What do you think about Instructional Technology and Distance Education (ITDE)?

#DRDERISE

            Where do you stand on these ITDE topics?

Instructional Technology and Distance Education are becoming more commonplace in higher education; thereby more acceptable as a valid form of higher education. But what are the implications of these changes? How will they influence higher education, its students, and its staff? Is this change just a simple transfer to another medium, or does it involve much more effort than that? The following are some questions to consider.

• How is ITDE impacting/influencing decisions made by Provosts, College Deans, and Department Chairs?

Admissions, accreditation, curriculum, equipment, and hiring are the impact areas that come to my mind. Admissions in that online degree programs can offer education access to a much wider variety of students in larger numbers; accreditation in that online programs require a different set of rules in order to qualify for accreditation; curriculum in that the curriculum has to be redesigned to work in an online environment; equipment in that a whole system of servers have to be built and maintained on which to place the online classes; and hiring in that a whole new team of online support staff have to be hired for online programs (including professors) (Hayward & Williams, 2015)(Moore, 1993).

• What are the ITDE challenges, barriers, and threats to ITDE integration in Higher Education (HE)?

One challenge is student acceptance in that not all students are comfortable with the idea of online classes or with the idea of studying certain subjects online. Instructor training is a barrier in that they will have to learn how to teach online. Retention is a threat in that attrition is a big problem in online classes (especially with adult learners) (Schwier, & Seaton, 2013)( Sutton, 2014)(Ustati & Hassan, 2013).

• What are the ITDE strengths and opportunities to promote ITDE integration in HE?

More students are signing up for online programs because of an increase in exposure to online platforms outside of education. Also, due to the commonality of online programs students are becoming conditioned to the idea of it as being normal (Berman, & Hassell, 2014). Online provides more traceable interactions which help to make the legal team more comfortable due to the fact that all interactions are documentable. Statisticians should be happy too because of how more data can be evaluated for improvements in the class designs. Access to a wider variety of students means more stability in enrollments (similar to the idea of diversifying your investments in case of any negative trends in one stock or another). If all students are of one demographic, and they get lured over to the competition then our programs die. But if we have students from a wider variety of demographics then trends are likely to have less of an impact on enrollments.

• WHAT WILL IT TAKE TO CREATE CHANGE in HE as it relates to ITDE?

The change is here and now. ITDE is far more prevalent than it was even five years ago. But to create further change we have to look more at the gradual phasing out of “baby boomer” students to more students who have grown up with computers. This impacts the methods used as well as the designs of online classes. This means that class designs can be even less in alignment with campus-based designs, and more in alignment with what research shows is more effective teaching online such as gamification, gameshow quizzes, digital media, and the community of inquiry (Garrison, Anderson, & Archer, 2000).

References:

Berman, R., & Hassell, D. (2014). Digital native and digital immigrant use of scholarly      network for doctoral learners. Journal of Educators Online, 11(1), 26.

Hayward, M. S. & Williams, M. R. (2015). Adult learner graduation rates at four U.S. community colleges by prior learning assessment status and method. Community College Journal of Research and Practice.

Moore, M. G. (1993). Is teaching like flying? A total systems view of distance education. The American Journal of        Distance Education, 7(1), 1–10.

Schwier, R. A. & Seaton, X. J. (2013). A comparison of participation patterns in selected formal, non-formal, and informal online learning environments. Canadian Journal of Learning and Technology, 39(1), 15.

Sutton, R. (2014). Unlearning the past: New foundations for online student retention. Journal of Educators Online, 11(3), 30.

Ustati, R. & Hassan, S. S. S. (2013). Distance learning students’ need: Evaluating interactions from moore’s theory of transactional distance. Turkish Online Journal of Distance Education, 14(2), 292-304.

Eric’s Website is Eric DeRise, Ed.D.(c) EDU

View Eric DeRise, Ed.D.(c) EDU’s profile

Eric’s YouTube Channel

Eric’s Book on Amazon

Eric DeRise, Ed.D.(c) is a Higher Education Expert in Tampa, FL. He’s also a Professor of video production and digital graphic arts. He’s an Ed.D. candidate at Nova Southeastern University, and earned his master’s degree in Higher Education with a focus in on-line college teaching from Purdue Global University. Eric says “I help people improve their lives and secure their financial future through higher education. I am also a teacher / trainer of digital media arts, television / video production, and journalism.” #DRDERISE

Eric DeRise EDU© 2013

 

Three Different Learning Theories

I am a totally different kind of teacher from the one I was when I first started teaching. In the beginning I knew nothing about teaching, but I was an expert in what I taught and public speaking. Still, I had to start as an assistant professor so that I could first learn the basics of teaching. Eventually I started to take workshops and read books on how to teach more effectively. And I discovered that these learning theories, when applied, could dramatically improve my students’ learning performance. After that I was hooked, and I was motivated to earn my masters degree in higher education with a focus in online college teaching. And I learned about even more types of learning theories. Serious educators have to learn a number of learning theories in order to practice education. One might assume that there could only be a few different ways to teach students. But teaching is actually more complicated than that. And they have to at least be familiar with most of these learning theories so that they can apply them in the class room, or at least be able to say they can in a job interview. So you can better understand some of these theories I’m going to use a scenario model called he Isadora of Brazil scenario.

Learning Theory

In Isadora’s story the most fitting learning theory is the theory of self-actualization which is part of Maslow’s humanist theory of learning. Humanist theory argues that human motivation is based on a hierarchy of needs. These needs start at the very basic physical level until they end at the very emotional. One of the final needs is the need to become all that one is capable of becoming. As far as Maslow was concerned self-actualization is the goal of learning. And many theorists have expanded on this theory. Sahakian, for example, posits other goals in addition to Maslow’s, such as the discovery of a vocation or destiny, the knowledge or acquisition of a set of values, the realization of life as precious, the acquisition of peak experiences, a sense of accomplishment, the satisfaction of physical needs, the refreshing of consciousness to an awareness, of the beauty and wonder of life, the control of impulses, the grappling with the critical existential problems of life, and the learning to choose discriminatively. Isadora developed in a number of ways which support this theory of learning. She did discover a vocation and destiny which did enable her to become much more than she had been before. She did develop a set of values and knowledge which gave her the focus and drive to make the sacrifices necessary to achieve her goals for her and her parents. Putting her parents’ dream of returning to Brazil at the forefront of her career future was a sign of her appreciation of the beauty and wonder of life. And her accomplishments in school did give her the confidence to pursue her opportunities in Brazil. She did control her impulses to continue working in menial jobs and not let fear keep her from going to college at the age of thirty. Through this whole process she did make discriminative choices which could not have been easy for her. But she did, in the long run, achieve all of her goals and many greater opportunities. This long experience served as a vehicle for her to achieve true self-actualization in that she actually was able to achieve and become much more than she had planned.

Adult Development

There are various theories on adult development which focus on various concentrations such as race, gender, sex, sexual preference, etc. The model which best suits Isadora’s story is that of Bronfenbrenner’s bioecological systems theory. This theory was designed to be applied to children, but it has been argued that it can be applied to adults as well. This theory delineates five layers of the environment or systems that influence development. And Isadora clearly lived in all of these layers. First, the microsystem, which includes the activities, roles, and interpersonal relations in the Isadora’s immediate environment. This includes the homes, schools, and workplaces in her life. Next is the mesosystem, which is that which defines the relationships between these microsystems. In other words, these are the relationship between the home, the school, and the workplace. The exosystem is a larger system of influence which may not even be influenced by Isadora such as the relationship between her home and her parents’ workplace, or the relationship between Isadora’s school and a community group. The macrosystem is a system which contains values, mores, and laws that affect these systems. For example, Isadora went straight from high school to work at the same factory where her mother had worked and was likely to marry another Brazilian and raise a family with him in New York just like her family had. This is one reason for why it was so difficult for Isadora to commit to the decision to go to college. It was difficult because her macrosystem was based on an ideal which did not support her going to college. Next is the cronosystem, which refers to the influence of time as it relates to the person’s environment and subsequent development. It must have been a point in time in which reaching the age of thirty brought Isadora to the realization that the only way her parents’ dream could come true would be if she were to step outside of her macrosystem and go to college so that she could earn the money and or opportunity to make their dream come true.

Cognitive Development

Isadora’s story fits the cognitive developmental model known as Womens’ Ways of Knowing. In this model adult learners find them selves at different stages of development known as positions. This model begins with the position of silence which is when women experience themselves as mindless and voiceless and subject to the whims of external authority. The second position is that of received knowledge. In this position women conceive themselves as capable of receiving, even reproducing, knowledge from the all-knowing external authorities but not capable of creating knowledge on their own. The third position is that of subjective knowledge which is a perspective from which truth and knowledge are conceived of as personal, private, and subjectively known or intuited. The fourth position is called procedural knowledge which is a position in which women are invested in learning and applying objective procedures for obtaining and communicating knowledge. And the fifth and final position is called constructed knowledge which is a position in which women view all knowledge as contextual, experience themselves as creators of knowledge, and value both subjective and objective strategies for knowing. Isadora probably fit into the position of silence until after she worked at the factory upon graduation from high school. The fact that she was following in her mother’s footsteps indicates that she was just being passive, and allowing herself to be defined by others just as her mother had been. But she must have moved into the position of received knowledge while working at the factory until she was thirty because it would have been that experience which would educate her more on what her opportunities could be. There she would move into the position of subjective knowledge where her understanding of truth had to shift to herself; developing her intuition and valuing that over logic and abstraction. This is probably where she gained her voice. And this position probably led her into college where she moved into procedural knowledge. In this position she developed separate knowing which is when the self is separate from the object of discourse, making it possible to doubt and reason, and connected knowing which is when there is intimacy and equality between the self and the object of discourse, based on empathetic understanding. This position most likely lead her to her opportunities in Brazil which enabled her to move her parents to their home where they were all able to have their dreams realized. At this point Isadora must have achieved the position of constructed knowledge which is the position characterized by an authentic voice. This cognitive developmental model is applied to this scenario, not just because Isadora is a woman, but because it fits her development scenario. Despite its title this model is not just limited to women. Depending on their cognitive development, it can be applied to men as well .

Instructor Perspectives

Based on experience, diversity, consistency and repetition are three of the most important factors in teaching adult learners. Diversity is valuable when considering the many different ways in which students learn. There are areas of strength which vary from student to student. For example, some students learn more effectively through writing, others through watching movies, and others through testing. As a result it is important to hit one’s students’ minds from all of these angles with as wide a variety of method and medium as possible. Consistency is important from the perspective of communicating the same curriculum through all of these mediums. Conflicting curriculum will only confuse the student and discredit the educator in the eyes of the student. Repetition supports the consistency argument in that the curriculum must be lightly reinforced throughout the educational time period so as to ensure long-term retention of the curriculum. When teaching adult learners it would be advisable to learn and understand all of the developmental models discussed whether supported by the educator or not. The point is that these theories can give the educator a better understanding and almost intuitive ability to make adjustments for the sake of their students in both long term and short-term ways. If there are a number of older students over the age of forty-five one adult learner theory supports the idea of hand-outs containing larger text so as to support students with declining vision, or the utilization of a sound system for lectures to students with age based declining hearing. What ever the theory may be, these theories are based on systems of analysis, which have been proven to be true on some valid level. The reason for learning these theories is so that educators can effectively teach adult learners for the sake of their learning, and not for the sake of the educator’s teaching of a given curriculum.

Conclusion

As I said earlier, there are a lot of different ways to teach students. The Isadora of Brazil scenario allowed me to examine just a few. But I’m sure you get the point. You may even be a little intimidated by this variety of learning theories, but you shouldn’t be. Instead, as an educator, you should look at this variety of methods as a tool box full of options for teaching the diversity of learner types you could have in your classroom. In the real world the class room will teach you that one size does not fit all.

References

Merriam, S., Caffarella, R., Baumgartner, L. (2006). Learning in adulthood: A Comprehensive

Guide (3rd ed.). San Francisco: Jossey-Bass.

Eric’s Website is Eric DeRise, Ed.D.(c) EDU

View Eric DeRise, Ed.D.(c) EDU’s profile

Eric’s YouTube Channel

Eric’s Book on Amazon

Eric DeRise, Ed.D.(c) is a Higher Education Expert in Tampa, FL. He’s also a Professor of video production and digital graphic arts. He’s an Ed.D. candidate at Nova Southeastern University, and earned his master’s degree in Higher Education with a focus in on-line college teaching from Purdue Global University. Eric says “I help people improve their lives and secure their financial future through higher education. I am also a teacher / trainer of digital media arts, television / video production, and journalism.” #DRDERISE

Eric DeRise EDU© 2013

Subject over Teaching

There is a lot of confusion about what qualifies a person to be a good teacher due to what qualifies a person to be hired to teach. Most colleges require professors to have at least 18 graduate credit hours in the subject being taught as well as a masters degree from a regionally accredited university. And most school districts require teachers to have at least a bachelors degree from a regionally accredited university in the subject being taught or thirty undergraduate credit hours in the subject being taught along with a bachelors degree in anything. So, the questions have to be asked, “Is expertise in a subject enough to make one a good teacher?” And “When do these teachers learn how to actually teach?” I believe that there is a lot more to teaching than just expertise in a subject. If you listen to experts of teaching such as Carnegie professor Dr. Lee Shulman then you know that there are at least seven vital aspects of teaching that have nothing to do with the subject being taught. Dr. Shulman gave a famous speech on the advancement of teaching and discussed how his theories can improve teaching in the future.

Object of Teaching

Teachers have a number of goals to achieve in the teaching process. They have to teach their curriculum to their students as is laid out by their institution. They have to measure and evaluate the retention of the curriculum by the students they are teaching. And they have to report the success rate of their students’ learning of the curriculum. But the object of their goals as teachers is a combination of learning, knowing and understanding the curriculum for the betterment of society. Dr. Shulman states that in his studies of teaching he has had to ask how to best teach the professions such as medicine, law, and engineering to those whom people will have to trust to know what they are doing. But knowing is not enough for professionals. The study of theory is not enough to succeed in these kinds of professions. Instead, these professionals have to be able to do things, and think in certain ways under pressure. But, at the same time, they have to exercise these things with honesty, commitment, values, and integrity. In other words, the schools have to instill in their students a sense of professional identity, values, and commitment as a service to society. Dr. Shulman also reminds the audience that teaching is an ongoing learning process for the teachers as well as the students, and that the challenge of teaching is that it is a never ending process.

Focus of the Speech

Dr. Shulman talks about a variety of aspects of teaching at the Carnegie Foundation award event in Louisville, Kentucky. He included a back story on Abraham Flexner which began long before Shulman took his position which was first held by Flexner himself. He explained how he was motivated by Flexner to work towards the advancement of teaching for the betterment of society. And he explained how in this process of carrying on Flexner’s work he had come to the realization that there are three kinds of habits of learning needed in order to succeed in the learning process. These habits of learning include habits of the mind, the hand, and the heart. This is the overall focus of his speech. He states that one of the most important learning habits of course is the habit of the mind. The students have to learn and understand the information which is taught to them. They also need to develop the learning habit of the hand so that they can practice what they are learning. And finally they need to develop the learning habit of the heart so that they can exercise what they have learned with integrity for the betterment of society. In an effort to create a better understanding of how to achieve these three habits Dr. Shulman explains how the they can be developed through the exercise of the seven signature pedagogies.

Seven Signature Pedagogies

In his speech Dr. Shulman explains how all of the professions have differing pedagogies. For law, it is not about fairness, it’s about confrontation. And in medicine, it’s about the patient. The teaching pedagogies vary as you move from one profession to another. But there are seven signature pedagogies which are essential and consistent in the teaching process regardless of the profession being taught. The first one is that they are routine, habitual, pervasive, and persistent in the settings in which they are used. This is important because both the teacher and the student know what they are doing in the learning process.

The second is that the learning process almost always involves the need for public performances by the students. This is important because the greatest enemy of learning is invisibility. In this scenario a student is likely to shut down the learning process because they don’t think they will be held accountable for what they have learned. The third is that students must exercise accountable talk which shows that they are listening to each other and are engaged in the discussion. This is important because the learning process creates a scenario where the students are not just being taught by the teacher, they are potentially teaching each other as well. The fourth is that uncertainty, and an adaptive characteristic are key for the teacher’s success. There is a sense of interdependence in the classroom. This is important because without it there will be no learning. There will be no learning without interaction. And teachers have to be prepared to adapt to the unpredictable aspects of interaction. The fifth is that, when called upon in class, students are not emotionless. This is important because emotions can affect how a student responds, learns, and contributes. That anxiousness can amplify the learning process. But lack of that emotion can take away the learning opportunity. The sixth is made up of critical elements of formation which are created here. They are the development of values and a sense of identity, character, and a sense of puzzlement of what to do. This is important because emotion is a prerequisite for formation which are of the heart as well as of the mind and the hand. And finally, the seventh pedagogy is that these are also pedagogies of personal responsibility. This is important because they can lead to the development of deep understanding, highly flexible skill, and deep commitment.

Instructor Perspectives

As both a student and an educator, I have experienced the application of the seven signature pedagogies. The best example of which would be the year when I taught television and video production at the college level. This curriculum was for the development of a profession which requires the application of all seven signature pedagogies in a variety of arenas, the most unusual of which is the shooting of video on location where one has to adapt to an extremely unpredictable environment. As an instructor in this arena I had to apply the fourth pedagogy which is the ability to adapt to unpredictable situations so as to ensure my students’ learning processes for the sake of their professional development. But at the same time they had to exercise the second pedagogy in this scenario which is the practice of public performance. They had to actually adapt themselves and shoot their video for the sake of their assignment. And when they were called on to adapt to these unpredictable situations they had to use their emotions to motivate them to answer accurately; thereby utilizing the fifth pedagogy which states that without these emotions the learning process will fail because it isn’t important enough to the student. Also, when back at the classroom studio, students had to exercise the third pedagogy which is the exercise of accountable talk as they discussed how they could have handled unpredictable situations on the location video shoot. In other words, they had to show that they were listening to each other in the discussion so that they could actively participate in the learning discussion.

The value of these pedagogies to teachers is not just in curriculum design, but also in how to think about the teaching process with their students. Teaching class with the pedagogy theories in mind will enable teachers to retain these theories more effectively through application. Later, an analysis of the results of this application should be conducted for a greater understanding of how the teachers can utilize these theories in their own classroom. Teachers who are aware of these seven signature pedagogies are likely to conduct their classes in a manner which is the result of this awareness; thereby improving the learning process for their students. Consequently, it would be to the advantage of teachers to not just learn about Dr. Shulman’s seven signature pedagogy theories, but to also find new and better ways to apply them to how they design their curriculum and conduct their classroom sessions because his theories are essential to teaching adult learners effectively.

Conclusion

Dr. Shulman’s seven signature pedagogies are proof that effective teaching requires more than just expertise; they require training in teaching. My first teaching job started me off teaching in a subject in which I had expertise. But eventually I was trained by the school to teach other subjects within the degree program for which I had no expertise. During this time I was also studying learning theory because I was committed to teaching my students effectively. The result was that my students were reporting that they learned more from me than they learned from my “expert” colleagues who prioritized their subjects over teaching. In other words, they created a “sink or swim” learning environment where they were just teaching “at” their students as opposed to making sure they learned what they need to know in order to succeed in their careers. I believe school districts and colleges could learn something from this lesson. Although, in their defense, most school districts do also provide some training in learning theory after their teachers are hired. Still, I find it ironic that teachers are not being hired for their knowledge of teaching.

References

Shulman, L., (2005). Pedagogies of Uncertainty: Teaching for Understanding, Judgment and Commitment. Stanford: Carnegie Foundation for the Advancement of Teaching.

Eric’s Website is Eric DeRise, Ed.D.(c) EDU

View Eric DeRise, Ed.D.(c) EDU’s profile

Eric’s YouTube Channel

Eric’s Book on Amazon

Eric DeRise, Ed.D.(c) is a Higher Education Expert in Tampa, FL. He’s also a Professor of video production and digital graphic arts. He’s an Ed.D. candidate at Nova Southeastern University, and earned his master’s degree in Higher Education with a focus in on-line college teaching from Purdue Global University. Eric says “I help people improve their lives and secure their financial future through higher education. I am also a teacher / trainer of digital media arts, television / video production, and journalism.” #DRDERISE

Eric DeRise EDU© 2013

Head-Fake Learning vs. Experiential Learning

I was watching this incredible video of a Carnegie professor’s last lecture. It was his last lecture because he knew he was going to die soon, and he wanted to inspire people to learn with the intention of living a better life. And I really appreciated what he was saying. But I also wanted to really analyze his theories from a critical thinking perspective so that I could get the most out of his lecture. In this analysis Dr. Randy Pausch’s last lecture video is examined for its learning method values based on both traditional learning models and non-traditional learning models. The strengths and weaknesses of how Dr. Pausch presents these models is also examined so as to determine a better way to present them to adult learners. The purpose of this examination is to compare the different models for adult learning so that one can better understand which methods can be more effective in different adult learning scenarios.

Dr. Pausch–Context and Point

Dr. Pausch stated that his last lecture was really a lesson on how to live your life. He mentioned how life is full of what he referred to as head-fake learning. The example of head-fake learning he first mentioned was in his experience as a child on the football team. He said that, while many parents get their kids into team sports to learn to play the sport, they’re really getting their kids into team sports to learn basic fundamentals of life while thinking that they’re really there to learn how to play the sport; thereby teaching them skills which they will benefit from throughout their lives. He talked about how the fundamental lessons he learned as a child in football gave him a reference point which helped him throughout his life.

Adult Learning

Experiential learning and transformational learning best define the head-fake learning mentioned in that it is a process whereby the learner unintentionally learns lessons from experiences, as opposed to information, and as a result is transformed into a new individual with new motivations and interests. The kids thought that they were just learning to play football, but were really learning important values which would transform them into more successful individuals throughout their lives. These lessons continue to aid in the students ongoing lessons in life.

In experiential learning Knowles states that adults tend to define themselves by their experiences, describing themselves as parents, spouses, workers and so on. Dr. Pausch gave a perfect example of that when he showed how his football often helped him think when working on a project, or how his letterman’s jacket gave him the confidence he needed to continue, reminding him of his lessons in football and how they were the fundamentals he had successfully used in his life. These symbols of his experience helped to convey the value of experiential learning and how it can continue to aid in the ongoing learning process.

The weakness in Dr. Pausch’s presentation of experiential learning was that he did not clearly define how this helped in the ongoing learning process. Instead, he merely presented the symbols of those experiences and mentioned that they helped because it was a good idea to keep “mementos’ of his life experiences to remind you of what you have achieved. His argument for experiential learning would have been stronger had he defined why that was important as a student of life.

According to Mezirow transformational learning is a transformation in one of our beliefs or attitudes, or a transformation of our entire perspective. Dr. Pausch clearly presented this in his story of how football transformed him as a child into a young adult with an understanding of certain values which he could apply to his choices and learning experiences later in life.

Mezirow also argues that through transformational learning we are freed of uncritical acceptance of others’ purposes, values, and beliefs. This is an important point to mention because it acknowledges how this process can empower us to have the confidence and the drive to want to learn more. Unfortunately, Dr. Pausch doesn’t really mention this in his presentation; thereby missing an opportunity to strengthen his argument for transformational learning.

Traditional Learning

Developing purpose and transitional knowing are both portions of traditional learning theories which I believe apply to Dr. Puasch’s last lecture because he clearly communicated the value of exercising both in his lesson on how to live your life. Developing purpose talks about how expanding competencies, developing interpersonal relationships, and clarifying identity require some sense of direction and purpose which causes the learner to ask themselves questions about who they really are and what they want to do because of who they are. And transitional knowing argues that encounters with alternative points of view appear to spark the shift from absolute to transitional knowing; thereby causing them to realize that while some knowledge may be certain other knowledge may not be.

In Dr. Pausch’s last lecture he explains how the lessons he learned in his life propelled him to learn even more based on his experiences and to make decisions based on how he perceived himself because of his choices. Through this non-linear process he was exercising developing purpose for his lifelong learning which contributed to his emerging identity and values which would help guide his decision making. Each career experience he had propelled him toward different and better career opportunities. And each experience he had motivated him to make choices which were increasingly based on his morals, values, and identity.

The weakness in Dr. Pausch’s presentation of developing purpose is again in the fact that he did not define it as a part of the learning process. Instead he merely indirectly presented it as part of the process of learning how to live your life. His argument for the value of this component may have been stronger had he defined it to the audience as a reason for exercising certain tasks which he presented as part of his lecture.

Dr. Pausch describes how he started to realize that his knowledge of life was not as certain as he had assumed, and that he often changed his perspective on his understanding of knowledge because of the accomplishments of himself and even of his students causing him to experience transitional knowing. In this scenario one finds oneself viewing knowledge as less certain; thereby developing greater understanding and a desire to learn more.

Dr. Pausch mentions events in his life which fit the model of transitional knowing. But he didn’t mention as much as he could have about the value of those events as examples of transitional knowing and how they affected his ongoing learning. Once again, he didn’t define for the audience what this aspect of the learning process was and why it was important to him.

Appealing Concept

In Dr. Pausch’s story about his masters degree program in virtual reality production he met all of the goals of self-directed learning; which are to enhance the ability of adult learners to be self-directed in their learning, to foster transformational learning as central to self-directed learning, and to promote emancipatory learning and social action as an integral part of self-directed learning. He gave his students free reign to be as creative as they wanted to be with the best technology available without setting any limitation on what they were capable of. The only time he did set limitations was when he established the integrity of the program or when their work was not good enough. He even created a group environment which welcomed community involvement. The result was not only that the program grew immensely, but that its success called attention to his ability and expertise earning him greater opportunities as both an adult learner and educator.

Conclusion

My examination of different learning models is clearly aided by Dr. Pausch’s last lecture video. Many of the different learning models, both traditional and non-traditional could be examined using this lecture as an example because Dr. Pausch applied many of them to his last lecture. But this analysis has restrictions which limit the amount of examination available for this purpose. The purpose achieved in this effort is to better understand how the different learning models can be applied when teaching adult learners; thereby making better adult educators in this age of a growing adult learner population. I highly recommend you watch the video. It’s truly fascinating.

References

Merriam, S., Caffarella, R., Baumgartner, L. (2006). Learning in adulthood: A Comprehensive

Guide (3rd ed.). San Francisco: Jossey-Bass.

Pascarella, E.T., & Terenzini, P.T. (2005). How college affects students (vol. 2). San Francisco: John Wiley & Sons.

Paush, R., (2007). Last Lecture: Achieving Your Childhood Dreams. Pittsburgh: Carnegie Mellon University.

Eric’s Website is Eric DeRise, Ed.D.(c) EDU

View Eric DeRise, Ed.D.(c) EDU’s profile

Eric’s YouTube Channel

Eric’s Book on Amazon

Eric DeRise, Ed.D.(c) is a Higher Education Expert in Tampa, FL. He’s also a Professor of video production and digital graphic arts. He’s an Ed.D. candidate at Nova Southeastern University, and earned his master’s degree in Higher Education with a focus in on-line college teaching from Purdue Global University. Eric says “I help people improve their lives and secure their financial future through higher education. I am also a teacher / trainer of digital media arts, television / video production, and journalism.” #DRDERISE

Eric DeRise EDU© 2013

What are the Ten Generations of Higher Education?

Ten Generations of Higher Education

Colleges today embrace many things that they didn’t when I first started as a freshman. In fact many of these things didn’t even exist back then. For example there were no online classes or social media. Even today it’s hard to believe that social media is actually embraced as a tool for teaching. But, then again, when I look at the history of higher education I realize that I shouldn’t be surprised. Higher education in the United States has gone through a tremendous transformation since its origins in the mid 1600’s. From schools whose only function was the training of ministers to the contemporary university of free and open access, both society and culture have had tremendous effects on the evolution of higher education in America.

Generation One

The first generation of higher education in America saw the development of colleges as adjuncts or outgrowths of their respective churches. The original three colleges of the colonies Harvard, Yale and William and Mary all sought to educate their students as ministers. It was the belief that preparation for the ministry was predicated by a liberal education that included studies focused on classical languages and the three philosophies of ethics, metaphysics and science.

Generation Two

The second generation of higher education in America saw a break from the purely religious institutions of the first generation to a more secular model of education. In addition, the teaching model moved from one of tutors to one of more competent instruction. Instead of primarily educating men for the clergy as in the previous generation, the existing colleges also now sought to educate a growing class of gentlemen who pursued professional and merchant careers.

Generation Three

In this generation of higher education in America, several elements gained paramount importance including the idea of a republican education coupled with influences from the “Enlightenment.” At this time, the concept of combining education with the republican ideals of selflessness, patriotism and virtue took root. In addition, “Enlightenment” learning, including especially the truths afforded by science and reason, became important facets of the collegiate education.

Generation Four

In the early 1800’s, higher education in American faced not only serious problems, but serious questions as well. The highly touted republican education of the previous period was being replaced by an “upsurge of religious spirit.” In addition, serious questions were raised as to the curriculum, ownership and mission of institutions of higher learning. In addition, the end of the period saw the introduction of the private denominational college.

Generation Five

According to Geiger this generation saw great attempts at reform, but also introduced the robust model of the private denominational college as the characteristic institution of the United States. While some reform efforts were failures, the establishment of the denominational colleges as the institution characterized by higher education in America was successful. In addition, this period saw colleges evolve from a strict code of discipline to one in which students took a more active role in college life. In addition, state universities began to take root in the southern U.S. states.

Generation Six

The years from 1850-1890 was a period that witnessed great expansions in many areas of higher education in America. Colleges based on a German-style education that offered graduate education began to take root. Other evidence supporting the theme of expansion includes the development of agricultural colleges and the inclusion of students other than white males.

Generation Seven

During the latter part of the 19^th century and into the early 20^th century, the salient themes surrounding higher education in America were standardization and growth. Not only were curriculum standardized, but organizational structures were standardized as well. Institutions of higher learning were now organized academically with administrative units to link those academic departments. In addition, this generation saw the development and proliferation of the collegiate ideal which included not only academics, but athletics and extra-curricular activities as well. The large increase in female students attending co-educational institutions supports the notion of growth as a vital factor of higher education in the seventh generation.

Generation Eight

This generation introduced higher education in America to the masses instead of just those identified as elite. Students in the inner cities and those from modest means could also now attend college alongside their wealthier counterparts. Geiger reports that the College of the City of New York was one of the fastest growing institutions that catered to the mass population. In addition, college was now within reach for most high school graduates growing from 9 to 51 percent of age cohorts between 1910 and 1940.

Generation Nine

The years 1945-1975 were characterized by the standardization of academics and the growth of student bodies. According to Geiger, this period saw the greatest growth of students since the founding of higher education in America. The introduction of the Serviceman’s Readjustment Act of 1944 was a pivotal tool that aided in spurring this unprecedented growth. In addition, institutions of higher education evolved to become more similar in terms of curriculum, the training of faculty and administrative functions.

Generation Ten

Geiger proposes that the true importance and meaning of higher education in this final generation is yet to be clearly defined or understood. While a predominant theme may yet be to emerge, several important characteristics do emerge. Enrollments have been largely stagnant during this time and federal support of both institutions and institutionalized research has been reduced as well. Federal support for students, however, has seen an increased commitment with the establishment of federal financial aid programs. In addition, students demanded that the educations offered by institutions of higher learning be more relevant to both their lives and their professional careers.

Conclusion

Higher education in the United States has enjoyed a varied and often tumultuous history. From its beginnings as institutions linked inextricably with religion, to the current professional and vocational model of the early 21^st century “change” has been the mantra. As American society has evolved, the institutions of higher education have also evolved to meet the needs of its student citizenry. Higher education in America has consistently met these needs, though in some cases, with reluctance. It cannot be denied, however, that as our society has evolved so has higher education. It has always and continues to play a vital role in developing the culture, civility and skills required by the students of each generation.

References

Gieger, R. L., (2005), The Ten Generations of American Higher Education, P. G. Altbach, R. O. Berdahl, P. J. Gumport, (2^nd), American Education in the Twenty-First Century (pp. 38-70), Baltimore: The John Hopkins University Press

Eric’s Website is Eric DeRise, Ed.D.(c) EDU

View Eric DeRise, Ed.D.(c) EDU’s profile

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Eric DeRise, Ed.D.(c) is a Higher Education Expert in Tampa, FL. He’s also a Professor of video production and digital graphic arts. He’s an Ed.D. candidate at Nova Southeastern University, and earned his master’s degree in Higher Education with a focus in on-line college teaching from Purdue Global University. Eric says “I help people improve their lives and secure their financial future through higher education. I am also a teacher / trainer of digital media arts, television / video production, and journalism.” #DRDERISE

Eric DeRise EDU© 2013

The First Two Years of College

It’s important to realize that the first two years of your academic history are the most important two years because it’s during those two years that you establish what kind of student you’re going to be. I work in graduate admissions of medical programs at a Nova Southeastern University in Tampa, FL. And many of the applicants that I speak with on a regular basis tell me that they are concerned about their cumulative G.P.A., and how it may prevent them from being accepted into one of our programs. They tell me that during their first two years of college they didn’t know what they wanted to do, or that they didn’t take college very seriously. Now after they’ve graduated with a bachelors degree they’re looking at pursuing a graduate degree in the medical field. But their past may prevent them from doing what they are capable of doing in the present because of their first two years of grades. This is actually a common tragedy in higher education.

It is vital that during the first two years of college students do well because these are their most vulnerable years. The problem is that most of them are either majoring in a subject they will change their minds about within the first two years of attending college, or they won’t do well in their studies due to the fact that they aren’t studying enough because of the distractions of the “campus life.” So, how can most traditional students avoid these problems? Let me just say that the solution is not appropriate for everyone who starts their bachelors degree program. But it is a very good idea for most. You want your credits to count in the future, you want to develop a good grade point average, and you don’t want to waste any time or money. I’m not going to recommend a transformational personal development program here because I think most people wouldn’t take that seriously. Although I think it could help because it could enable students to better understand what they really want in life. To those students who truly know themselves, what they want to do, and are doing it I think you should ignore this advice because you won’t really need it since truly knowing what you want is the real problem here.

Baring that in mind, I recommend a solution that considers the likelihood that most traditional students will start college not really knowing what they want to do. Here it is, just take your general education courses for the first two years. Don’t take any major courses since you may decide to change your major in a year or two. If you were to take any major courses only to change your major afterwards then those classes would most likely be worthless to your degree since you wouldn’t be able to apply them to your degree. For example, if you went from being a business major to physical therapy major then your business credits, most likely, wouldn’t apply to your degree; thereby wasting valuable credits, time and limited funds. This is an even bigger issue if you’re depending on financial aid (and most students are) because the department of education limits the amount of financial aid you are allowed in a lifetime. That’s right, you are only allowed a certain amount of educational government assistance funds in your entire life. So, why would you want to waste that money on credits you won’t be able to apply to your degree completion? Instead, invest in credits you can apply towards any degree. Most undergraduate degrees require a certain amount of credits in English, Communications, Humanities, Math, Science, Social Sciences, etc. And they usually don’t have a time limitation on their validity. So, if you’re thinking that these kinds of credits are not an investment in your future degree think again. In fact, these credits can be an investment in your graduate degree as well. Not as part of your graduate degree, but as prerequisite courses towards your application to your graduate degree program. So, they are actually more valuable to your future than your undergraduate major courses are.

Limiting your first sixty credits to general education courses, however, is only part of the solution to early academic waste. The other solution I offer is to start at a community college instead of a big university because they have good accreditation, they usually don’t require you to enroll in a degree program, and they’re cheap. Again, why waste valuable financial aid money on credits that may not be applicable to your degree program when classes in which you earn a grade below a C usually are not accepted in a transfer of credits? Besides, most students start off with their lowest grades in their first two years of college. So, I have to ask you -how much do you want to spend on your Ds and Fs? This is when the ego kicks in for most. “I’m not going to get any Ds or Fs.” Okay, but what if you do? Do you want to earn them at the university where you’d like to complete your bachelors degree, or do you want to pay a small amount of money for them first at a community college only to lose them in an academic transfer when you commit to your bachelors degree (and major) at the university of your choice? This is the less expensive way to learn these hard lessons about college life because community colleges are usually the cheapest schools in your area. They also don’t require you to enroll in a degree program just to take your general education courses, so, you have a lot more freedom to adjust to different events in life which may get in the way of your study time. And that’s a privilege that most universities don’t offer. This is an advantage of community colleges that most people don’t think about. So it’s important to mention it. But most importantly, I have to mention the fact that most community colleges are also regionally accredited; thereby making their credits very transferable. I know most people find that hard to believe. But community college credits are usually more transferable than credits from nationally accredited universities. So, starting off at a community college can be a great solution to traditional students’ academic waste as well.

My solution to the problem of early academic waste is very simple. Start at a community college with general studies courses only. This will keep your first two years of college as productive, and cheap as possible. The problem with most traditional students committing to these strategies is that they usually want to be identified with their university and their major so that they can use their “ego” to motivate them to do well in their classes and complete their program as soon as possible because that is the only way they think they can claim the title of their degree. In other words, they want to be able to say “I am an occupational therapist now.” These students know they can’t walk around saying “I am a general studies-ist.” Traditional students need to stop investing in their egos and start investing in their futures. That’s the whole point of higher education. It’s a long term goal which you benefit from years later. So, let go of being your major, be yourself, and make wise productive choices for the sake of your future-self. You owe it to the person you will be ten years down the road.

Good luck!

Eric’s Website is Eric DeRise, Ed.D.(c) EDU

View Eric DeRise, Ed.D.(c) EDU’s profile

Eric’s YouTube Channel

Eric’s Book on Amazon

Eric DeRise, Ed.D.(c) is a Higher Education Expert in Tampa, FL. He’s also a Professor of video production and digital graphic arts. He’s an Ed.D. candidate at Nova Southeastern University, and earned his master’s degree in Higher Education with a focus in on-line college teaching from Purdue Global University. Eric says “I help people improve their lives and secure their financial future through higher education. I am also a teacher / trainer of digital media arts, television / video production, and journalism.” #DRDERISE

Eric DeRise EDU© 2013

THE RIGHT UNIVERSITY OR COLLEGE ACCREDITATION

What’s the right accreditation? This is a question I’ve had to deal with at ALL of the colleges I’ve worked for because students want to know that their credits will be accepted by ALL schools. In other words they don’t want to waste their time or their money on a degree or credits that won’t allow them to transfer to another institution for degree completion or degree advancement. Still, too many students don’t even look into this before they enroll at a school. Imagine completing two or four years of college and earning a degree that isn’t recognized by any other school; thereby preventing you from moving forward academically.

So, how do you make sure your school is properly accredited? Many admissions advisors will tell you that their institution is “FULLY” accredited. And that’s when you have ask “By WHOM?” Remember that admissions advisors are basically just salespeople in “sheep’s clothing.” I should know, I’ve been one at four different schools. Nova Southeastern University only accepts credits from regionally accredited schools, NOT nationally accredited schools. “Well, isn’t national accreditation better?” It sounds better. Doesn’t it? Look, I don’t know why the categories of accreditation are titled this way. I just know that this is the way it is. Major universities and public institutions usually are regionally accredited. And when I was teaching for a nationally accredited school I had to listen to many of my students complain about the fact that they were unable to transfer their degree to the school of their choice because of accreditation.

So, how do you tell the difference between the different accrediting agencies? You can look up the accreditation of any school at the Council for Higher Education Accreditation website. It’s recognized by the U.S. Department of Education, and it’s easy to use. The website address is www.chea.org

1. Click on the button saying DATABASE AND DIRECTORIES.
2. Click on the first link: Database of Institutions and Programs Accredited By Recognized U.S. Accrediting Organizations.
3. Click on the “I Agree” button at the bottom of the page.
4. Type in the name of your institution. Don’t select a state because the accreditation may be at a different campus than you think it is. Leave it on “Any Accreditor.” And click on the “Search for Institution” button.

Results:
If it doesn’t show up in the results then it isn’t accredited by a U.S. accrediting agency. It it does show up in the results then it is accredited, but “by whom” is the question. Nationally accredited credits and degrees are not accepted by Nova Southeastern University, but regionally accredited ones are. So, how do you tell the difference? Click on the name of the school in your results, and at the bottom of the next page it will say “Institutional Accreditation by the…(Name of Accrediting Agency).

The names for these agencies are:

• Middle States Commission on Higher Education (MSCHE)
• New England Association of Schools and Colleges
  Commission on Institutions of Higher Education (NEASC-CIHE)
• North Central Association of Colleges and Schools
  The Higher Learning Commission (NCA-HLC)
• Southern Association of Colleges and Schools (SACS)
  Commission on Colleges
• Western Association of Schools and Colleges
  Accrediting Commission for Community and Junior Colleges (WASC-ACCJC)
• WASC Senior College and University Commission

If your school isn’t accredited by one of these agencies then your credits (most likely) won’t be accepted by Nova Southeastern University unless they are from a college in a different country, and evaluated by one of the evaluating companies we accept evaluations from.

These evaluators are:
Josef Silny & Associates, Inc.
International Education Consultants
7101 SW 102nd Avenue
Miami, FL 33173
Phone: (305) 273-1616
Fax: (305) 273-1338
www.jsilny.com

World Education Services, Inc.
P.O. Box 745
Old Chelsea Station
New York, NY 10113-0745
(212) 966-6311
www.wes.org

Educational Credential Evaluators, Inc.
P.O. Box 415070
Milwaukee, WI 53203
(414) 289-3400
www.ece.org

To get your foreign credits evaluated contact one of the three listed companies for further instructions.

Now don’t get me wrong. Nationally accredited schools serve a purpose in our society. In fact, many regionally accredited schools started out with national accreditation. But any student who attends one of these schools needs to be aware of the opportunities and limitations that go along with the accreditation of their school. The point is that you need to know what you’re getting into before you enroll. Don’t just listen to a school’s admissions advisor. Do your research first.

Good luck!

Eric’s Website is Eric DeRise, Ed.D.(c) EDU

View Eric DeRise, Ed.D.(c) EDU’s profile

Eric’s YouTube Channel

Eric’s Book on Amazon

Eric DeRise, Ed.D.(c) is a Higher Education Expert in Tampa, FL. He’s also a Professor of video production and digital graphic arts. He’s an Ed.D. candidate at Nova Southeastern University, and earned his master’s degree in Higher Education with a focus in on-line college teaching from Purdue Global University. Eric says “I help people improve their lives and secure their financial future through higher education. I am also a teacher / trainer of digital media arts, television / video production, and journalism.” #DRDERISE

Eric DeRise EDU© 2013

RESEARCH YOUR COLLEGE OR UNIVERSITY BEFORE YOU CALL

Any admissions adviser can sell you on any degree he has just so that he can meet his enrollment quota. But I’m not interested in working that way. I don’t need to, and I don’t want to. Nova affords me the freedom to advise applicants based on on these ethical beliefs. Think “abundance” and “generosity.” Don’t be selfish and do the right thing. If students are better off at another school then tell them that. Advise students for their benefit and “they will come.”

Last month all HPD applications at the Tampa campus of Nova Southeastern University opened to new applicants. These graduate medical degrees in Anesthesiology, Occupational Therapy, and Physical Therapy are pursued through online applications. And many of the questions I get could easily be answered just by looking at the admissions requirements web page for each of these degree programs. We really need to read the information that is available to us. Many of the people who call me are really just looking more for reassurance than anything else. They want to be comforted by an “expert” who can talk them into a program that they may not be able to graduate from. And I’m just not interested in enabling anyone’s delusion. I got into this business to help people, and that’s what I’m committed to.

I’m doing anything I can to make the admissions process go more smoothly for all applicants this year. I’ve set up a group page and a fan page so that applicants can speak with current students and graduates. And these pages, in addition to my calls and emails, are helping to inform my applicants about their program of interest. But I’m still torn between calls with serious applicants and the curious “shoppers.” The questions are flooding in. And I’m happy to help serious applicants who are committed to these careers. But the “shoppers” ironically tend to take up more of my time than the applicants who know what they want to do. It’s frustrating because I don’t want to turn anyone away. But this is graduate school in the medical field. And most of my successful applicants have been working towards these degrees for at least two years. And they already know what they want to do.

I get nervous when a caller asks me to tell them about the differences between Occupational Therapy and Physical Therapy careers. If I’m an admissions “sales person” then I can tell them what ever I want about the career including that it’s perfect for them. I can appeal to their ego and sell them on my degree program. Career decisions in the medical field are best made through first hand experiences, research and talking to “the horses mouth,” not by speaking with a college degree “adviser.” These “shoppers” set themselves up to be taken advantage of by admissions “sales people” who care more about their own paycheck than their students’ futures. So, take my advice, do your research before you call.

Good luck!

Eric’s Website is Eric DeRise, Ed.D.(c) EDU

View Eric DeRise, Ed.D.(c) EDU’s profile

Eric’s YouTube Channel

Eric’s Book on Amazon

Eric DeRise, Ed.D.(c) is a Higher Education Expert in Tampa, FL. He’s also a Professor of video production and digital graphic arts. He’s an Ed.D. candidate at Nova Southeastern University, and earned his master’s degree in Higher Education with a focus in on-line college teaching from Purdue Global University. Eric says “I help people improve their lives and secure their financial future through higher education. I am also a teacher / trainer of digital media arts, television / video production, and journalism.” #DRDERISE

Eric DeRise EDU© 2013