Guidelines for evalulating online education

Like most teachers I incorporate technology into my teaching on a regular basis. For example, I post materials on a course management site, I project resources from the internet during lessons, I regularly assign homework in online workbooks through the publishers of the textbooks I use. I realize this is only the tip of the iceberg and I'm aware that many leaders in higher education are proponents of online education models that typically allow enrolling greater numbers of (tuition paying) students for fewer (salary earning) instructors. I'm trying to be proactive about these trends by gradually familiarizing myself with online course delivery methods while it is still my choice and not a requirement of my job.

For this reason I'll be adding posts from time to time that focus on online education.

My latest example comes from The New York Times' recent "Education Life" section (Sun. Nov. 6, 2011).

Highlights that stood out to me:

• So often it seems traditional 4 year colleges and universities insist on using curricula and practices that are "good" for students but that students don't necessary appreciate or value. I like this quote: "'Undeniably, the for-profits have a lot to teach us about improved service to students,' says Paul J. LeBlanc, president of Souther New Hampshire University..." (pg 10)
• When trying to determine the quality of an online course "An instructor's relevant work experience may be of more value than scholarship. Check bios online for content-area expertise, and ask about how faculty is trained in online instruction (a 40-hour course is typical)" (pg 11).
• In selecting an online course think about the skills you'll need to work with the technology. Good questions in this vein: "Do you have to navigate online tutorials to get started or does a live person guide you through registration and courseware? 'Just because you can Google and game doesn't mean you have the skills' to unpack a college's online setup, says Kenneth C. Green, founding director of the Campus Computing Project..." (pg 11). 

Credit for credentials

A recent article in The New York Times' "Education Life" section piqued my interest (Sun. Nov. 6, 2011).  Sam Kilb describes an initiative by The Department of Veterans Affairs to award $25,000 to someone who develops a "badge" that best serves veterans. "Badge" means recognition for a skill someone has developed outside of a traditional class, internship, work experience, or apprenticeship but that nonetheless has value and relevance to a wide audience. He cites the example of someone who has skills with arts and crafts could have them verified, assessed and awarded by a community group or company.

Although I work within a traditional academic setting, I am fascinated by the idea of rewarding people for the skills they pick up outside that setting. I think when we prioritize formal over informal learning we send a harsh message that only one kind of learner and skill set is valuable. We might also lose opportunities for important innovations and helpful insights that would improve businesses, schools, and organizations.

I'm not sure I'll have the chance to, but I would love to be a part of a movement to bring this kind of credential to my university.