Change Mooc Terry Anderson May 2012

1. Change MoocTerry AndersonMay 2012 Interaction Equivalency No-Frills University

2. The Interaction Equivalency Theorem: Research Potential and Application in Teaching Terumi Miyazoe, PhD Tokyo Denki University The Open University of Japan Terry Anderson, PhD Athabasca University Terumi Miyazoe, PhD Tokyo Denki University The Open University of Japan

3. Interaction Adefinition: “reciprocal events that require at least two objects and two actions. Interactions occur when these objects and events mutually influence each other” (Wagner, 1994, p.8) • (At least) two agents • Reciprocity, mutuality • Human and nonhuman Distance Teaching & Learning Conference 2011, Madison, Wisconsin

4. Three Types of Interaction (Moore, 1989) The first systematic clarification of interaction in distance education having three essential components of: • learner–content, • learner–instructor, and • learner–learner interaction Distance Teaching & Learning Conference 2011, Madison, Wisconsin

5. The Modes of Interaction by Anderson and Garrison (1998) The COI model (Garrison, Anderson, & Archer, 2000) Distance Teaching & Learning Conference 2011, Madison, Wisconsin

6. Comparison Multi-agents’ view points,including nonhuman agents Others: Learner-Interface (Hillman et al, 1994) Learner-Environment (Burnham and Walden, 1997) Vicarious Interaction (Sutton, 2000) Learner’s view point Distance Teaching & Learning Conference 2011, Madison, Wisconsin

7. The Interaction Equivalency Theorem by Anderson (2003) • Thesis 1. Deep and meaningful formal learning is supported as long as one of the three forms of interaction (student–teacher; student–student; student–content) is at a high level. The other two may be offered at minimal levels, or even eliminated, without degrading the educational experience. • Thesis 2. High levels of more than one of these three modes will likely provide a more satisfying educational experience, although these experiences may not be as cost- or time effective as less interactive learning sequences. Distance Teaching & Learning Conference 2011, Madison, Wisconsin

8. Thesis 1Visualization Quality Distance Teaching & Learning Conference 2011, Madison, Wisconsin

9. Can you think of example of very quality formal learning where only student-content interaction was involved?

10. Can you think of example of very quality formal learning where only student-teacher interaction was involved?

11. Can you think of example of very quality formal learning where only student-student interaction was involved?

12. Thesis 2 Visualization Quantity Distance Teaching & Learning Conference 2011, Madison, Wisconsin

13. Bernard et al. • Bernard, M. R., Abrami, P. C., Borokhovski, E., Wade, C. A., Tamim, R. M., Surkes, M. A., & Bethel, E. C. (2009). A meta-analysis of three types of interaction treatments in distance education. Review of Educational Research, 79(3), 1243-1289. • Bernard, M. R., Abrami, P. C., Lou, Y., Borokhovski, E., Wade, A., Wozney, L., et al. (2004). How does distance education compare with classroom instruction? A meta-analysis of the empirical literature. Review of Educational Research, 74(3), 379-439. Distance Teaching & Learning Conference 2011, Madison, Wisconsin

14. Meta-analysis A definition: Used to “summarize, integrate, and interpret selected sets of scholarly works in the various disciplines” (Lipsey & Wilson, 2001, p.2) Distance Teaching & Learning Conference 2011, Madison, Wisconsin

15. Meta-analysis • Empirical research • Quantitative findings • Comparability • Coding • Comparison groups • Effect size Distance Teaching & Learning Conference 2011, Madison, Wisconsin

16. Bernard et al. (2009) • Distance education courses • 1985 - 2006 • 6,000→77 studies • Interaction Treatment (IT) ≒Interaction dyad • Student-Student (SS) • Student-Content (SC) • Student-Teacher (ST) • Thesis 1 (Value/Importance) ≒Quality • Thesis 2 (Strength/Magnitude) ≒Quantity Distance Teaching & Learning Conference 2011, Madison, Wisconsin

17. Bernard’s Main Findings Distance Teaching & Learning Conference 2011, Madison, Wisconsin

18. Bernard’s Summary • SS and SC＞STfor both achievement and attitude • Combinations of SS+SC and ST+SCincrease achievement • Combination of SS+STand attitude items does not increase effectiveness. → Both Theses 1 and 2 are supported. Distance Teaching & Learning Conference 2011, Madison, Wisconsin

19. Doctoral Studies • Rhode (2008 January): Capella University • Self-paced online course for adult learners • ST + SC combination was the most valued • Equal value for ST and SC, but not SS interaction → Consistent to Bernard’s study • Byers (2010 November): Virginia Polytechnic Institute and University • Self-paced online teacher professional development course → Support Thesis 1 (content is valued the most) Distance Teaching & Learning Conference 2011, Madison, Wisconsin

20. On Going Research Results:http://equivalencytheorem.info/ Hosted by Terumi Miyazoe (Tokyo Denki University, Japan) t.miyazoe at mail.dendai.ac.jp

21. http://www.cfs-fcee.ca/html/english/research/factsheets/Factsheet-2011-TuitionFees-En.pdfhttp://www.cfs-fcee.ca/html/english/research/factsheets/Factsheet-2011-TuitionFees-En.pdf

22. Application of the Theory:Discount University Option

24. What if universities offered discount services, instead of one price for all? • Opens up a whole new market? • Cannibalizes current student market? • Reduces margins such that current model of full time academic/researchers becomes unsustainable?? • Driver for change and innovation? • Reduces security necessary for academic freedom to blossom?

25. The development of online courses and disagregationpresents a low-end and disruptive innovation

26. Bundling of services content development, student support services, distribution and sale of learning resources, provision of library services, support for full time research faculty and graduate students, direct instruction, tutorial support, registration services social services such as networking opportunities or face-to-face social gatherings Athletic facilities and teams

27. Can Students be better served by unbundling the practices and allowing for user pay or outsourced services??

28. Higher Education Cost Centres • Research

29. Is Research Necessary for Quality Teaching? • “ In extensive meta-analyses of the relationship between research and teaching (Gibbs, 1995; Hattie & Marsh, 1996), each found that there was no or very little relationship between teaching and research excellence. • Hattie and Marsh (1996) concluded that “the likelihood that research productivity actually benefits teaching is extremely small or that the two, for all practical purposes, are essentially unrelated. Productivity in research and scholarship does not seem to detract from being an effective teacher and vice versa" (p. 529)

30. Training the next generation of scholars

31. Provision of Course and Teaching Materials • Decreasing cost of production, distribution and storage of content • Too many educators define themselves by their content production • Biggest challenge is adoption of materials “not made here”

32. Open Educational Resources (OERs) Because it saves time and money!!!

33. Student Services

34. Academic teaching and/or tutoring • Are recorded lectures from Stanford or MIT just as good? In India a tutoring agency in the Punjab has hired a hundred maths graduates and is instructing them on how to teach British pupils online. They are paid 7 pounds an hour, which is three times the normal wages in that region. The agency charges British students 12 pounds an hour for tutoring services, about half the amount they would pay for a tutor in Britain.

35. University Administration • Public sector institutions must join together to get economy of scale necessary for efficient admin, IT and analytic services • How many associate vice presidents, deans and associate deans do we need? “Between 1993 and 2007,” they write, “the number of full-time administrators per 100 students at America’s leading universities grew by 39 percent, while the number of employees engaged in teaching, research, or service only grew by 18 percent. Inflation-adjusted spending on administration per student grew by 61 percent during the same period, while instructional spending per student rose 39 percent.” Goldwater Institute 2010

36. New Colleges

38. OER University • Existing Institutional Partners

40. High Quality teaching Videos - Individuals as free tutors • http://www.khanacademy.org/

41. Full-time tuition is set at a fixed monthly fee of $199

43. Part time versus Full time Faculty • “The bottom line is that either universities cannot hire PhDs as full-time faculty at a fair wage with benefits due to financial constraints or, in the case of my private university, they want to hire adjunct faculty members at $2000 a course because that frees up money for other things, like hiring our 23rd vice-president at a six-figure salary or paying for our president's $1,000,000 home on the ocean.”   • The administrators just don't want to pay faculty members what they should. As the cash rolls into their bank accounts, their morals go out the window. You need to get past your prejudices against certain fields of study (what you think are "majors") and start caring that universities and colleges are putting far more money towards administrators who make $100-250K/year and perks (like fancy gyms) than they are towards instruction.  This is a crisis in management.  An ethical crisis. • “http://chronicle.com/article/From-Graduate-School-to/131795/

44. Accreditation • Measuring the unmeasurable? • 100 years of diploma mills, - still flurishing

45. OERuChallange

46. Badges Alternative

47. Your Turn • What do you see has the greatest benefits and Dangers of the No-Frills University?

48. Your Turn • Can student-content and student-student interaction be substituted for expensive student-teacher interaction??