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The final module, but not the final post...

While this is isn’t my first online course, it has been nearly 4 years since the last time I enrolled in an online course (short MOOCs, Lynda modules, work training, not included). I was nervous that I had signed on for a challenge I would not be able to meet or for a course that might not deliver what I am looking for right now in my professional development.  However, I am relieved I was able to stay on top of the material and very satisfied with my new understanding of the subject. I contribute this success to two things: 1) The organization of this course 2) the level of personal interaction with my class/instructor.

Looking back to just a few weeks ago, I am amazed at how quickly I was able to adapt to the format online, keep up with the rapid pace, and process the content thoroughly. Much of the credit goes to how organized CI 5321 both on the Ning LMS, but also at a curricular level. Having consistent expectations for readings/reflections/assignments helped immensely in my ability to not fall behind while juggling the typical end of semester work demands and a family vacation.

While I was not surprised by the expectations of the module readings and discussion board reflections, I was surprised by how connected I felt my classmates/instructor AND additionally how it improved my understanding of the topic. In my previous online learning experiences, I could only recall the name of my instructor, but my classmates were just mere blocks of text to read. By being introduced to my classmates, there was a level of additional social investment in the class. I needed to deliver my work not only for my own benefit but for others as well. While I only had the capacity to typically respond to 2/per module, I did attempt to listen to almost all of the responses. Not a single module passed where I found a new perspective (from the same reading) that I had not considered. It was also informative to hear from students who aren’t in the same educational milieu as me; to better understand how distance learning was applied in a variety of contexts.

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I feel personally attacked, lol

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AECT Instructional Design Standards for Distance Learning & How our Online Orientation Meets The Mark (Part 2 of 2)

Resources. A range of resources should be articulated to foster deep learning and extend course-centered experiences and activities. In addition to linking the 50+ handouts, sample plans, course descriptions created and managed by team, we also link the students to other campus offices/webpages for deeper dives into the information needed. Next Step: Evaluate additional learning resources, particularly video or other interactive media, that might not be U of M based, but that would be appropriate to endorse for additional learning for new students. 

Appliciation.  The content on our pages is almost entirely transactional at this time. I’m not sure how they would be able to apply the content therein, as the assumption is that they will be applying the information shared to successfully complete their degree. Next Step: I am not certain what this would look like, short of students failing to the end-of-the Orientation quiz. Yikes.

Assessment. This would be a challenge as there isn’t yet a structured way to monitor if the student is applying the content learned in our Canvas pages, short of the quiz that is offered at the end of the self-directed MakeUp Orientation. Current informal ways of assessment include meeting with the advisor to discuss plans and or sharing feedback with student leaders about what they would like to see included on the page. Next Step: Determine if there are opportunities to build checklists/checkpoints for students or offer sample case studies for students to evaluate/to apply knowledge. 

Reflection. I could foresee including prompts rather than calls-to-action included on some of our resource material or in the video content. For example, on a sample timeline for degree progress that is more compressed, there could be an opportunity to prompt the student to reflect if “faster=better” or how they plan on managing 8+ credits in a busy work season, etc. Next Step: Instead of direction and action, consider adding reflection questions to help students process content.

Independent Learning. Again, being more of a transactional platform for student information, the assumption is that students use the content independently without the need of an advisor to review every piece of information. Next Step:  Instead of requiring the student to view each module by a certain deadline, potentially allow for students to determine when they choose to complete the Orientation.  Although, I am a bit reluctant to not be more directive with new students. 

Evaluation. Currently, students complete a short survey of their experience. Typically response rates are very low or the student cannot speak to the usefulness of the Orientation since it’s only a few days into their semester. In short, evaluation is happening, but probably not at a robust level to really dig into our strengths or shortcomings. Next Step: Evaluate briefly at the end of the Orientation module and again mid-way or near the end of the semester to see the information has been retained or accessed later.

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More or less how I like to study...

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AECT Instructional Design Standards for Distance Learning & How our Online Orientation Meets The Mark (Part 1 of 2)

For this module’s reflection, I wanted to consider how the MBA Online Orientation program created in canvas meets (or fall short of) the instructional design standards set by AECT. By breaking down each standard, I hope to find that our design was intuitively strong, but also identify where it can be improved.

The MBA Online Orientation is for new students who are unable to attend in person session held in August. The in person session is required and students who have unmoveable commitments are enrolled in the Online Orientation that is done asynchronously anytime between July and the end of the first week of classes. About 10-20 students each Fall/Spring semester are enrolled, which represents about 12-18% of the incoming class. 

Purpose - While the purpose is clear to us and to the incoming students, we do not have any established outcomes outside of the requirement that the student must complete the quiz/assessment by the due date.  Unknown to the student, but well known on my team, the most critical information is included - which leans heavy on program requirements and policy. Unlike the in-person orientation, less emphasis is placed on building community.  

Next Step: Articulate Purpose & Outcomes clearly for both students and team. 

Assumptions - The primary assumption is that the student must be at least as tech savvy as to be able to activate their U of M account, navigate to Canvas, and be able to open/view/listen or read the video or static content. Directions are provided at several points to activate an account, access canvas, but there is no explicit direction on how to use YouTube videos, open PDFs and other content. We have provided closed captioning for all videos, but have not yet adapted PDF or PowerPoints to be certain of their accessibility.  

Next Step: Consider adding additional details on what type of technical skill will be needed to utilize the content and improve accessibility on non-video documentation and visuals.

Sequence - Sequencing of content is largely confined to the linear, due to my abilities to develop modules in Canvas. However, content is delivered linearly by intention as well, with introductions of staff and academic policies being the primary and most “important” to be introduced to as a new student. 

Next Step: Explore options for branched learning, particularly for those students who are not new to UMN or Carlson School. 

Activities -  At this time the learning is primarily passive and asynchronous. Due to the on-demand nature of the Online Orientation, it would be difficult to change pieces to synchronous. However, there might be room for a discussion board, but since students only access the course with the specific intention of completing the assessment, I am not hopeful that students would linger. There are some optional activities, which include reviewing a series of links to partner offices that serve students: Career Services, Global Study, Entrepreneurship, etc -- allowing students to be introduced to these groups, but leaving room for a student to self-direct into learning more about these partner offices. 

Next Step: Consider developing additional activities to be done independently or add activities that encourage some connection between learners.  

To be continued...

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This news broke Friday was big news in my world of Business School Student Affairs. Another one bites the dust...

In the last few years, nationally-ranked Full Time MBA programs at public flagship universities, particularly in the midwest, have been grappling with declining enrollments from both domestic and international applicants. The overall strength of a business school usually rests within the MBA and the Full Time format specifically.  The shock is all the greater when announcements like the one above come through, as disrupts the idea that “business as usual” will be enough to maintain a top-ranked program in this day and age.

Minnesota’s neighboring states are seeing this trend play out first hand. In 2017, the University of Iowa’s business school announced that it would cease to offer a traditional, Full Time & Part Time MBA program, but would now offer a fully online degree instead. Wisconsin School of Business, also announced in 2017 that the school would be eliminating both their DBA and Full-Time MBA program. However, intense pressure from alumni, donors, and other stakeholders, eventually lead to the institution keeping the Full-Time MBA float, no matter the cost. WSB has not yet implemented an online program but instead has announced it would be offering new, specialized MS programs (which are typically intensive, 1-year programs that are more popular with employers/students abroad).

The Full-Time MBA enrollment decline has been attributed to the general strength of the economy, a slowing of graduate international student applications in the OS (due to the political climate around H1B visa availability), and the launching of specialized, 1-year business MS programs.

My personal belief is the decline can be explained by the rise of young professionals who are comfortable with online learning (or prefer it, as they have likely taken online courses in college or in their K-12 education) and would rather pursue advanced degrees while continuing to work on their careers. When a generation has become acclimated to this type of learning and has reached adulthood, with all its inherent responsibilities, they are less likely to select the option that requires a considerable investment of time and costs. Online programs also reflect some of the strengths of distance learning for adults, which make the online format the better fit for the young professional. 

Additionally, I would also argue that employers are more open to hiring individuals with online degrees than in past decades and now the student. However, the flipside of this openness is that potentially there is also an overall decline in the value of the MBA in the hiring process.

Finally, publications have started to rank online MBA programs, signaling to skeptical institutions that they must allocate resources to maintain a level of prestige, no matter the type of program delivery.

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https://www.americannursinghistory.org/acheivingprofessionalpractice

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Chautauqua Architectural Building Blocks, c.1910. Chautauqua, New York had an enormous influence on the Arts and Crafts movement with its adult education summer arts/culture programs in the late 19th century. Note that the box art shows both boys and girls building with the blocks.

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Saving for later viewing...

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Chautauqua Literary & Scientific Circle

Chautauqua Literary and Scientific Circle (CLSC) was started in 1878 to provide those who could not afford the time or money to attend college the opportunity of acquiring the skills and essential knowledge of a College education. The four-year, correspondence course was one of the first attempts at distance learning.

Neato. My analysis will be in the standard font... read on... 

Besides broadening access to education, the CLSC program was intended to show people how best to use their leisure time and avoid the increasing availability of idle pastimes, such as drinking, gambling, dancing, and theater-going, that posed a threat both to good morals and to good health. 

Drinking, gambling, dancing, and theater-going, eh? The distractions from learning never cease. However, I’m sure there were strong philosophical links between the ideological foundations of CLSC, women’s Christian temperance movement, and women’s suffrage.  Given that the population was beginning to access set leisure time, these folks were using it to educate themselves and to organize for societal change (even if they were a bit short-sighted on the 18th Amendment, I’m grateful for the 19th Amendment). 

To share the cost of purchasing the publications and to take encouragement from others in the course, students were encouraged to form local CLSC reading circles. Soon these were established throughout the country and, in time, around the world. Among those who benefited most from the CLSC program were women, teachers, and those living in remote rural areas. At the end of their four years of study, students were invited to come to Chautauqua to receive their certificates in a ceremony, which is still held today during the first week in August.

Hmmm, affordability and access to of higher education ever not an issue for women, teachers, and rural students (and others)? However, I love the idea that social learning combined with distance education was happening even 100 years ago. I’m starting to recall the social learning theory and social constructivism from my developmental psychology course in graduate school

I’m seeing parallels between working independently and then having your A-HA! moments validated by others who have been churning through the same materials...like going to a niche conference, where everyone in attendance comes from vastly different institutions and locations, but everyone “gets” it. That is a powerful feeling.

Below is a photo of the graduation for students in the CLSC program in 2017. 

https://chq.org/about-us/history

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“Fighting” Bob LaFollette addressing Chautauqua assembly, Decatur, Ill. c.1905

History of Distance Education in America