Technology Transformation Task Force Presenter’s Name HERE

Technology Transformation Task Force Long-term planning to infuse innovative, student-centered technologies and transform learning throughout the CTC system. Structural shift to student-centric applications, services and development processes. Leverage technology, services and content across the 34 Colleges. Final report in Spring ’08.

Technology Transformation Task Force Build the case for funding: FY Produce a technology plan that addresses:  Vision and roadmap for how our system will cooperate to support our students and colleges with technology;  Role of technology in student access, teaching and learning, and efficient college operations;  Technology gaps; what we have vs. what we need;  Implementation, funding and governance. Sync with: WA Learns, HECB Master Plan, SBCTC System Direction

Vision Washington’s Community and Technical Colleges are viewed as the strongest and smartest technology rich system in the world, with our colleges recognized at local, state, national and international levels for fully utilizing modern technologies to provide seamless learning opportunities to all citizens. We have a technology infrastructure that is student centric, robust, innovative, adaptable and affordable. Our eLearning, student services and administrative tools are driven by student, faculty and staff needs and focused on improving student success.

Principle: Access Provide equitable access to educational and administrative technologies. All colleges have access to a complete suite of eLearning applications and support services. eLearning is at the core of how we educate students. Web-based platform enables straightforward deployment of evolving tools and services. Policies are fair and fully supportive of enhanced, hybrid, and fully online courses and a 24/7/365 online student services model.

Principle: Success Quality online student services support student success and enhance colleges’ relationships with students. System provides 24/7/365 online services for the individual student. Data analytics provide colleges information to make adjustments and improve learning outcomes.

Principle: Transformation Our system embraces a culture of rapid, constant change and continuous improvement. We make frequent false starts in deploying and supporting applications.  Expected and valued as part of our ongoing iterative design process to improve student, faculty and staff services.

Principle: Innovation We support innovation wherever it occurs. Students, faculty, staff, colleges and global partners are all sources of creative ideas for meeting local community needs and creating pioneering technology solutions. The infrastructure supports this through a flexible, responsive and open core of applications, an open system-wide testing environment and support for local experimentation.

Principle: Informed Knowing how to infuse educational technologies unique capabilities throughout teaching and learning requires new thinking. Our system provides comprehensive professional development around all tools and 21 st century pedagogies to empower faculty and staff to become proficient with and excited about wielding new technologies to revolutionize learning.

Principle: Accountable There is clear system level governance, vision, authority, accountability and funding to encourage efficiencies in technology. System rejects arguments for special customization or developing mature off-the-shelf and/or open source software that already exists. A governance team of technology leaders embraces a customer relationship with students and colleges by focusing on results for users and continually adding and enhancing tools and services.

Principle: Funding Essential technologies and support services are funded like a utility and operated for and by our system. Our system allocates a balanced mix of sustainable resources to support teaching and learning, student services and administrative infrastructure. Our system takes full advantage of cost effective partnerships and leveraging outsourced resources.

What we learned from Students Students want:  24/7/365 online access to courses and student services  faculty to be proficient with available technologies… beginning with faculty hires  access to better online library resources

What we learned from Students Students want:  consistency in the technology tools and expertise across all courses and Colleges  access to online textbooks to lower costs and reduce paper use  expanded availability of computer labs

What we learned from Faculty faculty believe technology helps them teach more effectively (87%) faculty turn to other faculty for information about new learning technologies (72%) student expectations motivate faculty to learn more about technology (69%)

What we learned from Faculty Faculty who say they are proficient users of technology:  teach more technology-enabled classes  use more advanced types of technologies  tend to be positive about technology and its benefits  want more training in advanced technologies

What we learned from Faculty Faculty who say they are not proficient users of technology:  teach fewer classes using technology  use less advanced technologies  are moderately positive about technology and less sure of its benefits  want more training in less-advanced technologies

Faculty Conclusions Faculty Support Technology Expansion  expect to be consulted… Peer-to-Peer Networks Critical Want more Training and Time to Use Technology

Next Steps Now: Drafting Technology Plan Spring:  Circulate Plan: WACTC, TACTC, Commissions, Councils  Final Task Force meeting  System Technology Governance Spring / Summer 08: Budget & Leg Request

Bottom Line Accountability  Shared technology, support services and content is a responsible use of public funds. Accessibility  All students, faculty and staff need access to enterprise eLearning & administrative systems and support services to compete in the global market. Affordability  No College can afford all necessary eLearning & administrative systems & support services individually.

Discussion

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Slides about online learning growth if you want / need them.

eLearning in Context Growth in online enrollments far exceeds overall enrollment growth.  CTC system FTE growth Fall 2007 is up 1%, while online enrollments increased 15% 3.5 million students are taking at least one online course representing nearly twenty percent of all U.S. higher education students.

Two-year institutions provide the largest share of online enrollments, with more online students at these institutions than all other types combined. Growth rates for two-year institutions have exceeded those of all the other institution types, and they now command over 54 percent* of all online enrollments in U.S. higher education. Allen and Seaman. Online Nation: Five Years of Growth in Online Learning. Sloan Consortium, *In Washington State, it is 75%

Washington Community & Technical Colleges Online Courses: Fall 07 13,473 FTE online  equivalent of 2.5 Community Colleges Over 72,000 students learn online each year

Growth in Online Courses Fall FTE: growth = 715%

Growth in Online Courses Annual Enrollment: growth = 426%

Why does this growth curve matter?

Educate More Citizens HECB Master Plan  I. Raise educational attainment to create prosperity, opportunity Policy Goal: Increase the total number of degrees and certificates produced annually to achieve Global Challenge State benchmarks. By 2018, raise mid-level degrees and certificates to 36,200 annually, an increase of 9,400 degrees annually.