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TLT at Wilfred Laurier: Reaching Out Integrating Technology into Teaching: Challenges and Opportunit

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(Abtar Kaur, 2005, Ed Media) Started August 2001 : approx. 800 students ... Social Networking Software. Classmates: http://www.classmates.com ... – PowerPoint PPT presentation

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Title: TLT at Wilfred Laurier: Reaching Out Integrating Technology into Teaching: Challenges and Opportunit


1
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
  • Enabling Recommendations
  • Showcasing A Web-based Course

Arshad Ahmad, Concordia University arshad_at_jmsb.con
cordia.ca MAY 2007
2
Reflections on e-learning e-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
  • Adobes 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 ones 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
Instructor Technology Myths
  • 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.
  • Cant afford tech.
  • Must be a techie.

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 Out Source 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 minds Source 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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