These are my slides from a talk I gave at EDUTICE, in Lille France, on April 16ht, 2012. The talk was about the crisis of access in higher education, the use of technology, the need for more user-friendly technology and the emerging www.bold-research.org research network focussed on blending synchronous and asynchronous online technologies at the graduate studies level.

1. www.ulaval.ca 1

2. Power & Morven-Gould (2011). www.irrodl.org

3. 4 points: 1/4
1. A crisis is looming in higher
education as current supply is
not meeting demand.

4. A crisis is looming
A worldwide problem
Sir John Daniel
(former President &
CEO of COL)

5. www.obhe.ac.uk Source: D. Olcott
DEMAND
http://www.obhe.ac.uk/resources/2008_AUA_Presentation.pdf
Don Olcott CE OBHE

6. www.obhe.ac.uk Source: D. Olcott
D. Olcott
V
DEMAND
widening
GAP
SUPPLY
http://www.obhe.ac.uk/resources/2008_AUA_Presentation.pdf
Don Olcott CE OBHE

7. Teacher Education (09-10)
“It is now clear that “bricks and
mortar” approaches to expanding
teacher education may not be
adequate if the current and
projected shortfalls in teacher
supply and low teacher quality are
to be properly addressed”.

8. www.ifadem.org
« By 2015, more than 3,800,000 teachers
will be needed in Sub-Saharan Africa …»
Agence universitaire francophone (AUF) (2011). UNESCO Brief.

9. Healthcare Training

10. Business
Education

11. Ph. D.
An elusive resource

12. 4 points: 2/4
2. We need to use more user-
friendly technology on a much
wider scale and use it more
systematically.

13. http://portal.unesco.org/ci/en/ev.php-URL_ID=25929&URL_DO=DO_TOPIC&URL_SECTION=201.html

14. …every four years, the amount
of information doubles in the world …
http://portal.unesco.org/ci/en/ev.php-URL_ID=25929&URL_DO=DO_TOPIC&URL_SECTION=201.html

15. …every four years, the amount
of information doubles in the world …
…we estimate that, by the year 2020,
it will double every 73 days!
What will be the impact on
ONLINE LEARNING?
http://portal.unesco.org/ci/en/ev.php-URL_ID=25929&URL_DO=DO_TOPIC&URL_SECTION=201.html

16. ONLINE COURSES (ASYNCHRONOUS MODE)
50% at
enter
Laval University
asynchronous
comms
exclusively
16
Harasim, Hiltz, Teles & Turoff, 1995; Seaman & Allen, 2010; Hiltz & Goldman, 2005 Power (in press)

17. ONLINE COURSES (ASYNCHRONOUS MODE)
ADVANTAGES
AVANTAGES : :
1) Professeurs
1) FACULTY
--FLEXIBILITÉ ACCRUE
greater flexibilty 50% at
--DÉLÉGATION CERTAINES TÂCHES
some division of labour
2) Students enter
Laval University
2) Étudiants ACCESSIBILITY
- GREATER
--ACCESSIBILITÉ ACCRUE
GREATER FLEXIBILITY
3) -Administrators
FLEXIBILITÉ ACCRUE
asynchronous
- some FUNDING AVAILABLE (variable) comms
3) Administrateurs OF HIRING ADJUNCTS
- POSSIBILITY
- FINANCEMENT DISPONIBLE (parfois) exclusively
- EMBAUCHE DE PERSONNEL ADJOINT
Harasim, Hiltz, Teles & Turoff, 1995; Hiltz & Goldman, 2005 ; Sammons & Ruth, 2007; Seaman & Allen, 2010
17
Power (in press)

18. ONLINE COURSES (ASYNCHRONOUS MODE)
DISADVANTAGES:
AVANTAGES :
1) Faculty
1) Professeurs
- -course design, time-consuming
FLEXIBILITÉ ACCRUE
50% at
- -doubts about CERTAINES TÂCHES
DÉLÉGATION quality (- interaction) Laval University
- changing content & copyright issues
2) Students
2) Étudiants
- -+ACCESSIBILITÉ ACCRUE
isolated than in F2F settings;
- -need greaterACCRUE
FLEXIBILITÉ motivation/autonomy
to succeed in studies asynchronous
3) Administrators
3) Administrateurs comms
- -OL, costly to achieve quality (parfois)
FINANCEMENT DISPONIBLE exclusively
- -monopolises DE PERSONNELresources
EMBAUCHE scarce human ADJOINT
18
Harasim, Hiltz, Teles & Turoff, 1995; Seaman & Allen, 2010; Hiltz & Goldman, 2005 Power (in press)

19. Why aren’t faculty involved?
“…limited use of online teaching and
learning … its incompatibility
with the teaching styles of many
professors’’. (Shea, Fredericksen, Pickett,
and Pelz, 2004).
‘
http://tinyurl.com/4mkvbt

20. Why aren’t faculty involved?
“…limited use of online teaching and
learning … its incompatibility
with the teaching styles of many
professors’’. (Shea, Fredericksen, Pickett,
and Pelz, 2004).
‘‘Faculty members new to online
teaching often report being
overwhelmed by increased
interaction levels’’. Shea et al., 2004
http://tinyurl.com/4mkvbt

21. Why aren’t faculty involved?
“…limited use of online teaching and
learning … its incompatibility
with the teaching styles of many
professors’’. (Shea, Fredericksen, Pickett,
and Pelz, 2004).
‘‘Faculty members new to online
teaching often report being
overwhelmed by increased
interaction levels’’. Shea et al., 2004
“…the new 24/7 professor …dragged
from a traditional classroom into
cyberspace may not be able to
adjust”. Sammons & Ruth 2007
http://tinyurl.com/4mkvbt

22. Why aren’t faculty involved?
“…limited use of online teaching and
learning … its incompatibility
with the teaching styles of many
professors’’. (Shea, Fredericksen, Pickett,
and Pelz, 2004).
‘‘Faculty members new to online
teaching often report being
overwhelmed by increased
interaction levels’’. Shea et al., 2004
“…the new 24/7 professor …dragged
from a traditional classroom into
cyberspace may not be able to
adjust”. Sammons & Ruth 2007
http://tinyurl.com/4mkvbt

23. Why aren’t faculty involved?
“…limited use of online teaching and
learning … its incompatibility
with the teaching styles of many
professors’’. (Shea, Fredericksen, Pickett,
and Pelz, 2004).
‘‘Faculty members new to online
teaching often report being
overwhelmed by increased
interaction levels’’. Shea et al., 2004
“…the new 24/7 professor …dragged
from a traditional classroom into
cyberspace may not be able to
adjust”. Sammons & Ruth 2007
http://tinyurl.com/4mkvbt

24. 4 points: 3/4
3. We must adopt technology
that engages both faculty and
students, thus creating a true
learning community.

25. Blended Online Learning Design
Synchronous Asynchronous
100% online
Combined
synch / asynch
LMS
Various combinations
cam.k12.il.us
Power, 2008; Power & Vaughan, 2010; Power, Vaughan & St-Jacques, 2010; Power & Morven-Gould, 2011; Power, in press

26. Virtual Classroom +
a basic Website
caméra
Web
Elluminate LMS-Laval
SYNCHRONOUS ASYNCHRONOUS
© M. Power 2008

27. Blended Online Learning Design
Synchronous Asynchronous
100% online
Combined
synch / asynch
LMS
ADVANTAGES: SAME QUALITY
(didactic relationship preserved);
GREATER ACCESSIBILITY;
IMPROVED COST-EFFECTIVENESS
cam.k12.il.us
Power, 2008; Power & Vaughan, 2010; Power, Vaughan & St-Jacques, 2010; Power & Morven-Gould, 2011; Power, in press

28. Blended Online Learning Design
Synchronous Asynchronous
100% online
Combined
synch / asynch
LMS
ADVANTAGES: SAME QUALITY DISADVANTAGES :
(didactic relationship preserved ); COURSES IDEALLY
GREATER ACCESSIBILITY; RESTRICTED TO SMALL
IMPROVED COST-EFFECTIVENESS NUMBERS; REAL-TIME
cam.k12.il.us
CONSTRAINT (set time)
Power, 2008; Power & Vaughan, 2010; Power, Vaughan & St-Jacques, 2010; Power & Morven-Gould, 2011; Power, in press

29. BLENDED ONLINE LEARNING DESIGN
two university traditions blend
SYNCHRONOUS
+ ASYNCHRONOUS
LMS
ORAL tradition WRITTEN tradition
BLENDED
ONLINE LEARNING
DESIGN
29
© M. Power 2008

30. 4 points: 4/4
4. Graduate studies are likely
the most promising avenue for
2nd generation online learning.

31. ONLINE
LEARNING
&
GRADUATE
STUDIES
booleanblackbelt.com

32. Blended Online Learning Design
Synchronous Asynchronous
The
GRADUATE
SEMINAR LMS
cam.k12.il.us
Various combinations
Power, 2008; Power & Vaughan, 2010; Power, Vaughan & St-Jacques, 2010 © M. Power 2008
Power (in press)

33. • Universities struggling to maintain some grad. programs;
• Universities needing to increase recruitment options;
booleanblackbelt.com

34. • Universities struggling to maintain some grad. programs;
• Universities needing to increase recruitment options;
• Graduate students often workplace professionals;
• Usually very motivated and autonomous;
• Accustomed to learning via technology & networking;
• Small numbers involved (maximum 25 per class);
= Allows for the use of synchronous technology;
booleanblackbelt.com

35. • Universities struggling to maintain some grad. programs;
• Universities need to increase recruitment options;
• Graduate students often workplace professionals;
• Usually highly motivated and autonomous;
• Accustomed to learning via technology & networking;
• Small numbers involved (maximum 25 per class);
= Allows for the use of synchronous technology;
COMBINING SYNCH & ASYNCH MODES
booleanblackbelt.com

36. • Universities struggling to maintain some grad. programs;
• Universities need to increase recruitment options;
• Graduate students often workplace professionals;
• Usually highly motivated and autonomous;
• Accustomed to learning via technology & networking;
• Small numbers involved (maximum 25 per class);
= Allows for the use of synchronous technology;
COMBINING SYNCH & ASYNCH MODES
• Quality dialogue (leveraging a faculty strength);
• Higher accessibility (completely online);
• High cost-effectiveness (many costs offset; lower front-
end design; faster faculty online migration; flexibility).

37. REALITY
WORLDWIDE RESEARCH NETWORKS
an academic necessity in the 21st century
http://sites.google.com/site/changchienlily/BlankWorldMap.gif
http://sites.google.com/site/changchienlily/BlankWorldMap.gif

38. RESEARCH CENTERS
&
GRADUATE PROGRAMS
LIKELIHOOD:
WORLDWIDE GRADUATE PROGRAMS
http://sites.google.com/site/changchienlily/BlankWorldMap.gif

39. Blended
Online
Learning
Design
www.bold-research.org

40. www.BOLD-research.org
An emerging international research network
Dual-mode universities
Founder: M. Power / Co-founder: N. Vaughan / Coordinator: A. St-Jacques

41. 7 More on BOLD
• Power, M. & Morven-Gould, A. (2011). Head of gold,
feet of clay: the online learning paradox. 12 (2)
IRRODL. http://www.irrodl.org/index.php/irrodl/article/view/916
• Power, M. & Vaughan, N. (2010). Redesigning online learning for
graduate seminar delivery.
Journal of Distance Education. 14(3)
http://www.jofde.ca/index.php/jde/article/view/649
• Power, M. (2009). A Designer’s Log: Case Studies in
Instructional Design. Athabasca University Press
http://www.aupress.ca/index.php/books/120161 .
• Power, M. (2008). The emergence of blended online
learning. Journal of Online Learning & Teaching. (4)
4. http://jolt.merlot.org/vol4no4/power_1208.htm
michael.power@fse.ulaval.ca

42. end