Serendipity35

It is unfortunate that the emergency move to online classes in March 2020 is often being seen as the definition of online learning. This is especially true for administrators, faculty, students. parents and the general public who had no experience with it previously. I would say that what is being offered this fall should be of a higher quality if schools used the spring experience and a summer of planning to prepare for the possibility of being fully online again. perhaps the perceptions of spring will be improved.

In a journal article that I am working on now, I say something that may not be supported by research but is supported by every faculty member I have talked to for the article: It is easier to move a good online course to a face-to-face (F2F) format than it is is to take a good F2F course and put it online. Many articles have appeared this year saying that the elements of a good online course are essentially the same as a good F2F course.

For example, if I am designing a brand new online course, I will be including all the "handouts" I would use in-person but also ones I wouldn't have included in creating a new F2F course. For example, in-person I might take 15 minutes to explain to students an upcoming assignment. For the online version, I will need that explanation in a document or as an audio/video file. If my online course is ever used to teach F2F having that explanatory document or video available for students who want to review it again after class and especially for students who missed the class session would be very useful. For the online version, I will need to create "lectures" that are chunked into smaller segments. For he F2F class, I might use those mini-lectures to flip the classroom as before class "reading" assignments. For the online course, might even rethink my entire approach to lectures.

One thing we learned from the rise of MOOCs was that there were a lot of people who wanted to learn but had no interest in credits or a degree. They took courses to learn what they wanted to learn and most of the time were not even interested in using all of the course or "finishing" the course as we would expect in traditional courses or training. This was initially the biggest criticism of MOOCs - students did not complete the course - but we came to see that completion was not an objective for most of these learners.

Skills and career advancement are the primary motives for many nontraditional learners, and online courses allowed that with a number of advantages. While in some jobs an additional degree or a certificate can mean advancement in salary and position, you can also "move up" by acquiring new skills. Online courses, degrees and certificates allow learners to continue working while they study.

Pre-pandemic, Santa Clara University surveyed hundreds of distance learners about how online learning impacted them and more than 50% of respondents recognized and appreciated the benefits of online classes.

Traditional and non-traditional learners can take online classes and the advantages apply to all. Some of the most often mentioned advantages are:
- flexibility in scheduling (most of my online graduate students have been working full- or part-time)
- lower costs
- options for preferred learning spaces
- options to take courses from other campuses or institutions
- self-paced learning
- technology and other skills learned by being an online learner

Flexibilty includes MOOCs and other offerings that allow those seeking a degree, credit, a certificate or skills advancement to start a course immediately. Even traditional programs with a 16-week structure might also offer accelerated eight-week courses. This accelerated course should have the same academic requirements and only works well for learners with no significant work or family obligations. They are sometimes offered in "intersessions" between semesters when students may be taking only one or two courses.

Some terms that have become much more familiar this year in the online learning experience are asynchronous, synchronous, hybrid, and HyFlex. Asynchronous refers to a fully-online course that does not hold scheduled meetings and students complete work at convenient times but must still have assignment deadlines. Synchronous courses, like on-campus courses, have set meeting times where the instructor conduct classes using a video conferencing service. Hybrid courses offer a combination. A course might meet once a week synchronously (on-campus or online) and the rest of the time asynchronously online. A fully HyFlex course (AKA converged learning) offers the option of F2F attendance as well as a synchronous offering of that live class session and a recorded version that can be used asynchronously. 

Although most online courses run asynchronously in order to provide maximum scheduling flexibility, some also offer or require learners to participate synchronously at set times or meet with an instructor during virtual office hours. This year, I am seeing more schools offer the options of hybrid or HyFlex courses that combine online and F2F which can increase or decrease the flexibility of being fully online.

There can be cost advantages with taking online classes. The caveat to this is that in most of higher education, online learners pay the same per-credit tuition rate as on-campus learners. There are exceptions with MOOCs, certificates, and a few fully-online degree programs. An overlooked cost advantage is that the fully online student saves on not needing campus housing or meal plans and on commuting and parking costs.

Students can also save money by using cheaper digital textbooks. But the real saving there occurs when faculty embrace using Open Textbooks (generally available for free) and other open resources. I have found that faculty in designing online courses are much more likely to consider those resources than F2F instructors.

The learning space for the online student can be their dining room table, home office, work office during lunch, a local library, a coffee shop, or a park on a nice day. "Learning styles" may have fallen out of favor but clearly each of us have ways of learning and settings where we learn best. I write notes, drafts, and final versions directly on my laptop. My wife likes to spread out paper notes and references on a big table and work on her tablet.

One of the big attractions to MOOCs was that it allowed you to take courses from anywhere in the world. A student at a small community college could take a course in artificial intelligence offered by Stanford - an opportunity never available before. I took about a dozen free courses online back in 2012 when the MOOC was a hot topic even though I have no need or desire to acquire additional certifications or degrees. I took them from elite universities in the U.S. and beyond that I never had the opportunity to even consider for my own degrees.

Not having to be restricted by geographic location means attending an elite school or finding the best professor for a subject doesn't require relocating and possibly (in the MOOC option) not paying any tuition.

Anyone who has taught or learned online has probably discovered that they have learned technical skills that were not part of the formal course curriculum. Many of these skills will be needed in jobs, such as learning new software suites, doing research online, communicating by using discussion boards, and teleconferencing. 

The advantages of online learning are real. They are best appreciated when the instructor learner has made the choice to learn online. That was not the situation in March of this year, but hopefully, it has led schools, faculty, and students to learn by necessity how to learn more effectively in the online world.

Will education after 2020 be "forever changed"? I doubt it. The pandemic may have been a seismic event, but moving the tectonic plates of education is very difficult.

As students around the world resume their education - perhaps in a physical classroom - probably online - there is still a lot of uncertainty.

The nonprofit Internet Archive is dedicated to Universal Access to All Knowledge. They provide a number of free resources for parents, students, teachers, and librarians around the world—check out these tools for remote learning!

Over the past several months, the Internet Archive has collaborated with a number of educational specialists to determine how our collections can best serve teachers. You can leverage the Open Library to get new material or find lesson plans to make curriculum preparation easier.

Students can also access the Open Library books. For younger students, there are Kid-Friendly resources. For homework help, The Internet Archive has a huge array of textbooks and study guides. If you’re looking for primary sources to cite in your History assignments, our 26 million historical books and texts are a great place to start; if you’re trying to get through English class we also have thousands of works of literature from around the world.

There is even a huge collection of educational (and some less-educational) software and computer games if you need a study break.

The American Libraries collection includes material contributed from across the United States including the Library of Congress, many local public libraries, including material in the public domainand materials sponsored by Microsoft, Yahoo!, The Sloan Foundation, and others.

The HyFlex model is one that is being considered by schools for this fall semester. In this model, teachers teach simultaneously to students in their classroom and other students connect synchronously to the class. It can be labeled in other ways - hybrid, flex, blended - but all of them provide options for students who can’t come to class for health or logistical reasons. For this fall semester, this can also allow for socially distant classrooms because students can rotate through classroom spaces on alternating days.

At my university, NJIT, one model is called converged learning and offers a third option for students to view a class recording asynchronously later. By reducing the number of in-classroom students, they plan to use large spaces to socially distance students in courses that require face-to-face teaching, such as labs and studio courses. For a science and technology university, using physical spaces is essential for many courses.

Some faculty feel it will be very difficult to engage students in multiple locations. HyFlex also pushes faculty back to the "sage on the stage" lecture format that we have been trying to move away from the past two decades in order to increase engagement. many faculty at all grade levels still do not feel comfortable with the online technology even after the emergency switch over to it this past spring.

As an instructional designer, I feel that you need to design a course as a fully online one and consider the in-person portion (if it does occur this fall) as the enhancement. Don't expect the in-person portion to carry more than half of the teaching and learning.

Some things are better done in the classroom. Lecture probably isn't one of those things. Teachers and designers need to consider the differences based on the course, the space, and the instructor. In a FLEXible course, group might be best in-person or easier with more time put online. You wouldn't want to waste any lab or studio time lecturing.

In "Active Learning in Hybrid and Physically Distanced Classrooms," Derek Bruff, director of the Center for Teaching at Vanderbilt University, posted about using the technology. He suggests that you might forego classroom discussion and have students respond to questions using live polling and web conferencing platforms.

For any of the flex models to work, all the class materials, assignments, group work, and other activities need to be ina a learning-management system so that they can be accessed no matter where they are learning. Bruff thinks it's a misconception that flex courses require two versions of a course for the classroom and for online.

If you want to know more about HyFlex, look into Brian Beatty's open-source book, Hybrid-Flexible Course Design.  

Kevin Kelly wrote a guest post, "COVID-19 Planning for Fall 2020: A Closer Look at Hybrid-Flexible Course Design" with examples of how a HyFlex class session might work. 

Here are some concepts that I see used as hashtags, which is a sign that they have a following: lifelong learning, lifewide learning. open education, open learning, open universities. Around 2012, when MOOCs went large, the open of Massive Open Online Courses was a really important part of what defined those courses. Today, the open part has been lost in many instances where you see the MOOC term applied to an offering.

I created a category here in 2006 called "Open Everything" as an umbrella term for what I saw as a trend which would include MOOCs, OER (Open Educational Resources), open textbooks, open-source software and other things used in "open education" and beyond what we traditionally have thought of as "education," such as training, professional development and unsupervised learning.

It's not that this openness started in 2012. In 2006, I was posting in that category about a conference on interoperability, iTunes U, podcasts, Creative Commons and other open efforts. It wasn't until 2008 that I used the term "Open Everything" in a post as a movement I was seeing, rather than just my aggregated category of posts. 

That 2006 conference brought together schools using different course management systems (CMS such as WebCT, Blackboard, Moodle, Sakai) to see if there might be ways to have these open and closed CMS work together. Moodle and Sakai were open-source software and schools (including NJIT where I was working) were experimenting with them while still using the paid products. At that time, a survey of officials responsible for software selection at a range of higher education institutions responded in a survey that two-thirds of them had considered or were actively considering using open source products. About 25% of institutions were implementing higher education-specific open-source software of some kind.

On a much larger scale, there were open universities with quite formal learning, such as the Open University in Great Britain. There were efforts at less formal learning online, such as Khan Academy. There was also the beginning of less formal learning from traditionally formal places, such as MIT’s OpenCourseWare.

The MOOC emerged from the availability of free resources, such as blogging sites, that were not open in that you probably could not get to the code that ran it or reproduce it elsewhere but were freely available. 

The Open Everything philosophy embraces equity and inclusion and the idea that every person has a right to learn throughout their lives. It champions the democratization of knowledge. 

In the 14 years since I started writing about this, we have made progress in the use of OER. Open textbooks, which I literally championed at conferences and in colleges, are much easier to get accepted by faculty than it was back then.

Unfortunately, some things that began as open - MOOCs are perhaps the best example - are now closed. They may not be fully closed. You can still enroll in courses online without cost. You may or may not be able to reuse those materials in other places or modify them for your own purposes.

In 2017, I wrote that David Wiley makes the point about "open pedagogy" that "because 'open is good' in the popular narrative, there’s apparently a temptation to characterize good educational practice as open educational practice. But that’s not what open means. As I’ve argued many times, the difference between free and open is that open is “free plus.”

Free plus what? Free plus the 5R permissions." Those five permissions are Retain, Reuse, Revise, Remix and Redistribute. Many free online resources do not embrace those five permissions. 

I view the once-open doors are mostly shut. I hope they won't be locked.