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Transcript of Cga06
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– [email protected]– http://homepage.mac.com/markbullen/bcit
E-Learning and Distance Education