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From YouTube: Oplerno’s work helping traditional higher educational institutions — Oplerno ◐ Woodblock 2015
Description
This session will talk about Oplerno’s work with several higher education institutions. We will be talking about ways to improve cost, quality and access issues.
A
Hi
good
morning,
good
afternoon
and
good
evening,
this
is
rob.
Skiff
were
at
the
another
session
for
wood
block
on
thanks
to
dr.
Johnson,
for
giving
us
a
really
interesting
presentation
on
maintaining
a
presence
in
your
online
classroom
on
the
next
session.
That
we're
going
to
be
doing
is
a
presentation
on
a
new
model
for
higher
education.
A
On
that
I'm,
going
to
be
giving
we're
going
to
talk
about
all
kinds
of
different
issues
that
will
be
of
interest
to
institutions
on
the
first
session
we
had
this
morning
was
about
with
the
Scott
rank,
was
on
a
drunks
and
some
of
the
issues
they're
facing
and
the
next
was
on
students
and
the
cost
of
higher
education
and
also
how
to
develop
their
own
individualized
learning
plans
with
Carol
Moore
president
of
Burlington
College.
Then
we
had
dr.
A
Johnson
who
talked
about
online
pedagogy
and
now
what
we're
going
to
discuss
his
ways
in
which
on
institutions
can
traditional
institutions
of
higher
education
can
make
a
transition
to
this
new
environment?
The
first?
What
I
want
to
do
is
talk
with
you
just
briefly
about
some
of
the
challenges
in
higher
education.
You
should
be
very
familiar
with
these
they've
been
written
about
quite
a
lot
and,
of
course,
we're
going
to
have
Ryan
Craig
with
his
book
college
disrupted.
A
Who
will
we're
going
to
be
getting
into
a
discussion
of
a
lot
of
these
issues
there,
but
I
want
to
give
you
guys
a
little
bit
of
a
review
session,
so
in
high
red,
of
course,
over
the
last
20
years
on
tuition
costs
have
risen
and
a
rate
that's
higher
even
than
healthcare.
Now
we
have
in
the
United
States
we've
had
a
lot
of
changes.
Dealing
with.
A
You
know
governmental
intervention
in
healthcare
and
right
now
and
the
transformation
that's
happening
in
that
arena,
but
we
still
haven't
really
been
able
to
get
of
costs
in
higher
end
and
again,
those
costs
are
rising
incredibly
fast.
Six
percent
generally
per
year
on
this
is
making
higher
education
unaffordable
on
for
lots
of
people
and
also
making
the
next
putting
the
next
generation
in
into
a
debt
that
there
that's
going
to
be
very
difficult
for
them
to
get
out
of
second
dumb.
A
Think
one
of
the
things
that
all
college
administrators
are
struggling
with
is
how
to
increase
the
incentives
and
raise
faculty
salaries
for
their
adjuncts.
It's
a
really
critical
that
they
do
this
again,
because
most
colleges
now
are
relying
on
adjuncts
to
teach.
You
know
over
fifty
percent
of
their
courses.
The
last
thing
I
want
to
talk
about
is
what
I
kind
of
identify
as
the
transition.
A
Educational
institutions
worldwide
are
now
relying
more
and
more
on
getting
students
to
come
to
their
campuses
from
outside
their
nation
states.
In
the
u.s.
we're
seeing
in
a
real
explosion
in
the
desire
to
recruit,
you
know:
Chinese
Chinese
citizens
or
students,
foreign
students
come
to
the
United
States
and
a
couple
of
the
reasons
for
that
is
basically
also
the
bottom
line.
These
students
are
not
eligible
for
a
pell
grants
or
federal
student
loans.
They
pay
the
full
rate
and
on
this
internationalization,
is.
A
Now
they
have
to
compete
with
everyone
on
an
international
basis,
and
so
you
really
have
to
have
the
best
programs
you
possibly
can
and
and
make
those
accessible
to
the
largest
numbers
of
people
possible.
So
the
final
piece
is
that
increasing
competition
from
other
institutions
that
are
occurring
in
the
US
on
other
institutions
occurring
worldwide
your
region,
but
also
on
your
new
services
that
are
being
offered
like
Coursera
at
X.
A
You
to
me
a
plan
up
which
really
are
showing
that
some
of
the
unique
value
propositions
of
universities
may
no
longer
be
relevant
and
finally,
regulation
that
we
in
high
red
have
lots
of
laws
and
regulations
that
were
built
for
another
era,
and
some
institutions
are
taking
advantage
of
that,
both
to
raise
prices
and
exploit
students
and,
in
other
ways,
some
of
the
regulation.
The
lack
that's
a
question
of
lack
of
regulation
and
in
other
parts
of
regulation.
A
A
So
the
solution
for
high
red-
it's
a
solution,
but
it's
awesome
opportunity
really
all
our
educational
institutions
have
no
choice
but
to
aggressively
cut
costs
and
increase
productivity
and
really
the
only
way
you
can
do
that
is
to
develop
online
programs
on
that
again.
Lower
costs
and
increase
the
margins.
A
Many
colleges
are
going
online
and
then
using
the
revenues
from
the
online
programs
to
subsidize
their
campus
operations
and
we're
seeing
that
all
over.
If
you,
if
you
talk
to
our
administrators
and
you
talk
to
faculty
members,
they're
kind
of
like
hey,
let's
just
go
online-
let's
do
some
stuff
online
and
then
we'll
alum
increase
the
numbers
of
students
in
the
tuition
revenue,
and
then
we
can
use
that
to
support
some
of
our
other
programs.
A
So
they're
looking
at
the
online,
that's
just
sort
of
a
thing
that
they
can
plug
into
their
institution
and
some
of
the
examples
of
that
are
two
very
successful
programs.
We,
you
know
Arizona
State,
University
online
and
southern
New
Hampshire
University.
These
are
schools
who,
in
the
last
ten
years,
maybe
they
had
a
you
know
they
had
an
okay
reputation,
but
on
both
in
these
two
examples
these
are
institutions
really
that
are
leading
the
way
in
relying
more
and
more
on
heavily
on
the
online
educational
model
to
help
their
campus
bottom
lines.
A
A
A
You
can
go
to
the
online
learning
exchange
if
you're
a
college
administrator
or
a
faculty
or
a
chairman
of
a
department,
and
you
can
call
them
up
and
you
can
find
programs
that
you
can
expand
into
you
know
you
can
use
the
Pearson's
curriculum
to
now
offer
a
course
in
or
a
program
in
you
know,
X
subject,
it's
kind
of
what
people
have
characterized
it,
as
is
a
plug-and-play
curriculum
on
the
curriculum
already
set.
All
you
as
an
administrator
have
to
do
is
find
the
professors
to
teach
that
curriculum
and
then
start
offering
it.
A
But
the
cons
are
really
quite
large
when
you
think
about
it.
On
the
intellectual
property
of
these
courses
is
owned
by
Pearson's
they're,
providing
you
with
the
show
they're
providing
you
with
the
they're.
Providing
you
with
the
show
they're
providing
you
with
the
basic
technological
infrastructure,
and
you
don't
own
that
you
also
have
to
really
pay
a
high
premium
per
student
for
that
course,
shell
arm.
Sometimes
it's
up
to
five
hundred
dollars
per
student.
A
It's
a
plug-and-play
curriculum
that
everybody
also
has
access
to
so
the
ability
for
your
institution
to
differentiate
itself
and
really
highlight
what
should
be
at
the
center
of
all
education,
which
is
the
relationship
between
the
teacher
and
student,
really
a
little
bit
falls
by
the
wayside.
You're
producing
a
plug-and-play
curriculum.
If
your
entire
course
show-
and
most
of
your
materials
are
Pearson's
materials-
and
you
start
playing
on
yet
sorry
start
using
that.
A
So
when
you're
using
the
shell,
there
are
all
kinds
of
rules
about
what
you
can
modify,
what
you
can't
modify
and
if
you
start
to
look
at
some
of
these
some
of
the
institutions
with
which
are
using
lots
of
materials
from
sort
of
these
third-party
providers
Pearson's
being
one
of
them.
These
are
like
you
know
these.
Really.
The
electronic
textbooks
is
that
faculty
members
sometimes
can
be
quite
dissatisfied
with
what
they're
being
told
to
teach,
because
again
it
is
a
whole
program.
It
is
a
whole
course
it's
on
outline.
They
advertise
it.
A
A
You
know
you're
standardizing
everything
and
when
you
standardize
everything
and
everybody
has
access
to
the
same
piece-
you're
commodifying,
you
have
the
commodification
of
everything
and
you
also
have
the
pressure
to
lower
the
amount
you
pay
to
adjuncts.
Okay.
So
if
everyone
is
using
the
same
arm,
intellectual
property,
that
the
same
course
shells
whether
you're
talking
about
Tom,
you
know
Arizona,
State,
University
or
or
southern
New,
Hampshire
or
other
schools,
you
know
I,
think
you'd
all
be
shocked.
If
you
started
to
you,
know,
call
around
and
find
out
well
who's
using.
A
You
know
the
Pearson's
materials
who's
using
the
Pearson's
course
cell
to
really
run
their
online
educational
institutions.
Your
then,
the
only
way
you
can
differentiate
yourself
is
with
the
faculty
member.
But
of
course
the
faculty
member
has
lost
a
lot
of
control
because
their
program
has
been
developed
by
it.
You
know
you're
you're,
adopting
this
electronic
textbook,
and
so
the
pressure
is
to
really
squeeze
faculty
salaries
and
get
the
maximum
production
out
of
faculty
possible.
A
Now,
I
believe
that
higher
education
institutions
need
to
play
to
their
strengths,
and
if
you
take
a
look
at
every
higher
Edinson,
whether
it's
a
small
liberal
arts
school
or
whether
it's
a
large
research
university,
there
are
areas
of
expertise
that
they
have
and
unique
things.
That
may
be
only
a
few
other
institutions
in
the
world
offer.
A
So
you
need
to
really
identify
those
areas
of
expertise,
and
the
second
point
is
join
a
network
that
showcases
your
excellence.
So
you
might
have
the
best
program
in
you
know
molecular
biology,
you
might
have
you
know
the
the
best.
You
know
one
of
the
really
top
interesting
programs
in
you
know
Japanese
or
Balinese
history.
You
might
have
an
amazing
sanskrit
scholar
or
a
Russian
scholar
on
your
faculty.
A
You
need
to
join
a
network
to
showcase
your
talent
and
use
online
platforms
to
get
students
on
to
come
to
your
campus
and
start
engaging
in
those
programs
that
you've
created,
they're,
really
superior.
Many
students
are,
do
not
have
the
option
potentially
to
pack
up
and
come
to
your
campus.
So
what
you
need
to
do
is
lower
the
barriers
that
on
to
them
participating
in
interacting
with
your
faculty
or
experts
in
particular
on
you
know,
in
particular
disciplines
in
particular
niches,
and
if
you
expand
your
catalog
collaboratively.
A
Okay.
So
at
a
player
no
arm
you
know,
plano
stands
for
open
learning
organization.
We're
really
rethinking
this.
This
dynamic
we're
really
thinking
the
relationship
that
that
educational
institutions
can
have
both
with
their
faculty
and
also
with
other
institutions
on
so
our
plan
is
sort
of
a
five-point
plan
when
we
talk
to
different
colleges
and
different
higher
educational
institutions,
whether
they're
in
the
united
states
or
outside
the
US.
We
kind
of
follow
these
this
five-point
plan,
you
know,
convert
your
existing
courses
that
you
already
have
to
our
online
platform.
A
You
know
you've
create
and
I'll
get
each
one
of
these
five
points
is
a
little
bit
we'll
have
a
whole
lot
more
detail
in
the
upcoming
slides,
so
I'll
just
go
through
them
quickly.
Work
with
your
faculty
to
develop
your
courses
based
on
their
on
expertise
and
specialty
increase
your
offerings
by
being
part
of
our
network
or
being
part
of
a
network
on,
and
you
know,
will
also
help
you
to
recruit
students
in
your
programs
we're
working
on
different
ways
to
do
that.
A
A
They
can't
afford
to
do
that,
and
also
there
are
barriers
in
terms
of
visas
and
immigration
and
all
kinds
of
different
stuff.
What
they
may
be
able
to
do
is
use
a
computer
or
use
a
smartphone
to
access
your
faculty
and
to
become
one
of
your
students.
This
really
means
reconceptualizing
the
idea
of
what
campuses
arm
that
your
campus
isn't
just
a
physical
presence
anymore.
It's
an
online
presence.
A
It's
a
it's
a
community
of
learners
that
are
connected
just
like
we're
connected
here
now,
I'm
located
in
Vermont,
Daniel
who's
running
everything
from
the
from
behind
the
curtain,
terms
of
the
technology
he's
in
Amsterdam,
Scott
ranks
and
Turkey
others
of
our
faculty
or
in
you
know,
Thailand
latin
america,
europe
and
and
faculty
I'm.
Sorry,
some
students
that
we've
had
have
been
located.
You
know
all
over
the
US.
We
don't
need
to
go
to
a
central
location
to
become
educated.
A
A
So
the
first
step,
if
a
institution
of
higher
education
is
going
to
you
know,
take
advantage
instead
of
again
just
on
buying
content
from
an
from
a
third-party
provider.
You
know
you've
got
to
realize
that
you've
already
have
courses
that
you
developed
on
in
your
that
your
institution
owns.
These
are
programs
and
courses
that
that
you
thought
that
have
been
really
popular
that
have
attracted
a
lot
of
students
and
just
one
second,
because
I
heard
somebody
might
be
trying
to
get
a
hold
of
me.
A
Okay,
sorry
about
that,
it's
a
little
tough
to
run.
Everything
to
you
know
be
doing
everything
at
the
same
time,
so
your
institution
already
has
a
lot
of
courses
that
they've
developed
in
a
reputation.
You
might
have
been
just
delivering
these
on
face
to
face.
Well,
you
need
to
convert
those
resources
into
courses
that
you've
developed
and
convert
the
resources
that
you
can
use
and
owned
and
also
potentially
sell
to
others
rather
than
just
buying.
A
You
know
online
materials
from
somebody
else
number
one
it's
pretty
costly,
but
the
second
thing
is
that
you
then
have
lost
control
of
what
some
of
your
core
competencies
may
be.
So
for
us,
the
cost
to
convert
materials
that
you
already
have
into.
You
know
a
shell.
You
know
that's
it's
going
to
run
between
about
five
hundred
and
three
thousand
dollars
per
class
depending
upon
how
much
needs
to
be
built
on
how
much
needs
to
be
converted.
A
We
thought
of
different
ways
to
lower
the
cost,
but
you
know
if
you're,
estimating
a
what
would
it
cost
for
us
to
just
convert
the
stuff
into
an
online
course?
Shell
using
a
player
know
roughly
that's
going
to
be
kind
of
the
cost
that
you
know
planet
only
charged
to
work
with
you.
My
suspicions,
though,
is
that
the
3000
is
at
the
higher
end.
Of
course
it
depends.
A
You
know
it
depends
on
what
you
have
already
documented,
whether
you've
used
online
resources
before.
If
you
haven't,
if
you've
got
nothing,
then
the
cost
for
conversion
is
going
to
be
a
whole
lot
higher.
If
you're,
if
you
have
some
experience
and
your
people
have
some
experience
with
online
publishing
and
that
piece,
then
of
course
the
cost
is
a
whole
lot.
Lower.
A
A
The
second
step
is
you've
got
to
work
with
your
faculty
to
develop
new
courses
now
on
the
relationship
between
faculty
members
and
institutions
is
undergoing
a
dramatic
change
and
you
really
have
for
many
institutions.
You
have
two
constituencies.
One
is
the
to
the
tenured
faculty
member
of
the
faculty
members
that
have
been
there
a
long
time
and
bit
on
salary
than
the
other
constituency
is
the
is
the
adjunct
faculty.
A
They
have
various
types
of
skills,
and
one
of
the
biggest
conceptual
things
that
you
have
to
give
up
is
that
the
idea
that
if
you
create
new
courses
that
this
IP
is
going
to
be
yours
alone,
you
need
to
co-own
the
courses
with
faculty
who
develop
them
at
a
minimum,
I
mean
if,
if
you're
paying
this
person
a
salary,
you
definitely
have
the
absolute.
You
know
you
own
the
product
of
what
they
they
produce,
but
if
you're
not
junk
tits,
if
you're
an
adjunct,
it's
going
to
be
really
really
difficult.
A
A
What
you
want
to
do
is
you
want
to
make
your
faculty
member
a
partner
and
say
you
know,
hey
you
know:
can
you
convert
your
class
and
you
can
own
it
and
we'll
get
a
ten
percent
or
twenty
percent
royalty
when
you
license
that
material
to
somebody
else
or
when
you
arm
yeah,
when
you
license
that
material
to
somebody
else
or
to
another
institution,
you
can
no
longer
I
expect
an
adjunct.
Faculty
member
to
teach
a
course
online.
A
Sorry
make
a
course
online,
teach
it
and
then
take
it
from
them
and
give
it
to
somebody
else.
They're
not
going
to
be
incentivized
to
create
a
good.
You
know
a
good,
a
good
system.
Okay,
so
you
have
to
incentivize
the
cultural
creatives
to
produce
and
the
cultural
creatives
here
are
both
your
adjuncts
and
your
tenure
track
faculty.
Now
the
cost
of
working
with
faculty
members,
the
the
costs
that
you're
going
to
then
pull
forward
and
charge.
A
Students
really
depends
on
your
business
model
and
business
models
are
so
different
and
and
so
varied
that
you
know
I.
Don't
want
to,
you
know,
say
hey:
this
is
how
much
it's
going
to
cost
for
you
to
arm.
You
know,
develop
your
faculty
this
way.
You
know
there
is
a.
There
are
conversion
costs.
Teaching
online
is
different
than
teaching
face-to-face
on,
and
you
really
have
to
evaluate
people's
skill
levels
on
how
much
they've
taught
online
how
interactive
they
are
and
again
the
cost
of
of
doing
that.
A
Conversion
completely
depends,
but
for
a
player
note
on
development
expertise
in
terms
of
working
with
your
faculty
members,
it
really
is
it
almost
a
separate,
and
this
is
working
with
faculty
members
individually
at
about
a
hundred
and
seventy
five
dollars
per
hour.
We
also
offer
some
classes
with
our
faculty
that
are
owned
by
them
on
two-week
sessions
at
about
at
a
hundred
and
seventy
five
dollars
a
piece
with
dr.,
linda
kaiser
on
and
a
few
others,
and
so
that's
also
a
way
to
get
the
process
going.
A
But
you
know
first,
convert
convert
the
classes
you
already
have
to
online
and
then
the
second
step
work
with
your
faculty
to
develop
your
courses,
the
third
step,
which
is
increase
your
offerings
by
being
part
of
our
network.
Oh
you
know
again,
third
party
providers
have
a
list
of
courses
that
they
develop
their
publishing
textbooks,
but
you
know
electronic
textbooks.
A
That's
really
really
great,
but
you
need
a
way
to
to
increase
your
offerings
without
having
to
pay
those
extra
costs
of
you
know
the
creating
a
class
and
paying
for
the
seats,
and
then
you
know
paying
people
to
teach
so
with
a
plano.
If
you
have
online
course
offerings
on
that
year
that
you've
converted
in
or
eaten
or
working
with
us,
you
can
list
those
courses
on
our
on
our
marketplace
network.
You
can
list
those
courses
for
free,
they
become
things
that
we
can
offer.
A
Claretta
pam
has
some
great
courses
that
she
can
offer
in
terms
of
you
know
in
business,
and
you
know
economics
there's
all
kinds
of
great
stuff
on
on
on
the
marketplace
program
at
a
plateau.
Now
you
can,
you
know,
ask
the
faculty
member,
hey
I'd
like
to
you
know,
have
two
of
my
students
register
for
your
class
or
you
could
pay
for
an
entire
section
and
have
that
faculty
member
teach
that
course
online
with
our
canvas.
It's
kind
of
your
choice
and
as
an
educational
institution.
A
If
you're
an
institution
you
own
the
courses
that
you've
produced,
you
know
sometimes
whether
it's
by
your
faculty
or
whether
it's
stuff
that
you've
already
gotten
in
in
the
bag,
and
you
can
license
that
to
others
to
teach
it
or
you
can
teach
it
yourself,
teach
it
within
your
institution
at
their
particular
price.
You
use
our
network.
What
we're
asking
for
is
ten
percent
or
a
hundred
dollars
per
student.
You
know,
whichever
is
greater
for
step
on
recruit
students
on
to
your
courses
and
then
convert.
A
A
A
We're
also
going
through
this
transition
that
that's
happening
where
degrees,
depending
upon
the
discipline,
the
degrees
don't
mean
as
much
so,
for
example,
in
computer
programming
or
computer
science.
It's
really
whether
you
know
how
to
program
you
take
classes
on
based
on
your
skill
level
and
needs
you
don't
necessarily
need
to
have
the
you
know
the
associates
or
the
bachelors
to
be
hired
as
a
programmer.
You
have
to
be
able
to
demonstrate
the
skills.
A
Courses
are
going
to
be
the
main
unit
that
we
need
to
measure
things
and
the
main
thing
that
that
people
think
of
when
they're
thinking
of
education
on
not
degrees.
Now
this
isn't
something
that's
going
to
occur
tomorrow
or
next
week
or
next
year,
but
in
terms
of
long-term
perspective.
Oh,
we
need
to
remember
that
that
dumb
degrees
are
becoming
less
valuable,
not
more
valuable.
A
It's
the
education
behind
the
degrees
and
how
you
document
it.
That's
really
really
critical
and
of
course,
this
is
especially
the
case
with
non-traditional
students
who
need
to
come
back
and
take
three
or
four
classes
on
to
brush
up
on
their
skills
and
may
not
need
to
go
on.
For
that
degree,
the
fifth
step
here
on
lower
the
cost
of
tuition
by
expanding
your
market
and
offerings
so
online
education
is
global
and
connected
tech
is
cheaper
than
to
build
then
to
tech
is
cheaper
to
build
them
buildings.
Your.
A
A
Instead,
what
we
can
build
is
better
access
online,
better
program,
better
interactive
spaces
and
building
that
is
going
to
be
and
offering
that
to
students
is
incredibly
cheaper,
especially
when
the
delivery
method
is
going
to
be
in
the
form
of
smartphones,
pads
and
computers.
Okay,
now
global
reach
means
internationalization.
It
means
that
that
your
price
point
in
your
market
has
to
be
thinking
about.
How
can
I
bring
those
arm
the
other
three
billion
people
on
the
planet?
A
How
can
I
access
on
them
and
bring
them
into
becoming
part
of
my
learning
community
at
my
institution,
and
you
can't
think
about?
Oh
well,
you
know
we'll
have
an
international
dorm
for
people,
that's
not
going
to
cut
it.
You
have
to
be
thinking
about
how
you
can
use
technology
to
leverage,
high-touch,
customized
online
education
and
that's
a
very
different
model
than
what
we're
used
to.
We
should
be
increasing
access
rather
than
having
access
remain
at
the
same
level
than
it
has
been.
A
For
you
know,
over
the
last
10-15
years,
so
again,
increase
access,
leads
to
more
students
taking
more
classes,
and
when
that
happens
and
increase
in
numbers
mean
it
means
a
lower
cost
per
student.
One
thing,
though,
we're
not
talking
here
about
MOOCs
or
about
a
hundred
thousand
people
per
class,
really
what
what
the
whole
of
plano
model
is
and
what
my
opinion
great
teaching
is
about
is
about.
Human
beings
are
best
from
human
beings
and
small
groups
under
25.
A
You
know
we
have
all
kinds
of
people
and
expertise
to
draw
upon
and
I'm
sure
that
you
know
we
can
find
a
good
solution
for
your
institution
or
get
you
in
contact
with
someone
who
can
help
you,
along
in
the
process
of
you,
know
making
this
transition
to
a
much
more
to
an
online
and
much
more
international
learning
environment.
So,
thank
you
very
much
for
your
time
and
we
will
see
you
at
one
o'clock.
A
Please
come
for
this
question
and
answer
period
discussion
that
I'm
going
to
be
having
with
ryan
craig
on
college
disrupted
on
the
great
unbundling
of
higher
education.
His
book
will
be
hitting
up
some
of
the
themes
in
this
talk,
but
also
some
some
others,
and
then,
after
that,
we've
got
the
round
table
on
which,
where
we'll
be
discussing
trends-
and
I
read
so
thanks
a
lot
for
participating
and
we'll
see
you
online.