Beyond ELearning: LAMS the Graduate School of Management Angela Voerman and Paul Nesbit

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Beyond E-LearningLAMS _at_ the Graduate School of
ManagementAngela Voerman and Paul Nesbit

• Presentation for
• First International Lams Conference
• December 6-8, 2006
• Sydney, Australia

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E-Learning and the MGSM

• The tradition of teaching in the MGSM face to
  face and seminar approach
• The changing relationship of students with
  technology
• MGSM and internationalisation
• Curriculum change and ongoing evaluation

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So why try something new?

• Long days when students attend sessions breaking
  up activities
• Adjusting to the needs of working people
  capturing group work and scaffolding between
  sessions
• Making groups more inclusive giving voice to
  quiet people
• Linking educational approach with the content of
  the course the Learning Organisation

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Piloting LAMS the Learning Organisation

• Justifying experiment by linking with the course
  content
• Creativity means risk
• Learning from processes
• Learning through collaboration and teamwork
• Relationships between lecture content, readings
  and experience

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Piloting with chat and scribe

• Small is beautiful
• Large numbers and working in a lab
• From informal to formal
• From face-to-face to online

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Small is beautiful
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Re-used and refined
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Piloting in Hong Kong

• Understanding students and work
• Problems of long days and limited face-to-face
• Risk management alternative delivery modes
• Different access to technology
• Developing understandings of preferred modes of
  learning
• Managing risks of new approach in choice of
  learning tools quiz and short answers

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So what happened?

• The learning organisation and the dynamism of
  chat and scribe.
• Understanding the challenges of a developing
  technology
• Developing new communication tools with overseas
  students
• Understanding new ways of monitoring student
  progress

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Learning about infrastructure

• Implementation revealed wider structural needs
• Technical limitations like need for wireless
  connections and other supports for learning
  technologies like teaching labs and data
  projectors
• Broader teaching and learning challenges around
  the ways in which approaches can be designed and
  varied
• Challenges for resourcing and training lecturers
• Identifying new positions in MGSM
• Applying for Teaching and Development grants

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Understanding implementation

• Opportunistic piloting with minimal training
• Re-use and refinement
• Development of technical understanding
• Working with technical limitations, including
  software problems
• Linking implementation with course aims and
  content
• Implementation linked to institutional change and
  development