CreatingCreatingThe Sprott-Shaw The Sprott-Shaw

AdvantageAdvantageThe Virtual Environment The Virtual Environment

Teaching InitiativeTeaching Initiative

Creating the new e-learning Creating the new e-learning environmentenvironment

Introduction: Two Case StudiesIntroduction: Two Case Studies I. Foundations of the new e-learning I. Foundations of the new e-learning

environmentenvironment II. Designing the new e-learning II. Designing the new e-learning

environmentenvironment III. Constructing the new e-learning III. Constructing the new e-learning

environmentenvironment Conclusion: Implementing the new e-Conclusion: Implementing the new e-

learning environmentlearning environment

Introduction:Introduction:Two Case StudiesTwo Case Studies

““Growing Esteem”: The Melbourne Growing Esteem”: The Melbourne ModelModel

Moving to Moodle: The Royal Roads Moving to Moodle: The Royal Roads ExperienceExperience

1. “Growing Esteem”: 1. “Growing Esteem”: The Melbourne ModelThe Melbourne Model

Need to integrate scholarship vision Need to integrate scholarship vision with IT modalitieswith IT modalities

Develop a set of desired outcomes:Develop a set of desired outcomes: Coordinated e-learning experience;Coordinated e-learning experience; Use e-learning environments to Use e-learning environments to

engage in research activities;engage in research activities; Develop cohort-based on-line social Develop cohort-based on-line social

and learning networks.and learning networks.

1. “Growing Esteem”: 1. “Growing Esteem”: The Melbourne ModelThe Melbourne Model

2. Moving to Moodle:2. Moving to Moodle:The Royal Roads ExperienceThe Royal Roads Experience

A functional unit combining instructional A functional unit combining instructional designers and web developers cooperate designers and web developers cooperate with faculty to design new courses;with faculty to design new courses;

New course development model ensures New course development model ensures course quality;course quality;

Feedback from students and faculty;Feedback from students and faculty; Identifying faculty needs and supporting Identifying faculty needs and supporting

them to implement new system.them to implement new system.

2. Moving to Moodle2. Moving to Moodle

2. Moving to Moodle2. Moving to Moodle

Part I:Part I:Foundations of new e-learning Foundations of new e-learning

environmentenvironment

1. SSDC Vision Statement1. SSDC Vision Statement 2. Turning Ideas Into Action2. Turning Ideas Into Action 3. Outline of 5 Core Principles3. Outline of 5 Core Principles

1. SSDC Vision Statement1. SSDC Vision Statement We offer better, faster quality degree experiences in business and We offer better, faster quality degree experiences in business and

hospitality. We make a difference through small class sizes, hospitality. We make a difference through small class sizes, quality quality teaching and imaginative learningteaching and imaginative learning..

We offer our degrees through We offer our degrees through a combination of in-class and online a combination of in-class and online learninglearning..

We partner for our degrees with businesses and non profit We partner for our degrees with businesses and non profit organizations who help our students learn and hire our graduates organizations who help our students learn and hire our graduates when the complete their degrees.when the complete their degrees.

We have a We have a second to none reputation for quality, flexibilitysecond to none reputation for quality, flexibility and and partnerships.partnerships.

We offer credit recognition, block credit transfer and work-based We offer credit recognition, block credit transfer and work-based learning credit as well as learning credit as well as flexible programming through flexible programming through independent studyindependent study to accommodate adult students at different to accommodate adult students at different stages of their learning journey.stages of their learning journey.

2. Turning Ideas Into Action2. Turning Ideas Into Action We will embrace current We will embrace current blended learning methods – using blended learning methods – using

classrooms, intensive learning experiences, online learningclassrooms, intensive learning experiences, online learning and and focused used of placements and co-op experiences. focused used of placements and co-op experiences.

We will pursue quality in all of our activities and We will pursue quality in all of our activities and engage the Faculty engage the Faculty in the pursuit of qualityin the pursuit of quality..

We will leverage the work being undertaken within the Community We will leverage the work being undertaken within the Community College on Moodle and use this as basis of College on Moodle and use this as basis of fast tracking students fast tracking students world-wide (the first two years online) and focus on innovative world-wide (the first two years online) and focus on innovative learning in years 3 and 4 of the degreelearning in years 3 and 4 of the degree..

We will ensure that We will ensure that the Sprott Shaw experience for learners is the Sprott Shaw experience for learners is remarkableremarkable and the basis of quality word of mouth marketing. and the basis of quality word of mouth marketing.

We can’t get to where we want to be by remaining where we are!We can’t get to where we want to be by remaining where we are!

3. Outline of 5 Core Principles3. Outline of 5 Core Principles

Developing a Developing a continuous, week-long learning processcontinuous, week-long learning process for for each course;each course;

Articulating Articulating face-to-face and online with synchronous and face-to-face and online with synchronous and asynchronous modes of learning;asynchronous modes of learning;

Motivating students to learn autonomously and to Motivating students to learn autonomously and to participate activelyparticipate actively in the development of their own courses; in the development of their own courses;

Introducing Introducing creative and innovative teaching toolscreative and innovative teaching tools which which will enable students to take initiative and work as a team; andwill enable students to take initiative and work as a team; and

Preparing students for the Preparing students for the highly interactive business highly interactive business environment of tomorrowenvironment of tomorrow..

Part II:Part II:Designing the new e-learning Designing the new e-learning

environmentenvironment

1. Need Finding1. Need Finding 2. Requirements Identification2. Requirements Identification 3. Project Formulation3. Project Formulation 4. Prototype Design4. Prototype Design

1. Need Finding1. Need Finding

A. The Emerging Student ExperienceA. The Emerging Student Experience

B. Learning TechnologiesB. Learning Technologies

C. The Blended Learning EnvironmentC. The Blended Learning Environment

A. The Emerging Student A. The Emerging Student ExperienceExperience

Classrooms are not the only form of learning space;

Social interaction is a growing part of learning;

Technology is natural;

Internet resources can bypass peer review;

Learning can occur out of sequence;

Students construct content rather than just consuming it.

B. Learning TechnologiesB. Learning Technologies Virtual Technologies: - Online presence; - Online resources.

Installed Appliances: - Media presentation systems; - Remote interaction systems; - Room-scale peripherals.

Mobile Devices: - Personal information and communication devices.

C. The Blended Learning C. The Blended Learning EnvironmentEnvironment

2. Requirements Identification2. Requirements Identification

Facilitate learning process;Facilitate learning process; Integrate synchronous and Integrate synchronous and

asynchronous teaching methods;asynchronous teaching methods; Provide a multi-media teaching, Provide a multi-media teaching,

learning and research experience;learning and research experience; Diversify the teaching/learning Diversify the teaching/learning

experience;experience; Increase interaction and feedback Increase interaction and feedback

between students and faculty.between students and faculty.

3. Project Formulation3. Project Formulation

Move from a weekly 3 ½ hour in-Move from a weekly 3 ½ hour in-class teaching session to a week-long class teaching session to a week-long multi-modal learning experience;multi-modal learning experience;

Use Moodle as platform;Use Moodle as platform; New course development method;New course development method; Facilitate students’ learning process;Facilitate students’ learning process; Interactive asynchronous learning;Interactive asynchronous learning; Synchronous virtual and real supportSynchronous virtual and real support

4. Prototype Design4. Prototype Design

All course materials available online;All course materials available online; Additional multi-media learning and Additional multi-media learning and

research tools;research tools; Monitored on-line assignments;Monitored on-line assignments; Real-time feedback and support;Real-time feedback and support; Student participation in developing Student participation in developing

course content and materials;course content and materials; Line-of-sight connection between e-Line-of-sight connection between e-

learning efforts and course outcomeslearning efforts and course outcomes

Part III:Part III:Constructing the new e-learning Constructing the new e-learning

environment environment

New course design demonstration;New course design demonstration; Student feedback and input;Student feedback and input; Integration with classroom teaching and Integration with classroom teaching and

tutorials;tutorials; Linkage with synchronous and Linkage with synchronous and

asynchronous communication tools;asynchronous communication tools; Developing contacts with industry-specific Developing contacts with industry-specific

organisations.organisations.

Conclusion: Implementing the Conclusion: Implementing the new e-learning environmentnew e-learning environment

Assisting faculty with new environment Assisting faculty with new environment learning and course design;learning and course design;

Moving from 3 ½ hours class session to 3-Moving from 3 ½ hours class session to 3-hour Plus session: online monitoring and hour Plus session: online monitoring and feedback, tutorialsfeedback, tutorials

Enhancing Moodle interactive features (e-Enhancing Moodle interactive features (e-mail, chat, conferences, video);mail, chat, conferences, video);

Reviewing faculty workload and Reviewing faculty workload and compensation.compensation.

Conclusion: Implementing the Conclusion: Implementing the new e-learning environmentnew e-learning environment

Course management systems and their implementation are a work in progress. They promise to significantly reduce the restrictions of time and space on learning for students and faculty, in much the same way their predecessor enterprise administrative systems did for student administrative services. Used properly, they have the potential to greatly improve student access to information and to communicate with their instructors, enhance the quality of learning, and increase learning productivity.

Conclusion: Implementing the Conclusion: Implementing the new e-learning environmentnew e-learning environment

Course management systems can enhance learning quality by enabling instructors to convey information more effectively, helping instructors meet the needs of students with varied learning styles, as well as enriching the interactions students have with each other and with their instructors. That is the promise. However, the students in this study called our attention to performance by noting an uneven diffusion of innovation using this technology. This may be due, in part, to faculty or student skill. It may also be due to a lack of institutional recognition of innovation, especially as the successful use of course management systems affects or does not affect faculty tenure, promotion, and merit decisions.

Educating the Net GenerationDiana G. Oblinger and James L. Oblinger, EditorsEDUCAUSE 2005: www.educause.edu/educatingthenetgen/