E-learning for the Academy: technology and learning

environment design

Margaret HaugheyUniversity of Alberta

Copyright Margaret Haughey, 2003. This work is the intellectual property of the author. Permission is granted for this material to be shared for non-commercial, educational purposes, provided that this copyright appears on the reproduced materials and notice is given that the copying is by permission of the author. To disseminate otherwise or to republish requires written permission from the author.

Designing e-learning environments

• “Learning cannot be designed. Ultimately it belongs to the realm of experience and practice. It follows the negotiation of meaning; it moves on its own terms. It slips through the cracks; it creates its own cracks. Learning happens, design or no design” (p.225). . . .

• Etienne Wenger (1998). Communities of Practice. Learning , Meaning and

Identity. Cambridge: Cambridge University Press.

Designs for learning

• Learning cannot be designed: it can only be designed for (p. 229).

• Technologies are practices that can enable and support designs for learning.

Learning in the e-environment

• active learning• resource-rich, supported

environment• group work/collaboration• real-world /authentic problems• on-going assessment

LEARNING

• Making/sustaining connections• Compelling challenging stimulus• Active search:constructing meaning• Holistic developmental involvement• Monitoring metacognitive skills

LEARNING DESIGN

• Individuals are social beings• Affected by context of inquiry• Frequent feedback, practice• Opportunities to transfer, unlearn,

grow• Skills in metacognitive monitoring

• Joint Task Force on Student Learning AAHE, ACPA, NASPA, 1998

Teacher knowledge

• knowledge of– the content & structure of the

discipline– the problems learners encounter– the learning process– the learners– the relationship of technologies to the

learning process

Changing the Academy’s Learning Environment

•What are the challenges?

HE Current Initiatives

access and infrastructure championing the change

• shifting the culture addressing faculty concerns

supporting faculty development providing learning support

1. Access and Infrastructure

• Internet use continues to rise • Costs continue to expand• The digital divide among

institutions

2. Championing the Change

• Leadership• Mission statement• Strategic plan / Technology plan• Continuing funding/economies of

scale• E-record & administrative systems

3. Shifting the Culture

• Active senior management support• Focus on changes in policy &

practice• Develop critical mass of activity• Listen to & support learners• Explain the innovation• Celebrate successes

Why so slow?

• Lack of clear commitment• Lack of coordination• Neglect of motivational issues• Choice up to individual faculty• Varied faculty development levels• Other immediate pressures

4. Addressing Faculty Concerns

• Workload balance

– research & teaching – grants & publications

• Ownership• Rewards• Knowledge

DESIGNS FOR LEARNING

• Present options?

•Future possibilities?

Faculty learning via technology• active learning--interactivity• supportive environment--privacy, just-in-time

support, play:risk-free • real-world problem/resources-- just-in-time

learning/ Internet resources • group--consulting colleagues any where,

asynchronicity• ongoing assessment-- reviewing best

practices• reflection--archived materials

Providing Learning Support

• Integrating support systems• Pedagogical, technical, facilities,

management, research services• Level of focus• Diverse learning design teams• Cutting edge initiatives

Environment designs 1

By facultyPartners programDepartment level task forcesDecentralised discipline related centresStudent guides/helpersPushed mailing lists

Less successful strategies

• High cost content development• Lone ranger productions• Computer conferences• Print based manuals (to www)• Individual faculty initiatives• Large scale training programs• www. contests• Unfundable strategic plans

Environment designs 2

By curriculum• Specific areas

Disciplines

DepartmentsPrograms

Target groups

By students• Laptops

Smart classroomsE-records systemLibrary access

Learning environment design options

DESIGN 1:Information-based + Interaction

DESIGN 2: Interaction-based + Information

DESIGN 1. Access to Information

• web pages • course outlines • assignments and dates• FAQs & FGAs • powerpoint lectures • sample tests and answers• additional references

Extending information activities

Using practice, comparison, critique• simulations • tutorials• mentoring • hypertext• critical analyses of materials

DESIGN 2. Interaction increased

• e-mail• conferencing

– discussion, presentation, role-play, debate, panel, expert opinion

• collective understanding – synchronous, asynchronous

• collaborative knowledge building– Knowledge Forum, Whiteboard

Learning environment designs options

• DESIGN 3: Integration of learning objects

• DESIGN 4: Online course design

DESIGN 3:Learning Shells and Knowledge Objects

• pedagogical design • with or without content• reusable• accessible, retrievable• operable

DESIGN 4: Integrated course design

• multi-media based• course team--learning designer,

technology experts, content specialists, project manager

• seamless for students• best before date• revisions

Near Future Realities

• Greater diversification– Flexible learning– Differentiated staffing

• Encouraging innovation in teaching • Collaboration across institutions• Discipline-specific repositories

Where to Begin

• quality standards for ICT use• inter-institutional collaboration• evidence-based research• rewards for designing/ facilitating

learning• new workload designs• R & D partnerships• clarity about our choices