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TeleLearning in Practice: What is the Business Case?
TeleLearning in Practice: What is the Business Case?
TeleLearning in Practice: What is the Business Case?
TeleLearning in Practice: What is the Business Case?
TeleLearning in Practice: What is the Business Case?
TeleLearning in Practice: What is the Business Case?
TeleLearning in Practice: What is the Business Case?
TeleLearning in Practice: What is the Business Case?
TeleLearning in Practice: What is the Business Case?
TeleLearning in Practice: What is the Business Case?
TeleLearning in Practice: What is the Business Case?
TeleLearning in Practice: What is the Business Case?
TeleLearning in Practice: What is the Business Case?
TeleLearning in Practice: What is the Business Case?
TeleLearning in Practice: What is the Business Case?
TeleLearning in Practice: What is the Business Case?
TeleLearning in Practice: What is the Business Case?
TeleLearning in Practice: What is the Business Case?
TeleLearning in Practice: What is the Business Case?
TeleLearning in Practice: What is the Business Case?
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TeleLearning in Practice: What is the Business Case?

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A presentation from 1998 on the business case for TeleLearning. This presentation used H.G.Wells work from 1938 to highlight early thinkers - pace of educational change.

A presentation from 1998 on the business case for TeleLearning. This presentation used H.G.Wells work from 1938 to highlight early thinkers - pace of educational change.

Published in: Business, Education
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  • 1. TeleLearning in Practice What is the Business Case? Sylvia Currie, scurrie@sfu.ca Research Associate TeleLearning•NCE Simon Fraser University
  • 2. Why me? Work life <ul><li>Post Secondary Administration </li></ul><ul><ul><ul><li>curriculum development </li></ul></ul></ul><ul><ul><ul><li>educational advising </li></ul></ul></ul><ul><ul><ul><li>admissions and transfer (residency requirements, prior learning assessment) </li></ul></ul></ul><ul><li>Educational Technology </li></ul><ul><ul><ul><li>technician </li></ul></ul></ul><ul><ul><ul><li>instructional support </li></ul></ul></ul><ul><ul><ul><li>research and development </li></ul></ul></ul><ul><li>changed jobs 7 times in past 10 years </li></ul>
  • 3. Why me? Student life <ul><li>TeleLearning reason I returned to SFU to pursue graduate work </li></ul><ul><li>First hand experience using as a student using online technologies </li></ul><ul><ul><li>enrolled in first SFU FirstClass course </li></ul></ul><ul><ul><li>enrolled in first SFU Virtual-U course (1995) </li></ul></ul><ul><li>Research Associate - Virtual-U Project </li></ul>
  • 4. Virtual-U Project <ul><li>Field trials began in 1996 across Canada </li></ul><ul><ul><li>Data collected from 14 sites, 229 courses </li></ul></ul><ul><li>Virtual-U web-based software </li></ul><ul><ul><li>Tools and resources to design, manage, and evaluate online courses </li></ul></ul><ul><ul><li>Supports active, collaborative learning </li></ul></ul><ul><ul><li>Designed by educators </li></ul></ul>
  • 5. What is unique about Virtual-U? <ul><li>Flexible framework to support varied content and instructional approaches </li></ul><ul><li>Emphasis on user involvement in designing learning environments </li></ul><ul><li>Focus on understanding new roles, techniques, and teaching models </li></ul><ul><li>Environment for design, management, and evaluation </li></ul>
  • 6. Consequences of not involving educators <ul><li>Technology designed to teach specific skills or content </li></ul><ul><li>Cookie-cutter approach to online course design </li></ul><ul><li>All resources devoted to software </li></ul><ul><li>Educators not involved in research and design </li></ul><ul><li>Teacher replacement </li></ul><ul><li>No flexibility of use </li></ul><ul><li>No pedagogical support </li></ul><ul><li>No advancement of use </li></ul>
  • 7. My observations <ul><li>Focus on consumer model of telelearning (quantity, convenience, access, cost) </li></ul><ul><li>Focus on specialized training for job-related skills </li></ul><ul><li>Not enough focus on telelearning as a new environment to improve quality of learning </li></ul>
  • 8. “ Current” Problems with Universities <ul><ul><li>“ ...relentlessly inelastic packing-case” </li></ul></ul><ul><ul><li>“ We seem to have multiplied [universities] greatly in the past hundred years, but we seem to have multiplied them altogether too much upon the old pattern” </li></ul></ul><ul><li>H.G. Wells (1938) World Brain </li></ul>
  • 9. Levels of Intellectual Development of Adult Learners <ul><li>1. Keeping up-to-date </li></ul><ul><li>2. Learning with initiative and from new experiences </li></ul><ul><li>3. Accumulate, rectify, and change human experience </li></ul><ul><li>H.G. Wells (1938) World Brain </li></ul>
  • 10. Socialization (tacit to tacit) Internalization (explicit to tacit) Externalization (tacit to explicit) Combination (explicit to explicit) Nonaka’s Spiral of Knowledge The Knowledge Creating Company
  • 11. Downfalls: Traditional Models <ul><li>People deluged with highly specific information </li></ul><ul><li>Individuals discouraged or inhibited to share knowledge </li></ul><ul><li>Measurement of success is quantitative </li></ul><ul><li>Equate information flow with solution for a knowledge society </li></ul><ul><li>Focus on “know what” instead of “know how” </li></ul><ul><li>Private nature of work </li></ul><ul><li>Inequality among participants </li></ul>
  • 12. What works? Socialization <ul><li>“ Combination” is not sufficient </li></ul><ul><li>Many new technologies attend to individuals and explicit information that passes between them </li></ul><ul><li>Ease of creating and sharing knowledge is a reflection of its social context </li></ul><ul><li>Online environment contributes to more reflective and in-depth discourse </li></ul><ul><li>For organizational knowledge to be created, tacit individual knowledge must be shared </li></ul><ul><li>Equity in participation / freedom to articulate ideas </li></ul>
  • 13. What works? Externalization <ul><li>Multimedia representations </li></ul><ul><li>Portfolios of work </li></ul><ul><li>Documentation of experiences (writing as a heuristic) </li></ul><ul><li>Translating knowledge in understandable formats </li></ul><ul><li>“ Repurposing” (I repurposed this word from Curtis Bonk’s presentation) </li></ul>
  • 14. What works? Strategic rotation <ul><li>Exposure to multiple perspectives </li></ul><ul><li>Understanding contributions of others to achieving goals </li></ul><ul><li>Rely on individual expertise in new situation </li></ul><ul><li>Logic of redundancy </li></ul>
  • 15. What works? Team Approach <ul><li>Develop different approaches to same problem </li></ul><ul><li>Synthesize </li></ul><ul><li>Participation not limited to project members </li></ul><ul><li>Participants take on more responsibility </li></ul>
  • 16. What works? Changing Roles <ul><li>Instructor (manager) as facilitator </li></ul><ul><li>Participant rather than provider </li></ul><ul><li>Ask questions rather than give answers </li></ul><ul><li>Provide conceptual framework </li></ul><ul><li>Equity in participation </li></ul><ul><li>Increased expectations of participants </li></ul>
  • 17. What works? Add Value to Information <ul><li>Enhance “combination” typical of traditional models </li></ul><ul><li>Store and reconfigure information </li></ul><ul><li>Sort and categorize </li></ul><ul><li>Annotate </li></ul><ul><li>Information distributed in a purposeful way </li></ul><ul><li>No discrimination in access of information </li></ul><ul><li>Leads to new knowledge (e.g. CSILE) </li></ul>
  • 18. “ Current” Solutions <ul><ul><li>“ I imagine…something added to the world network of universities, linking and coordinating them with one another and with the general intelligence of the world” </li></ul></ul><ul><ul><li>H.G. Wells (1938) World Brain </li></ul></ul>
  • 19. Summary: Learning Networks <ul><li>Challenge existing organization boundaries and hierarchies </li></ul><ul><li>Make knowledge accessible within and outside of organizations </li></ul><ul><li>Provide equity of access to all participants </li></ul><ul><li>Support sustained engagement for knowledge creation to occur </li></ul><ul><li>Enable external input to propel knowledge creation </li></ul><ul><li>Prepare learners with a different set of skills </li></ul><ul><ul><li>to communicate, work collaboratively, solve problems, think critically, and cope with change </li></ul></ul><ul><li>Provide unique opportunities for lifelong learning </li></ul>
  • 20. References <ul><li>Brown, J.S. &amp; Duguid,P. (1998) Organizing Knowledge, California Management Review 40 (3) </li></ul><ul><li>Keating, D. (1996) Habits of mind for a learning society: Educating for human development. In D.R. Olson &amp; N. Torrance, The handbook of education and human development: New models of learning, teaching, and schooling, Cambridge, MA: Blackwell Publishers </li></ul><ul><li>Nonaka, I. (1991) The knowledge-creating company, Harvard Business Review, Nov. </li></ul><ul><li>Wells, H.G. (1938) World Brain, Freeport: Books for Libraries Press </li></ul>

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