Teaching & Learning at Virginia Tech, 2020: Some Thoughts about Planning

1. Teaching & Learning at Virginia Tech, 2020: Some Thoughts about Planning John T. HarwoodAssociate Vice Provost, Information Technology Services Penn State University Park, PA 16802 January 14, 2011

2. Penn State and VT: Siblings • We are kindred spirits – large R1s w/significant research portfolios as well as significant teaching mission • Penn State is larger (~95K students, 6K faculty, and 15K staff) @ 24 campuses ranging from 700 students to 42K students • Highest tuition of any public University (~$13K for in-state students and double for out-of-state in 2009-10) • Both face a challenging fiscal climate (aka “hard times ahead”) that should spur innovation (Math Emporium 2.0?) • Both face increased competition from other “providers”

3. Goals for Today • Ponder the current landscape of higher education • Identify key issues, concerns, and options at VT • Consider how to move forward – not whether to move – at VT by addressing such questions as: • How is “learning” planned for at VT? • How can VT better leverage CIDR, IDDL, et al. to create “partnerships for learning”? • How can VT rethink “learning spaces” and computer labs and gather evidence of learning? • How can VT support faculty in new models and modes of teaching?

4. Goals for Today • To document my visionary skills, consider my “history and future of the Web” in 30 seconds Warning: scenarios are subject to change without notice. Ten years ago who was thinking about Google (IPO in 2004), YouTube (founded 2005), or Facebook (founded in~2003)? 2020 seems a long way off, so why worry??

5. 1994 and What I Was Teaching

6. More about Gopher in 1994? Why do faculty talk about the rate of change? A History & Future of the Web

7. New Competitors Want to Dine TODAY on Hokies & Nittany Lions

8. Outta State U Salish Kootenai College (MT) Lesley College (MA) Mukogawa Ft. Wright Institute (Japan) Trajal Hospitality & Tourism College (Japan) Winona State University (MN) Walden University (MN) Univ. of Alaska S.E. (AK) Univ. of Idaho (ID) Lewis-Clark State College (ID) Eastern Oregon Univ. (OR) Oregon Inst. of Tech. (OR) Lewis & Clark College (OR) Portland State Univ. (OR) Univ. of Portland (OR) Western Seminary (OR) George Fox Univ. (OR) Oregon State Univ. (OR) Linfield College (OR) Western Oregon Univ. (OR) Southern Illinois Univ. (IL) ITT Technical Inst. (IN) Vincennes Univ. (IN) Johns Hopkins Univ. (MD) Chapman Univ. (CA) Pacific Oaks College (CA) Center of Innovation in Education (CA) Pepperdine Univ. (CA) Golden Gate Baptist Theological Sem. (CA) Golden Gate Univ. (CA) Old Dominion Univ. (VA) Webster University (MO) Columbia College (MO) Park College (MO) Embry Riddle Aero. Univ. (FL) Nova Southeastern Univ. (FL) Apollo College (AZ) Univ. of Phoenix (AZ) Tulane University (LA) Kigezi Int’l School of Medicine (Uganda) Source: University Business

9. Going to College in Virginia, 2020: What are My Choices? • Consider the state of Washington in 2005 • Question: What will the map of Virginia higher education look like with this kind of representation? • Question: “Where” do I find a “state” university in 2020? Where does VT play in this mix?

10. Outta State U Salish Kootenai College (MT) Lesley College (MA) Mukogawa Ft. Wright Institute (Japan) Trajal Hospitality & Tourism College (Japan) Winona State University (MN) Walden University (MN) Univ. of Alaska S.E. (AK) Univ. of Idaho (ID) Lewis-Clark State College (ID) Eastern Oregon Univ. (OR) Oregon Inst. of Tech. (OR) Lewis & Clark College (OR) Portland State Univ. (OR) Univ. of Portland (OR) Western Seminary (OR) George Fox Univ. (OR) Oregon State Univ. (OR) Linfield College (OR) Western Oregon Univ. (OR) Southern Illinois Univ. (IL) ITT Technical Inst. (IN) Vincennes Univ. (IN) Johns Hopkins Univ. (MD) Chapman Univ. (CA) Pacific Oaks College (CA) Center of Innovation in Education (CA) Pepperdine Univ. (CA) Golden Gate Baptist Theological Sem. (CA) Golden Gate Univ. (CA) Old Dominion Univ. (VA) Webster University (MO) Columbia College (MO) Park College (MO) Embry Riddle Aero. Univ. (FL) Nova Southeastern Univ. (FL) Apollo College (AZ) Univ. of Phoenix (AZ) Tulane University (LA) Kigezi Int’l School of Medicine (Uganda) Source: University Business

11. Proliferation / consolidation of e-learning Mission deflation or creep Greater differentiation “Brand” at risk Top 25 VT courses could be taught by Megawatt U, which has an articulation agreement with VT and is cheaper for students Campus experience as a differentiator, but how to quantify the value? Just-in-time re-tooling of courses and curricula Mass customization will be a student expectation (learning styles on steroids) Open University-type teams vs. independent contractors as course developers So how many competitors will VT have in 2020? “The future (of VT) ain’t what it used to be” Yogi Berra

12. Lessons Learned about Learning 1.0 @ PSU

13. Learning 1.0 at PSU • Old Main and two wise CIOs have invested heavily in learning – and we have results to show for it • ANGEL (course management system) • Computing labs, classrooms, and “learning spaces” • E-Library services + new “Knowledge Commons” • Course redesign efforts (Pew, NCAT, Sloan) have led us to self-fund and go hybrid, so we need a repository • Infrastructure (wireless, Shib, “friction reducers”) • World Campus (75,000 enrollments this year; focus on adult learners) = $18M+ in revenue for colleges • High-stakes Testing Center and other innovations

14. An increasing emphasis on relevance An increasing effort to personalize learning More active engagement with course content, peers, and faculty More effective feedback on learning No increase in effort! Besides, “wired” is cool (wireless, gadgets, e-everything) What Penn State Students Expect

15. How One Redesign Spawned 30 • Stat 200 (NCAT), 1999-2001 • Biology 110 (Mellon Foundation), 2000 • Spanish 1-3 (Textbook publisher), 2002 • So why not fund the redesigns ourselves — the PSU “Blended Learning Initiative” • ~30 undergraduate courses

16. Stat 200, Then and Now • Traditional design = 3 lectures and 1 “recitation” section • New model (2001) = 1-2 lectures + “readiness assessment tests” (RATS) and online activities • Newer model (2007) = 2 lectures and 2 “labs” • Newest model (2009) is completely online • Same course, same standards, similar results

17. Stat 200, Then and Now • Stat 200 continues to innovate • Efficient use of ANGEL quizzes • High-stakes testing = more time for teaching • “Clickers” provide additional feedback • Huge classes seem small • Stat 200 now has an online version – same results • Cost savings remain about $150K per year (reduction in # of TA’s)

18. The Landscape for Learning at VT: Ten Questions

19. Ten Questions about the VT Landscape for Learning • Who is in control if the drivers of change are external, not internal to VT? • Are social media, consumer devices, and “constant connectivity” more important than backpacks and books? • What will textbooks be in 2020? Will any be printed? Will we need a “book” store? • Will Wikipedia, Youtube, and Google kill the university library? • If online universities are so successful, do we still need campuses? • If VT students can succeed in online classes, do we need classrooms?

20. Some Questions (cont) • Where in the curriculum will all VT undergraduates acquire the IT skills and attitudes they will need as employees and citizens? • How should VT assess its success in identifying and measuring those skills? • What are the best models for helping faculty incorporate discipline-appropriate “best practices” in teaching and learning? • Which of the many possible innovations make most sense in 2011-14? And how will we sustain them?

21. Issues and Policies for Today and 2020 • Sustaining quality, mission, and market position • Finance and economics (the business case) • Faculty development and governance issues • Intellectual property, licensing, and Not-Invented-Here • Equity and access issues • Student services Avoid PARALYSIS THROUGH ANALYSIS – good policies can be developed and implemented • In the words of Bob Heterick: seek Access, Quality, and Cost

22. Magnetics Lab, 1894 – not a computer in sight!

23. The View from 5,000 Feet

24. We Know Too Little About • Curricular and instructional design questions • Optimal pedagogies for different disciplines • Best fit between kinds of students and kinds of technology • Optimal class size for on-line classes and right rhythm for hybrid courses • Metrics for assessing outcomes • Smarter ways to promote engagement, socialization, and mentoring of faculty AND students • Impact of Learning 2.0 on faculty development, rewards, and careers • Accreditation and institutional quality

25. Summary • The “map” of higher education is changing rapidly • There is no single “right way” to do learning 2.0 – we struggled for centuries with 1.0! • VT will be its own best lab for producing “best practices” • Now is the right time to move forward – don’t wait for the technology to become perfect • Support your faculty, support your faculty, support your faculty • Ditto for students • Focus on producing evidence-based arguments about learning • Embrace your partners in higher education

26. A Word from JoePa about Learning: Keep on Plugging Away! • Our football coach is our biggest support of our University Library