1. The …

4. The ELI

5. In April 2015 the Educause Learning Initiative
published a research report that indicated that
the LMS did not fail. Instead it indicated the
existence of a new digital teaching and learning
environment.

6. The focus of teaching and learning practice
shifted from the traditional role of the instructor
(management of learning) to an approach that is
learning and learner centered focussed.

7. No single solution can address this approach
effectively but that an ecosystem of supporting
technologies/ technology enabled T L approaches/
practices/ systems must be considered.

8. LMS is identified as a platform that provide access
to a learning interface that integrate technology
tools with the practice of online facilitation.

10. Next Generation Digital Learning Environment (NGDLE)
and described it as follows: “The term pulls together
several key themes. What comes next must be
informed by the new learning centered model
that increasingly characterizes higher education
practice (hence next generation). It must of course
be digital, given that digital technology has become a
component of virtually all teaching and learning practice.
It must be about learning, since learning ties together
learner and instructor. Finally, it must be an environment
or ecosystem—a dynamic, interconnected, ever-evolving
community of learners, instructors, tools, and content.”

11. What is it?
The next generation digital learning
environment (NGDLE) is conceived as an
ecosystem— a learning environment consisting
of learning tools and components that adhere
to common standards.

12. How does it work?
The target of the NGDLE would be to enable the digital
environment to support learning directly. To do this,
next-generation environments must address five dimensions:
Interoperability and integration
Personalization
Analytics, advising, and learning assessment
Collaboration
Accessibility and universal design

13. Who is doing it?
The NGDLE will require coordinated efforts
among vendors, universities, standards
organisations and government institutions

14. Why is it significant?
By espousing a component-based architecture based
on standards and best practices, the NGDLE
encourages exploration of new approaches and
the development of new tools.

15. What are the downside?
Building the NGDLE that have to include
addressing the diverse needs of all
stakeholders presents a formidable challenge

16. Where is it going?
For the NGDLE to succeed, everyone
involved in higher education teaching
and learning will need to break with
longstanding models and adopt
“NGDLE thinking,”

17. What are the implications for teaching and learning
“The NGDLE is conceived as both an ecosystem and
a mind-set that will allow students and instructors to
benefit from the full range of developments in higher
education. The NGDLE concept seeks a balance between
the openness of learning and the need for coherence in
the environment. The concept emphasizes personalization,
collaboration, and accessibility/universal design
—all essential to learning. Because the NGDLE conceives
of learning as happening in an ecosystem and not within a
platform, it focuses not on IT but on learning enablement.”

19. Focus
Institution wide projects that aim to provide guidelines
to transform teaching and learning at ….
An outcome of this project must be the identification
and mapping of the digital teaching and learning
environment needed to support and enable online
and blended learning.

20. The enabling Digital Teaching and
Learning Environment (DTLE) at….

21. Explore a key strategic driver with strategic planning that explains
the Enabling Digital Teaching and Learning Environment that must
be developed and maintained.
Identify supporting technologies/ approaches/ practices/ systems must be
identified that exist or should be explored/ developed/ adopted to
contribute towards the enabling of a digital teaching and learning
environment.

22. The focus should therefore not be on one single technology/ approach/
practice/ system as the solution, but the enabling ability that
contribute towards an ecosystem of technologies/ approaches/
practices/ systems that constitutes a digital teaching and
learning environment.
The strategic driver should be formulated in such a way that the
achievement of the strategy goals presuppose the existence, creation,
adoption, development and maintenance of an enabling digital teaching
and learning environment to support teaching and learning.

23. The DTLE lifecycle

24. The Discipline
Determining and maintaining standards and procedures that
ensure interoperability with sourcing, adoption, development,
production, maintenance and use of technology and associated
technology focussed systems
Establishing and determining technology enhanced teaching and
learning best practice and related blended and online learning
quality criteria.
Establishing a culture of collaboration with supporting partnerships
in the determination, development and maintenance of the DTLE

25. The Process
Facilitation of and participation in research to develop and review
an enabling DTLE. This aforementioned includes technology that add
value to and enhance T L as well capacity development of staff
and students to participate in T L facilitated in and through the
DTLE.
Collaboration with partners and collaborators (national, international,
in-house or external) to define, benchmark and share concerning an
enabling DTLE, technology enhanced T L best practice and blended and
online learning quality criteria

26. Engagement with stakeholders to co-own and manage the enabling DTLE
on behalf of the institution, thus initiating and coordinating the process
through which technology is sourced, developed, maintained, implemented,
reviewed and researched and technology enhanced T L best practice and
blended and online learning quality criteria are determined.
Contracting and coordinating project teams to source, develop, produce and
maintain technology that enhance T L and contributes to the determination
of technology enhanced T L best practice and blended and online learning
quality criteria.
Coordinating the implementation of technology that enhance T L and as well
as technology enhanced T L best practice and blended and online learning

27. DTLE domains, strategic foci and
core functionalities

28. Interoperability and Integration

29. Online and blended teaching and learning facilitation
Blended learning provides the opportunity to differentiate and personalize instruction.
The focus with facilitation change from time-based models of achievement to
competency based teaching and learning. Online and blended teaching and learning
facilitation enables personalization of the learning opportunity/ event, one of the most
important factors that shape the user (both staff and students) experience.
Personalization encompasses two aspects.
One: The design and development of the teaching and learning environment to build
pathways for students to accomplish learning outcomes
Two: Adaptive learning in which automated systems with clearly defined quality criteria
and best practice provides students with coaching and learning facilitation specific to
each student’s needs. In this way the DTLE enables all users (staff and students) to
customize the teaching and learning environment to support individual student’s needs.

30. Analytics, Advising, and Learning Assessment
A key consideration for enabling DTLE is how to support the development of the
complete spectrum of knowledge and skills that students need to optimally
participate in the learning process.
In the context of the enabling DTLE, analytics has two primary functions:
Learning analytics, defined as “the measurement, collection, analysis, and reporting
of data about learners and their contexts, for purposes of understanding and optimising
learning and the environments in which it occurs.
Integrated planning and advising, defined as “an institutional capability to create shared
ownership for educational progress by providing students, faculties, and staff with holistic
information and services that contribute to quality and successful teaching and learning.

31. Accessibility and Universal Design
Instead of just altering certain components of the DTLE accessibility and universal
design provide the opportunity to reimagine the core principles and foundation of
the whole teaching and learning process. This include sourcing and development of
solutions/ tools/ and determination of best practice to support staff and students with
disabilities. In this way the enabling DTLE not only assist to address the needs of
people with disabilities, but also provide the opportunity through a holistic,
ground-up approach to address accessibility within the larger framework of universal
design in support of the curriculum envisaged.

32. Openness agenda
Open source/ community source: The practice that gives free access to the source
code of the software produced.
Open access: Free access to cultural and scientific/scholarly outputs, in particular
making these available free of charge online, on the understanding that no changes
can be made to them (something particularly important in the case of scientific
publications and underlying material, open data).
Open content: Open content is a collective name for creative work – for example
texts, illustrations, audio, and video – which is published under a licence explicitly
permitting the work to be copied and often also to be adapted and distributed
Open educational resources (OER): The creation, reuse, revision, remixing,
redistribution and retention of teaching and learning material within the Creative
commons licensing framework

33. Collaboration
The definition of collaboration states the following: “The action of working with someone to produce something”. Collaboration creates the opportunity for staff and students to participate in teamwork to accomplish a set goal. The focus is not creating a silo but to act, think and to work together in such a way that the community or ecosystem as a whole benefit from the result of collaboration. Collaboration is fundamental to many forms of learning and provides staff and students with the opportunity to innovate, design and develop teaching and learning interfaces and spaces to accomplish learning goals and reach learning outcomes

34. DTLE Quality criteria
The DTLE adopts and use the quality criteria researched, developed and continuously
normed to ensure T L best practice, of the Online Learning Consortium (OLC). The OLC
quality criteria address the following categories:
Institutional support
Technology support
Course development and instructional design
Course structure
Teaching and learning
Social and student engagement
Faculty support
Student support
Evaluation and assessment

35. Resource coordination and helpdesk support
Establishing centrally coordinated DTLE resource facilities on campuses to provide equal
access to all staff and students to explore and innovate with the adoption and use of
technology and experience and teach/ learn in blended and online learning environments .
Managing and coordinating projects that allow staff and students the opportunity to
participate in and practice technology enabled teaching and learning
Recording, researching and investigating best practice to determine guiding principles
and standards for technology adoption and technology enhanced teaching and learning.
Establishing technology resource facilities in all faculties that provide access to those
technology resources of which implementation standards have been established and
technology enhanced teaching and learning best practice has been determined.
Establish and support centralized virtualization of blended and online teaching and
learning environments and technology resources to ensure sustainable use/ adoption
and provide access to staff and students not independent of time or location