be ignored.

 

CNIE awards for excellence in the use of learning technologies

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CNIE 2015 2

Now the writing for my book has finished, I’ll gradually continue with the previous service for this blog.

The Canadian Network for Innovation in Education is one of the main bodies representing those working in online learning and educational technology in Canada. My guess is that the awards will be awarded at the CNIE/CAUSE conference in Winnipeg, May 27-29.

Please respond to CNIE, not me.

CNIE Awards Festival

The one clear objective for the CNIE Awards Festival is:

To recognize excellence in the innovative educational practice and use of learning technologies in all educational settings including distributed learning, open/distance education, and institutional contexts including government, commercial and or industrial sectors, both nationally and internationally, through a competition adjudicated by a committee of professional peers from across Canada

The Awards

Two different CNIE categories are open to competition. They are:
·        Awards Festival [http://www.cnie-rcie.ca/?q=node/152]
·        Graduate Student Award [http://www.cnie-rcie.ca/?q=node/80]

Online Submissions

The deadline date for submission to the Awards Festival program is 27 March 2015.  For more details please see the CNIE website (http://www.cnie-rcie.ca/?q=node/152).

All proposal are submitted online at http://www.cnie-rcie.ca/?q=node/170.

If you have any questions about the submissions process, please e-mail:
Helena Fehr at helena.fehr@gmail.com
Tim Howard, CNIE Secretariat, at cnie-rcie@cnie-rcie.ca

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RCIÉ Festival des prix

Le Festival des prix du RCIÉ vise un objectif très précis :

Reconnaître l’excellence dans les pratiques pédagogiques et l’utilisation innovante des technologies éducatives dans tous les contextes incluant les cours hybrides, la formation ouverte et à distance et les divers contextes institutionnels, à l’échelle nationale et internationale, par l’entremise d’un concours évalué par un comité de professionnels en éducation du Canada.

Prix

Deux catégories de prix du RCIÉ sont ouvertes aux compétiteurs. Les catégories sont :

·         Festival des prix   http://www.cnie-rcie.ca/?q=fr/node/153
·         Prix pour les étudiants diplômés http://www.cnie-rcie.ca/?q=fr/node/530

Soumission en ligne

La date limite pour les soumissions finales est le 27 mars 2015. Pour plus d’information, consultez le site du RCIÉ à : http://www.cnie-rcie.ca/?q=fr/node/153

Veuillez acheminer vos formulaires et documents de soumission en format électronique à : http://www.cnie-rcie.ca/?q=fr/node/172

Pour toute question en regard avec le processus de soumission d’un projet, communiquez par courriel avec :
Helena Fehr à helena.fehr@gmail.com
Tim Howard, Directeur de l’administration, cnie-rcie@cnie-rcie.ca