Resource Inputs - Information Technology Education
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Resource Inputs - Information Technology Education |
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Since 1978, there has been a 1100 percent rise in college tuition; this figure also reflects a 40 percent reduction in state funding for public colleges. The business model in higher education allows vocational schools, junior colleges, colleges, and universities to attract student loan financing. The by product has been a significant increase in student debt.
Computer Education Techniques is applying its instructional design experience in information technology training to develop digital content and website support services which address these challenges:
Scarcity, quality, and short shelf life of up to date textbooks in open source and hybrid areas of information technology.
Teaching information technology skillsets and subject matter aligned with employer job requirements and project work.
Free and low cost Internet resources available for self-study - extra practice, advanced topics, and specialized training requirements.
Data from courses to be evaluated for quantifiable assessment of IT skillset and subject matter mastery and return on investment.
The technical accuracy and clarity of presenting information technology subject matter remains the foundation of the CETi training service.
Computer Education Techniques has been responding to the issues in online education outlined by Nitrin Nohria, Michael Porter, and Clayton Christensen of Harvard Business School. According to Christensen, approximately half of the United States universities could face bankruptcy by 2029. The challenge and business opportunity for CETi is to provide resource inputs and services which can be selected by accredited academia in providing information technology training.
This is the work in progress.
| IT Subject Matter Aggregation | Moodle Framework | New York State Department of Education Standards | Academic Standards |
| Empirical Research | Database Schema | Performance Objectives | Textbook Extensions |
| White Paper Reviews | Performance Learning | Guided Learning | Prioritized Reading |
| Source Website Content | Programmatic Presentation | Workshop Objectives | Sequential Learning |
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| Cognitive Search | Digital Content | Adult Learning Theory | Courseware for Teaching |
| Course Search - Extended | Resource Inputs | Teaching Models | Courseware as Learning Center |
CETi experience in information technology technology training is that both Porter and Christensen have valid arguments regarding online education and will be applying their advice:
Porter: "Create online courses, but not in a way that undermines the school's existing strategy... a company must stay the course even in times of upheaval, while constantly improving and extending its distinctive positioning."
Christensen: "Do it cheap and simple..... Get it out there."
CETi is using Cornell University course work to modularize and define both its online training service and classroom instruction as discrete attributes; many of which can be developed into digital resources or combined in different ways by an effective degreed instructor: master or Phd. In addition to key metrics, it will be incorporated into the initial ML: machine-learning algorithms. The empirical experience and moving forward data from both online learning and classroom instruction will be organized for use to improve instructor training and client/student outcomes. Cheap; does not mean substandard and simple can be improved by using technology and applying purposeful work.
The IBM mainframe programming skills, programming language, and system software curriculum will be available for use in online and web-based content delivery. The initial mainframe curriculum was developed in 1980 and is being updated to support the IBM Corporation strategies. There is no NRV: Nationally Recognized Vendor for teaching IBM software.
The Java platform and language curriculum is being transitioned for blended learning. IBM Rational WebSphere is the specialized pilot curriculum. An existing investment in the Java and Linux curriculum and courseware is being extended to teach cloud computing, mobile devices, and Big Data/Hadoop, and mobile devices.
For two to eight week training programs that have been taught in volume, subject matter is developed into courseware as learning center.
A digital architecture is being developed with standalone and reinforcing information subject matter resource inputs. Courseware and web-based transmission delivery will provide flexibility in scheduling and allowing student's with differences in aptitude and motivation to learn at different paces; there will be a record of completed assignments and grading.
Certification preparation is being organized and evaluated for incorporation into blended course instruction.
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Computer Education Techniques is evaluating the information and data distributed in the public domain regarding MOOCs: Massive Open Online Courses in relation to its experience with blending live classroom information technology lecture and instruction with video lectures, college credit course hour-style textbook reading list, and selective and prioritized textbook reading. The goal is to provide digital resources which improve the success metrics at vocational schools, junior colleges, and entry level college programming courses - completion grades, quality of graded work, and employability.
In sequential learning, topics and coding needs to be mastered prior to moving on to the next lesson. Client/employee students learn at different rates. Active learning is more likely to engage students than passive learning. Delivery medium which helps teachers personalize and tailor learning to the pace, aptitude, and motivation of client organization/employees should improve mastery of subject matter. The digital tools most likely to be adopted will fit into existing school models and be minimally disruptive to the status quo. CETi will work through and in conjunction with accredited academic to reduce cost and improve student learning outcomes. This includes both digital resources and technology driven support services. And if required teaching the initial training program to enable the client/organization future iterations of the courses. CETi courses and training programs will be available for inclusion in the catalogs of accredited academia and other qualified organizations. The impartial evaluation of learning outcomes and technologies used will be managed by accredited academia. CETi resource inputs will be available for use by accredited academia in teaching information technology.
Sources
Innovator's Dilemma, Clayton M. Christensen, Harper Collins Publishers, Copyright 1997, 2000 by the President and Fellows of Harvard College.
Obama Lauds Pledges to Expand College Opportunities, by Jackie Calmesjan, PBS: Public Broadcast System website, January 2014.
B-School, Disrupted (Harvard University) by Jerry Useem, New York Times - Sunday Business Section, June 1, 2014.
Ivory Tower documentary, Andrew Rossi interview by Jefrey Brown, PBS: Public Broadcast System Report, June 2014.
Lessons for For-Profit College Collapse, THE EDITORIAL BOARD, Online New York Times - The Opinion Pages | EDITORIAL - July 9, 2014.
Online New York Times - Flunking Out, at a Price, by Gretchen Morgenson, July 12, 2014.
Teacher and Tech: Making the Most of Learning Technologies, by James E. Ryan, dean of faculty, Harvard Graduate School of Education, June 22, 2016.
Online Courses Fail Those Who Need the Help, by Susan Dynarski, Phd - University of Michigan, New York Times, January 21, 2018.
Under Evaluation
At Arizona State, Big Lectures Are History, by Douglas Belkin, Wall Street Journal, February 27, 2019.
