Google Analytics

Wednesday, November 11, 2009

Higher Education Bubble Post Sparks Reactions and Affirmations


Image from the website Texas Higher Ed a
 project from the Texas Public Policy Foundation

My post The Higher Education Bubble Continues to Grow sparked a number of interactions and posts.

First, Daniel Christian pointed me to his interesting and thought provoking post titled The forthcoming Walmart of Education.

He also pointed me to an interesting presentation that highlights what is wrong with higher education and  some solutions. You should check it out How to Not Only Survive, But Thrive in the Future.

Next, Stephen Downes writes of the bursting of the higher education bubble in his posting The Higher Education Bubble Continues to Grow:
I have long affirmed that such a crisis is coming and that it would arrive very suddenly after being years in the making. It is now very close - within a matter of months. 2010 some time, maybe (at the outside) 2011, at least in North America. Funding will dry up, there will be significant staff reductions, institutions will merge or close, and administrators will be desperate for alternatives. Not just in education, but education will be very hard hit, and at all levels
Additionally, Tom Haskins not only confirms the bubble but offers some much needed solutions in his posting Making College Affordable. He also has a great series of postings called Why Are College Costs Soaring? at his Clues to the College Blues blog.
__

Catalog of Recommended Books, Games and Gadgets
Recommended Games and Gadgets
Recommended Books
Content Guide

Tuesday, November 10, 2009

If Possible...Let's Eliminate Training


It doesn’t always make sense to teach or educate people. Sometimes it is better to automate the process and eliminate the need for training.

Training is time consuming, expensive and not always effective. As an example, many software and/or hardware training programs, classes and manuals are necessary because the designers of the software or hardware did not take the time to think through how those using the product would be interfacing with it. This is one of the reasons Apple has been so successful...they think through their designs...where something like the earlier so called smartphones...not so much.

Look at what is happening in airports, supermarkets, hotels and convenience stores, you will notice a shift toward customer-automation interfaces. At the airport, a kiosk is used for you to check into your flight, check your baggage and receive a claim ticket and boarding pass. The entire process of checking in at the airport is now done by the customer. The kiosk is so easy to use that you don’t require any training; you just follow the instructions on the screen. An expensive the need for expensive check-in personnel is reduced.

At the supermarket, you can check yourself out after you have gathered all of your groceries. No need to train someone on how to use the cash register, the customer is learning how to do it themselves…in half the time. At many convenience stores, you can order your own sandwich at a kiosk and the clerk behind the counter gets an automated printout of the order. No need for training on how to take an order or how to ensure accuracy.

What are we doing in the learning field to automate our processes?  Are we busy trying to teach someone how to do a complicated process? Or are we trying to simplify the process? Are we involved in the design to build the learning right into the hardware or software or are we just cleaning up after the mess made by research and development on a cool new technology that few people can intuitively understand?

Think about what can be done to automate the simple, error prone processes that require a high level of training? What can be done to automate complex processes that require intensive training? Too many times organizations spend time and money conducting training or providing e-learning events because the system is not “smart” enough to handle mundane, repetitive, non-value-added tasks. Look at your organization’s processes and identify opportunities to replace training with automation. It is being done all around you.

__

Catalog of Recommended Books, Games and Gadgets
Recommended Games and Gadgets
Recommended Books
Content Guide

Monday, November 09, 2009

Defining Quality in Learning for Virtual Worlds, Mobile Devices and Online Modules

What is the definition of the world "Quality"?

There are five ways to consider "quality" in terms of e-learning, virtual worlds or mobile learning:

Functionality. The first and most basic form of quality is "does it work." This is a baseline of quality. Do the links work properly, do the SCORM elements transfer to the LMS properly, the avatars don't freeze or the mobile device doesn't drop the learning nugget. This level of quality does not separate excellent e-learning from good e-learning, however, without functionality, the learning is not of a high quality.

Grammar, Spelling, Punctuation. The basics of the language must be in place. If there are glaring errors in spelling, grammar and use of punctuation, the quality of the learning is not high. These basic elements are a baseline requirement along with Functionality.

Usability. How easy is it for the e-learning, virtual world or mobile lesson to be navigated and used by the learner? Does the learner understand how to move from one screen to another, what items are "clickable" and which are not? How does the learning know to find all of the information within a module. This is where the use of Usability Labs can come into play for determining eye movement on the screen, level of learner frustration and how much time a learner spends on each screen or in each unit of learning.

Content. Is the content accurate, correct and easy to follow. If the content is not correct, it doesn't matter how usable, or error free the material happens to be, the information must be correct. The learner has to be learning the right stuff. Valid content is critical to quality learning in any format.

Learning. This is the most important element. Learning must actually occur for it to be considered high quality e-learning., virtual world learning or mobile learning. If no learning occurs, then the quality is poor. High quality is a result of applying instructional strategies and designing the instruction appropriately.

Is something missing? Did I cover all the issues related to high quality? Tell me what you think?

__

Catalog of Recommended Books, Games and Gadgets
Recommended Games and Gadgets
Recommended Books
Content Guide

Friday, November 06, 2009

Learning Statistics from ASTD 2009 State of the Industry Report

ASTD, recently released their State of the Industry Report. Here are a few highlights.
  • US organizations spent $134.07 billion on employee learning and development in 2008.
  • $88.59 billion was spent on the internal learning function
  • $45.48 billion was allocated to external services
  • Average annual expenditure per employee fell 3.8% from 2007 to $1,068
  • The figure for learning expenditure as a percentage of payroll was 2.24% a small increase from 2007.
  • The average number of employees per learning staff member was 253
__ Catalog of Recommended Books, Games and Gadgets Recommended Games and Gadgets Recommended Books Content Guide

Thursday, November 05, 2009

The Higher Educational Bubble Continues to Grow

The definition of an economic bubble is, according to Wikipedia “trade in high volumes at prices that are considerably at variance with intrinsic values”.(Another way to describe it is: trade in products or assets with inflated values.) 

Universities and colleges have inflated values disproportionate to their value. A number of signs of the stock market bubble, technology bubble, and recent credit bubble point to the higher education bubble continuing to grow.

Core Mission and Fundamentals are Ignored
A really insightful meme on this was written by Clark Aldrich called Schools from Stockholm Syndrome to Cruise Ships. Where he indicated that colleges are becoming more like cruise ships than educational institutions. They are indeed closer and closer to resorts than to serious places of educational intent. The increase in costs is not going to the educational missions of the colleges, it is going to amenities. They amenities are not going to help new college graduates to get jobs, they are not preparing them for workplace acumen. In fact, as Clark points out, they are creating unrealistic expectations.

One sign of a growing bubble is when core missions and fundamentals are ignored. Financial institutions did not focus on core business drivers, they ventured into exotic loans schemes. When they discovered that fixed mortgages were no longer profitable enough, they created variations such as interest only mortgage and other "modified" mortgage vehicles. Colleges and universities have lost focus on education and, instead, have focused on amenities and cosmetic campus improvements not on fundamentally improving the education of the students. The educational model--put them in a classroom and lecture--is basically unchanged since the 1800s.

Disproportionate Compensation
Another sign of a growing bubble is out of control compensation at the highest levels. Recently a lot of attention has been given to the fact that 23 Private College Presidents Made More Than $1 Million. While the salaries of public school officials continue to rise as well. This is especially striking when an average worker (an adjunct faculty) makes about $49,000 a year according to SimplyHired. This is a new phenomenon, according to the article, as recently as 2002, there were no million-dollar presidents, only four earning more than $800,000, and 27 earning more than $500,000 (now there are 110). This shows a growing, not a shrinking bubble.

Product Value Doesn't Match Marketplace Expectations
Yet, one more sign is that the perceived product value doesn't match marketplace realities. Students are not graduating with high priced jobs. Many are graduating into the unemployment lines with huge debt. An example of this is student, Trina Thompson of the Bronx. She graduated from New York's Monroe College in April with a bachelor of business administration degree in information technology and couldn't find a job so she sued the university for her money back. Many comments are that she needs to "grow up" or "that a college education doesn't guarantee a job" or "her attitude proves why she doesn't have a job".

But wait a minute...she paid over $70,000 for a four year education and now can't recover her value. This law suit is only the first of what will be many.

Here is an interesting quote from a US Today Article. "The average debt for a college graduate has soared 50% in the past decade, after inflation, according to the Project on Student Debt, a non-profit advocacy group. Just as record-low mortgage rates have eased the impact of soaring home prices, low student-loan rates have let borrowers cut their payments, softening the impact of rising debt."

Because money was easy to come by, students didn't mind borrowing. Things are changing. Undergraduate students aren't getting jobs but average over $20,000 in debt when they graduate which makes it hard to make ends meet especially if they except to live as well as they did in college. Trina is not the only one wondering if college is still worth the price?

Prices are Manipulated Without Regard to Market Supply/Demand
The sticker price of college tuition is seldom ever paid, colleges continue to let parents and eager young students know that financial aid is available in a number of formats and they will work with you to get the best "deal" on your four years of college.

 Isn't this like buying a car (before Edmunds), dealers put an outrageous sticker price on the car and then you "negotiate" them down to a "fair" price or a "bargain." Since no one knew the real price, many people ended up paying more than they need to. Additionally, according to a US Today Opinion piece, In good times, colleges blame tuition hikes on high labor costs. In bad times, they blame endowment troubles. Either way the rates continue to go up unabated. This is a growing bubble.

Exclusivity Perception
One trick Bernie Madoff used to steal money from investors was to indicate the difficulty "average" folks had in getting into his selective fund. It was perceived as difficult to get an opportunity to invest with him. To many it seemed his doors were closed. He made you think that you had no chance to invest with him. The prey would then be frustrated, upset and a little disappointed because they weren't good enough to get into the club.

But a little while later, Bernie would circle back around and say, "well because I like you, I'll make an exception and let you in." The victims couldn't hand him their money fast enough. As one article states, "A chance to send your funds to Mr Madoff was so coveted that it was in essence by invitation only." The academic equivalent is the concept of Selective or Highly Selective Colleges. If you are "lucky" enough to gain admissions, you are so grateful...you pay the high tuition...a carefully orchestrated result.

A Delusion that "This Market is Different"
Housing prices will never decrease, this market will never slow down, we are in a new economy, these are internet-based business models, not old school models. No matter what the bubble,  people within the industry always seem to have a rationale of why "This is different and normal rules of economics don't apply."

The same is happening in higher education. In one article William Powers, the president of the University of Texas at Austin states "The market is choosing quality regardless of incremental costs." These aren't incremental costs, college tuition has increased by more than three times the rate of inflation for the last 20 years, despite U.S. wages flat-lining since 2000. That is not the definition of incremental.

But do cost and quality really equate, the answer is not really. In fact, the high sticker price of many colleges is actually part of their marketing strategy.

As counterintuitive as it seems, schools have often found that raising tuition attracts more applicants because families tend to equate high price with quality (Money Magazine Article.) The market has gotten away from the rational fundamentals.As an example, in 2000, Ursinus College in Collegeville, Pa. boosted tuition and fees by 17.6%. The following year the school received nearly 200 more applications than the year before, and within eight years the freshman class had grown 56%. Schools are competing in an environment where, it is hard to convince potential students that a school is as good as its rivals unless they charge an equal or higher rate of tuition.(Money Magazine Article.) This is a price war based on perception and not on the reality of the actual value of the education.

According to the same Money Magazine article "prices for colleges have begun to follow their own peculiar logic. In the absence of any objective measure of the value of an education, price becomes the default yardstick. The more expensive a college is, the better the education it presumably provides."

But as Charles Miller, who chaired the U.S. Department of Education's Commission on the Future of Higher Education was quoted as saying: "If college costs continue to escalate at this rate, you may reach a point where the investment simply isn't worth it."

Bubble Articles
Here are some other articles about the bubble:
Is Higher Education the Next Big Bubble?
Evidence of the Tuition Bubble
The Coming College Bubble?
__

Catalog of Recommended Books, Games and Gadgets
Recommended Games and Gadgets
Recommended Books
Content Guide

Wednesday, November 04, 2009

Recent Second Life Happenings: Going Corporate

Some interesting things are going on with the folks over at Linden Labs, the developers of the virtual immersive environment of Second Life.

Second Life is going corporate.

First, they are sponsoring a contest called The 2010 Linden Prize. As described:
The Linden Prize will award one Second Life Resident or team with $10,000 USD for an innovative inworld project that improves the way people work, learn and communicate in their daily lives outside of the virtual world. This annual award is intended to align with Linden Lab’s company mission, which is to connect all people to an online world that advances the human condition. The criteria for winning are:
  • Work in Second Life that also achieves tangible, compelling results outside of Second Life.
  • Distinctive, original work using Second Life that clearly demonstrates high quality, execution, function, aesthetics and technical sophistication.
  • Work that has the capacity for inspiring and influencing future development, knowledge, creativity, and collaboration both inside and outside of Second Life.
Clearly the folks at Linden are looking for corporate and educational uses that extend beyond the virtual world into the physical world with behavior, attitude and other changes influenced by working, collaborating and learning in a virtual space. See more at The Linden Prize.

Second, on November 4th (tomorrow), the behind-the-firewall release of Second Life will go public. It has been undercover with the code name Nebraska but it will be announced formally at at Metanomics in-world event. Rumor has it that pricing for the behind the firewall Second Life Enterprise starts at $55,000 and that it will be handled by a value-added network of service providers (see more below.)

These announcements come on the heals of Second Life announcing that the Second Life economy hit One Billion Total User Hours last quarter, a milestone.

A representative from Second Life also indicated they are looking to go mobile as well. He is quoted as saying:
We plan to bring Second Life to mobile devices in the future, but rather than recreating the full 3D inworld experience you get with the Second Life Viewer, it will likely focus on the functionality most appropriate for mobile devices -- such as the ability to communicate with friends and colleagues who are inworld. Already, several developers have used the open source Second Life Viewer to bring varying degrees of the experience to mobile devices. For example, Genkii's Sparkle iPhone app enables residents use their iPhones to IM with friends in-world.
Check out the full interview. Looks like Second Life is on the move toward enterprise integration, further expansion into academic and corporate organizations and an effort to make virtual worlds more mainstream through a network of what they call Gold Solution Providers (currently there are 35 of these providers.)

The future for virtual worlds just got a whole lot more interesting and are coming to an online learning experience near you!

To get ahead start on virtual worlds in 2010, you might want to check out the following book which covers several projects that are worthy of the Linden Prize.

 __

Selling Social Media for Learning: ASTD Big Question


This month's ASTD Learning Circuit's Blog Big Question is "How do I communicate the value of social media as a learning tool to my organization?"


Here are several ways to help sell Social Media in an organization.

Address a Business Need
The most important element in communicating the value of Social Media is to solve a pressing business need. If you try to sell the use of social media as a technology play, it will not work. Address the need to share knowledge over distances or the value of timely information to sales tactics, don't focus on the technology.

For example, if an organization is having trouble keeping training manuals up-to-date or keeping SOPs up-to-date and tracking changes and referencing older versions of the documentation, a wiki is a perfect tool In fact, one company saved over a million dollars by transferring their three-ring binder training manuals to a wiki and the wiki is used more than the old manuals were.

If you have scientists and engineers working across geographic boundaries in isolation and knowledge of what they are doing within the organization is limited, consider having them establish blogs to share their insights and ideas. Focus on the business need and the technology will follow.

Consider the Organizational Culture
Cultural influences in terms of sharing  information openly is more important than the technology. An atmosphere of sharing is required for Social Media to be adopted. If people feel they will be punished or “get in trouble” for postings, Social Media will not work within the organization. People don't share business insights, innovations and concepts just because technology is available, they share because they feel everyone is working toward a common goal. If that feeling doesn't exist, social media won't work as a productivity enhancement tool.

Point to Case Studies
The case studies for Pfizerpedia or Intellipedia are great examples of how social media can work in highly regulated industries. Check out the use of social media by the US State Department, Wachovia Bank now part of Citigroup and others in Pedia Palooza and see many examples of how Social Media can be valuable.

Rename
Instead of social media call it "Knowledge Media." Names seem to matter and sometimes Knowledge Media has more traction than social media as a term within the organization.

Follow the "Diffusion of Innovations" process"
This process, described by Everett M. Roger outlines how a technology "takes off" within a social system. Read about Diffusions of Innovations. Roger's also talks about the technology adoption continuum which will help position social media within the organization. Also understanding how to sell technology to different groups within the organisation such as techies and visionaries versus pragmatists, conservatives and skeptics is important as well. Learn about that in Selling to Visionaries and Techies.

Follow Lessons Learned by Others
Lessons learned from others like, "don't start with a blank slate" and "seek contributors early" will help position the social media appropriately. Check out these lessons learned for helping with the implementation of social media within an organization from the post Web 2.0 Lessons Learned.

Position Social Media Differently Than It's Intended Use
For example, the Twitter question is "What are you doing?" Most knowledge workers, when hard at work, don't care what others are doing. But they do care about what others are thinking. The question should be "What you are thinking?" or "What problem are you trying to solve?" or "Can anyone help me...?" Reposition the use of something like Twitter to be a productivity tool, not a social networking tool. Position it as an extended, continuously-on call network of individuals within an organization who can help each other by having access to the thoughts, ideas and mentoring of the knowledge workers within the organization.

Have an Orientation Session
While many of the Social Media tools seem intuitive and familiar to just about everyone, some employees will need to be oriented to Social Media in face-to-face sessions. Providing up-front assistance and training is essential for the majority of employees to adopt. A small group will adopt irregardless of training but others will need some sort of training to become familiar with the tools just like we had browser and mouse training back in the day. Here is a link called Blogging to Learn, Learning to Blog that describes some things to cover when orienting someone who is going to become a blogger. For additional adoptions tips, here is a link to a  few ideas for adoption of social media within an organization.

Make Sure Stakeholders Understand the Potential Business Uses of the Technology
My blog Tech Dimensions contains a series of posts about how blogs, wikis, RSS, Twitter, and other Social Media tools can be used to address business needs.

Don't Tell Anyone, Just Start Using It
Sometimes it is easier to ask for forgiveness than to beg for permission. Start using social media tools without fanfare to address your needs and others may follow...just don't tell them they are social media tools...maybe you use them to communicate or post information (this relates a little to some earlier ideas.)
____

Catalog of Recommended Books, Games and Gadgets
Recommended Games and Gadgets
Recommended Books
Content Guide

Tuesday, November 03, 2009

Audio in E-Learning

Audio is a powerful and impactful tool, but it is often used incorrectly within e-learning courses. I recently had a discussion with Dan Bliton in his role at the Metro DC ASTD chapter about this topic, here is a small part of the interview.
A common question is "Should we have audio in the e-learning module that exactly matches the text on the screen?"

The general answer is no. It’s not that you can’t learn from audio and text, it is just that the learning is more productive if the two are separate (audio that enhances what is on the screen not repeats it word-for-word). I think tend to report that they want the audio with matching text together but if they sat through that type of instruction for a long time, they would eventually tune out. And research show that is not the best for learning. Here are some reasons why.

According to the cognitive theory of learning, people have separate information processing channels for visual/pictorial processing (sometimes called Imagens) and for auditory/verbal processing (logogens). When learners are given graphics along with onscreen text, both must be processed initially in the visual/pictorial channel which can overload the working memory and make it difficult for the learner to take in all the required information. Essentially, the learner is overloaded with information. He or she cannot simultaneously be looking at the graphic and reading the text. Thus the learners many not be able to adequately attend to all of it because their visual channel becomes overloaded.(Clark, Mayer, 89-90) So having text with programmed audio reading word-for-word is not a good design technique (although, you might want to have audio together to help those with certain disabilities).

Is it good to have audio to describe graphics on the screen?
We know from research that the meaning of visual messages are often ambiguous and subject to personal interpretation. The use of verbal words to direct attention can be essential. It has been found that with visuals, some verbalization is better than none, but no optimum amount has been found. When displaying animations or video with audio, learners tend to want the audio a little slower than the typical 150-100 words per minute provided in a typical classroom lecture (contrasted with the average speed of thought for colleges students of approximately 400-800 words per minute).(Clark and Mayer, 90-95)
Appropriately, we did a podcast about using audio in e-learning, here is a link to the audio interview I did with Dan Bliton about using audio in e-learning.

Dr. Kapp And Daniel Bliton Discuss The Role Of Audio With Elearning, the topics we discuss include: When To Use Audio in e-learning; The Affective Domain Of Audio, The Role Of The Voice And Many more tidbits. We discuss Cue Summation Theory and other theories of using audio in e-Learning.

I had a lot of fun with Dan and Charles who helped with the technical aspects and some of the logistics.

Here is a book that describes the appropriate uses of audio. I highly recommend it.

__

Catalog of Recommended Books, Games and Gadgets
Recommended Games and Gadgets
Recommended Books
Content Guide