The document discusses the evolution of learning technology ecosystems from the past to present. It describes how learning management systems were initially seen as comprehensive but are now viewed as clunky. It outlines a vision for the future where learning technology provides robust, adaptable, intuitive, and collaboration-enabled tools. Key dimensions that learning ecosystems could focus on are content, assessments, and data. The document concludes that institutions must make deliberate choices around selecting and supporting different tools to realize varied pedagogical approaches.

1. Future evolution
of the learning technology
ecosystem
JUNE 2017
NTNU CONFERENCE
Ecological Restoration and Innovation of
Teaching and Learning in Higher Education

2. tools
people
data

3. tools
people
data

4. Overview
• Where we were, where we now are
• Dimensions of activity in learning
technology
– Content
– Assessment

5. Where we were,
Where we are

6. 6Slide credit: Eric Grimson (MIT)

7. 7
Slide credit: Eric Grimson (MIT)
Slide credit: Eric Grimson (MIT)

8. 1996

9. http://mfeldstein.com/opening-lms-walled-garden/VLE

10. ‘It’…. but ‘not it’
• At UBC, 96 million user logins in Sept-Dec
2016
• But… most faculty not satisfied with ease of
use
“On par with Windows 1998 usability”
“The ham handed interface is like trying to eat dinner while
wearing hockey goalie equipment”

11. http://mfeldstein.com/opening-lms-walled-garden/

12. www.menti.com
Use code
42 18 08
What one word would you use to describe
the learning technology environment at your
institution?

14. What I have heard previously
• Comprehensive   Monolithic
• Uninspiring / ‘clunky’  ‘Bewildering’
• Outstanding – improving – ‘stodgy’

15. A learning technology
ecosystem
15
An ecosystem that empowers faculty and students to achieve their teaching and
learning goals by providing robust, dynamic and pedagogically sound tools and
services that are time-efficient to learn and use
Vision
Pedagogically sound • Derived from evidence-based teaching and learning practices
Robust • Reliable and scalable
Adaptable • Flexible to different learning contexts, agile and supportive of
innovation
Intuitive • Simple and easy to learn and use, facilitating a coherent user
experience
Cost effective • Supportable with reach and transferability across Faculties,
disciplines and users
Collaboration-aligned • Enabling of interaction and relationship building
Principles

16. Dimensions of
activity in TEL

19. Content

20. Content

21. Content

22. Data on content

23. Assessments

24. Assessments

25. http://ubc.github.io/compair/site

28. Title of slide
• Content
Graph extracted from http://vikparuchuri.com/blog/on-the-automated-scoring-of-essays/

29. Take homes
The monolithic VLE is not all there is: interoperability brings choices
The LT ecosystem can realize digital instances of different pedagogies
Institutions need to make deliberate choices around how to select, manage and
support tools used

30. Further information
• UBC’s Learning Technology Ecosystem Project (LTEP) – a collaborative visioning exercise on the
future of learning technology at UBC - http://ctlt.ubc.ca/2015/05/19/learn-about-the-learning-technology-
ecosystem-project/
• EDUCAUSE’s Next Generation Digital Learning Environment (NGDLE) article
https://library.educause.edu/resources/2014/9/next-generation-digital-learning-environment-initiative
• The e-literate blog of Phil Hill and Michael Feldstein
http://mfeldstein.com/
• Collaborative Learning Annotation System (CLAS) at UBC
http://clas.sites.olt.ubc.ca
• Webwork http://webwork.maa.org/
• comPAIR tool at UBC - http://ubc.github.io/compair/site/