Ubiquitous Distributed Learning and Global Citizenship Michael Sperling, Associate Provost for Interdisciplinary, Distributed and Global Learning Fairleigh Dickinson University Copyright Michael Sperling, This work is the intellectual property of the author. Permission is granted for this material to be shared for non-commercial, educational purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of the author. To disseminate otherwise or to republish requires written permission from the author.

Promoting Systemic Progress in Teaching and Learning Transforming a mission statement into a sense of mission

FDU Mission Statement “Fairleigh Dickinson University is a center of academic excellence dedicated to the preparation of world citizens through global education. We strive to provide students with the multi- disciplinary, intercultural and ethical understandings necessary to participate, lead, and prosper in the global marketplace of ideas, commerce and culture.”

Systemic change requires massive shifts in: Institutional budget allocations Faculty work patterns Support resources Academic culture

Key Transformation Benefits Widespread faculty development Enhanced student learning outcomes Institutional differentiation Enhanced ROI and external funding

Key Transformation Challenges Transformation is usually an after- the-fact descriptor Willingness to utter the term on-campus? Most faculty don’t want to be transformed Dynamic balance between administrative efficiency vs. widespread shaping and ownership

Navigating Faculty Resistance Conceptual Perceived lack of input Reflexive rejection Institutional frustration Rate of change rather than process

Global citizenship (competency) is a complex issue: What does it mean? How is it achieved? Is it a process or an outcome? How do we prepare students for an unknown future characterized by diversity, nearly universal digital information access, global interrelationships, and rapid change?

Common view of distance (or distributed) learning: Useful teaching tool Important communication and research tool Vehicle to reach new student audiences Medium of convenience

Different view of distance (or distributed) learning: (Value-added) learning tool Global information resources Unique collaboration tool Vehicle to bring not only information, but global faculty resources to campus On-line learning in its infancy Imagine the unimaginable

Using Distributed Learning Meaningfully Distance Learning Initiative Foundation Fundamental Learning Tool Global Virtual Faculty

Undergraduate distance learning course requirement: FDU demographics One on-line course per 32 credits of study The Global Challenge College-based DL2 Disciplinary DL3-4 Systematic assessment

Distance Learning Courses Webcampus Courses Global Challenge Sections = 73 DL2 Sections = 57 Other Bb Courses = 260 On-line degree programs = 1

Distance Learning Courses Projected Webcampus Courses Global Challenge Sections = 80 DL2 Sections = 60 DL3 Sections = 40 Other Bb Courses = 300 On-Line degree programs = 3

Demonstration: The Global Challenge (interdisciplinary core) The Life of the Mind (multidisciplinary philosophy) Introduction to Macroeconomics (sophomore economics requirement)

Global Virtual Faculty Program TM Scholars and practitioners 35 at present from 18 countries Partnership model Levels of participation Compensation

Background information on GVF and other programs:

Critical Questions: Wrong Question -- Is distance learning better or worse than in- class learning? Right Question – Which pedagogies will produce the best student learning outcomes in a given medium or environment?

We are in the business of teaching our students how to be prepared for a lifetime of effective continued learning and accessing global information resources. By requiring distance learning, we strengthen this preparation.

Assessment in progress: Wide range of opinions/experiences General improvement fall 2001 to spring 2002 Critical issues: freshmen, core course, new skills, independent functioning Fuller plan in development

Global Challenge (Core A) Assessment Dimensions Global education objectives Active/self-directed learning objectives On-line communication objectives Group learning objectives Critical thinking/writing objectives Information literacy objectives

Broader Higher Ed Implications Reevaluate pedagogical technique Adopt a learning outcomes paradigm Promote responsibility-taking by students Develop global citizens

We’re Getting There… We’ve Unleashed a Monster!