14:44:45 <kstucki> who is speaking? I missed her name...
14:44:48 <kiener> When can we do this again?
14:44:57 <fein> Dr. Hezlett
14:44:59 <kstucki> agreed! I think that this is great.
14:45:02 <githens> Sarah Hezlett
14:45:03 <kstucki> thanks.
14:45:04 <sjohnson> Dr. Sarah Hezlett
14:45:17 <sldunbar> I am in 383... thus my comment
14:45:38 <sldunbar> That is one of the best parts though. Adam and company have managed to keep us in touch and engaged
14:46:02 <sldunbar> If he didn't tell us he was out of town we wouldn't even know
14:47:08 <gdtaylor> Do you anticipate offering more online degree programs in the future? How about new courses other than those that are currently offered to students?
14:47:08 <kstucki> how did you determine the design of the program? (synchronous sessions, teams, project-based, etc.)? how long did it take to design? (obviously there is constant improvement, but initially...)
14:47:14 <smcghee> I've pasted the following from a weekly e-update from ""Trend Alert"". Would any one care to comment on it? ""This competition between civilian employers and the armed services will place the military at a seriousdisadvantage, particularly if the civilian employers offer intense andcomprehensive training along with their other benefits. ""
14:47:21 <sldunbar> Every time I talk about this concept to people they at first think of it as a tradition online course... once they understand the synchronous sessions they understand that it is almost like being there. That is the most impressive part of this course
14:47:34 <jclowry> Many academic institutions initially experienced resistence from faculty members when classes began moving to an on-line delivery. Has this resistance diminished? Are universities increasing the online offerings while decreasing the traditional classroom courses?
14:49:10 <gdtaylor> I think a leadership development degree program would be a hit with a lot of working adults.
14:49:20 <sldunbar> Do you find that a lot of the students are not technically savvy. I would have assumed before I started this that only people that were super users would participate but have seen almost the opposite with this so far? How do you ""market"" your courses and manage to keep people engaged who are also struggling with technology
14:49:30 <kstucki> I have taken some online courses from a university that will rename nameless that was not synchronous and was missing some other things, where I felt like I was paying to teach myself.
14:50:03 <astarkey> Do a number of other schools offer online courses with synchronous sessions and audio?
14:51:41 <kstucki> (my point above is that I felt that from the HRE online program I received a great education and was able to turn around and apply my new knowledge and skiills (actually, I got to apply the new information during the course, which was even better)
14:52:19 <kiener> Article in today's newspaper talked about free plastic and augmentation surgery for military personnel -- incentive to join
14:52:46 <kiener> Military has often led the nation in social and cultural change
14:53:25 <jclowry> Hi, Steven ...
14:54:47 <smcghee> I agree, Gail, regarding using online to develop leadership skills....
14:55:49 <astarkey> ... but many faculty members don't have the technical support you seem to have!
14:55:59 <jclowry> Gail's comment on a leadership development degree is interesting. I would be very interested in a course that addresses leadership development ...
14:56:17 <kstucki> are faculty trained on teaching online (not just HRE faculty, but uiuc, in general)? Who does the training?
14:56:28 <smcghee> verrrry interesting, kiener, re: the incentive program! :-)
14:57:02 <jclowry> Adam's role -- and Adam in particular -- were an awesome addition to the program.
14:57:25 <aragon> agree, Jean!
14:58:04 <kstucki> Do you feel that online higher ed courses are just as meaningful at hte undergrad level?
15:00:05 <gdtaylor> I completed 13 asynchronous courses. They can also be interactive but dependent on the instructor's abilities to engage students in a text-based environment.
15:00:58 <astarkey> Do yo think most schools have the equipment for synchronous?
15:02:40 <smcghee> Then perhaps that ""moniker"" of ""online training"" should differentiate between asynchonous and synchonous... because of value of the first isn't nearly as deep and that of online complete w/sync.
15:02:53 <astarkey> Cost?
15:03:18 <sldunbar> I am only on my second one but they are very different. Steven's synchronous sessions have really been Q&A and Sarah's involved a lot of reinforcement of reading. In the end, both accomplish the same thing, just very different styles...
15:04:40 <gdtaylor> I just had a chance to scroll up thI found students spend more time doing reflective learning activities in the asynchronous courses, Sandy. Lots, and I mean *lots*, of writing assignments every week.
15:05:12 <sldunbar> LOTS!!
15:05:14 <kstucki> do you find that funding the program is an issue?
15:05:16 <gdtaylor> The asynchronous courses all had weekly discussion sections where all students interacted with other students and the instructor through postings.
15:05:19 <pledger> Walden University has an on-line PhD program. Do you think a doctoral program is enhanced when it allows the student the opportunity to teach? Do any of you know anyone who has completed an on-line doctoral program-one delivered like the on-line HRE/HRD program there?
15:06:13 <astarkey> Thanks! Sounds reasonable.
15:06:41 <gdtaylor> I like having the synchronous session integrated in our online courses, both from the teacher and student perspective.
15:07:05 <gdtaylor> I look forward to the day when all students can see each other using web cams and converse with microphones. :-)
15:07:06 <sldunbar> I think it validates the course. There is truly something to be said about ""going to class""
15:07:19 <astarkey> I think the synchronous component makes the learning increase exponentially!
15:07:46 <kstucki> I also feel that the synchronous sessions add some personalization to the course and our rapport with fellow students and the instructor
15:08:35 <smcghee> ....so being ""on campus"" indicates that learning can take place during osmosis? :-)
15:08:53 <sldunbar> Self-paced learning is often devalued. Not that that is necessarily fair, but it can come across as a ""correspondence"" course if you just send in your money, get the materials and control most of it yourself. The synchronous session is just ""live"" but I don't have to get in a car so it works with my schedule
15:09:29 <gdtaylor> I've been interacting virtually with a student who is completing a Ph.D. at the University of Phoenix.
15:10:07 <gdtaylor> She has nothing but praise for the program. She completed her undergrad and master's through traditional campus-based programs.
15:10:26 <pledger> Does he/she enjoy it? I know someone that just finished an MBA at the University of Phoenix on-line.
15:10:43 <jclowry> I would not have thought that the quality of learning I experienced in the master's program could equal / exceed that of on-campus. However, I now know that the learning equaled (and I think exceeded) what I would have received in class. The degree is not available in my geographic area, so I would have no option. If you create an on-line doctoral program, I would be interested.
15:10:45 <smcghee> I think that full time on-campus then means that the ""real world"" of application (brought to class by the employed student) is absent.
15:11:25 <gdtaylor> I graduated from an online Bachelors degree program where students developed their own curriculum to meet their personal and professional goals.
15:12:13 <fein> http://home.businesswire.com/portal/site/home/?epi_menuItemID=e23d7f2be635f4725e0fa455c6908a0c&epi_menuID=887566059a3aedb6efaaa9e27a808a0c&epi_baseMenuID=384979e8cc48c441ef0130f5c6908a0c&ndmViewId=news_view&newsLang=en&newsId=20040715005569
15:12:45 <gdtaylor> I had a faculty committee that provided oversight that consisted of an advisor and two invited members. The structure of the committee was similar to what one would expect in a master's degree program. I had to defend the curriculum and fully explain how each course selected would benefit me as a student.
15:12:52 * sldunbar MOTIONS/smile.gif Well Steven, if your class doesn't kill me it will make me stronger (or at least a good trainer)
15:13:23 <pledger> Sandy, that was something I liked as well-being able to apply what I learned in the workplace immediately AND vice-versa.
15:13:38 <pledger> Oh, boy! I still have nightmares about that class.
15:13:39 <kstucki> I'm still alive...
15:14:00 <smcghee> Amen!
15:14:01 <pledger> I got a few grey hairs from that summer.
15:14:08 <sldunbar> Glad I started with Sarah and Gail... might have been a bit spooked otherwise!!!!!!!
15:14:11 <jclowry> That's not fair to back off ... it was great learning. Put it back.
15:14:13 <astarkey> Which class?
15:14:17 <sldunbar> Oh it is AWESOME!!
15:14:27 <sjohnson> 383
15:14:45 * gdtaylor MOTIONS/smile.gif Stacy
15:14:55 <pledger> It was valuable. I was able to use the end product of 383.
15:15:04 <vmmuelle> I use what I learned in Steven's class everyday
15:15:06 <kstucki> I have been in IT since my undergrad years and it is because of my HRE online courses that I became qualified to transition into my e-learning position (the content of the course, the projects, etc.)
15:15:09 <pledger> It was very much well worth the pain,lol
15:15:13 <sldunbar> Someone said to me ""oh you'll be fine this summer as long as you don't have 383... it's the best class you'll take but it will kill your buzz in the summer....you'll just have no sun!""
15:15:22 <jclowry> Part of the learning occurred when you pushed us far outside our comfort zones and forced us to become more dependent on our own self-learning skills. That was a very valuable benefit of this program for me.
15:17:19 <smcghee> Adam, should we wish to visit further w/ those here today, how would we ""find"" them? Anyone to share contact info?
15:17:32 <vmmuelle> Thank you for organizing this!
15:17:34 <kstucki> Another suggestion for this virtual symposium might be to do a research-training course (a one-time session), so that we can work on papers to present for next year... something along that line
15:17:51 <kstucki> This was very fun and valuable.
15:17:54 <pledger> Yes, Adam thanks! This was great. The time went so fast!
15:18:03 <sldunbar> Great idea, a contact list for attendees..
15:18:26 <pledger> lapledger@yahoo.com
15:18:35 <jclowry> Adam, you did a great job designing / implementing this. THANKS.
15:19:08 <kiener> jkiener@harpercollege.edu
15:19:15 <astarkey> Adam -Thanks for your extra help!
15:19:28 <sldunbar> stacdunbar@columbus.rr.com (Cohort 6 HRE Online)
15:19:34 <fein> http://www.hre.uiuc.edu/online/symposium/sym04_evaluation.htm
15:19:51 <fein> http://www.uiaa.org/urbana/
15:19:59 <fein> http://www.continuinged.uiuc.edu/
15:20:03 <smcghee> smcghee@uiuc.edu
15:20:07 <sldunbar> Adam, you make it all so easy.... thanks for your organization and skill!
15:20:10 <kstucki> kara@jwstucki.org
15:20:27 <smcghee> Many many thanks, Adam.
15:20:44 <kstucki> thank you!
15:20:59 <pledger> Thanks also to the presenters and all staff.
15:21:35 <smcghee> Ditto, Laverne.
15:22:23 <kiener> Thanks everyone. Great symposium.