Scaling Quality Topic 2
Cost: Is cost a scale barrier – or an indication of value? OER vs. paid … Or does it even matter?
With regards to online learning/courses, we believe decisions and discussion must consider quality, scale, and costs in tandem with each other and as a collective. This holds true in both policy and programmatic decisions and discussions. It also holds true for decisions and discussion that involve accountability and support.
For the purposes of our discussion, we considered scale along the following lines: extending impact of (student level) outcomes through adaptive processes without increasing cost proportionally.
Systems (states and districts) are currently making decisions (developing, purchasing, implementing) online learning opportunities WITHOUT clear, rigorous, vetted data and information.
This is potentially dangerous and wasteful.
1. Costs can only be understood in the context of its value. Value can be understood through external validation on multiple levels — empirical research and market driven.
2. Quality online courses are:
- Focused on problem-solving skills
- Performance-based
- Tied to clear, high standards
- Differentiated with Multiple Pathways for “credit” accumulation
- Accessible universally as to allow for anywhere/anytime experiences
3. There should be multiple models for determining true costs for scale.
The challenges in addressing this include:
- Definition of terms. Getting collective understanding: what is scaling? what is cost? what is quality?
- “Consumer education” — do those making policy and program decisions understand/recognize “quality”?
- Uncovering the “Hidden Costs” — It is difficult to understand the real cost trajectory (for both the user/buyer and developer) for a particular product, resource, tool, etc? [hardware, software, maintenance, replacement, upgrades, professional development, etc.]?