1. VLEs, Web 2.0 and all that: has technology made any real difference to the learning and teaching process? Kevin C. O’Rourke Ph.D. Dublin Institute of Technology

2. 1999

3. 1999 Could it be that things were oh-so-simple then?

4. 1999 19 November 1999: Every digit in this date is an odd number (19/11/1999). This hitherto common event will not happen again until the year 3111.

5. 1999

10. “At the stroke of midnight on January 1, 2000, the world could erupt into complete chaos. Imagine: social security checks stop coming, planes all over the world are grounded, VISA balances skyrocket, and the military, police officers, and firefighters walk off the job. Any one of these problems could generate enormous social consequences. Combined, they will cause complete chaos. Experts know how to solve the Year 2000 crisis, but can it be implemented in time?” M.S. Hyatt, The Millennium Bug: How to Survive the Coming Chaos

11. From “e-Learning” to eLearning Microsoft teams up with Smartforce The Internet-based training company, Smartforce, was chosen yesterday by Microsoft to work with its Microsoft Certified Professionals scheme. The Irish firm said the arrangement would allow Smartforce - formerly CBT - to stay abreast of software developments at Microsoft and open new markets for Internet- based training. From next week, Smartforce will provide online continuing education for more than 600,000 Microsoft certified professionals, offering a dedicated "e-Learning" website with access to Microsoft-approved courseware, the company said. Wed 10 Oct 1999

12. “Columbia to Put Learning Online for Profit”

13. Free lecture notes, exams, and videos from MIT. No registration required.

14. “Content is king” “… in the virtual university, the academic institution is more fitted for the role of the content provider, less for that of the context provider, especially in a high-tech globalized environment”. Stallings D. (2001) “The virtual university: organizing to survive in the 21 st Century”, The Journal of Academic Librarianship 27(1):3-14.

15. “Content is king” “The content drives the project: Without your classroom content, you wouldn't be thinking about e-learning right now. That can be good or bad, depending on your preparedness for these content issues. Electronic rights….Asset storage….Asset version control….Asset format.…Asset management.” Mortimer, L. (2001) “The Devil is in the Details: Converting Classroom Courses to E-Learning”, Learning Circuits Stallings D. (2001) “The virtual university: organizing to survive in the 21 st Century”, The Journal of Academic Librarianship 27(1):3-14.

16. Virtual Learning Environments Bodington.org

17. Virtual Learning Environments “Pedagogy before technology?”

18. Virtual Learning Environments “Pedagogy before technology?” Zemsky, R. and Massey, R.F. (2004) Thwarted Innovation: What happened to eLearning and why, Learning Alliance Report, University of Pennsylvania

19. Virtual Learning Environments “Pedagogy before technology?” “ Despite protestations to the contrary… the imperative to manage discussions and count participation supersede pedagogy” Payne, C.R. and Reinhart, C.J. (2008) “Can we talk? Course Management Software and the construction of knowledge”, On The Horizon 16(1)

20. Virtual Learning Environments “Pedagogy before technology” Lecturers Information Services

21. Virtual Learning Environments “Pedagogy before technology” Lecturers Learning technologists Information Services

22. Virtual Learning Environments “Pedagogy before technology” Lecturers Learning technologists Information Services Who runs what?

23. eLearning: time to take stock

24. While recognition of academic technology as "a major branch of the IT profession" with its own unique attributes, requirements, and challenges for leadership is encouraging, the implementation of this concept has yet to emerge on most campuses….

25. eLearning: time to take stock ….The fragmentation of academic technology support services among multiple service providers (for example, traditional media centers, IT and academic computing organizations, libraries, faculty development centers, distance education/continuing education offices, academic unit–based centers, and specialty centers that focus on video-based or online distance learning) may actually have resulted in a diffusion of leadership for academic technology. EDUCAUSE Quarterly, vol. 31, no. 1 (January–March 2008), pp. 14–23

26. eLearning: time to take stock

29. Growing expectations of staff and students

30. eLearning: time to take stock Growing expectations of staff and students Increasing workload for eLearning support staff

31. eLearning: time to take stock Growing expectations of staff and students Increasing workload for eLearning support staff Changing academic practices/flexible learning

32. eLearning: time to take stock Growing expectations of staff and students Increasing workload for eLearning support staff Changing academic practices/flexible learning Outsourcing of responsibility for academic technologies

33. eLearning: time to take stock Growing expectations of staff and students Increasing workload for eLearning support staff Changing academic practices/flexible learning Outsourcing of responsibility for academic technologies Lack of overall strategy for academic technologies

34. eLearning: time to take stock Growing expectations of staff and students Increasing workload for eLearning support staff Changing academic practices/flexible learning Outsourcing of responsibility for academic technologies Lack of overall strategy for academic technologies Future funding?

35. What do you think? Thank you kevin.orourke@dit.ie

36. What do you think? What do you think? Text HEANET and your message to 087 2390323 Thank you kevin.orourke@dit.ie