Running Head: ASSINGNMENT #3 REPORT ON E-LEARNING IN BCS HIGHER EDUCATION SYSTEM

Assignment #3 Report on e-Learning in British Columbias Higher Education System: Recommendations for the Minster of Advanced Education, Innovation and Technology

Camille McFarlane Assignment 3 ETEC 520 March 31, 2013 Word Count: 3432

ASSIGNMENT #3 Introduction E-Learning will increasingly challenge the traditional means of governing and regulating public post-secondary education systemsGovernments will not be able to build a wall around their country to protect themselves from the influence of foreign e-Learning providersProbably the most effective strategy in the long run will be to meet competition from outside head-on by building strong internal e-Learning programs through the existing public sector (Bates, 2001, p.62). An essential component for a prosperous British Columbia is providing applicable skills, training, and academic opportunities for all citizens within the province. The following strategies

for e-Learning are intended to encourage talent to remain within the province while providing the knowledge and skills necessary to innovate and compete in the knowledge society, ultimately strengthening British Columbias ability to excel on both the national and international stage. ELearning will continue to grow and become an essential component of BCs higher education system. It will be necessary for the province to provide continued support of e-Learning initiatives in higher education institutes and through BCcampus, as well as introduce new e-Learning initiatives. This will enable the province to stay competitive with external education sources, maintaining BCs culture and ensuring an accessible and flexible (Advisory Committee for Online Learning, 2001) quality education, while targeting specific labour markets. The recommendations included in this report require the government to take an active role in strengthening the provinces e-Learning in order to preserve the provincial interests (Advisory Committee for Online Learning, 2001). Recognizing provincial and post-secondary budget constraints and the election promise of a balanced budget, there is a key opportunity with e-Learning to strengthen the education system and ensure British Columbias economy continues to flourish. Context Literature examined in preparation for this report reaffirms high quality e-Learning is expensive to implement (Advisory Committee for Online Learning, 2001; Bates & Sangra, 2011;

ASSIGNMENT #3 Greenangel as referenced in Petter and Clift, 2006). It will be imperative the government makes researched decisions on how to support e-Learning development and implementation concurrently with encouraging broader acceptance across the provinces post-secondary sector. The government previously ascertained the need to focus on expanding and improving areas of higher education that meet current and future labour market needs (Ministry of Advanced Education, Innovation and Technology, 2013). As well, key industries have been identified which will lead to continued growth of the BC economy that subsequently need skills and training: forestry; mining; natural gas; agrifoods; technology (including clean technology, information and communication technologies; wireless, digital and screen-based media; and health and life sciences); tourism; transportation; and, international education (Ibid, 2013). It is estimated 78% of jobs in 2020 will require some form of higher education and the training necessary will vary depending on the region of BC (Ibid, 2013). The province must also be concerned with the declining population of work life-stage individuals. Recognizing that the only demographic with a growing population within British Columbia is the Aboriginal population, our government must increase Aboriginal participation and completion of higher education (Ibid, 2013). Expanding e-Learning implementation will enable the province to offer a quality and applicable education to students around the province, regardless of their proximity to traditional higher education institutions. E-Learning has the potential to increase post-secondary capacity, meet the economic goals of the province, and support life-long learning (Bates, 2001). The Hectic Report commissioned in the European Union identifies institutional collaborative e-Learning opportunities as offering life-long learning opportunities as well as targeted education to meet the needs of the knowledge society (Coimbra Group of Universities, 2002). Bates identified six choices for government involvement in e-Learning: create new e-Learning institutions; encourage private-sector and international

ASSIGNMENT #3 developers; use e-Learning to make post-secondary education more cost-effective, more learnercentred and more economically relevant; develop an e-learning business sector; develop an archive of e-learning materials; or do nothing (2001, p. 65). The following recommendations include a combination of Bates proposed government actions indicating the utilization of both conservative and radical government actions. 1. Strengthen and expand British Columbias higher education consortiums. a) Collaborate to develop online preferred courses and programs b) Institute a professional certification for all instructors at higher education institutes. 2. Expand BCcampuss portfolio. a. Develop e-Learning Standards that all private and public institutions operating in British Columbia must meet. b. Commission partnerships with private companies and e-Learning businesses to develop learning objects and e-Learning tools. c. Promote e-Learning innovation through the development of a Think Tank competition partnering students, faculty and businesses. 3. Create the Aboriginal Open Institute promoting access to higher education through the creation of e-Learning courses for Aboriginal students. 4. Revise copyright laws to support e-Learning development and best use of available technologies. 5. Increase networks to ensure all communities in British Columbia are connected to broadband networks. Recommendations 1. Strengthen and expand British Columbias higher education consortiums.

ASSIGNMENT #3 Consortiums provide students with access to multiple programs and courses, while ensuring transferability of credits between institutions. For institutions, consortiums can decrease costs, eliminate redundancy, strengthen programs and provide clear direction for the future of education. The Advisory Committee for Online Learning (2001) identified the potential of collaboration between institutions to accelerate the development of online learning opportunities for new students and life-long learners through the collaboration of all stakeholders and clear goal setting via integrated e-Learning strategic plans. Ultimately, consortiums should enhance the learning experience as a result of sharing learning objects and materials (Commonwealth of Learning, n.d.), eliminating repetitive course offerings, utilizing expertise at member institutions and sharing resources (Bates, 2001). BCs University Consortium, BC Colleges Consortium, and BCcampus have proven the benefits for BC institutions and students, such as transferability of courses (BCCAT, 2013), collaborative testing of e-Learning tools (Petter and Clift, 2006), creating SOL*R (Sharable Online Learning Resources) (BCcampus, n.d.a) and cost savings through BCcampus (Deloitte, 2013); however, consortium practices could be further enhanced to ease the financial burden and address the needs of students, faculty and institutions. It will be imperative to increase SOL*Rs awareness and acceptance among institutions, as well as focusing on the development of e-Learning courses in preferred programs and creating an instructor teaching accreditation program. Cost-savings would occur if consortiums in conjunction with BCcampus identify key programs and courses to move fully online or to a hybrid model. Member institutions would then decide who would create which courses, reducing duplication. The course would be created in an open format, whereby all institutions would have access to a course shell through BCcampus. For example, multiple college and university programs require an English or Communications course. One course would be built that all institutions could then transfer to their own shell, enabling

ASSIGNMENT #3 professors to alter content as they deemed necessary. For complete online programs, consortium members would decide beforehand which institutions would host and develop specific program courses. The government would allocate grant funds for this project, recognizing cost recovery in the long run. The second area consortiums and BCcampus could collaborate is by developing and delivering an instructor teacher accreditation program. The government needs to guarantee students receive a quality education, and part of that commitment is ensuring instructors are qualified to teach students. Bates and Sangra (2011) suggest governments should require faculty to obtain teacher accreditation and indicate consortiums are best able to offer accreditation programs. Without a teacher training program, professors will still require substantial time to learn and understand how to teach using technology (Petter and Clift, 2006) and educational technologies will not be used to their capacity. Teaching and learning would then not prepare students appropriately for BCs future labour needs. This report suggests using a form of Bates and Sangras (2011) recommendation for a postgraduate certificate in post-secondary teaching. Recognizing there are multiple types of instructors and faculties in post-secondary institutions, a varied program is subsequently necessary. Currently Newfoundland requires vocational instructors in private institutes to obtain a PostSecondary Instructors Certificate (Department of Advanced Education and Skills, 2013). British Columbia would expand on Newfoundlands example and require all individuals who instruct at any post-secondary institution private or publicly to take at least one course from the Post Secondary Teaching Graduate Certificate. This certificate would be available fully on-line with choice for some blended options available through the University Consortium. BCcampus would aid in the development and facilitation of the program, however the certificate would be awarded by one of the University Consortium members. At the onset of the program, current instructors and faculty would

ASSIGNMENT #3 be required to take the first course within a year of implementation. All new instructors and faculty would be required to take the first course prior to instructing. Bates and Sangra (2011) suggest the certificate could also be incorporated into graduate programs. Faculty and instructors would be encouraged to complete the certificate by the incentive of promotion/tenure and continued teaching contracts. 2. Expand BCcampuss portfolio. a. Develop e-Learning Standards that all private and public institutions operating in British Columbia must meet. b. Commission partnerships with private companies and e-Learning Businesses to develop learning objects and e-Learning tools. c. Promote e-Learning innovation through the development of a Think Tank competition partnering students, faculty and businesses. BCcampus provides innovative and collaborative support for BCs higher education institutions. There are multiple ways for BCcampus to increase its services and save money for the province and students. This report identifies three additional areas for BCcampus to expand its service. The first is with regard to private e-Learning companies and institutions. BC recently introduced the Educational Quality Assurance (EQA) program for BC post-secondary institutions. It is recommended BCcampus work in conjunction with the EQA to develop e-Learning standards for all private and public institutions operating within British Columbia. These standards will ensure a quality education and e-Learning experience meeting the needs of the knowledge society, such as a focus on critical thinking, communication, collaboration, and creativity. As well, the extended EQA standards would ensure qualified instructors and appropriate assessment of learning. The

ASSIGNMENT #3 government cannot stop students from taking courses from outside of the province; however the EQA e-Learning standards would encourage students to make a more informed decision. BCcampus needs to increase its collaboration with private companies on behalf of the consortiums of BC. According to Bates (2001) e-Learning businesses will not be profitable for provinces; therefore the government will encourage the private development of learning objects and e-Learning tools through BCcampus. By using BCcampus and consortium procurement, the provinces educational institutions will make attractive offers for businesses to invest and partner (Petter and Clift, 2006). Unfortunately, many private businesses do not have the education background to create sound learning objects and platforms (Ibid, 2006), suggesting it would be a symbiotic relationship for private businesses to partner with BCcampus and ultimately provincial institutions. The Ministry of Advanced Education, Innovation and Technology (2013) previously created the Commercialization Voucher Program, connecting small-businesses with university researchers. A portion of this program could be allocated specifically to pairing up BC e-Learning companies with researchers at the provinces universities. Lastly, BCcampus will be responsible for initiating the e-Learning Think Tank Competition where interested e-Learning start-ups and small businesses are paired with education, computer science and business students and any interested faculty to develop marketable e-Learning objects and platforms. This idea is based on the Canadian Undergraduate Business Games and Education Hack Day. The competition will apply case study and problem-based learning approaches, in order to address current and predicted needs in BCs post-secondary e-Learning environments. In 2004 Zemsky and Massey identified a market for learning objects, which continues to grow today. Rather than investing in a company to compete in this market, the government will support students and current e-Learning companies in creating objects that are applicable to BCs learning environment by

ASSIGNMENT #3 providing a development forum and industry mentors. Awards would include student-employee grants, access to the Commercialization Voucher Program, as well as contracts for usable learning objects and e-learning tools. 3. Create the Aboriginal Open Institute promoting access to higher education through the creation of e-Learning courses for Aboriginal students. The government has identified Aboriginal learners as a key population to meet the needs of future labour markets. The Aboriginal Post-Secondary Education and Training Policy Framework and Action Plan has been created to increase learner outcomes and institutional support of Aboriginal learners 2020 Vision for the Future, n.d.). Missing from this action plan is an approach utilizing eLearning to increase accessibility and applicable learning environments for Aboriginal learners (2020 Vision for the Future, n.d.; Ministry of Advanced Education, Innovation and Technology, 2013), resulting in the ability to learn close to home (Plant, 2007). Increased Aboriginal participation in higher education has been a concern for the government for many years, including specific references in the Campus 2020 documents and in the 2009, 2012 and 2013 Service Plans. The Advanced Education Service Plans reference the need for innovative approaches supporting the needs of Aboriginal learners, with an ultimate goal of creating a skilled workforce and decreasing unemployment (Ministry of Advanced Education, 2012; Ministry of Advanced Education and Labour Market Development, 2009; Ministry of Advanced Education, Innovation and Technology, 2013), while Metcalfe, Mazawi, Rubenson, Fisher, MacIvor and Meredith (2007) respond to the Plant Campus 2020 report indicating there needs to be a focus on closing the Aboriginal education gap and integrating culturally relevant education. Even though ministers have changed, there is a strong consensus for an innovative approach to Aboriginal Learning.

ASSIGNMENT #3 A radical approach is needed by the government to initiate change and ensure an educational legacy is created for the Aboriginal population of British Columbia. By creating the Aboriginal Open Institute (AOI), the government will be taking responsibility to right past wrongs and institute an education system that not only supports place-based and community learning, but ensures equitable access to programs that are created not from the perspective of western society, rather with traditional Aboriginal learning methods in mind. Development will cost money; however in the long run it would be cost recoverable through the enhancement of a strengthened workforce combined with the attraction of national and international learners to the province. The potential exists to partner with the Federal government to access educational funding. The Federal government has various programs to support Aboriginal learners including an institutional grant program through the Indian Studies Support Program (Aboriginal Affairs and Northern Development Canada, 2010). The Federal government has recently been criticized for their lack of support of First Nations education and failure to meet First Nation education needs suggesting this proposal may come at an opportune time. E-Learning creation for Aboriginal learners must be approached carefully as the pervasive nature of the Internet and western culture, along with the focus on the individual over the communal could negatively impact traditional Aboriginal cultures (Bowers, Vasquez & Roaf, 2000). It is essential online courses developed for Aboriginal learners incorporate the specific needs of Aboriginal learners and are developed in conjunction with Aboriginal elders. Outside of First Nation Studies courses, most higher education courses do not fully incorporate Aboriginal learning practices of storytelling, local knowledge, place-based learning, decolonization pedagogies, and relationships to the environment (Marker, 2011). Although higher education institutions have advanced in their approach to Aboriginal education and have increased support through Aboriginal centres and support

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ASSIGNMENT #3 programs, there are still numerous barriers including financial, accessibility, literacy, Aboriginal Faculty, retention and reluctance for institutional change (Association of Universities and Colleges of Canada, 2013). It is necessary to extend learning opportunities that honour the Aboriginal learner experience, and a key area to do this is through the creation of a post-secondary e-Learning institute. Successful open universities fill an educational niche not being met in other forms; provide affordable and accessible education; have strong political leadership, academic credibility, and learner support (Bates, 2001). Although multiple BC institutions offer services and courses geared towards Aboriginal Learners, few offer entire programs developed with the Aboriginal learner in mind that are accessible to students across the province. Considering low completion rates of Aboriginal students in higher education and research indicating Aboriginal students succeed with community supports (Association of Universities and Colleges of Canada, 2013), it is necessary to create an online learning environment that has a constructivist approach, focusing on collaboration to decrease isolation (Coimbra Group of Universities, 2002), incorporates multiple Aboriginal learning objects with an emphasis on audio and visual, provides opportunities for choice and inquiry into local issues and communities (2020 Vision for the Future, n.d), and utilize elder knowledge. The AOI will include elders on the project management team and will employ Aboriginal instructors to teach the courses where possible. The AOI will build on Aboriginal online programs already developed through BCcampus and collaborative institutions such as the Aboriginal Early Childhood Education Program (BCcampus, n.d.b). Courses and programs will be developed in conjunction with current Aboriginal institutes through the Indigenous Adult and Higher Learning Association (2011) and other higher education institutes to fulfill the needs of the future labour market as identified previously in this report. A key component of the AOI will be membership in the BC Transfer System (BCCAT, 2013), ensuring course transferability between other BC higher education institutions to ensure

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ASSIGNMENT #3 maximum mobility and completion rates. Bates (2001) suggests it is the governments responsibility to create Aboriginal learning materials. Given this approach, the AOI will be responsible for creating an open Aboriginal learning object repository to be accessed and contributed to on a national level. By creating a learning environment honouring Aboriginal students and their traditions, the AOI and therefore the BC Provincial Government, will be an educational leader in supporting Aboriginal learners in their post-secondary attainment. 4. Examine copyright and investment strategies to support cloud-computing. Current copyright laws are hindering the ability of post-secondary institutions to utilize free or low-cost and accessible learning tools, particularly those hosted in the United States. Cloud computing, especially the use of cloud-based email would greatly decrease the costs incurred by institutions (Bates & Sangra, 2011; Deloitte, 2013). Cloud computing is inexpensive, robust, feature-rich, intuitive to the user, easy to access and easy to share; however privacy of personal information is of concern (Klassen, n.d., p. 3). The government must reexamine FIPPA laws and the implications the US Patriot Act would have on students when personal information is stored out of Canada (Ibid, n.d.). These tools have the potential to enhance the learning environment and save money. BC institutions have not been able to take advantage of cloud-based technologies and their cost-savings due to the location of data centres outside of Canada (Deloitte, 2013; Klassen, n.d.). This is contrary to the growing IT trend of service provider hosts instead of campus hosts (Deloitte, 2013). As well, cloud-based computing enables universities to address aging technologies and update software relatively inexpensively. For example: Klassen (n.d.) explains how Boise State University adopted Google Apps (including email) to support research, teaching and learning; eliminate ineffective technologies; and achieve cost-efficiencies. If copyright laws are unable to change due to security reasons, then the government should partner with private service providers to

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ASSIGNMENT #3 create a cloud-based data centre serving Canadian institutions (Deloitte, 2013). A Canadian publicprivate partnership would alleviate personal data security risk and improve longevity of cloudhosting companies. 5. Increase networks to ensure all communities in British Columbia are connected to broadband networks. A networked province is essential for successful implementation of this e-Learning plan. Bates (2001) previously ascertained the integral role government plays in networking a state, and in partnership with the private sector the government of British Columbia has ensured 93% of the province has access to broad band internet, with the commitment of reaching 97% in the next few years (Ministry of Jobs, Tourism and Innovation, 2012). It will be integral to reach as close to 100% as possible, ensuring students who are isolated are still able to achieve post-secondary education. This is a private-public partnership that is essential to maintain and expand in order to ensure successful e-Learning implementation and the realization of labour targets. Conclusion The key reason to increase e-Learning opportunities in higher education institutes is to improve cost-effectiveness of universities and colleges by increasing flexible access for students, helping develop certain core skills and competencies required in todays society (improving quality), and enabling administrators and teachers to work more effectively (Bates & Sangra, 2011, p. 23). There are clear opportunities including the further development of aboriginal education tools, strengthening BC post-secondary consortiums, and expanding the mandate of BCcampus that will assist in fostering these recommendations as cornerstones for the advancement of post-secondary learning. The aforementioned recommendations improve access and quality for all students in British Columbia, while addressing funding needs. By introducing new initiatives to strengthen

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ASSIGNMENT #3 teaching and learning within British Columbia and expanding current e-Learning endeavors, the government is taking an active role in ensuring a prosperous future for British Columbia.

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ASSIGNMENT #3 References 2020 Vision for the Future. (n.d.) Aboriginal post-secondary education and training policy framework and action plan. Retrieved from http://www.aved.gov.bc.ca/aboriginal/docs/Aboriginal_Action_Plan.pdf Aboriginal Affairs and Northern Development Canada. (2010). Indian studies support program (ISSP). Retrieved from http://www.aadnc-aandc.gc.ca/eng/1100100033691/1100100033692 Advisory Committee for Online Learning. (2001). The e-learning e-volution in colleges and universities: A pan-Canadian challenge. Retrieved from http://www.cmec.ca/ Publications/Lists/Publications/Attachments/19/evolution.en.pdf Association of Universities and Colleges of Canada. (2013). Creating opportunities in education for Aboriginal students. Retrieved from http://www.aucc.ca/wp-content/uploads/2013/01/ aboriginal-students-report-2013.pdf Bates, T. (2001). National Strategies for e-Learning in Post-Secondary Education and Training. Paris: International Institute for Educational Planning, UNESCO. Retrieved from http://unesdoc.unesco.org/images/0012/001262/126230e.pdf Bates, A.W. & Sangr, A. (2011). Managing Technology in Higher Education: Strategies for Transforming Teaching and Learning. San Francisco: CA, Jossey Bass. BCcampus. (n.d.a). SOL*R (sharable online learning resources). Retrieved from http://solr.bccampus.ca/wp/ BCcampus. (n.d.b). Aboriginal early childhood education online collaborative program. Retrieved from https://aece.onlinecollaborative.ca/ BCCAT. (2013). BC post-secondary system. Retrieved from http://bccat.ca/system/psec/

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ASSIGNMENT #3 Bowers, A., Vasquez, M., & Roaf, A. (2000). Native people and the challenge of computers: Reservation schools, individualism, and Consumerism. American Indian Quarterly, 24(2), p. 182-199. Retrieved from http://www.nebraskapress.unl.edu/product/ American-Indian-Quarterly,673174.aspx Coimbra Group of Universities. (2002). European union policies and strategic change for elearning in universities: Report of the project higher education consultation in technologies of information and communication (HECTIC). Retrieved from http://www.flp.ed.ac.uk/HECTIC/HECTICREPORT.PDF Commonwealth of Learning. (n.d.). eLearning. Retrieved from http://www.col.org/progServ/programmes/eLearning/Pages/default.aspx Delloite. (2013). BC post-secondary administrative service delivery transformation: Opportunity assessment final report. Retrieved from http://www.aved.gov.bc.ca/administrative_ service_delivery/docs/deloitte_report.pdf Department of Advanced Education and Skills. (2013). Post-secondary instructor certification. Retrieved from http://www.aes.gov.nl.ca/postsecondary/instructorcertification.html Education Hack Day. (2013). About. Retrieved from http://educationhackday.org/about/ Indigenous Adult and Higher Learning Association. (2011). Indigenous adult and higher learning association (IAHLA). Retrieved from http://www.iahla.ca/ Klassen, V. (n.d.). Cloud-based educational technology in British Columbia: A background paper. Retrieved from http://www.bccampus.ca/assets/Content/Whitepapers/ Background-Paper-Privacy-and-Ed-Tech.pdf Marker, M. (2011). Teaching history from an indigenous perspective: Four winding paths up the mountain. In P. Clark (Ed.), New possibilities for the past: Shaping history education in

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ASSIGNMENT #3 Canada (pp. 97-112). Vancouver: UBC Press. Metcalfe, A.S., Mazawi, A.E., Rubenson, K., Fisher, D., MacIvor, M., & Meredith, J. (2007). Campus 2020 and the Future of British Columbias Post-Secondary Education: Critical Responses and Policy Perspectives. Vancouver: Centre for Policy Studies in Higher Education and Training. Retrieved from http://www.chet.educ.ubc.ca/files/2012/04/Campus2020 CriticalPerspectives.pdf Ministry of Advanced Education. (2012). 2012/13 2014/15 Service plan. Retrieved from http://www.th.gov.bc.ca/publications/ministry_reporting/Service_Plans/2012-13-2014 -15_SP.pdf Ministry of Advanced Education and Labour Market Development. (2009). 2009/10 2011/12 Service plan update. Retrieved from http://www.bcbudget.gov.bc.ca/2009_Sept_Update /sp/pdf/ministry/almd.pdf Ministry of Advanced Education, Innovation and Technology. (2013). 2013/14 2015/16 Service plan. Retrieved from http://www.bcbudget.gov.bc.ca/2013/sp/pdf/ministry/aeit.pdf Ministry of Jobs, Tourism and Innovation. (2012). British Columbias technology strategy: Building BCs economy. Retrieved from http://www.bcjobsplan.ca/wp -content/uploads/TechnologyStrategy2012.pdf Petter, C. and Clift, R. (2006). Putting learning before technology: A critique of e-Learning and beyond. Vancouver: Confederation of University of Faculty Associations of British Columbia. Plant, P. G. (2007). Campus 2020: Thinking ahead: The report. Retrieved from http://www.aved.gov.bc.ca/campus2020/campus2020-thinkingahead-report.pdf

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ASSIGNMENT #3 Zemsky, R. and Massy, W. (2004). Thwarted innovation: What happended to e-learning and why. Retreived from http://www.thelearningalliance.info/Docs/Jun2004/ ThwartedInnovation.pdf

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