The document discusses the future of e-learning, highlighting trends such as mobile learning, flexible credentialing, community-based projects, and the shift of instructors from content providers to facilitators. It emphasizes personalized learning paths, the integration of real-time feedback and assessments, and the importance of technology in creating immersive and collaborative learning environments. The ideas presented are sourced from participants at the Canada Moodle Moot 2011, reflecting diverse perspectives on improving e-learning experiences.

1. THE FUTURE OF eLEARNING
Crowdsourced ideas from participants at
Global Students Pedagogies Teachers Technology Credentials
We-Learning Alan Marshall Allow to “friend” courses on different sites. Courses of study will be planned and as- The instructor is more of a facilitator help- Cell phones (mobile learning) will become Guild model of learning - Join the philoso-
Forums messages could be shared by sim- signments inter-related so that programs ing the student by providing access to the the medium of choice with projected phy department for life. Always have ac-
Post-secondary, quality education will be ilar courses across the world. provide a more holistic approach to learn- resources available. Ted Owens screens and keyboards (larger format in- cess. Always have a community.
available to ALL worldwide. Nicole Gillis ing allowing students to see the connec- teraction surfaces). Holographic projection Flexible credentialing for self-directed stud-
Make learners into prosumers of their tions between multiple areas of study. There should be a focus on the change in will become the replacement for video. Im- ies where you are able to cobble together
Virtual classrooms that include students learning, giving them the tools, techniques instructor/tutor to facilitator. Michel Bui- mersive technologies will replace video a unique learning path and have it officially
from around the world that share perspec- and attitudes to be life long learners and Students will be engaged in self-directed tendyk and audio and design will be as simple as recognized. Mike Minions
tives on their country. Resources that can teachers. Terry Anderson learning activities focused on outcomes video recordings Mark Karstand
be easily translated from one language to and applied knowledge, not content. David Instruction will revolve around interdiscipli- Credentials will be distributed based on
another. Evan MacDormand Students are co-creators of the course Hinser nary community based projects producing With the development of technologies such what the individual proves he/she knows
where they are the ones making definitions experience and results relevant to stu- as cloud computing, mobile devices, etc. not how much or where they received the
Information on demand, anyplace, any- in the glossary, entries in the wiki, submit Course participants are given learning ob- dents. Course materials and communica- people will use e-learning tools anywhere knowledge. Oriville Andrews
time, accessible to all. Kim Baril ideas fro the course. Jeremy Wiebe jectives for the course/unit from the outset tions will be fully operational on mobile anytime without realizing it. Students will
and then they decide how they will learn devices so classroom location is unneces- learn when they play. Dave Sun Outcomes based, skills oriented, task ori-
Classroom Internationalization/ & Online courses will be the product of stu- and demonstrate (or give evidence) of hav- sary. Joan Coy ented, portfolio accreditation. Kim Baril
Globalization John Lawrence dent collaboration and contribution to the ing acquired the knowledge and skills pro- . More tools for mobile devices. Shawna
pedagogies of the course. Orville Andrews posed David LeBlanc Academics/teachers become evaluators Cerraini Credentials from an e-learning experience
More interaction between students across and facilitators of learning rather than “con- will be regarded as higher level learning.
Canada, or even across the world. Samuel Students are involved in the establishment Student support in terms of personal learn- tent providers”. Michael Cenkner A central repository of many open learning Nicole Gillies
Tse of the parameters for evaluation and as- ing plan combined with e-portfolio/compe- resources that is accessible to teachers.
sessment, and tools allow the instructor to tencies profile which then are applied to Online high school teachers will need “e- Evan MacDormand Continuous learning will simply be the way
Each Moodle user (institution) sponsor a readily incorporate this input into the evalu- challenge learning goals/objectives of teacher” training to work in the DL environ- things are done. Seamless between learn-
new Moodle user in developing countries. ation. Scott Delinger courses at all levels. Michael Cenkner ment. A set of standards perhaps at the A radical re-invention of the user interface. ing and earning. Dan Mose
Like a mentorship for new Moodler. Fran- provincial level for online course Itʼs terribly unintuitive in most/all LMSʼs out
coise De Pauw Elearning is diverse and flexible. Students Encourage students to do self-testing. En- design/components. Gabe Linder of the box. Wade Kelly I see the ability of all who participate in
will be able to pick and choose what they courage students to do course evaluation. elearning to achieve valid credit for the
Have students here in Canada create a take and the manner they take the course Adaptive e-learning based on learning Teacher is a facilitator or guide. To embrace multi-modality through learning they undertake. Triva Emter
Math 8 course for students in another in. Triva Emter styles and learning performance. Get stu- audio/visual UI and to extend online learn-
country - kind of like tutoring Grannies. The dents really engaged in online learning. Online courses will be all about how to re- ing environments to mobile user agents. Alumni have access to the current version
students create the content & structure. Find a way to include and embed student Need tools that can easily implement inter- purpose content. Mary Pringle Beyond this shifting from a pull from server of their online courses for life. Paul Stacey
Wanda Dechant supports. Many of our students have diffi- active media based ideas. Hongxin Yan to a push to subscribers model is some-
culty working on their own, so there is a Cooperatively build courseware. Kim Baril thing that would improve integration. Basi-
Online courses and communities will build need to have support tools for the stu- Student led learning. Students are self-di- cally I would like to see elearning moved to
local capacity by openly sharing knowl- dents. rected and determine where they are Within high school system (Gr 10-12) the Personal Area Network. I would also
edge and experience on a global level - e- going. Ted Owens “small” schools will have specialists teach- like to see multi-modal UIʼd move closer to
community development. Valerie DePauw Students will each have their own learning ing specific courses and students in the an all inclusive accessible interface. PAN
analytics dashboard that shows them Dynamic class the student teaches him- school wil have access to specialists from integration and multi-faceted UI might help
Anywhere, anytime learning. David Hinser progress, status, and suggests strategies self. other schools for other courses. (use of break out of schedule based, top down de-
for success. Paul Stacey Moodle, Elluminate ...) Still believe many of livery and collaboration. Ryan Thomas
Courses will have LESS emphasis on con- our students need daily contact with a
Students who successfully complete an tent and more emphasis on skills and tools teacher in a structured class situation. J. Access to Moodle using mobile devices
online course can tutor currently enrolled of learning - content will be the “on the side Sinclair and multiple operating systems without re-
students as part time work. Paul Stacey vehicle for acquiring those skills. The con- quiring an excessive design burden on the
tent each student accesses in order to Shared base courses for K-12 based on course builder. Terry Korol
meet outcomes and acquire skills may be curriculum that are easily customizable to
quite different for each student depending student needs. Global search and replace feature as most
on their interests, learning style, passions, other systems provide such feature Janice
etc. Mary Sobbe Creating and authoring online courses will Boyles
be so easy that my grandmother can do it
Not fixed or tied to a particular resource or without any help. Jason Maur Easy access to universal platforms.
“canonical” body of knowledge. Collabora-
tively designed and tied to current research I see teacher supports as a critical compo- Student records, marks, courses, commu-
in learning. Doug nent in making e-learning successful. Pro- nication systems will all be on the same
fessional learning in groups and system. All resources will be online (no
Complete dynamic creation of learning individualized will be freely accessible and more textbooks!)
plans and resources based on your e- supported. Triva Emter
learning and social activities. Mike Church- A way for organizations to populate Moodle
ward Assessment centres. Tutoring. calendars and other tools automatically
with content inputted into their web sites,
Students will have multiple paths/options social network tools, etc, so everything
built into online courses to enable person- works together.
alization. Gabe Linder
Save the trees! No paper.
Courses will sense where the student is
(academically) and automatically adjust the eLearning will make no sense in the future
content so that students only have to work ast it will be standard learning with content,
on stuff they donʼt know. interaction, and evaluation processes inte-
grated to conventional education through
In K-12 elearning is outcomes/competency mobile and table devices. As soon as we
based and learners can demonstrate un- start walking like this paradigm we will be
derstanding. In building understanding they able to take advantage of it. Giovanni
access scaffolding that supports their Farias
learning style. Terri Reid
Better tools/social media/multimedia. Phys-
Each academic domain has unique peda- ical social interaction limited, more online
gogical models. The way you teach sci- interaction. Sharon/Janice/Carla/
ence online will be different from the way Jaime/Angela/Karen
you teach business online. Paul Stacey
Biometric authentication for quizzes. Better
access for mobile devices. Better enter-
prise setup dealing with application clus-
Global, Pedagogies, Technology and Credential images sourced at Wikimedia http://commons.wiki- ters, batch upload balancing for large
media.org and are in public domain or licensed with GNU Free Documentation License. Teacher and installations.
Student images clipped from photos taken by Paul Stacey.
Paul Stacey assembled this Future of eLearning poster from ideas submitted by Canada Moodle
Moot 2011 participants. Names in italics at the end of each idea provide attribution. Ideas with no
name in italics were submitted with no participant name.
4-May-2011