EVALUATING LEARNING OBJECTS FOR SCHOOLS Margaret Haughey University of Alberta
E-learning for the Academy: technology and learning environment design Margaret Haughey University...
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E-learning for the Academy: technology and learning
environment design
Margaret HaugheyUniversity of Alberta
Copyright Margaret Haughey, 2003. This work is the intellectual property of the author. Permission is granted for this material to be shared for non-commercial, educational purposes, provided that this copyright appears on the reproduced materials and notice is given that the copying is by permission of the author. To disseminate otherwise or to republish requires written permission from the author.
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Designing e-learning environments
• “Learning cannot be designed. Ultimately it belongs to the realm of experience and practice. It follows the negotiation of meaning; it moves on its own terms. It slips through the cracks; it creates its own cracks. Learning happens, design or no design” (p.225). . . .
• Etienne Wenger (1998). Communities of Practice. Learning , Meaning and
Identity. Cambridge: Cambridge University Press.
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Designs for learning
• Learning cannot be designed: it can only be designed for (p. 229).
• Technologies are practices that can enable and support designs for learning.
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Learning in the e-environment
• active learning• resource-rich, supported
environment• group work/collaboration• real-world /authentic problems• on-going assessment
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LEARNING
• Making/sustaining connections• Compelling challenging stimulus• Active search:constructing meaning• Holistic developmental involvement• Monitoring metacognitive skills
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LEARNING DESIGN
• Individuals are social beings• Affected by context of inquiry• Frequent feedback, practice• Opportunities to transfer, unlearn,
grow• Skills in metacognitive monitoring
• Joint Task Force on Student Learning AAHE, ACPA, NASPA, 1998
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Teacher knowledge
• knowledge of– the content & structure of the
discipline– the problems learners encounter– the learning process– the learners– the relationship of technologies to the
learning process
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Changing the Academy’s Learning Environment
•What are the challenges?
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HE Current Initiatives
access and infrastructure championing the change
• shifting the culture addressing faculty concerns
supporting faculty development providing learning support
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1. Access and Infrastructure
• Internet use continues to rise • Costs continue to expand• The digital divide among
institutions
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2. Championing the Change
• Leadership• Mission statement• Strategic plan / Technology plan• Continuing funding/economies of
scale• E-record & administrative systems
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3. Shifting the Culture
• Active senior management support• Focus on changes in policy &
practice• Develop critical mass of activity• Listen to & support learners• Explain the innovation• Celebrate successes
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Why so slow?
• Lack of clear commitment• Lack of coordination• Neglect of motivational issues• Choice up to individual faculty• Varied faculty development levels• Other immediate pressures
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4. Addressing Faculty Concerns
• Workload balance
– research & teaching – grants & publications
• Ownership• Rewards• Knowledge
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DESIGNS FOR LEARNING
• Present options?
•Future possibilities?
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Faculty learning via technology• active learning--interactivity• supportive environment--privacy, just-in-time
support, play:risk-free • real-world problem/resources-- just-in-time
learning/ Internet resources • group--consulting colleagues any where,
asynchronicity• ongoing assessment-- reviewing best
practices• reflection--archived materials
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Providing Learning Support
• Integrating support systems• Pedagogical, technical, facilities,
management, research services• Level of focus• Diverse learning design teams• Cutting edge initiatives
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Environment designs 1
By facultyPartners programDepartment level task forcesDecentralised discipline related centresStudent guides/helpersPushed mailing lists
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Less successful strategies
• High cost content development• Lone ranger productions• Computer conferences• Print based manuals (to www)• Individual faculty initiatives• Large scale training programs• www. contests• Unfundable strategic plans
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Environment designs 2
By curriculum• Specific areas
Disciplines
DepartmentsPrograms
Target groups
By students• Laptops
Smart classroomsE-records systemLibrary access
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Learning environment design options
DESIGN 1:Information-based + Interaction
DESIGN 2: Interaction-based + Information
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DESIGN 1. Access to Information
• web pages • course outlines • assignments and dates• FAQs & FGAs • powerpoint lectures • sample tests and answers• additional references
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Extending information activities
Using practice, comparison, critique• simulations • tutorials• mentoring • hypertext• critical analyses of materials
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DESIGN 2. Interaction increased
• e-mail• conferencing
– discussion, presentation, role-play, debate, panel, expert opinion
• collective understanding – synchronous, asynchronous
• collaborative knowledge building– Knowledge Forum, Whiteboard
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Learning environment designs options
• DESIGN 3: Integration of learning objects
• DESIGN 4: Online course design
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DESIGN 3:Learning Shells and Knowledge Objects
• pedagogical design • with or without content• reusable• accessible, retrievable• operable
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DESIGN 4: Integrated course design
• multi-media based• course team--learning designer,
technology experts, content specialists, project manager
• seamless for students• best before date• revisions
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Near Future Realities
• Greater diversification– Flexible learning– Differentiated staffing
• Encouraging innovation in teaching • Collaboration across institutions• Discipline-specific repositories
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Where to Begin
• quality standards for ICT use• inter-institutional collaboration• evidence-based research• rewards for designing/ facilitating
learning• new workload designs• R & D partnerships• clarity about our choices