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e-learning: What Does It Mean? Issues A Context For This Generation Of Learners

TLT at Wilfred Laurier: Reaching Out - Integrating Technology into Teaching: Challenges and Opportunities Reflections on e-learning. e-learning: What Does It Mean? Issues A Context For This Generation Of Learners Local (Concordia) Issues A Proposed E-learning Strategy

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e-learning: What Does It Mean? Issues A Context For This Generation Of Learners

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  1. TLT at Wilfred Laurier: Reaching Out - Integrating Technology into Teaching: Challenges and OpportunitiesReflections on e-learning e-learning: What Does It Mean? Issues A Context For This Generation Of Learners Local (Concordia) Issues A Proposed E-learning Strategy Enabling Recommendations Showcasing A Web-based Course Arshad Ahmad, Concordia University arshad@jmsb.concordia.ca MAY 2007

  2. Reflections on e-learninge-learning: What Does It Mean? Is “e” for education? or does it connote a medium? at a distance, outside class, institution? anytime, anywhere, just-in-time - no real time dimension? relate to traditional, blended, continuous & life-long learning? distributed, dialogic, authentic and constructive approaches? situated in a cultural context?

  3. INEXTRICABLY LINKED? Pedagogy Technology Culture THE EDUCATIONAL MARKETPLACE SUPPORTS E-LEARNING & ITS EXPANSION IS GROWING EXPONENTIALLY • CHALLENGES TO MEET INTERNAL/EXTERNAL NEEDS & OPPORTUNITIES: • Faculty to Enhance Student Learning • Staff & Administration to Train and Provide Resources • Institution to Move Aggressively

  4. ISSUES • CULTURAL • E-based teaching requires change; academics resist change • Perceptions that traditional learning is of higher quality • Misperceptions around academic integrity • Loss of control, time, structure, etc. • WORKLOAD: • Time and support for course development • Instructors professional development • Compensation arrangements for teaching larger classes • Faculty Association Agreements • PEDAGOGICAL: • Technologies are not the issue; Effective course design / redesign is • Meeting current / future student expectations

  5. Top 25 Things that Shaped the Internet Source:Monday April 30, 2007, USA Today • 747 Million adults logged on in Jan, 2007 • 97 billion e-mails are sent each day • Google had 500 million visitors in Dec, 2006 • USA: 1% broadband in 1998; 78% in 2007 • YouTube bought by Google for $1.7 billion • Adobe’s Flash player on 98% of machines • There are 75 million blogs! • 19 million people play MMOG (Massively Multiplayer Online Game)! • 173 million personalized pages in MySpace

  6. The Open University of Malaysia(Abtar Kaur, 2005, Ed Media) Started August 2001 : approx. 800 students Total students (2005): approx. 33,000 Total full-time academic staff : 60 Total part-time academic staff (tutors) : approx 3,000 33 Learning Centres (7 Regional Centres) Pedagogical approach : Blended Learning

  7. Next (This?) Generation of Students Tech Creates Bubble for Kids Source: C.J.Bonk: Indiana University, Keynote Presentation,MHR Teaching, Learning & Technology Conference, May 2007

  8. Social Networking Software Classmates: http://www.classmates.com/ Facebook: http://www.facebook.com/ Friendster: http://www.friendster.com/ Friendzy: http://www.friendzy.com/ MySpace: http://www.myspace.com/ Orkut: https://www.orkut.com/ Tribes: http://www.tribe.net/ YouTube: http://www.youtube.com/

  9. Podcasting Recordings of lectures (Coursecasting) Supplemental textbook or entire book Student projects Interviews Language lessons Oral reports Classroom interactions Downloadable library of resources Recordings of performances Source: C.J. Bonk: Indiana University, Keynote Presentation, MHR Teaching, Learning & Technology Conference, May 2007

  10. Wikis • a Hawaiian word meaning "quick” or fast. • A wiki is a website; add, remove, and edit content. • Wikis allow for linking among any number of pages. • An effective tool for mass collaborative authoring. • Wikipedia is one of the best known wikis.

  11. Blogs • blends the words web and log (Web log) • to maintain or add content to a blog • Instructor or Tutor blog: resources, information, space to chat • Learner blog: reflections, sharing links and pics, • Partner blog: work on team projects or activities • Class blog: international exchanges, projects, PBL • Nutshell: summarize themes or comments across blogs • Blog on blog: reflections on feelings and experiences with blogs

  12. Local E-learning Issues: Support For Course Development, Incentives, And Rewards • No formalized University standards for e-based course design / redesign (exception is eConcordia) • No formalized support structure to assist faculty in development of e-based courses or e-based effective pedagogical approaches • No formalized structure to allow faculty who have relevant experience or are currently “experimenting” with e-based learning to share learning's and experiences • Little or no faculty recognition for successfully integrating technology • Weak Centre for Teaching & Learning Services (CTLS) • Little coordination with Information, Instructional & Technology Services (IITS

  13. A Proposed E-learning Strategy For Concordia ENABLING RECOMMENDATIONS • Undertake a University wide eLearning-based initiative built around • a core of eLearning resources • Address cultural and compensation arising from E-Learning • Mandate eConcordia as the delivery channel for distance learning • (credit and non-credit courses) • Develop a major communications program and pilot programs • to promote eLearning • 5. Seek commitment from Deans & Chairs

  14. ENABLING RECOMMENDATIONS UNDERTAKE UNIVERSITY WIDE E-LEARNING BASED INITIATIVE BUILT AROUND A CORE OF E-LEARNING RESOURCES: • Development resource base Support mechanisms for e- based course development / re-development must be put in place: • Define core competencies and attain critical mass • Organization: Unit positioning and context (CTLS, IITS, eC) • The manning and total resources of CTLS would be augmented to built core competencies' in online “instructional design,” • Demonstration projects (two per faculty; a complete program) • “Sharing of experiences” forums created (inter-faculty; e-learning conference, etc) • Pedagogical training and experiments, quality control issues

  15. ENABLING RECOMMENDATIONS • CULTURAL AND COMPENSATION ISSUES : • E-learning based courses as part of workload and furthering of one’s career: • Development support: • Time and support for faculty in development of “e based” courses • Need for e-based learning course development skills and support • Compensation arrangements for Delivery need adjustment: • Address how “credit” for teaching large and online course with variable compensation models • For teaching through eConcordia for non-credit and non-full time credit student • Use effective approaches to changes • Develop a better understanding of the incentives / pedagogical and other benefits to a faculty or the University at large that causes a Dean to want develop online or e-based course.

  16. ENABLING RECOMMENDATIONS MANDATE ECONCORDIA AS THE DELIVERY CHANNEL FOR DISTANCE LEARNING (CREDIT AND NON-CREDIT COURSES) • MAJOR COMMUNICATIONS PROGRAM TO BE DEVELOPED TO ADDRESS THE IMPLEMENTATION OF PROPOSED STRATEGIES ALONG WITH DEMONSTRATION PROJECTSPROGRAMS

  17. ORGANIZATIONAL FRAMEWORK FOR ELEARNING eConcordia as the Delivery Mechanism for “Distance Based” Credit and non-Credit Courses In classroom Instruction [delivered by IITS infrastructure] Delivery Channels Developed as Part of in classroom Learning by IITS Development Staff Developed for Distance Learning By eConcordia Development Staff • Centre for Teaching • & Learning Services: • Pedagogical specialists • Ecourse development specialists • Course Management Role Development Paths Faculty Based Content to be Developed / Re-developed

  18. Tech savvy instructors are young & loyal. Can teach the same way. Instructors will not share Tech savvy instructors will use latest technology. Nothing new here. Technology does not improve learning. Can’t afford tech. Must be a techie. Instructor Technology Myths

  19. Vital SkillsSource: The Online Teacher, TAFE, Guy Kemshal-Bell (April, 2001) • Ability to engage the learner (30) • Ability to motivate online learners (23) • Ability to build relationships (19) • Technical ability (18) • Having a positive attitude (14) • Adapt to individual needs (12) • Innovation or creativity (11)

  20. Top Reasons for Dropping OutSource: Deosnews, May 2004; Frankola, 2001 • Lack of time • Lack of management oversight • Lack of motivation • Lack of student support • Individual learning preference • Poorly designed course • Substandard/Inexperienced instructor

  21. Students speak their mindsSource: Light, R. (2001). Making the most of college: Students speaktheir minds. Harvard University Press, Cambridge, Mass. 1. Learning outside the classroom 2. Structure & many tests 3. Co-operation & collaboration 4. Time with faculty 5. Small is beautiful 6. Yes, we want to write

  22. TEC-VARIETY Model forOnline Motivation and RetentionSource: C.J. Bonk: Indiana University, Keynote Presentation, MHR Teaching, Learning & Technology Conference, May 2007 Tone/Climate: Psych Safety, Comfort, Belonging Encouragement, Feedback: Responsive, Supports Curiosity: Fun, Fantasy, Control… Variety: Novelty, Intrigue, Unknowns Autonomy: Choice: Flexibility, Opportunities Relevance: Meaningful, Authentic, Interesting Interactive: Collaborative, Team-Based, Community Engagement: Effort, Involvement, Excitement Tension: Challenge, Dissonance, Controversy Yields Products: Goal Driven, Products, Success, Ownership

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