E-learning for the Academy: technology and learning environment design Margaret Haughey University 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.
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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
• 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