“Boxing ourselves in?” by Linus Bohman via Flickr
Over the last few months, I’ve been putting together an inventory document of all online, blended, and hybrid courses being offered in our graduate and undergraduate programs at EMU for the current and next academic years. This has been a helpful exercise as it’s been surprising to me how much we’re already doing in this area, with new courses and programs taking shape with seemingly every passing week and semester. It is an exciting time to be in my line of work at EMU.
Today I gave a lunch presentation on our main campus to faculty and staff, surveying my work in instructional technology and design over the past few years, and how I’ve been working at both the program and faculty levels to help build capacity for online, hybrid, and blended education at EMU. At the end of the presentation I made an assertion and a posed a question…
If my sense that online/hybrid/blended education at EMU is only going to advance, and design and support resources such as I provide need to be bolstered, then what would be the best approach for moving that direction? How can my work expand and resources be added to best serve this emerging mix of delivery models in our educational mission? How can we move this direction while still maintaining the integrity of community and character formation which are central to who we are as an Anabaptist-Mennonite institution?
First off it’s been quite a while since I posted here on the ed-tech blog. Not for lack of activity, really, either. At the beginning of the fall semester, two exciting new collaborative programs rolled out, which I’ve discussed here before: the Collaborative MBA and the undergraduate sociology program, both ventures between Goshen College, Bluffton University, and us here at EMU. And so far they’ve both been a success! The year+ of technology and faculty development planning certainly paid off and we feel great about they’ve started out.
And recently I started a professional development course through the Online Learning Consortium (formerly the Sloan Consortium/Sloan-C) in “blended learning mastery.” In the early phase of the course we did some helpful setting of terms:
- Blended courses - Any course that has 30-75% online activities and engagements mixed with face-to-face/F2F
- Hybrid courses – A 50/50 mix of online and F2F
So basically, hybrid is a more specific mixture of blended.
A longtime friend of mine has an unusual knack for coming up with pithy proverbial sayings. My favorite goes like this:
Disappointment and elation
Are all a matter of expectation
Cute, right? Yet it’s strangely come to mind in any number of situations over the decade since I first heard it uttered. One such area has to do with established academic programs/depts. beginning to dabble, or trying to innovate, in online education.
What I’ve found over the two years in my role as an instructional technologist and (increasingly, of late) instructional designer for online ed. at EMU, is that if you’re not careful about how you incorporate online elements into the delivery of a course, you can stumble onto the wrong side of the “disappointment and elation” continuum. A few for-instances from experience…
For the past academic year we have been using the MediaCore platform to upload and embed digital video and other media in Moodle, for both on-campus and online courses. It’s been a great platform; the Moodle integration is very seamless and intuitive and it’s been ticking along well. It’s been used for recorded mini-lectures and presentations in a range of classes, by both teachers and students, and a speech class has also made extensive use of it for posting speeches for peer review.
The nice thing about the Moodle integration is that the video uploaded within courses are only visible to those enrolled in the course. Videos uploaded/embedded in Moodle are, therefore, “private.” But what about videos that you want to show the world?
This week we had our first chance to do this with our MediaCore site. Paulette Moore, a professor in the Visual & Communication Arts department, taught a documentary filmmaking course this semester and their final project was posted to MediaCore yesterday. It’s called “To Wisconsin With Love: Offerings on Water, Land, and Culture” and runs 44 minutes. Check it out:
Farmer, author, Kentucky boy – Wendell Berry; (Photo licensed under Creative Commons)
Wendell Berry has been a big influence on my thinking and doing in the past few years, thanks to a close friend who not only loves and knows well most of Berry’s work but also embodies many of the things that Berry is passionate about: place and community, to name just two. It’s not a stretch to say that my family’s moving back to our home state of Iowa was for me helped along by exposure to Berry’s work and its resonance with my primarily theological convictions.
But therein lies the tension for someone like me who loves Berry: We’ve moved back to my wife’s little hometown in Iowa and yet I still work as a telecommuter for EMU in Harrisonburg, Virginia. What makes this arrangement possible is a technology and communications infrastructure built upon a particular economic system (not to mention my periodic travel), all systems that Berry has spent a considerable amount of time rightly critiquing for their corrosive effects on local communities and our stewardship of the earth.
For the past year, a good bit of my energy at EMU has been focused on helping craft the technology framework for an ambitious project which has just recently been announced and begins this fall: The Collaborative MBA – a graduate degree program jointly offered by three Mennonite-affiliated schools, Goshen College, Bluffton University, and EMU.
You can read a bit about the formative story and strategic vision for this program in this recent EMU News release: Unique Collaborative MBA program launched from platform of three Mennonite institutions - What I want to focus on, though, is the ed-tech vision for this program, and how it’s connected to a broader vision for increasing collaboration amongst Mennonite higher educational institutions beyond this first pilot project, the Collaborative MBA.
I repeat: “Whoo whoo!”
Just 11 months ago, I chose the visual metaphor to the right to be juxtaposed against the title for a post: “All aboard the MOOC train!” – wherein I expressed some reservations about the MOOC euphoria that was then gripping the nation, having just ended the so-called “Year of the MOOC” in 2012.
Well, it seems my reservations were shared by a critical mass of folks in higher education, because 2013 is shaping up to be the “Year of the Backlash.” The early philosophical critiques by faculty across the US are starting to be validated by a few studies that show MOOCs really aren’t living up to even a little bit of the revolutionary claims their progenitors were making a mere year ago. So the train has indeed left the station, but…well, you know.
Even one of the early public cheerleaders for MOOC craze, Sebastian Thrun, has recently said that “we have a lousy product” and is shifting his company’s platform and approach to corporate/vocational training, away from higher education. But while it’s easy for me to gloat and say “I told you so,” there is something worth considering in the Inside Higher Ed. post above: The MOOC backlash may actually end up hurting perceptions of online education more generally. And that is not a good thing.
Guest post by Jody Bowie
Instructional Designer at
Southern Nazarene University
[Editor’s note: Last fall I saw an e-mail on the technology listserv of the Council for Christian Colleges & Universities/CCCU. It was from partner school Southern Nazarene University, announcing that their Friday Faculty Training workshops were open to CCCU schools via web conferencing software. So for the past year I’ve been periodically, virtually attending these workshops and they’ve been a tremendous gift to my work. I even had the joy of meeting Jody and a few of his colleagues earlier this year at the CCCU Technology conference in Chicago. With our coming transition onto Google Apps for Education at EMU, and knowing that SNU was already a Google Apps school, I’ve asked Jody to share a bit about the platform and his instructional design work at SNU. Thanks, Jody! -brg]
Google has been a household name for well over a decade, and Google’s e-mail service, Gmail, also enjoys considerable mindshare and widespread usage. However, many may not be aware of the other products offered by Google, and that they are bundled together and provided to institutions as a single platform. Google Apps for Education (GAE) is one such bundling, and is offered to K-12 and universities free of charge. Google was founded by Sergey Brin and Larry Page as a research project while studying at Stanford University, so handing out GAE is a way for them to give back to the educational community.
GAE has a wide variety of tools for both educators and students. Here is a partial list:
- Google Plus (Google+ or G+)
- Drive / Docs
In the remainder of this post I’ll describe each product and how it can be used in your work as an educator…
2010 logo for Catholic Schools Week in the US
This morning our provost sent a few folks a story at The Chronicle, “A Catholic Case Against MOOCs,” and asked if we Mennonites had anything to learn from such an argument. Since it dealt with the high-tech MOOC phenomenon, it made its way to me, the “ed-tech guy.”
But I’m also the product of a Mennonite education in theology and restorative justice, and have benefited greatly from various aspects of the robust and long Roman Catholic tradition. The author specifically cites the social justice tradition within Catholicism, which very much resonates with the peace and justice tradition of Mennonites.
The mashup of technology, justice, and higher ed in the piece got my gears grinding, so below are a few reflections which are edited from the e-mail I sent back to our provost. (Hint: My initial response to his question – Do Mennonites have something to learn here? – was a terse “Yes!”)
Where’d we go? – (Photo by alitow via Flickr)
When I started in this role in May of last year, it was coming off of a very rewarding experience helping design and facilitate what I’ve come to call a “highly synchronous” online course on restorative justice. One of my convictions coming out of that course and into my current work was that it was the weekly synchronous/real-time dimensions of this course – and the ways we structured activities and interactions during those meeting times – which contributed to its success.
I was convinced: Asynchronous was out, synchronous was in. Face-to-face engagement creates a deeper sense of connection and cohort in an online course. Therefore, if EMU wants to expand further into online education, then synchronous modes of delivery should be privileged. Indeed, this would be reflective of the Anabaptist-Mennonite premium put on community.
Ah, those halcyon days of yore!