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A presentation to CGA Canada on the future of online learning. October 22, 2006

Published in: Technology, Education
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  1. 1. CGA Online Learning
  2. 2. Overview <ul><li>Past, present & future of online learning </li></ul><ul><li>Current tools & technology </li></ul><ul><li>Best practices </li></ul><ul><li>Generational differences </li></ul>
  3. 3. 1997
  4. 4. 2006
  5. 5. Education in the New Millenium
  6. 6. History <ul><li>1990s </li></ul><ul><ul><li>CMC characteristics would lead to a paradigm shift </li></ul></ul><ul><ul><li>From teacher centered to collaborative, learner-centered knowledge construction </li></ul></ul><ul><ul><li>Any time, any place, asynchronous, computer mediated </li></ul></ul>
  7. 7. Transforming Learning Environments <ul><li>From - architecture of presentation </li></ul><ul><li>To - architecture of participation </li></ul>
  8. 8. Feedback rich Feedback limited Negotiated and contracted Prescribed Demonstrations and prototypes Tests and examinations Contribute, tag, and share Search and retain Collaborative, one to one, many to many One to many Learning-paced System-paced Knowledge & understanding Information/content Evolving Static Cooperatively activated Teacher-directed Customized/personalized Individualized Co-developed with learner and instructors shaping design Fixed or static design Focus on communication & interactions Focus on access & download Focus on learning processes Focus on content presentation Learning Environment 2 Learning Environment 1
  9. 9. Three Waves <ul><li>Wave 1: Technology as an imperative </li></ul><ul><li>Wave 2: “It isn’t the computers; it’s how you use them.” </li></ul><ul><li>Wave 3: ICT as affordances </li></ul><ul><li>(From Bereiter, C. & Scardamelia, M. Catching the Third Wave. Queen's Education Letter, Issue #2: Integrating ICT in Teaching and Learning ) </li></ul>
  10. 10. Current Tools & Technology <ul><li>Learning management systems </li></ul><ul><ul><li>Core of most online delivery </li></ul></ul><ul><ul><li>Dominated by WebCT/Blackboard on the commercial side, and Moodle on the Open Source side </li></ul></ul>
  11. 11. Current Tools & Technology <ul><li>LMS tools </li></ul><ul><ul><li>Content management and formatting </li></ul></ul><ul><ul><li>Assignment submission </li></ul></ul><ul><ul><li>Asynchronous discussion </li></ul></ul><ul><ul><li>Synchronous chat </li></ul></ul><ul><ul><li>Voice tools </li></ul></ul><ul><ul><li>Internal e-mail </li></ul></ul><ul><ul><li>Grade book </li></ul></ul><ul><ul><li>Student management and tracking </li></ul></ul>
  12. 12. Current Tools & Technology <ul><li>Dominant instructional design model </li></ul><ul><ul><li>information transmission supported by asynchronous online “discussion” </li></ul></ul>
  13. 13. Current Tools & Technology <ul><li>Social software </li></ul><ul><ul><li>Blogs </li></ul></ul><ul><ul><li>Wikis </li></ul></ul><ul><ul><li>Social bookmarking - FURL, </li></ul></ul><ul><ul><li>E-portfolios </li></ul></ul><ul><li>Virtual worlds </li></ul><ul><li>Podcasting </li></ul><ul><li>Synchronous communication tools </li></ul>
  14. 14. Current Tools & Technology <ul><li>Are these tools changing the dominant instructional design paradigm? </li></ul><ul><ul><li>Online delivery remains primarily text-based, information delivery </li></ul></ul><ul><ul><li>Constructivist, collaborative, online knowledge building community is rare </li></ul></ul><ul><ul><li>Technology still largely being used to replicate earlier modes of teaching - the electronic classroom </li></ul></ul>
  15. 15. Best Practices in Online Learning <ul><li>Project team approach to course development </li></ul><ul><li>Use of professional expertise rather than the lone ranger approach </li></ul><ul><ul><li>Instructional designers </li></ul></ul><ul><ul><li>Web designers </li></ul></ul><ul><ul><li>Multimedia developers </li></ul></ul><ul><ul><li>Graphic designers </li></ul></ul><ul><ul><li>Technology experts </li></ul></ul>
  16. 16. Project Team Model Faculty Member IDC Project Technical Advisor IDC SME Writer Video Multimedia Developer Systems Analyst Graphic Artist AV
  17. 17. Best Practices in Online Learning <ul><li>Critical ingredients: </li></ul><ul><ul><li>Quality learner support </li></ul></ul><ul><ul><li>Instructor development </li></ul></ul><ul><ul><li>Instructor support </li></ul></ul><ul><ul><li>Technical support </li></ul></ul>
  18. 18. Best Practices in Online Learning <ul><li>Organizational issues </li></ul><ul><ul><li>Strong centralized support </li></ul></ul><ul><ul><li>“Lone ranger” approach is not sustainable </li></ul></ul>
  19. 19. Generational Differences <ul><li>Generation Y </li></ul><ul><ul><li>Born in the late 70s and early 80s </li></ul></ul><ul><li>Generation Y has never known life without: </li></ul><ul><ul><li>Cell phones </li></ul></ul><ul><ul><li>Pagers </li></ul></ul><ul><ul><li>Fax machines </li></ul></ul><ul><ul><li>Voice mail </li></ul></ul><ul><ul><li>The Internet </li></ul></ul>
  20. 20. Generational Differences <ul><li>Characteristics of generation Y: </li></ul><ul><ul><li>Impatient </li></ul></ul><ul><ul><li>Adaptable </li></ul></ul><ul><ul><li>Natural innovators </li></ul></ul><ul><ul><li>Skilled time managers and multi-taskers </li></ul></ul><ul><ul><li>Skeptical </li></ul></ul><ul><ul><li>Risk takers </li></ul></ul><ul><ul><li>Independent thinkers </li></ul></ul>
  21. 21. Generational Differences <ul><li>Characteristics of generation Y: </li></ul><ul><ul><li>Tolerant of individual differences </li></ul></ul><ul><ul><li>Team players </li></ul></ul><ul><ul><li>Committed and loyal </li></ul></ul>
  22. 22. Generational Differences <ul><li>Generation Y like: </li></ul><ul><ul><li>Challenges </li></ul></ul><ul><ul><li>Opportunities to create and innovate </li></ul></ul><ul><ul><li>Immediacy, feedback </li></ul></ul><ul><ul><li>Clearly-defined tasks and expectations </li></ul></ul><ul><ul><li>Technology </li></ul></ul><ul><ul><li>Collaboration and teamwork </li></ul></ul><ul><ul><li>Being respected as an equal </li></ul></ul><ul><ul><li>To challenge assumptions </li></ul></ul><ul><ul><li>from: Chester, E. (2002). Employing Generation Why? Colorado: Tucker House Books </li></ul></ul>
  23. 23. Generational Differences <ul><li>How accurate is this portrayal of generation Y? </li></ul><ul><li>A generation is defined by the issues it faces in its youth </li></ul><ul><li>What are the educational implications? </li></ul><ul><li>Are there implications for how we design online learning opportunities? </li></ul>
  24. 24. References <ul><li>Bates, A.W. (2000). Managing Technological Change. San Francisco: Jossey-Bass. </li></ul><ul><li>Bereiter, C. & Scardamelia, M. Catching the Third Wave. Queen's Education Letter, Issue #2: Integrating ICT in Teaching and Learning </li></ul><ul><li>Bullen, M. & Janes, D. (Eds.)(2007). Making the Transition to E-Learning: Strategies and Issues. Hershey, PA: Information Science Publishing. </li></ul><ul><li>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. </li></ul><ul><li>Zemsky , R. & Massy, W.F. (2004). Thwarted Innovation: What Happened to E-learning and Why. The Learning Alliance. </li></ul>
  25. 25. For Further Information <ul><li>Mark Bullen </li></ul><ul><ul><li>[email_address] </li></ul></ul><ul><ul><li> </li></ul></ul>
  26. 34. E-Learning and Distance Education