Numbers...ugh!!!!!
Well, we are finally at the dreaded costing portion of the course. I have been anxious about this portion from the beginning, and with taking two courses this session, managing an after school program, working full time, taking care of home and planning a wedding, I already know that stress will be my friend for the next couple of months. My eyes really did glaze over when I looked in the textbook and saw the numbers. Ironically, I do find learning how to create a budget for an online course to be an interesting topic because I understand the importance of the process, but none the less, I cannot shake my math anxiety when I think about it.
Module 1: Introduction and the Economics of Education
Is Education a Good Thing?
As one who has always thought that education is the key, so to speak, my initial thought about our first topic was that this is a "no brainer". "Of course education is an elixir" I thought. I almost didn't see the need to even discuss it. As I read the assigned article, I had to wonder if education really is an elixir. With the growing cost of education, more questions are being raised about the necessity for college, and whether or not education is worth the cost to attend. Every time I look at my student loan balance, I can't help but wonder why I have allowed myself to incur such a great amount of debt with no guarantee of success, or even a better job.
I can remember when having a high school diploma would qualify you for many jobs and people could get jobs and progress in their careers based on the experience they gained by working hard. Today, even people with advanced degrees are out of work and many jobs require advanced degrees in order to move up through the ranks of the company.
With the increasing popularity of online schools, many people are returning to school. This is requiring huge investments and use of personal funds, as well as increased student loan debt incurred by individuals. If we consider the fact that statistically better educated people make more money, then we can argue that education is necessary in order to be successful. I think the increase in the number of people returning to school may be evidence that many people view additional education as the panacea for their financial woes and desire for success and consider their mounting debt as an investment in their future. This is something that I can personally relate to because I am one of those returning to school in a later life stage. My reasons being that I still have many more years to work before retirement and I want to obtain an advanced degree so that I can make as much money as I can before I retire and for my own self satisfaction and proof of my ability to do so. Honestly, the advanced degree adds another level of confidence that will contribute to my ability to accomplish some of my goals. Since I work in an education environment, I already knew that having the appropriate credentials was a "big deal". I have actually notices that some of the same people that I came into contact before who never said a word tome now speak to me since I have "MBA" after my name on my name plate . Hmmm...are people really that superficial?
I can remember when having a high school diploma would qualify you for many jobs and people could get jobs and progress in their careers based on the experience they gained by working hard. Today, even people with advanced degrees are out of work and many jobs require advanced degrees in order to move up through the ranks of the company.
With the increasing popularity of online schools, many people are returning to school. This is requiring huge investments and use of personal funds, as well as increased student loan debt incurred by individuals. If we consider the fact that statistically better educated people make more money, then we can argue that education is necessary in order to be successful. I think the increase in the number of people returning to school may be evidence that many people view additional education as the panacea for their financial woes and desire for success and consider their mounting debt as an investment in their future. This is something that I can personally relate to because I am one of those returning to school in a later life stage. My reasons being that I still have many more years to work before retirement and I want to obtain an advanced degree so that I can make as much money as I can before I retire and for my own self satisfaction and proof of my ability to do so. Honestly, the advanced degree adds another level of confidence that will contribute to my ability to accomplish some of my goals. Since I work in an education environment, I already knew that having the appropriate credentials was a "big deal". I have actually notices that some of the same people that I came into contact before who never said a word tome now speak to me since I have "MBA" after my name on my name plate . Hmmm...are people really that superficial?
Human Capital
I have been in the working world for many years, and I don't think I have ever felt truly appreciated. I think people have been the best resources for companies, and in return have been taken for granted, overworked and underpaid in many cases. While there are some companies that recognize the value of their workers, there are many who treat their employees poorly or do not pay their employees what they're worth. Do these employers realize that their companies could not run without at least a few people? Even the most automated companies need someone on the premises who knows how to operate or repair equipment.
From my reading, I learned that the issue of human capital can be viewed by some as attaching value to people in a manner similar to slavery. I believe there are many ways to attach value to people that reflect the worth of their skills and knowledge. The Human Capital Theory is a broad theory and speaks to knowledge and skills of workers. Human Capital is usually viewed as the set of characteristics and skills that contribute to an increase in productivity, but all human capital is not a result of formal education and skills can be attributed to innate ability, informal education, non-school experience or training. I have known people,for example, that could take apart a car engine and put it back together again and they have had no formal training and I would trust them to repair my vehicle in a heartbeat. Even with experienced people, It seems that education has, over the past few years, been edging out over experience . There was a time when experience meant everything and some employers would accept work experience in lieu of education, but I don't really see that very much any more. Today, education seems to be the guiding factor for employment with experience being somewhat of an afterthought. If I had to make the choice between employing a person with experience and a new college graduate with no experience, my decision would have to depend on what my goal was. If my goal was primarily efficiency and productivity, then I may have to go with the experienced applicant. On the other hand if my goal was to save money, I may have to go with the college graduate with no experience because they may be willing to settle for lower pay because they have no experience.
Although technology is a good thing, I think it is when we replace people with technology that we decrease the value of human capital. Of course making money is the goal of any business, but I think in some cases, employers can retain more workers, instead of reducing the number so drastically that large numbers of people are unemployed, causing a domino affect. When people are unemployed, they have no spendable cash. Without spendable cash, people cannot purchase goods, and without anyone purchasing goods, sales decrease, leading to more employees loosing their jobs.
From my reading, I learned that the issue of human capital can be viewed by some as attaching value to people in a manner similar to slavery. I believe there are many ways to attach value to people that reflect the worth of their skills and knowledge. The Human Capital Theory is a broad theory and speaks to knowledge and skills of workers. Human Capital is usually viewed as the set of characteristics and skills that contribute to an increase in productivity, but all human capital is not a result of formal education and skills can be attributed to innate ability, informal education, non-school experience or training. I have known people,for example, that could take apart a car engine and put it back together again and they have had no formal training and I would trust them to repair my vehicle in a heartbeat. Even with experienced people, It seems that education has, over the past few years, been edging out over experience . There was a time when experience meant everything and some employers would accept work experience in lieu of education, but I don't really see that very much any more. Today, education seems to be the guiding factor for employment with experience being somewhat of an afterthought. If I had to make the choice between employing a person with experience and a new college graduate with no experience, my decision would have to depend on what my goal was. If my goal was primarily efficiency and productivity, then I may have to go with the experienced applicant. On the other hand if my goal was to save money, I may have to go with the college graduate with no experience because they may be willing to settle for lower pay because they have no experience.
Although technology is a good thing, I think it is when we replace people with technology that we decrease the value of human capital. Of course making money is the goal of any business, but I think in some cases, employers can retain more workers, instead of reducing the number so drastically that large numbers of people are unemployed, causing a domino affect. When people are unemployed, they have no spendable cash. Without spendable cash, people cannot purchase goods, and without anyone purchasing goods, sales decrease, leading to more employees loosing their jobs.
Measuring Returns: IRR and RORE
In all of the years that I have studied or been in school or taken classes, I don't think I've ever thought about education being an investment until recently. Actually, thinking about all of the money being spent on my education, the blow is softened when I think of all of the tuition and student loans as an investment. From what I read about the Human Capital Theory, and how educating our employees can be considered an investment, then I also have to think about how to go about measuring the value of the employees. In some cases, employee skills and knowledge may be compared to machines and a determination can be made as to whether or not the human component is more valuable than the machine. I think most employers place way too little value on their employees. I know that machines may be more efficient and cost effective in terms of productivity, but machines cannot provide human contact for customers, or be courteous or thoughtful or patient with customers.
One question anyone who contemplates adding post secondary education will ask him- or herself is whether or not obtaining more education will be worth the investment. In the diagrams that were created and reviewed in this subject area, we can see that a person who has a bachelors degree, for example, will earn more over their lifetime than a person with a high school diploma. Of course, there are always exceptions, and there are certainly people who may earn more than people with degrees because they may have acquired specialized training instead of a 4-year degree that provides them with qualifications that a person with a degree and no training may not have.
I work in higher ed, and what I found was that it was next to impossible to progress without an advanced degree. This environment, and my own desire, are what prompted me to pursue a degree during this time in my life. I thought long and hard about my decision to incur so much debt at this juncture in my life, but I decided that since I still have more years to work before retirement, I wanted to give myself the best chance for the highest possible salary. Right now, I'm in pursuit of this degree on "blind faith" because I have not been promised any promotion upon completion of my second degree. Since this is my second master's degree, I believe that this will provide opportunities for me that would not be available to me without the additional education, so this investment in my education is worth the added expense for the long term. I really believe that the return on my investment will result in a better paying position and higher retirement benefits.
One question anyone who contemplates adding post secondary education will ask him- or herself is whether or not obtaining more education will be worth the investment. In the diagrams that were created and reviewed in this subject area, we can see that a person who has a bachelors degree, for example, will earn more over their lifetime than a person with a high school diploma. Of course, there are always exceptions, and there are certainly people who may earn more than people with degrees because they may have acquired specialized training instead of a 4-year degree that provides them with qualifications that a person with a degree and no training may not have.
I work in higher ed, and what I found was that it was next to impossible to progress without an advanced degree. This environment, and my own desire, are what prompted me to pursue a degree during this time in my life. I thought long and hard about my decision to incur so much debt at this juncture in my life, but I decided that since I still have more years to work before retirement, I wanted to give myself the best chance for the highest possible salary. Right now, I'm in pursuit of this degree on "blind faith" because I have not been promised any promotion upon completion of my second degree. Since this is my second master's degree, I believe that this will provide opportunities for me that would not be available to me without the additional education, so this investment in my education is worth the added expense for the long term. I really believe that the return on my investment will result in a better paying position and higher retirement benefits.
Expansion of Education
There are those who may equate expansion in higher education to economic growth and sustainability. Economically, the assumption is that better educated people will earn higher salaries. Through my reading, I learned that one of the greatest post-war educational expansions occurred following World-War II, resulting from a view that the economy could be enhanced as a result of educating the workforce (Huelsmann). Individuals may also consider education as a value adding asset. As I stated earlier, I believe that education will add value to me as an employee.
Nowadays, we have to look at everything on a global scale. Globally, millions of dollars are spent on education and if we look at mere dollar amounts, we might tend to believe that those countries that spend the most to educate their people would have the highest success rate among graduates and would make up the richest countries. These numbers can be misleading. When we use a reference such as the EdStat, we can see that the amount per student for education varies from country to country. While the numbers may look very different, it is the GDP that has to be considered, and the percentage of the GDP dedicated to education that is important. While the number in dollars may be significantly lower from one country to another, the two countries may be spending the same percentage of their GDP per student on education.
I learned the importance of understanding that the transmission of education is not necessarily the acquisition of skills but may result in the discovery or unveiling of skills (Huelsmann). I know from experience with my own daughter that having been introduced to various areas of education caused her to realized an aptitude for algebra and science. She had not realized that she had skills in these subject areas until she was exposed toe these subjects through an education process. I always thought that she loved math, but on one occasion, when she was helping me with some math work many years ago (I've never liked math), she mentioned that she didn't like math, but that she just happened to be good at it.
Nowadays, we have to look at everything on a global scale. Globally, millions of dollars are spent on education and if we look at mere dollar amounts, we might tend to believe that those countries that spend the most to educate their people would have the highest success rate among graduates and would make up the richest countries. These numbers can be misleading. When we use a reference such as the EdStat, we can see that the amount per student for education varies from country to country. While the numbers may look very different, it is the GDP that has to be considered, and the percentage of the GDP dedicated to education that is important. While the number in dollars may be significantly lower from one country to another, the two countries may be spending the same percentage of their GDP per student on education.
I learned the importance of understanding that the transmission of education is not necessarily the acquisition of skills but may result in the discovery or unveiling of skills (Huelsmann). I know from experience with my own daughter that having been introduced to various areas of education caused her to realized an aptitude for algebra and science. She had not realized that she had skills in these subject areas until she was exposed toe these subjects through an education process. I always thought that she loved math, but on one occasion, when she was helping me with some math work many years ago (I've never liked math), she mentioned that she didn't like math, but that she just happened to be good at it.
Module 2: The Techniques of Cost Analysis
Modeling Costs, Cost Analysis, Capital Costs,
Operating Costs, Depreciation
This section required the most involvement in math, and I have to say that it was not my favorite session. I understand how important this part is, but I don't want to say I hated it, but....well, I hated it. I did learn, however, that when developing a distance education program, it is necessary to draw up a budget and a way to do so involves the use of the ingredients approach. I really liked the ingredients approach, which was very helpful, especially for someone with anxiety about math in the first place, because this the ingredients approach is a good method for breaking down the process so that it didn't make my eyes glaze over so much.
I learned that the ingredients approach parallels the process of preparing a meal, and what really helped with turning on the lightbulb was understanding the cooking process and knowing that in order to prepare this meal (online DE course), you must: make a decision about what to teach, what activities will be involved and then identify the ingredients needed relative to the premises and accommodations, supplies, consumables and specific quantities of items needed including costs, furniture and equipment, and human resources. Thinking about costing in this way was very helpful.
I also learned that in order to effectively use the ingredients approach, you must understand each of the categories because it is information that you will need in order to budget properly. It's not just a matter of knowing what the categories are, but you must also have an understanding of how to categorize the information that you have to work with, if the budget is going to be a true representation of you actual and anticipated budget expenses. Human resources involves your employees and staff, and could include regular or temporary staff that may change from year to year. The next category includes the premises and accommodations which are your buildings, and may also include such items as insurance rates, utilities and grounds maintenance, and facility housekeeping. The requirements category would be one that is considered a fixed costs. The next category will be your equipment which is considered to be a fixed asset and will include your buildings, the lands and furnishings. The final category is your stocks, supplies and other expenses.
Although I am truly not a fan of costing and numbers, I have to admit that it was interesting to see how costs are broken down for budget purposes and that all costs may not be determined initially. Costs are categorized as fixed/variable or capital /operating costs. These categorized costs are used to determine what information will be used to create a budget. A way to determine projected costs needed is by performing a cost analysis for direct and indirect costs. Cost analyses look at how a budget is drawn up, capital costs treatment and the basic equations for costing. This includes development of course materials, course presentation (teaching), and other indirect cost overhead that is not directly related to the course. In the next step in costing the costs must be categorized in to either capital costs and operating costs. The capital and operating costs are handled based on the various areas of operating costs, This includes depreciation of capital costs, simple depreciation, capital costs and social discounts and annualization. Now the annualization was a tricky piece of work, and I will have to practice a lot to really get the hang of it without needing a guide every step of the way. But, like anything else, with practice, I'm sure that I can eventually get to a level of understanding that will make this process second-nature to me. Operating costs are those costs that will be used within the financial year that the cost occurs and are generally recurrent. Capital costs are often non-recurrent costs. Because some capital cost items lose value over the course of time, these items must be depreciated each year. Now, I have to say that the depreciation process was one that will really take some practice. I can do it (slowly), but it really was a bit difficult for me. As much as I understand the importance of these processes, I was no more comfortable with the math at the end of the course than I was at the beginning. Still don't like it.
I learned that the ingredients approach parallels the process of preparing a meal, and what really helped with turning on the lightbulb was understanding the cooking process and knowing that in order to prepare this meal (online DE course), you must: make a decision about what to teach, what activities will be involved and then identify the ingredients needed relative to the premises and accommodations, supplies, consumables and specific quantities of items needed including costs, furniture and equipment, and human resources. Thinking about costing in this way was very helpful.
I also learned that in order to effectively use the ingredients approach, you must understand each of the categories because it is information that you will need in order to budget properly. It's not just a matter of knowing what the categories are, but you must also have an understanding of how to categorize the information that you have to work with, if the budget is going to be a true representation of you actual and anticipated budget expenses. Human resources involves your employees and staff, and could include regular or temporary staff that may change from year to year. The next category includes the premises and accommodations which are your buildings, and may also include such items as insurance rates, utilities and grounds maintenance, and facility housekeeping. The requirements category would be one that is considered a fixed costs. The next category will be your equipment which is considered to be a fixed asset and will include your buildings, the lands and furnishings. The final category is your stocks, supplies and other expenses.
Although I am truly not a fan of costing and numbers, I have to admit that it was interesting to see how costs are broken down for budget purposes and that all costs may not be determined initially. Costs are categorized as fixed/variable or capital /operating costs. These categorized costs are used to determine what information will be used to create a budget. A way to determine projected costs needed is by performing a cost analysis for direct and indirect costs. Cost analyses look at how a budget is drawn up, capital costs treatment and the basic equations for costing. This includes development of course materials, course presentation (teaching), and other indirect cost overhead that is not directly related to the course. In the next step in costing the costs must be categorized in to either capital costs and operating costs. The capital and operating costs are handled based on the various areas of operating costs, This includes depreciation of capital costs, simple depreciation, capital costs and social discounts and annualization. Now the annualization was a tricky piece of work, and I will have to practice a lot to really get the hang of it without needing a guide every step of the way. But, like anything else, with practice, I'm sure that I can eventually get to a level of understanding that will make this process second-nature to me. Operating costs are those costs that will be used within the financial year that the cost occurs and are generally recurrent. Capital costs are often non-recurrent costs. Because some capital cost items lose value over the course of time, these items must be depreciated each year. Now, I have to say that the depreciation process was one that will really take some practice. I can do it (slowly), but it really was a bit difficult for me. As much as I understand the importance of these processes, I was no more comfortable with the math at the end of the course than I was at the beginning. Still don't like it.
Module 3: The Cost Effectiveness of Distance Education
Grenville Rumble Visit
The visit by Grenville Rumble was a rare opportunity to discuss and have questions answered by an expert in distance education. As the author of some of our required readings in this course, he is best able to answer questions, clarify information and offer information to help us better understand the distance education process and its systems.
There was a great deal of discussion about a variety of subjects with Mr. Rumble. Of particular interest to me was the discussion about the changing role of the teacher/tutor in distance education. Like many people, I'm sure, I had always viewed distance education as the simple process of teaching a traditional in-class courses online. These studies have so enlightened me about the complexity of not only teaching online courses, but on developing these courses as well. It is difficult enough for in-class teachers to keep track of each student's progress. This is doubly difficult when you cannot see the faces or hear the voices of the students. It is almost as if the instructor has to create personalities based on the communications rendered by the students in order to determine the appropriate approach to guide each student to their intended outcome.
There needs to be more consideration given to the difficulty of trying to understand students when all communication is written/read, rather than spoken. It seems to me that as an online teacher/ tutor/instructor, the hard job is to add a human element to the student contact, and not just seeing writings or assignments, but trying to understand student responses, and why each student thinks as they do. At least if the instructor could see them, they could see their facial expressions and body language to help them.
I also enjoyed the discussion regarding MOOCs. There was a point brought up about offering free education and the hope of better jobs. I had to wonder if everyone was educated, would that help or hurt the economy. I think the competition for better jobs might become even stiffer and with so much competition would that make things worse than they already are economically? I think that offering free education is a good thing and I have to wonder how many geniuses we will miss because they were not able to have an opportunity to develop their skills and knowledge because they could not afford college tuition. Although MOOCs may not be degree producing, this may still be a way for some who cannot afford to enroll in a degree producing program an opportunity to educate themselves. Will we miss the next great philosopher, artist, or next great president because they could not afford a formal education?
There was a great deal of discussion about a variety of subjects with Mr. Rumble. Of particular interest to me was the discussion about the changing role of the teacher/tutor in distance education. Like many people, I'm sure, I had always viewed distance education as the simple process of teaching a traditional in-class courses online. These studies have so enlightened me about the complexity of not only teaching online courses, but on developing these courses as well. It is difficult enough for in-class teachers to keep track of each student's progress. This is doubly difficult when you cannot see the faces or hear the voices of the students. It is almost as if the instructor has to create personalities based on the communications rendered by the students in order to determine the appropriate approach to guide each student to their intended outcome.
There needs to be more consideration given to the difficulty of trying to understand students when all communication is written/read, rather than spoken. It seems to me that as an online teacher/ tutor/instructor, the hard job is to add a human element to the student contact, and not just seeing writings or assignments, but trying to understand student responses, and why each student thinks as they do. At least if the instructor could see them, they could see their facial expressions and body language to help them.
I also enjoyed the discussion regarding MOOCs. There was a point brought up about offering free education and the hope of better jobs. I had to wonder if everyone was educated, would that help or hurt the economy. I think the competition for better jobs might become even stiffer and with so much competition would that make things worse than they already are economically? I think that offering free education is a good thing and I have to wonder how many geniuses we will miss because they were not able to have an opportunity to develop their skills and knowledge because they could not afford college tuition. Although MOOCs may not be degree producing, this may still be a way for some who cannot afford to enroll in a degree producing program an opportunity to educate themselves. Will we miss the next great philosopher, artist, or next great president because they could not afford a formal education?
Efficiency and Effectiveness: The Concept
I think the quote from Drucker best defines the difference between efficiency and effectiveness...."efficiency is about doing things right and effectiveness is about doing the right thing" This statement provides some clarity when thinking about the two terms. Because something is effective, does not mean that is efficient and vice versa. I work at a small liberal arts college and one thing that is always an issue is the budget. I've watched decisions being made that are effective in helping to increase retention and enrollment, but I have questioned many times whether or not these decisions were cost-effective. Is a 1 million dollar residence hall renovation cost-effective to for increasing enrollment by $300,000? While this renovation may prove to be efficient by by successfully increasing the numbers, it will only be cost-effective if enrollment increases by more than $300,000 each year for the next three years. A steady monetary increase cannot be guaranteed, so was this the most efficient way to increase enrollment? Or, what about spending $4,000 for bathroom hand blowers when the security system is not working?
Recent years have seen more advances in ICT and with it more advances in distance education. These technological advances have afforded distance learners greater opportunities to be a part of a more interactive environments. In early distance education, communication was limited and learners did not have the advantage of being able to contact teachers and classmates easily, nor could they have timely discussions with the class. There were many who originally thought that reducing cost of education was simply a matter of moving from face-to-face classes to online learning. A lack of understanding of the costing for distance education led to the misunderstanding of the amount of cost involved in switching to an online structure. It was later realized that economies of scale would be required if a cost reduction was to be achieved. When determining costs for online education we must think about not only the courses offered, but what the cost per student will be. In order to keep costs down, online education must have economies of scale and by doing so can decrease the cost by increasing the numbers. Still further research revealed that costing cannot be done on a general basis. Institutions must develop cost structures that not only consider technology, but other areas such as who will be paid and how they will be paid.
I was thinking, in some cases, being too logical, or focusing too much on obtaining economies of scale may prove to be counterproductive. While it is true that having large numbers of students can reduce costs by offering only courses that are popular and draw the most students this may not necessarily be the most cost effective approach in the long run. An institution of higher education that only offers a few courses may not remain popular long. With the number of online institutions now, there is a great deal more competition, and schools are offering more non-traditional courses of study. My thinking is that if schools offer the less popular disciplines, then they may be able to offset that costs by offering quality programs that are more popular, which could increase the numbers, resulting in decreased costs.
Recent years have seen more advances in ICT and with it more advances in distance education. These technological advances have afforded distance learners greater opportunities to be a part of a more interactive environments. In early distance education, communication was limited and learners did not have the advantage of being able to contact teachers and classmates easily, nor could they have timely discussions with the class. There were many who originally thought that reducing cost of education was simply a matter of moving from face-to-face classes to online learning. A lack of understanding of the costing for distance education led to the misunderstanding of the amount of cost involved in switching to an online structure. It was later realized that economies of scale would be required if a cost reduction was to be achieved. When determining costs for online education we must think about not only the courses offered, but what the cost per student will be. In order to keep costs down, online education must have economies of scale and by doing so can decrease the cost by increasing the numbers. Still further research revealed that costing cannot be done on a general basis. Institutions must develop cost structures that not only consider technology, but other areas such as who will be paid and how they will be paid.
I was thinking, in some cases, being too logical, or focusing too much on obtaining economies of scale may prove to be counterproductive. While it is true that having large numbers of students can reduce costs by offering only courses that are popular and draw the most students this may not necessarily be the most cost effective approach in the long run. An institution of higher education that only offers a few courses may not remain popular long. With the number of online institutions now, there is a great deal more competition, and schools are offering more non-traditional courses of study. My thinking is that if schools offer the less popular disciplines, then they may be able to offset that costs by offering quality programs that are more popular, which could increase the numbers, resulting in decreased costs.
Social Justice
If we consider the expansion of education as one that is supply or demand driven, I would have to say that this dilemma sounds much like "which came first, the chicken or the egg". Can there be one without the other? Personally, my decision to continue with additional education was based on my desire to progress at my current position. While it is "slow-going", I can see just the difference in the level of respect that I receive from my colleagues. I work in Higher Ed and therefore you level of education is viewed as the basis for you capabilities. It does not matter about experience that you may have or how well you've done a job. If you don't have the right credentials, you are simply not respected professionally. In order for me to even be considered for any type of promotion, it was imperative that I continue my education. There are even those who have made snide remarks about the fact that I received my education online. This I just chalk up to ignorance, and probably the same kind of ignorance that crossed my mind before I became an MDE student. There are always those who don't believe that an education that takes place outside of a traditional classroom is robust enough to equal degrees obtained through more traditional means.
Module 4: Costing Educational Techniques
There are many types of media, or ways to communicate through "one-way" or "two-way" means for distance education. This was simple when there was only radio and television to consider, but advances in technology have necessitated consideration of various means to communicate online and at a distance for coursework purposes. Because of the various media, there is no way to use a generic means to cost distance education. Costs are directly related to the media used for deliver of distance education courses. One major point that needs to be kept in mind is the fact that the media we use is directly related to the cost. In many institutions, the tedium of developing a cost structure is further exacerbated by the fact there are often budgets to follow or specific timelines to follow.
Classifying Media, Media Equivalence, Student Learning Hours, Print and Correspondence, Radio and Audio Cassettes, Television and Video Cassettes
Thalheimer (2002) challenges the research that interactivity results in better learning. In earlier days of distance education, the case was made that although there has been much interaction, and that this interaction improved attentiveness and did not necessarily result in learners learning more. There is also the issue of asking learners questions, and their ability to retain the information. The interactivity itself does not make better learners, it is rather their ability to retain the information that they have heard or read and retrieve that information at a later time. I found later work by Thalheimer (2013) to be very interesting after viewing a YouTube interview. He talked about research he was doing on different types of learning. He divided learning into two groups; transferred learning and insight learning. After listening to the interview, I realize that I related closely to his research about insight learning and based on his definitions, I found tdhat insight learning is far more interesting. Different from transferred learning, where the thoughts and perspective of the instructor is simply transferred from on person to another, insight learning allows the learner to gather information and draw their conclusion based on many piece of information that they come into contact with. This seems to be a much more open and creative way to think. Rather than just having someone tell me what to think, I find it much more exciting and interesting to be able to have an opportunity to think about information.
When determining what media to use, the design of the course is a primary factor to consider. All media is not interchangeable for all course designs, and a media selection for one course may not be effective for another course.
One of the things that I found extremely interesting was the opinion that interactivity may not be as necessary and beneficial as I have always heard or been lead to believe through reading. I have read and heard in conversations, the importance and necessity for the "human" interaction in order to learn. I am in a higher education environment daily, and I have heard countless times how you have to interact in order to learn, however, I think that these individuals would learn the same information if it were presented to them in a magazine article, or in a book. I don't think hearing information from a person increases ones ability to learn. The interaction is a way to share each others' experiences, which is not the same as learning academically. I have observed in some of the online discussions, we are not learning new information from each post, instead, we are hearing different perspectives. What I think does happen during interactivity is enhancing our ability to be able to rethink and change our opinion about what we learned, but the learned information does not change as a result of the interaction whether it was learned through instruction, reading or visual communication of information.
I also did not realize the importance of media choices for different learning experiences. I have always thought that the use of media for learning was just a matter of taking any course and choosing the media randomly based on personal preference, rather than considering that the choice of media was a factor in enhancing the student's learning experience through the use of a particular media type. The media type is also important for developing costs structures through the use of determining student learning hours as a way to measure the time needed to complete a given course. With the various types of media, student learning hours can vary, thereby affecting the cost to produce courses.
When determining what media to use, the design of the course is a primary factor to consider. All media is not interchangeable for all course designs, and a media selection for one course may not be effective for another course.
One of the things that I found extremely interesting was the opinion that interactivity may not be as necessary and beneficial as I have always heard or been lead to believe through reading. I have read and heard in conversations, the importance and necessity for the "human" interaction in order to learn. I am in a higher education environment daily, and I have heard countless times how you have to interact in order to learn, however, I think that these individuals would learn the same information if it were presented to them in a magazine article, or in a book. I don't think hearing information from a person increases ones ability to learn. The interaction is a way to share each others' experiences, which is not the same as learning academically. I have observed in some of the online discussions, we are not learning new information from each post, instead, we are hearing different perspectives. What I think does happen during interactivity is enhancing our ability to be able to rethink and change our opinion about what we learned, but the learned information does not change as a result of the interaction whether it was learned through instruction, reading or visual communication of information.
I also did not realize the importance of media choices for different learning experiences. I have always thought that the use of media for learning was just a matter of taking any course and choosing the media randomly based on personal preference, rather than considering that the choice of media was a factor in enhancing the student's learning experience through the use of a particular media type. The media type is also important for developing costs structures through the use of determining student learning hours as a way to measure the time needed to complete a given course. With the various types of media, student learning hours can vary, thereby affecting the cost to produce courses.
Module 5: The Cost and Costing of e-Learning
CBTs and WBTs, Virtual Seminars, Video Conferencing, Digital Convergence and the Importance of Scenarios, Business Modules of Cooperation, Laurillard
Distance learning continues to become more flexible as technology advances. As one who prefers the online environment, I don't necessarily find a need for face-to-face communication. Although I am a visual learner, I don't need human interaction, but can learn more from viewing an instructional video. One advantage in this is that I can go back and review points that I may have missed. This saves the aggravation of having to continually ask questions or miss information because I'm writing down another point. I am a fan of such methods as Webinars, even audio only. It allows me to think about what is being said while its being said, and not have to read and let the information marinate as I pause before going to the next page or chapter.
There is also the issue of those instructors relaying information from their perspective or based on their interpretation of the written materials. This is where reading and interpreting information for yourself is important. Although the facts are the facts, you cannot rely on someone else to tell you what you think about the facts that you read. Discussion is one way to help broaden thinking when you hear a variety of perspectives from different people, I do not think, however, that the ability for students to engage in discussion is dependent upon their proximity to one another or to the instructor, and that's where computer-mediated-communication plays a major role. The integration of computer technology has made it possible to take online and distance learning to a whole new level. Communication can now be done in virtual environments enabling student-teacher contact in a more timely manner.
As the different technological devices and methods become for available, consideration must be given to the cost of this technology. As usual the larger institutions can take advantage of economies of scale where costing is concerned. I think one of the tricky areas for institutions is to balance the needs of the institution while maintaining the quality of education for the students.
I have had recent conversations regarding online learning, and I think to some degree online education is viewed as an environment where the "human" instructor is no longer needed, not needed as much, or has teaching methods that are outdated. From what I've see, read and heard, it seems to me that online instructors actually spend more time, preparing, disseminating information and responding to students than do traditional instructors. I can see Laurillard's point related to instructors and their importance as technology continues to be a growing and even necessary part of the learning process.
With advances in technology and determining the appropriate media format consideration must be given to how the course will be taught, and what technology will be needed. With the various technology available, media resource decisions about cost also become very important. because institutions must ensure that they purchase technology that is appropriate for their particular circumstances. Institutions must determine those factors that drive costs which could be student numbers, or could also be study hours needed to achieve academic success.
Institutions need to incorporate the various components necessary for their success. There is no singular solution to the composition of any higher ed institution. Institutions need to create scenarios consisting of the components that are best suited for their particular circumstances. There must be a sharing of technology, expertise, education and skills to make up a system that can be productive and successful
There is also the issue of those instructors relaying information from their perspective or based on their interpretation of the written materials. This is where reading and interpreting information for yourself is important. Although the facts are the facts, you cannot rely on someone else to tell you what you think about the facts that you read. Discussion is one way to help broaden thinking when you hear a variety of perspectives from different people, I do not think, however, that the ability for students to engage in discussion is dependent upon their proximity to one another or to the instructor, and that's where computer-mediated-communication plays a major role. The integration of computer technology has made it possible to take online and distance learning to a whole new level. Communication can now be done in virtual environments enabling student-teacher contact in a more timely manner.
As the different technological devices and methods become for available, consideration must be given to the cost of this technology. As usual the larger institutions can take advantage of economies of scale where costing is concerned. I think one of the tricky areas for institutions is to balance the needs of the institution while maintaining the quality of education for the students.
I have had recent conversations regarding online learning, and I think to some degree online education is viewed as an environment where the "human" instructor is no longer needed, not needed as much, or has teaching methods that are outdated. From what I've see, read and heard, it seems to me that online instructors actually spend more time, preparing, disseminating information and responding to students than do traditional instructors. I can see Laurillard's point related to instructors and their importance as technology continues to be a growing and even necessary part of the learning process.
With advances in technology and determining the appropriate media format consideration must be given to how the course will be taught, and what technology will be needed. With the various technology available, media resource decisions about cost also become very important. because institutions must ensure that they purchase technology that is appropriate for their particular circumstances. Institutions must determine those factors that drive costs which could be student numbers, or could also be study hours needed to achieve academic success.
Institutions need to incorporate the various components necessary for their success. There is no singular solution to the composition of any higher ed institution. Institutions need to create scenarios consisting of the components that are best suited for their particular circumstances. There must be a sharing of technology, expertise, education and skills to make up a system that can be productive and successful
Module 6: Cost and Economics of Student Support
Perraton's Paver and the Glasshouse of Student Support, Drop-Outs and Cost-Effectiveness, the Economic Case of Retention, the Wider Context
In order for distance education students to be successful, its not just a matter of supplying them with materials, and assuming that because they have all of the learning materials in hand, that they have all they need to be successful. Along with the learning materials, students also need to have some means to have contact with other individuals. Students need to be able to contact someone when they have a questions, or when they need some assistance with completing their assigned studies. For some students, this contact or support helps them to feel as though they a re a part of a group and may relieve anxiety just knowing that there is assistance for them when they need it. I think providing support to students helps to increase the chance that they may finish school, improving the retention rate and decreasing the drop-out rate. It seems that it would be more cost effective to try to retain the current students, especially when you look at the cost of having to pay for teams to recruit new students.
I read about several schools that offer orientation courses prior to students beginning their online studies. I think an orientation course is a great idea as online studies become more popular and flexibility attracts many adult student. Although many people have heard of online and distance education, this does not mean that they fully understand the difference between online learning and face-to-face environments. I think a lot of people still think that online classes are simply face-to-face classes that are studied at a distance. I don't think most people, me included before pursuing this degree, understand what goes into offering online courses, and all of the variables that must be considered, not only in costing, but in logistics and student support as well. Although I am one who is comfortable with the online environment, there are some who find it lacking in warmth and need the constant contact of other students or instructors in order to feel like a part of their learning environment. I think that if incoming or new students had a mechanism to learn the nuances of the online environment prior to the start of classes, this might provide them with an opportunity to become familiar with the online environment in advance and maybe not feel so lost or alienated once classes begin.
I read about several schools that offer orientation courses prior to students beginning their online studies. I think an orientation course is a great idea as online studies become more popular and flexibility attracts many adult student. Although many people have heard of online and distance education, this does not mean that they fully understand the difference between online learning and face-to-face environments. I think a lot of people still think that online classes are simply face-to-face classes that are studied at a distance. I don't think most people, me included before pursuing this degree, understand what goes into offering online courses, and all of the variables that must be considered, not only in costing, but in logistics and student support as well. Although I am one who is comfortable with the online environment, there are some who find it lacking in warmth and need the constant contact of other students or instructors in order to feel like a part of their learning environment. I think that if incoming or new students had a mechanism to learn the nuances of the online environment prior to the start of classes, this might provide them with an opportunity to become familiar with the online environment in advance and maybe not feel so lost or alienated once classes begin.
Module 7: Web 2.0
Examples, Wikipedia, Myspace, You Tube, Last.fm, Wikileaks, Second life, Flickr and xing
The viery interesting thing about web 2.0 technology is that it transformed existing one-way technology into two-way communication by enabling people to not only receive information, but to respond as well. This opened up the world to knowledge and makes it possible to respond more quickly. I also think this increases the accuracy of information received. Prior to 2.0 technology, we were given information, but would not be able to verify the info\rmation, or if we had a question, we would have to wait for written updates to be printed and distributed. This time consuming approach to distributing information may have resulted in incorrect or outdated information being spread among learners.
Web 2.0 technology goes far beyond academics which is associated more with the adult aspect of its use. Web 2.0 technooigies have become an essential part of communication and social representation among youth. Platforms such as Facebook give people the means and opportunity to socialize without actual physical contact. I have to wonder if this is a good thing or not as I watch how students walk around "zombie-'like" with their faces plastered to the screens of their smartphones. Although the technological aptitude of our youth may have increased, I have I also have to wonder if their ability to socialize in a "real-World" environment might suffer. What ever happened to good old-fashioned eye contact?
Web 2.0 technology goes far beyond academics which is associated more with the adult aspect of its use. Web 2.0 technooigies have become an essential part of communication and social representation among youth. Platforms such as Facebook give people the means and opportunity to socialize without actual physical contact. I have to wonder if this is a good thing or not as I watch how students walk around "zombie-'like" with their faces plastered to the screens of their smartphones. Although the technological aptitude of our youth may have increased, I have I also have to wonder if their ability to socialize in a "real-World" environment might suffer. What ever happened to good old-fashioned eye contact?
Conclusion
I have to say, this class was very challenging for me and I did find my self stressed quite a bit. Oddly enough, aside from the math, the major challenges for me are the discussion and maintaining the learning journal. I am a person of few words most of the time, although I think in-depth about what I read and how it relates to my job and the world, in general. I have found it difficult sometimes to express those thoughts in writing. However, I am getting better at it, and will keep practicing.
As I learn more about distance education, it is more than obvious to me that technology is dictating the direction of the online learning option. From the first word processor, I can remember wondering what was next and I did not come close to imagining the level of technology that we have today. Being a fan of science fiction, I believe in keeping your mind open to the possibility. As far as I'm concerned, we only know what we know, so anything is possible. Many years ago,it was thought that flight was impossible and now we have everything in the sky from helicopters to satellites. In distance education, just like anything else, technological advances are designed to give us information in an instant and communicate with each other from anywhere in the world. Like it or not, we live in a society that thrives on quick access to information, and educators and educational institutions must "step up to the plate" if they plan to compete. This is where costing plays a major role and where creativity is needed both in developing programs, and in determining what institutions can afford to spend.. It will be the technology selected that will be one of the drivers for costing online programs and institutions in the future. Many of the technologies that were used just a few years ago are obsolete, or have been elevated in function, so institutions will have to be very strategic in their technology selections to avoid wasting time and money.
As I learn more about distance education, it is more than obvious to me that technology is dictating the direction of the online learning option. From the first word processor, I can remember wondering what was next and I did not come close to imagining the level of technology that we have today. Being a fan of science fiction, I believe in keeping your mind open to the possibility. As far as I'm concerned, we only know what we know, so anything is possible. Many years ago,it was thought that flight was impossible and now we have everything in the sky from helicopters to satellites. In distance education, just like anything else, technological advances are designed to give us information in an instant and communicate with each other from anywhere in the world. Like it or not, we live in a society that thrives on quick access to information, and educators and educational institutions must "step up to the plate" if they plan to compete. This is where costing plays a major role and where creativity is needed both in developing programs, and in determining what institutions can afford to spend.. It will be the technology selected that will be one of the drivers for costing online programs and institutions in the future. Many of the technologies that were used just a few years ago are obsolete, or have been elevated in function, so institutions will have to be very strategic in their technology selections to avoid wasting time and money.