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Sauder concierge services

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A presentation given at the Canadian Elearning Conference 2011 in Halifax, Nova Scotia by Rob Peregoodoff from the Sauder School of Business, University of British Columbia

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Sauder concierge services

  1. 1. Sauder Concierge ServicesA new paradigm in faculty supportCeLC 2011Rob Peregoodoff-Manager of Academic TechnologiesMaga Kijak- Graduate Assistant<br />
  2. 2. Introductions - Participants<br /><ul><li>Front-line faculty?
  3. 3. Technology Support?
  4. 4. Governance/Administration?
  5. 5. K-12?
  6. 6. Higher-Ed?</li></li></ul><li>Introductions – Rob Peregoodoff<br />
  7. 7. Introductions (Sauder)<br />The Sauder School of Business at the University of British Columbia is Canada's leading academic business school, maintaining an international reputation for excellence in research and learning, and unmatched global partnerships. The faculty has more than 2,700 students in Bachelors, Masters and PhD programs, and boasts over 30,000 alumni in 70 countries.<br /><ul><li>97% committed to f2f pedagogy but (reluctantly…) moving to a more blended model
  8. 8. Recently renovated building; adding one-250 seat theatre, four-130 seat theatres, and eight 60-80 seat classrooms
  9. 9. Each with ~$80,000 worth of technology</li></li></ul><li>Rob’s Basic Axioms<br />LMS (LT) agnostic<br />
  10. 10. Rob’s Basic Axioms<br />Sorry…but it is about the technology THE FIRST TIME<br />
  11. 11. Rob’s Basic Axioms<br />The term E-learning was the worst thing we ever did for the teaching profession<br />
  12. 12. Rob’s Basic Axioms<br />Faculty need to be able to break free from our historical training model (teacher training/ISW?) of “The Students Will…” when they introduce technology.<br />
  13. 13. Rob’s Basic Axioms<br />Anyone working in Ed Tech/ID support MUST have complete knowledge of the tools being supported, both technically and pedagogically<br />
  14. 14. The Problem<br /><ul><li>Faculty simply do not have the time to attend workshops ‘on our schedule’
  15. 15. Faculty do not like looking incompetent by their students (either f2f or virtually)
  16. 16. Failures (mainly) not due to the technologies, failures because we did not ‘complete the circle’
  17. 17. Errors by omission ‘I didn’t know that the [insert technology here] could do that?’
  18. 18. The efficiency of the workshop model is questionable
  19. 19. It’s all about the ‘first time’</li></li></ul><li>Change<br />“If you don’t like change, you’re going to like irrelevance even less.”<br />General Eric Shinseki, retired Chief of Staff, U. S. Army<br />Almost across the board, educational institutions lurch (poorly…) from change to change<br />
  20. 20. Change<br />Insert ‘BigDog’ robotic video here<br />
  21. 21. Clientele Profile<br />You’ve heard about digital natives…<br />You’ve probably heard about digital immigrants…<br />But have you heard the term digital refugees?<br />
  22. 22. Clientele Profile<br />Insert “My Blackberry isn’t working” BBC One<br />
  23. 23. Resources<br />Manager – Learning Technologies (1.0 FTE)<br />Faculty Liaison (1.0 FTE)<br />Graduate Assistant (0.5 FTE)<br />Educational Technologist (contract ~20-30 hrs/week)<br />Self-Access resources for Service Catalogue technologies (one pagers +)<br />Divisional Assistants<br />Program Assistants<br />Teaching Assistants<br />
  24. 24. Show and Tell<br />Comm 101 – Vista templates, Student Blogs, Clickers, iCal, Turnitin, RSS announcements (via WP Blogs), Twitter backchannel<br />Comm 293 – Online assignments/exams<br />Comm 299 – large template build (4 x 220), extensive gradebook<br />MBA Core – RSS announcements, Learning Modules, CSS Handbook<br />Comm 486w – Vista templates, external course content, Turnitin<br />Comm 392 – Group manager for debate student self-signup<br />
  25. 25. Evidence (# of hits)<br />Data courtesy of the ELIP (eLearning Intelligence Platform) @ UBC<br />
  26. 26. Conclusion<br />Thank you for your time<br />

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