1. E-Learning: Education Anytime, Anywhere Randy Rodgers Walden University

2. Development Process

3. Why Online Learning? Anytime, anywhere learning Economical Opportunities for communication and collaboration Creative applications

4. Research

5. Development

6. Commercialization

7. Innovation Decision Timeline Knowledge: What are essential components of an online learning program? Hardware and software Training opportunities & materials Self-assessment instruments Supplemental materials (books, audio-visual) Marketing materials Assessment strategy & materials Persuasion: What are the benefits? Cost-effective Greater flexibility (Reaches more students) Increased opportunities for collaborations Reflects contemporary, real-world training/learning

8. Decision: Choosing to adopt online learning What will be common course elements? Develop and host or purchase? What is the timeline? Implementation: Starting the online program Registration Instructor training Technical support System for ongoing, formative assessment Confirmation: Assessment; decision to continue, abort, or modify program Measures of success: enrollment numbers; students completion rates; cost analysis External assessments: standardized tests; end of course exams Possible alternatives References: Abel, R. (2005). Implementing best practices in online learning. Retrieved from http://www.educause.edu/EDUCAUSE+Quarterly/EDUCAUSEQuarterlyMagazineVolum/ImplementingBestPracticesinOnl/157354 Rogers, E.M. (2003). Diffusion of Innovations (5th ed.). New York: Free Press Simmons College (2004). Implementing an online program: Guiding questions. Retrieved from http://my.simmons.edu/services/technology/ptrc/pdf/educause04_handouts.pdf

9. Innovation Adoption S-Curve

10. Adopter Categories Innovators Tech savvy; Academically advanced; Self-motivated; Risk-takers Students/teachers seeking acceleration and independent learning Students strong in technology and science Strategies for recruitment Seek and value feedback Offer initial courses for no cost Image source: http://4.bp.blogspot.com/_4RUa3sMeqtc/RgwkF2r6ywI/AAAAAAAAAI8/sA97h0ldqC4/s400/innovation.jpghttp://4.bp.blogspot.com/_4RUa3sMeqtc/RgwkF2r6ywI/AAAAAAAAAI8/sA97h0ldqC4/s400/innovation.jpg

11. Adopter Categories Early Adopters Social leaders; Change agents; Open-minded Students in leadership roles in campus orgranizations/activities Teacher team leaders Individuals with high aspirations/goals Recruitment strategies Directly contact/recruit students & teachers identified as having influence Ensure opportunities for sharing experiences with others, recognition Image source: http://farm3.static.flickr.com/2070/2137729430_11b29f9164.jpghttp://farm3.static.flickr.com/2070/2137729430_11b29f9164.jpg

12. Adopter Categories Laggards Socially isolated; Avoid risks; Carefully calculating Average or below-average students or teachers Individuals with traditional values and methodologies Recruitment strategies Detailed explanations of risks and benefits Risk-reduction strategies (e.g. opportunities to try on non-credit basis) Introduce through blended environments Image source: http://2.bp.blogspot.com/_8f3oOk91HCY/TOFCOIxOgDI/AAAAAAAAHIg/5QEF1bzk8A8/s400/searching-for- info.jpghttp://2.bp.blogspot.com/_8f3oOk91HCY/TOFCOIxOgDI/AAAAAAAAHIg/5QEF1bzk8A8/s400/searching-for- info.jpg

13. Reaching Critical Mass Clear advantages (Demonstrate that online learning offers advantages of convenience, flexibility, individualization, and meaningful learning.) Compatible (User-friendly) (Online learning should make use of existing technologies and skills; avaliable courses diverse to meet needs of variety of users.) Trialability (Opportunities should be provided to take part in abbreviated courses or blended learning opportunities that allow users to experience online learning in risk-free settings.) Observability (Publicize the positive experiences of early adopters, including assessments of courses, experiences with tools, and comparisons to in-person learning.) Critical Attributes for Reaching Critical Mass

14. Strategies for Diffusion De-centralized approach: Course offerings, format determined by district administration, course instructors. Diffusion via teacher and student peer networks. Modification/adaptation of courses to meet needs of teachers, students, district. Innovations based upon teacher and user (student) input and experimentation. Assessment of course offerings/formats based upon needs of users.

15. Change Agents District curriculum and technology departments; course instructors (course development; technical needs) District communications department (publicity; gathering feedback data; facilitate communication) Early adopters (Teachers and students-- recruitment; assessment)

16. Strategies for Achieving Critical Mass Give alternatives (Offer blended courses as transistional experiences for reluctant adopters.) Publicize (Share positive teaching and learning experiences, classroom effects) Offer incentives (continuing education credit, stipends, work days out of classroom) Solicit "champions" (District/campus leaders as leaders, participants, proponents)

17. Why Teach & Learn Online? Engage reluctant learners Image source: http://www.flickr.com/photos/15267290@N03/2083329049/sizes/z/in/photostream/

18. Why Teach & Learn Online? Flexibility Image source: http://www.flickr.com/photos/duketip/5428587298/sizes/l/in/photostream/

19. Why Teach & Learn Online? Collaborative Image source: http://www.flickr.com/photos/fncll/145149313/sizes/l/in/photostream/

20. Why Teach & Learn Online? Accommodates multiple learning styles Image source: http://www.flickr.com/photos/ksmf/4895263694/sizes/l/in/photostream/

21. Why Teach & Learn Online? Cost-effective Image source: http://www.flickr.com/photos/dborman2/3258378233/sizes/l/in/photostream/

22. Why Teach & Learn Online? Supports 21 st century skills Image source: http://www.flickr.com/photos/9948354@N08/763399258/sizes/l/in/photostream/

23. References