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ItemHorizontal Scaling: How Experience in MOOC Programs Helped a College Strategy in Emergency Response(Georgia Institute of Technology, 2021-02) Scagnoli, Norma ; Maurer, MartinThis chapter shares an evaluation of the response to the “emergency remote teaching” situation in March of 2020 due to the outbreak of the COVID-19 pandemic. The authors focus on how capacity building in eLearning rendered positive results internally and allowed for the quick and successful horizontal scaling at the Gies College of Business at the University of Illinois at Urbana-Champaign. They placed specific emphasis on strategies and tactics implemented by the Gies eLearning team to expand their services to all college faculty and students in making a rapid transition to online teaching. A post-implementation analysis explains the implications to this transition on the organization and changes of practices and policies related to scaling online best practices to residential courses and programs.
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ItemMoving Horizontally: The New Dimensions of At-Scale Learning at the Time of COVID-19(Georgia Institute of Technology, 2021-02)Institutions that have been in the forefront of not only online but also of at-scale and affordable learning have been leaders of a “vertical” scale, where a limited number of programs and courses were built that sustain a vertical growth of enrollments. Responding to the COVID-19 global health crisis on our campuses entailed wide collaboration and coordination of not only technological capabilities but also human talent distributed across our institutions, to be able to quickly pivot to a “horizontal” scale of many students distributed over many courses, taught by many faculty. This book is an international compilation of institutional responses to this “horizontal scaling” of remote and online delivery of courses. Each chapter gives the context of activities at each institution/organization, followed by the strategy or operational tactics of the coordinated emergency response, highlighting successes, sharing lessons learned, charting future ambitions. The goal of this book is to distill strategies for responding to the need to quickly pivot and meet the needs of a horizontal scaling of learning as a result of emergencies.
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ItemThe Social and Economic Imperatives Driving the Need to Scale Access to Education and Training Across the Lifespan(Georgia Institute of Technology, 2021-02) Walshok, Mary LindensteinThis chapter "sets the stage" for the substantive chapters in this book. It describes the meta forces shaping the who, what and how higher education institutions can continue to be relevant and responsive in a rapidly changing world. Demographic shifts, accelerating technological change and the forces of globalization are creating significant pressures on higher education institutions to provide accessible and inclusive education across the lifespan. The essays in this volume provide clues to how institutions of higher learning can engage these new imperatives.
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ItemAdapting Vertically-Scaled Solutions Across Many Georgia Tech Classes(Georgia Institute of Technology, 2021-02) Lee, Jeonghyun (Jonna) ; Lisle, Matt ; Courville, TroyThe coronavirus pandemic prompted the Georgia Institute of Technology (Georgia Tech) to design a set of innovative trials focused on novel problems in delivering at-scale learning horizontally. This chapter provides insight into two specific technological tools that adapt solutions for vertical scaling and how these tools can be scaled across many classes. We explain how Georgia Tech identified strategic needs that emerged from the remote learning environment based on faculty survey findings. We then explore existing solutions that have displayed promise in a vertical scaling context, with a focus on early attempts to scale these solutions across the campus in order to enhance online learning environments. Finally, we discuss how Georgia Tech plans to continue scaling of these innovations.
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ItemMechanisms for Supporting Emergency Remote Classes: Towards a Distributed Classroom(Georgia Institute of Technology, 2021-02) Joyner, David A.During the rapid emergency transition to remote classes in 2020, our online Master of Science in Computer Science program supported the newly remote traditional classes in several ways. In this chapter, we go over some of those ways, including providing direct feedback, opening up remote instructional resources, reassigning classes to remote instructors, and providing material for the formation of local cohorts. We then investigate how these mechanisms are small steps toward a broader, more fundamental reimagining of classrooms as distributed across time and space.
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ItemThinking and Acting at Scale for Internal University Services(Georgia Institute of Technology, 2021-02) Branon, RovyIt is too early to understand the total impact of COVID-19 on higher education. For many institutions in the United States, the pandemic meant an almost immediate move to remote instruction, using online delivery at a scale previously considered impossible. Online learning is no longer new, but many psychological and cultural barriers to adoption have fallen as the mode became a necessity to survive. Universities have always served as mechanisms to scale education. As societal needs shift, our concept of scale must shift once again. Online learning has created an opportunity to rethink universities and position all aspects of our work so that educational equity can be increased. To be successful, we must consider scale beyond courses and degrees.
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ItemForeword to Moving Horizontally: The New Dimensions of at-Scale Learning in the Time of COVID-19(Georgia Institute of Technology, 2021-02) Stokes, PeterForeword to the e-book Moving Horizontally: The New Dimensions of At-Scale Learning at the Time of COVID-19.
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ItemFostering a Culture of Academic Innovation in a Time of Crisis(Georgia Institute of Technology, 2021-02) Bishop, M.J. ; O'Neill, Nancy ; Walsh, PaulCOVID-19 has thrust much of higher education into a liminal space, where norms and conventional wisdom no longer operate as they once did. While recognizing the devastating societal effects wrought by the pandemic, viewing higher education’s ongoing response in this way invites us to consider how we can embrace this moment as an opportunity for transformational change. This chapter addresses how institutions can leverage the massive and sudden move to remote teaching sparked by COVID-19 to foster a culture of academic innovation. It highlights one university system’s efforts to help a diverse, decentralized, and differentially resourced set of institutions pivot from a crisis response to robust, technology enhanced teaching and learning that is sustained past the crisis period.
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ItemJumping the Great Chasm to Quality Online Learning At Scale: Strategic Change Management in a Time of Crisis(Georgia Institute of Technology, 2021-02) Schwedler, JenniferThe abrupt disruption to higher education that began in March 2020 continues to produce opportunities to foster creativity and advance fundamental change. At one university in northern California, the continuing education (CE) division saw an opportunity in the crisis and quickly pivoted to further accelerate online learning at scale and advance strategic goals. Led by the existing strategic plan and vision, the leadership of the organization leveraged existing capacity to successfully manage change. This chapter explores the organization conditions, leadership competencies, and the applied practices of one CE organization to respond to change and forge success in an uncertain future. Outcomes include key change management strategies that supported both instructional resiliency and long-term strategy toward accelerating broader online learning and delivery at scale.
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ItemEditor's Overview(Georgia Institute of Technology, 2021-02) Gazi, Yakut ; Baker, Nelson C.Institutions that have been in the forefront of not only online but also of at-scale and affordable learning have been leaders of a “vertical” scale, where a limited number of programs and courses were built that sustain a vertical growth of enrollments. Responding to the COVID-19 global health crisis on our campuses entailed wide collaboration and coordination of not only technological capabilities but also human talent distributed across our institutions, to be able to quickly pivot to a “horizontal” scale of many students distributed over many courses, taught by many faculty. This book is an international compilation of institutional responses to this “horizontal scaling” of remote and online delivery of courses. Each chapter gives the context of activities at each institution/organization, followed by the strategy or operational tactics of the coordinated emergency response, highlighting successes, sharing lessons learned, charting future ambitions. The goal of this book is to distill strategies for responding to the need to quickly pivot and meet the needs of a horizontal scaling of learning as a result of emergencies.