E-learning for the Academy: technology and learning environment design Margaret Haughey University of Alberta Copyright Margaret Haughey, 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 faculty Partners program Department level task forces Decentralised discipline related centres Student guides/helpers Pushed 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 Departments Programs Target groups By students Laptops Smart classrooms E-records system Library 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 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