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Presented to African Universities, organized by Association of African Universities and University of Manitoba. Sponsored by Open Society Initiative.

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  1. 1. Ten Principles of Learning Technology Integration Kathleen Matheos George Siemens May 26, 2009 Dakar, Senegal
  2. 2. Values We can (and must) continuously improve the quality, effectiveness, appeal, cost and time efficiency of the learning experience. Student control and freedom is integral to 21st Century education and life-long learning. Education for elites is not sufficient for planetary survival Terry Anderson
  3. 3. Higher Education Today • Seismic Shift • Confluence • Globalization • Massificiation • Economic Crisis • Technology
  4. 4. Assess Systematize Context Pilot Planning Iterative and continual Support Faculty PD Design Strategy Validation
  5. 5. 1. Needs Assessment • Similar to needs assessment in new program development • Data collection • Analysis • Proposed solutions • Prioritization of solutions
  6. 6. 2. Context Evaluation • Articulation of factors that impact or are impacted by the adoption of technology • Consideration of how factors might interact • Aspects specific to West Africa
  7. 7. Examples • Curriculum under consideration (under- graduate, masters, how labs will be handled). • Experience of faculty in using technology and social learning methods. • Experience of learners with technology and online learning. • Departmental readiness – goals, motivations for using technology, willingness to alter existing pedagogical practices, etc. • Potential push-back from faculty and learners.
  8. 8. 3. Planning for Technology Use • Learner skills, learner and faculty access, curricular needs, faculty skills, financial resources, accreditation. • Scalability and Sustainability • Development and delivery technologies
  9. 9. 4. Student Support Services • What are the experiences of learners at varying points of contact with faculty and educational resources? • Is the process seamless and self-explanatory for learners? • Are self-help resources available? • Do learners receive needed support at each stage of enrolment through to course completion?
  10. 10. 5. Creation of a Strategy • Integrates with existing strategies and policies • Aligns with the broader goals of the department and the university • Clarity – Ease of communication – Faculty involvement • Resources financial and human
  11. 11. 6. Validation and approval of strategy • Discussion and Debate range of stakeholders • Listen to dissent • Revise or modify • Make a decision • Move forward
  12. 12. 7. Design of educational resources • Overarches process • Multiple approaches • Team ID, MM, CS • One developer one course • Pervasive user-friendly technologies • Phased delivery
  13. 13. 8. Development of faculty competence • Familiarity with basic content creation tools (e.g. Articulate) • Searching and utilizing open educational resources. • Effective use of delivery and communication technologies – Learning management system – Web classrooms such as Elluminate • Facilitating learning online through a community of inquiry model • Planning online assessment and using grading tool features of a learning management system.
  14. 14. 9. Pilot projects • Immediate feedback • Build competence • Allows for revision • Tests models and practice
  15. 15. 10. Broad Implementation • Progressive • Linked to overall strategic agenda • Revisited and Refined • Flexible systemitization
  16. 16. Caution Creation of learning centered environment is central Formative and formal evaluation of values and context