CGA Online Learning

Overview

• Past, present & future of online learning• Current tools & technology• Best practices• Generational differences

1997

2006

Education in the New Millenium

History

• 1990s– CMC characteristics would lead to a

paradigm shift– From teacher centered to collaborative,

learner-centered knowledge construction– Any time, any place, asynchronous,

computer mediated

Transforming Learning Environments

From -architecture of presentation

To -architecture of participation

Learning Environment 1 Learning Environment 2

Focus on content presentation Focus on learning processes

Focus on access & download Focus on communication & interactions

Fixed or static design Co-developed with learner and instructors shaping design

Individualized Customized/personalized

Teacher-directed Cooperatively activated

Static Evolving

Information/content Knowledge & understanding

System-paced Learning-paced

One to many Collaborative, one to one, many to many

Search and retain Contribute, tag, and share

Tests and examinations Demonstrations and prototypes

Prescribed Negotiated and contracted

Feedback limited Feedback rich

Three Waves

• Wave 1: Technology as an imperative• Wave 2: “It isn’t the computers; it’s how

you use them.” • Wave 3: ICT as affordances

(From Bereiter, C. & Scardamelia, M. Catching the Third Wave. Queen's Education Letter, Issue #2: Integrating ICT in Teaching and Learning)

Current Tools & Technology

• Learning management systems – Core of most online delivery– Dominated by WebCT/Blackboard on the

commercial side, and Moodle on the Open Source side

Current Tools & Technology• LMS tools

– Content management and formatting– Assignment submission– Asynchronous discussion– Synchronous chat– Voice tools– Internal e-mail– Grade book– Student management and tracking

Current Tools & Technology

• Dominant instructional design model– information transmission supported by

asynchronous online “discussion”

Current Tools & Technology

• Social software – Blogs– Wikis– Social bookmarking - FURL, del.icio.us– E-portfolios

• Virtual worlds• Podcasting• Synchronous communication tools

Current Tools & Technology

• Are these tools changing the dominant instructional design paradigm?– Online delivery remains primarily text-

based, information delivery – Constructivist, collaborative, online

knowledge building community is rare– Technology still largely being used to

replicate earlier modes of teaching - the electronic classroom

Best Practices in Online Learning

• Project team approach to course development

• Use of professional expertise rather than the lone ranger approach– Instructional designers– Web designers– Multimedia developers– Graphic designers– Technology experts

Project Team Model

Project

TechnicalAdvisor

IDC

SME

Writer

Video

Multimedia

Developer

Systems Analyst

Graphic Artist

AV

Faculty Member

IDC

Best Practices in Online Learning

• Critical ingredients:– Quality learner support– Instructor development– Instructor support– Technical support

Best Practices in Online Learning

• Organizational issues– Strong centralized support– “Lone ranger” approach is not

sustainable

Generational Differences

• Generation Y– Born in the late 70s and early 80s

• Generation Y has never known life without:– Cell phones– Pagers– Fax machines– Voice mail– The Internet

Generational Differences

• Characteristics of generation Y:– Impatient– Adaptable– Natural innovators– Skilled time managers and multi-taskers– Skeptical– Risk takers– Independent thinkers

Generational Differences

• Characteristics of generation Y:– Tolerant of individual differences– Team players– Committed and loyal

Generational Differences

• Generation Y like:– Challenges– Opportunities to create and innovate– Immediacy, feedback– Clearly-defined tasks and expectations– Technology– Collaboration and teamwork– Being respected as an equal– To challenge assumptionsfrom: Chester, E. (2002). Employing Generation Why? Colorado:

Tucker House Books

Generational Differences

• How accurate is this portrayal of generation Y?

• A generation is defined by the issues it faces in its youth

• What are the educational implications?• Are there implications for how we design

online learning opportunities?

References

Bates, A.W. (2000). Managing Technological Change. San Francisco: Jossey-Bass.

Bereiter, C. & Scardamelia, M. Catching the Third Wave. Queen's Education Letter, Issue #2: Integrating ICT in Teaching and Learning

Bullen, M. & Janes, D. (Eds.)(2007). Making the Transition to E-Learning: Strategies and Issues. Hershey, PA: Information Science Publishing.

Sinclair, G., McClarin, M. & Griffin, M.J. (2006). E-Learning and Beyond. Discussion paper prepared as part of the Campus 2020 process for the Ministry of Advance Education.

Zemsky , R. & Massy, W.F. (2004). Thwarted Innovation: What Happened to E-learning and Why. The Learning Alliance.

For Further Information

• Mark Bullen– Mark_Bullen@bcit.ca– http://homepage.mac.com/markbullen/bcit

E-Learning and Distance Education