XplanaZine

First published at
E-Learning Queen (2006)
http://www.elearningqueen.org/

Podcast - Part I
Podcast - Part II
Podcast - Part III
The college degree earned either partially or fully online has ascended in
stature to solid respectability, as college administrators have come to believe
that online courses can be more rigorous than face-to-face. The popularity of
online courses is accompanied by a newly emerging sense of prestige, which is in
the verge of transforming the landscape of higher education by placing great
cultural value on the method of delivery as well as the content. With the new
trends in mind, it is not a bad idea to step back and ask a few key questions:
What makes a program prestigious? Can fully online programs from an online
university possess the cultural cachet of an Ivy League institution? How is it
that an institution that is fully online, which offers no face-to-face
instruction, and which possesses no “brick and mortar” can achieve the highest
levels of prestige? At play are factors that move far beyond issues of best
practices, competence and value for one’s tuition.
In order to achieve prestige as an online institution of higher education,
one must understand the inner workings of status production in a society, and
what constitutes cultural value. Social class determinations must be kept in
mind, as well as the reasons for social stratification, and beliefs about upward
mobility. Having a clear understanding the relationship between education and
social class has helped distance programs groom themselves to achieve higher
levels of status. At the most basic level, however, the online program must
contain a solid foundation of programs, as well as a coherent vision.
*A Vision That Begins and Ends with “Legacy”
Most institutions of
higher learning have a vision statement that focuses principally on the here and
now: what kind of classes, services, and experiences will the students have, and
how will they prepare them for a useful working life within a respectable
community?
In contrast, the institution of higher learning that has achieved high status
and prestige in society will tend to spend more time envisioning the distant
future, clearly implying that individuals who have earned degrees from their
institution are imbued with sufficient power and influence to bring about
tangible change in the world. Without the proper context, the assumptions and
articulated views will seem unrealistic, even narcissistic.
However, when one realizes that a number of the graduating class will be
influential policymakers and stakeholders within a specific social group, the
underlying attitudes and assumptions seem less grandiose.
For the traditional high-prestige university, the academic year begins with a
moment dedicated to envisioning the future: who will receive honorary
doctorates, and who will be the perfect commencement speaker - one to
communicate, almost as though by osmosis, that this is an institution that not
only prepares its students for a successful future, but also for powerful
friends and influential connections.
What does the culminating moment look like for an online institution that has
gained prestige and cultural status? The graduation ceremony should be seen for
what it is: a rite of passage, a “launching” of graduates into the world. The
influential speaker is the embodiment of achievement, influence, and deeply
cherished values. For Thunderbird Garvin School of International Management, the
MBA in International Management (
href=”http://www.thunderbird.edu/students/degree_prog/mbaim/”>http://www.thunderbird.edu/students/degree_prog/mbaim/
)is a degree program that prides itself in continuing relations. Even as the
graduates are launched, they are encouraged to keep in touch and to open doors
for each other. Before the advent of the Internet, Thunderbird graduates were
well-received throughout the world. Their online program reinforces the notion
that their perspective is truly global. The legacy is assumed to be a
Thunderbird philosophy, an imprint on international business practices and
policies, and a story of successful graduates.
For an online institution, the challenge is to communicate the same values
and beliefs, but to do it in a visual manner. Careful attention must be paid to
the visual details, with an eye to the semiotics - the coded non-verbal visual
messages that convey complex messages.
*Tradition
While online programs have not existed for enough time
to say that they are a part of a long tradition in and of themselves, it can be
said that they are part of a continuum, and that the only difference is that of
delivery method. For example, the University of Oklahoma has not offered an
online graduate degree in museum studies for more than three or four years. On
the other hand, two of the Southwest’s largest and most prestigious museums –
the Sam Noble Natural History Museum and the Fred Jones Memorial Art Museum -
have been mainstays of the university for decades. Thus, one can legitimately
say that the online museum studies program is a part of a tradition. The fact
that the courses are taught by University of Oklahoma curators and faculty also
supports the case.
*Curriculum PLUS
In the new online universities, the curriculum is
not only equivalent to traditional face-to-face programs, it exceeds it in terms
of rigorous and regular review, and adherence to best practices. Online
institutions take advantage of the distributed nature of course development and
subject matter expertise, and bring together a collaboratively-created
curriculum which incorporates elements from many sources, from many places.
There is clear alignment with learner needs and desired outcomes.
The Sloan Consortium’s report, Growing By Degrees, published in 2005 contains
data that supports the growing perception that online education can be more
rigorous and can contain more quality controls than face-to-face instruction.
Despite the fact that most administrators believe that the quality of online
instruction is more difficult to evaluate than face-to-face (2005), institutions
continue to incorporate online instruction in their strategic plans. In 2005,
fully 56% of responding institutions reported that online education was a
critical component of their overall strategy (2005).
In the case of Cornell University, a decision was made to focus on
professional and executive development certificate programs through a new arm,
eCornell. The University leveraged its reputation to bolster the credibility of
the online programs. After successful launches of the program, several large,
nationally known entities such as YMCA of the USA and Shangri-La Hotels and
Resorts selected eCornell for employee development. (
href=”http://www.ecornell.com/”>http://www.ecornell.com//) Further, the
programs have received national awards and commendations. Now it could even be
said that the traditional part of Cornell University is benefiting from the
reputation of eCornell.
*Instructional Materials in Multiple Formats
Instructional
materials reflect the underlying values and defining vision of the institution.
Instead of being dependent on the skill and passion of the face-to-face
professor, the online institution dedicates resources to a team of developers
who integrate content, vision, and values. The developers then adapt the
material so that it can be delivered in a number of ways, which include text,
audio, multimedia, and blended approaches.
To most effectively distribute the materials, the online program staff seek
innovative ways to take advantage of the flexibility of the Internet, and
develop materials that are deliverable at any time and at any place, using
methods respected and recognized by others for their innovation. For example,
online institutions can take advantage of mobile computing and have materials
playable on portable mp3 players or video players, as well as readable on small
devices including laptops, palms, handhelds, and enhanced phones. Delivery
options should keep actual user needs in the forefront.
An example is Duke University, and its use of mobile computing and iPods to
deliver content for students. While the iPods are used on campus and in hybrid
settings where face-to-face instruction is blended with distance delivery, the
audio files are also accessible for students in their online courses. The iPods
are used to listen to lectures and to record shareable content. (
href=”http://www.chronicle.duke.edu/vnews/display.v/ART/2005/04/07/425512a814398″>http://www.chronicle.duke.edu/vnews/display.v/ART/2005/04/07/425512a814398)
Here is where the paradox begins, in my opinion. After all, the idea of
access presupposes a democratic ideal; the voices of all can be heard, their
e-mails read. And yet, prestige often associates itself with exclusivity, to the
point of secrecy. Could one have a Skull and Bones Club online? Instead of
rituals and secret gatherings, the digital elite represent the “gold standard,”
the ideal to which others aspire. To continue from the previous sections, here
are a few elements that characterize an elite college or university, and here is
how they translate into the “digital gold standard.”
*Collections of Rare Digital Resources
The university that enjoys
prestige and high cultural status must have something unique that sets it apart
from other colleges, universities, institutes, and think tanks. It should have
at least one major collection of digital resources in which it exercises
exclusive control and management. Obviously, there would be extensive sharing of
the repository, and/or individuals would be able to subscribe. Examples could be
an extensive collection of unique nature photos, scanned documents from a rare
book collection, scanned images of historical manuscripts and journals, rare
data collected from research, etc. The digital resources could also consist of
software and cutting-edge programs.
Will sharing the resources detract from their status, and the belief that
they are of high quality? Clearly, in some cases sharing, or making things
available via open-source software actually enhances the status. Cases include
the Massachusetts Institute of Technology’s OpenCourseWare project
(http://ocw.mit.edu/index.html) and Stanford’s LOCKSS (Lots of Copies Keeps
Stuff Safe) program, which is a distributed digital archiving system
http://www.diglib.org/preserve/stanfordfinal.html.
The common denominator is philanthropy, and the desire to be a leader in
funding and implementing initiatives that provide access to educational
technology and digital resources to at-risk populations. There are a few echoes
of noblesse oblige, and this is, without a doubt, the digital equivalent of
volunteerism and the “charity work” of the past. To state the obvious is not to
be judgmental, simply to say that if it is not an update of a tried and true
formula, the attempt probably will not work.
*Partnerships with solid, well-rounded organizations with depth and
breadth
The online institution that aspires to achieve the level of
“prestige” is cognizant of the fact that it cannot be done alone. Resource
requirements are too steep. Further, to attempt to rise by means of solitary
efforts is ultimately futile because success requires partners, not only in
terms of resources but also in areas of expertise and technical know-how.
Partnering also allows the sharing of infrastructure and informational
resources.
*Endowments and scholarship funds
The university that enjoys
prestige, status, and high cultural value is notable for the way that it
inspires individuals to contribute to the shared vision, and to support the
making of a better world via a unique education. Prestigious universities are
distinguished by their devotees - passionate alumni and true believers who are
willing to endow scholarships, research, travel for students as well as for
faculty.
In addition to private university grants and endowments used to support
distance education endeavors, the American Distance Education Consortium (ADEC)
(http://www.adec.edu/) provides resources to support online program initiatives.
Further, they publish lists of grantmakers, both federal and private, where
competition is quite keen, and only high-quality proposals are awarded
funding.
*Library
A robust digital library is an obvious requisite. It is
important to possess not only subscriptions to databases, e-journals and
indices, and other information products, but also digitized versions of rare
books and statistical archives which can be used in research. Effective
data-mining tools need to be in place as well, to help students and researchers
effectively utilize the materials. Joining library and digital repository
consortia when the materials truly enhance one’s collection is an effective
strategy. Working with government collections and having compatible systems is
important, as is having well-trained staff who understand the nature of
classification, intellectual property rights, etc. Learning object repositories
are often useful components, but this area should be regarded with caution,
since it is fairly easy to develop a repository of unusable, unmanageable, and
unshareable digital objects without realizing it.
In addition to privately held digital repositories, or subscriptions to
e-journals and databases, online programs may partner with independent virtual
libraries such as Questia (
href=”http://www.questia.com/”>http://www.questia.com/) and Highbeam (
href=”http://www.highbeam.com/”>http://www.highbeam.com/). Such partnerships
give the institution a distinct advantage over ones that do not have the same
level of access to digital information.
*Foreign Dignitaries and Captains of Industry Faculty
The faculty
who teach are experts in their fields. The highly prestigious university prides
itself on offering courses taught by renowned luminaries in the field. In the
past, teaching online was seen as lacking in status, and research by O’Quinn and
Corry (2002) listed that as the main detractor. In 2006, perceptions have
changed, and the ability to teach individuals who are distributed across the
world is considered a way to gain prestige, as well as to share one’s life
experience with others (Universal Class, 2006).
For example, Pakistan’s Ambassador to the United States, Ahmad Kamal, teaches
“The United Nations and International Corporations” through DePaul University’s
School for New Learning (2005) (
href=”http://www.snl.info/index.asp”>http://www.snl.info/index.asp).
Conducted via video conferencing from the United Nations, the course features
video conferencing and asynchronous interaction via e-mail.
*Self-Supporting Financially Viable Business Model
An online
university that has achieved prestige within its social group does not have to
rely on state support. It will have established profitable online enterprises
that will be used to help support some of its programs.
*Program Design
Flexibility, multiple delivery modes, high levels
of interaction and support (with faculty, administration, and fellow students),
and high quality, up-to-date curriculum and instructional materials form a part
of the program design. What differentiates a run-of-the-mill distance program
from a prestige program has a great deal to do with the design. The program
should be designed in a way that creates conditions in which students learn to
think in new ways, apply their knowledge to demonstrate both competence and a
deeper understanding by being able to synthesize, problem-solve, innovate, and
develop clear, well-written papers. The program and the design are continually
analyzed, reviewed, and updated.
*Committed Faculty and Faculty Support
Even online programs that
use only adjunct, part-time faculty must eventually face the fact that in order
to achieve and maintain high quality, it is important to have continuity. If
this is achieved by means of a core governing faculty board, then it is
necessary to meet more than once a year. Ideally, the governing faculty would
have activities that keep them engaged with the institution on an ongoing basis.
Contact should be made at least once a month, in the form of updates, e-mails,
and action items. Discussion board areas should be available for posting ideas,
discussing issues, proposing changes, and resolving conflicts.
*Residency options / flexible approach
The prestige distance
education institution of the future may have a bricks and mortar component,
although the buildings will be not necessarily be in a single place.
Face-to-face residential instructional opportunities will take place throughout
the world. Relations will be forged with the ministries of various countries so
that, for example, a group could take a class from the prestige online
institution on Mongolian yurts and horse culture. The Mongolian Ministry of the
Exterior would host a reception and the course would be taken under the auspices
of the joint venture - the prestige university and the government. Online
components and resources would be offered before, during, and after the
face-to-face elements.
*High-quality writingAn online university writing
center with extensive resources is available for students. Individuals use it in
order to become better writers and to obtain one-on-one mentoring, often
available at a very reasonable price, since the writing tutors could be located
overseas. In addition, remedial services are also be available.
*Career Placement Services
The prestige university partners with
strong, brand-recognized employment search and mentoring firms. For example, the
institution could partner with Monster.com and develop a unique, powerful
partnership that would also provide career experience, job openings, and loyal,
enthusiastic alumni.
*Internship opportunities
Virtual internships are available where
needed. Payment to interns is made as needed, and students receive college
credit for their work. The prestige university guides the internship endeavor,
and maintains a mindset of partnership and collaboration with the companies and
organizations it works with.
*Research - focus on innovation / virtual teams
The prestige
university prides itself in high quality instruction, academic counseling and
guidance. However, it realizes that the world is not a static place and it
endeavors to adapt with the times. By encouraging research and creating the
conditions that allow significant innovation to emerge, the run-of-the-mill
institution, or, more pointedly, the institution that has been scrambling just
to keep its head above waters of change, will pull ahead of the competition. The
institution transforms itself into a leading-edge prestige university that is
recognized the world over for its innovation, quality, and capacity for
far-reaching, inclusive change.
*And finally, FOOTBALL.
It is my fondest hope that some day, the
University of Phoenix buys the NFL team, the Arizona Cardinals, and then changes
their name back — no, not to the St. Louis Cardinals, but to the Phoenix
Cardinals.
Imagine the possibilities. To associate a college with a pro team immediately
connotes professionalism, focus, and success. “We’re not amateurs doing this,
we’re pro’s.” Granted, one would be giving up the return to innocence on
football Saturday, and the autumnal opportunity to revisit one’s coming of age,
which softens with nostalgia each time one takes that tailgate-weighted stroll
down memory lane.
On the other hand, every jersey, every helmet, and every cut to the
scoreboard would be a golden opportunity to burn the University of Phoenix’s
logo (accompanied by theme song or jingle) into the consciousness of a million
viewers at a pop. With HDTV and satellite control, one could even be paid as an
affiliate to run advertising on your television at home. Looking for a way to
subsidize the chips and salsa for the guests? Run a few 15- and 30-second spots
during commercial breaks. It’s Google Adsense for television.
If the Phoenix Cardinals make it to the Super Bowl, imagine the pay-off for
the University of Phoenix. That alone could be worth the price of the team.

Works Cited
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href=”http://www.ecornell.com/”>http://www.ecornell.com// Accessed Jan 5,
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href=”http://www.snl.info/kamal/snl/snlkamal.asp”>http://www.snl.info/kamal/snl/snlkamal.asp
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href=”http://www.highbeam.com/Library”>http://www.highbeam.com/Library/
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href=”http://www.diglib.org/preserve/stanfordfinal.htm”>http://www.diglib.org/preserve/stanfordfinal.html
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href=”http://www.thunderbird.edu/students/degree_prog/mbaim”>http://www.thunderbird.edu/students/degree_prog/mbaim/
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href=”http://www.chronicle.duke.edu/vnews/display.v/ART/2005/04/07/425512a814398″>http://www.chronicle.duke.edu/vnews/display.v/ART/2005/04/07/425512a814398