A description of the conditions that are reconfiguring the opportunities for building better instructional media for online higher education. Presented at Kent State University, November 2016. By Keith Hampson, PhD of digitalEDUstrategy.com

1. RETHINKING ACADEMIC
WORK FOR ONLINE
HIGHER EDUCATION
Keith Hampson PhD for Kent State University. 11.10.2016
THE ACADEMIC AS DESIGNER

2. LONG TERM CONDITIONS
PRESSURES IN HIGHER EDUCATION
▸ Completion rates/agenda
▸ Student debt (record levels)
▸ Rising tuition
▸ Stagnant funding
▸ Maintaining access to under-served populations
▸ Concerns about learning outcomes
2

3. TECHNOLOGY TO THE RESCUE
Access
QualityCosts
"A single teacher can reach hundreds of
thousands of students. That completely
changes the economics of everything.
The marginal cost of an extra student
reaches zero.” Daphne Koller, Coursera

4. “[THE MUSIC INDUSTRY] HAS BEEN COMPLETELY OVERTURNED BY THE
INTERNET. . . . JOURNALISM IS IN THE MIDST OF THE BATTLE. AND HIGHER
EDUCATION IS PROBABLY NEXT.” TYLER COWEN, GEORGE MASON
UNIVERSITY, 2013
[UNIVERSITY IS] READY TO COLLAPSE IN SLOW MOTION ONCE ALTERNATIVES
TO ITS FUNCTION BECOME POSSIBLE.” ELI NOAM, COLUMBIA UNIVERSITY,
1995
TECHNOLOGY TO THE RESCUE (OR NOT)

5. DIGITAL HIGHER EDUCATION
HOW HAVE WE SOUGHT TO REALIZE THIS POTENTIAL?
▸ Education technology training and
support
▸ Instructional design support and
training
▸ Adoption or promotion of “best
practices”
▸ More measurement and reporting
▸ Templates, checklists & guidelines
▸ Increased attention to process, workflow
▸ Consensus-based decision-making for
institutional technology
5

6. :
CREATIVITY?
6

7. 7
THE DESIGN AND DEVELOPMENT OF INSTRUCTIONAL MATERIALS
BY EDUCATORS TO STIMULATE AND GUIDE STUDENT LEARNING

8. CREATIVITY AND DESIGN AND DEVELOPMENT OF INSTRUCTIONAL MEDIA
WHY CREATIVITY NOW?
▸ The challenge faced by educators of exercising creativity
in the design and development of instructional materials;
8
▸ The largely untapped potential of digital course
content in higher education;
▸ The emerging growth of more ambitious forms of
digital course content and the implications for
traditional colleges and universities.

9. SAMPLE
OU-UK: HISTORY OF ENGLISH
9
Open University: History of English

10. CLASSROOM ORGANIZATIONAL MODEL
AN AWKWARD TRANSITION
▸ Deeply embedded institutional
model designed according to the
requirements of campus and
classroom-based education
▸ Difficult to reimagine and
reconfigure processes, resources,
partnerships, hiring, scheduling,
definitions of excellence, etc.
10

11. CLASSROOM ORGANIZATIONAL MODEL
LECTURE CAPTURE & LMS: CLASSROOM DNA
11

12. CLASSROOM ORGANIZATIONAL MODEL
CLASSROOM ORGANIZATIONAL MODEL FOR BUILDING INSTRUCTIONAL MEDIA
12
LIMITED FINANCIAL INVESTMENT
LIMITED DEVELOPMENT TIME
NARROW RANGE OF TALENT
LIMITED USE OF SERVICE DEPARTMENTS

13. CLASSROOM ORGANIZATIONAL MODEL
CLASSROOM ORGANIZATIONAL MODEL FOR BUILDING INSTRUCTIONAL MEDIA
13
LIMITED FINANCIAL INVESTMENT
LIMITED DEVELOPMENT TIME
NARROW RANGE OF TALENT
LIMITED USE OF SERVICE DEPARTMENTS
GWU, Masters

14. TEXT 14
“WHEN FACED WITH A
TOTALLY NEW SITUATION
WE TEND ALWAYS TO
ATTACH OURSELVES TO
THE OBJECTS, TO THE
FLAVOR OF THE MOST
RECENT PAST. WE LOOK AT
THE PRESENT THROUGH A
REAR-VIEW MIRROR” -
MARSHALL MCLUHAN

15. SAMPLE
HIERONYMUS BOSCH, “GARDEN OF EARTHLY DELIGHTS”(1503-1505)
15
Garden of Earthly Delights

16. ‣ DESIGN MATTERS
‣ PRODUCTION VALUE
‣ DO-IT-YOURSELF
‣ CONTENT-SOFTWARE INTEGRATION
16
FACTORS AND RESOURCES SHAPING THE
POSSIBILITIES FOR CREATIVE INSTRUCTIONAL MEDIA

17. 1. DESIGN MATTERS
A FRAMEWORK FOR DESIGN AND DEVELOPMENT
▸ Graphic Design, Design-Thinking, Interaction Design,
Experience Design, Industrial Design.
▸ Language
▸ Processes
▸ Comprehensive analyses of user needs
▸ Especially effective for screen-based experiences and
objects (devices)
17

18. 1. DESIGN MATTERS
A GROWING RECOGNITION OF DESIGN’S VALUE
18
No longer associated
simply with objects
and appearances,
design is
increasingly
understood in a
much wider sense as
the human capacity
to plan and produce
desired outcomes.
$0.00
$15,000.00
$30,000.00
$45,000.00
$60,000.00
J04 J06 J08 J10 J12 J14
219%
Design Value Index, Design Management Institute

19. 1. DESIGN MATTERS
IS DESIGN A RESPONSE TO AN INCREASED PACE OF CHANGE?
19
“ . . . design has spread like
gas to all facets of human
activity, from science and
education to politics and
policymaking. For a simple
reason: one of design’s most
fundamental tasks is to help
people deal with change.”
The Economist
0
10
20
30
40
1860 1880 1900 1920 1940 1960 1980 2000
Electricity
Telephone
Radio
PC
Television
Mobile
Internet
Adoption Rates: Mass Use of InventionsKurzweil, The Age of Spiritual Machines

20. 1. DESIGN MATTERS
DESIGN AND THE EARLY DAYS OF ONLINE EDU
20
“ . . . the focus on the sensory dimension of e-learning
platforms is in most cases non-existent on account of
the ideals of hyper-functionalism.”
Stenalt & Godsk

21. 1. DESIGN MATTERS
A DESIGN-DEPENDENT ENVIRONMENT
21

22. SAMPLE
BIG HISTORY
22
Big History

23. 2. PRODUCTION VALUE
COURSE DESIGN AND DEVELOPMENT: PRODUCTION VALUE
23
SIGNIFICANT FINANCIAL INVESTMENT
LONGER DEVELOPMENT TIME
BROAD RANGE OF TALENT
DIVISION OF LABOUR
AVERAGE TCU ONLINE COURSE: 25K (EST.)
EXAMPLES:
‣ TEXTBOOK WITH DIGITAL HOMEWORK: 750k
‣ UNEXT (2000): 1m
‣ ADAPT COURSEWARE: 1.1m

24. 2. PRODUCTION VALUE
TRANSPARENCY, COMPETITION, AND PRODUCTION VALUE
24

25. 2. PRODUCTION VALUE
TRANSPARENCY, COMPETITION, AND PRODUCTION VALUE
25
MOOC PER COURSE
‣ FILM-QUALITY
‣ MAKE-UP
‣ MULTIPLE CAMERAS
‣ LIGHTING
‣ ACTORS!

26. SAMPLE
RSANIMATE: PARADOX OF CHOICE, DR. RENATA SALECL
26
RSAnimate

27. 3. DO-IT-YOURSELF
DIY: DESKTOP PUBLISHING, BLOGGING, PODCASTING, LMS
27

28. 3. DO-IT-YOURSELF
ACADEMIC LABOUR AND DIY TECHNOLOGY: WHO PRODUCES WHAT?
28
SPECIALISTS
LAYPERSONS
DIY Tech
DIY Tech
DIYTech

29. 3. DO-IT-YOURSELF
FEAR OF EXPANDING THE USE OF 2ND-PARTY CREATORS
29
“. . . LET’S NOT KID OURSELVES; ADMINISTRATORS AT
THE CSU ARE BEGINNING A PROCESS OF REPLACING
FACULTY WITH CHEAP ONLINE EDUCATION.” SJSU
FACULTY, 2013
“ . . . THE SYSTEMATIC CONVERSION OF INTELLECTUAL
ACTIVITY INTO INTELLECTUAL CAPITAL AND, HENCE,
INTELLECTUAL PROPERTY.” DAVID NOBLE, 1996

30. 4. INTEGRATION OF CONTENT AND SOFTWARE
LIMITED INTEGRATION OF INSTRUCTIONAL MATERIALS WITH EDTECH
30
INSTRUCTIONAL
MEDIA
INSTRUCTIONAL
SOFTWARE

31. 4. INTEGRATION OF CONTENT AND SOFTWARE
MORE DEMANDING DESIGN AND DEVELOPMENT REQUIREMENTS
31
B CA
D E F
G
THE INSTRUCTIONAL MATERIAL MUST BE BUILT WITH AN
UNDERSTANDING OF HOW THE SOFTWARE INFLUENCES
THE LEARNER’S PATHWAY.

32. 4. INTEGRATION OF CONTENT AND SOFTWARE
FINDING THE RIGHT MIX: ROLES AND RESPONSIBILITIES
32
“HOME-MADE” “STORE-BOUGHT”

33. 4. INTEGRATION OF CONTENT AND SOFTWARE
BLENDING ACADEMIC AND SPECIALIST AUTHORING
33
Smart Sparrow

34. WRAP UP
SUCCESSFUL TACTICS: FOUR SUGGESTIONS
34
▸ Build unique, temporary teams, suited to specific ends.
▸ Think of yourself as an “Executive Producer”, rather than Professor. Assemble the
perfect team. Build. Repeat.
▸ Pick your spots.
▸ Focus on small, focussed instructional materials, not entire courses. For example,
consider creating an instructional version of your current research?
▸ Pilot, test, and conduct research.
▸ Commit to university research objectives and standards by measuring project impact.
▸ Don’t be shy.
▸ Reputation is a form of currency in the university sector. Think about who would benefit
from your effort. e.g. University marketing? Fundraising? Your academic department?

35. RETHINKING ACADEMIC WORK
FOR ONLINE HIGHER EDUCATION
THE ACADEMIC AS DESIGNER
Keith Hampson PhD for Kent State University. 11.10.2016
AVAILABLE ON SLIDESHARE
Search: “Keith Hampson”