How Technology Changes Our Universities University of British - - PowerPoint PPT Presentation

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Feb 02, 2023 110 likes •403 views

TNC-CUC 2003 How Technology Changes Our Universities University of British Columbia 1 Overview 75 universities worldwide strategies for e-learning what is happening? what is changing? what needs to be done?

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University of British Columbia 1

TNC-CUC 2003

How Technology Changes Our Universities

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University of British Columbia 2

Overview

75 universities worldwide
strategies for e-learning
what is happening?
what is changing?
what needs to be done?

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University of British Columbia 3

Why use technology?

increase access/market share
improve quality of learning
higher level skills
knowledge/skills for knowledge-based

society

save/make money

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University of British Columbia 4

Technology and flexible learning

Class-

room aids Distributed learning Face-to- face teaching Face-to- face + e-learning (mixed mode) Distance education No e-learning Fully e-learning

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University of British Columbia 5

Change depends on use

classroom aids
add-on
increases cost
distributed learning
replaces something
changes what we do

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University of British Columbia 6

Technology and choice

increases flexibility
brings new resources
facilitates skills development
offers more choice
so: what do we want to do?

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University of British Columbia 7

Vision

UBC: traditional public research

university (35,000 students)

how do we want to teach?
faculty workshops
scenarios
summary video

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University of British Columbia 8

Vision: mandate

academic plan/strategic goals:
learner-centred
research teaching
problem/inq

uiry based

collaborative
community linked

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University of British Columbia 9

Vision: mandate

lifelong learning
assume large classes
exploit existing campus
use ‘

known’ technology (exists or coming)

realistic re costs

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University of British Columbia 10

Teaching with technology

vision for teaching with technology

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University of British Columbia 11

So what?

technology under-exploited
need to think strategically:
new markets: lifelong learning
new learning outcomes: PBL
improve q

uality: Pew

re-organise to support e-learning

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University of British Columbia 12

Models of course design

Lone Ranger
boutiq

ue

collegial materials development
project management

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University of British Columbia 13

Laissez-faire planning: “Lone Rangers”

main model everywhere
early adopters
essential for change
dedicated
no alternative

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University of British Columbia 14

Lone Rangers

often never

‘ finished ’

many mista

k es , lengthy production

poor interface

/ graphics

limited use: lost revenues
put off other professors

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University of British Columbia 1

5 T he diffusion of innovation

% of adopters Resistance to adoption

( from Rogers, 1995 )

a b c d

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University of British Columbia 1

6 P ro j ect management

establish pro

j ects

k in a team

j ect e x pert + course developer +

web designer

schedules

/ budgets / courses

funding lin

k ed to P M

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University of British Columbia 1

Lone Rangers vs project management

Continuum class- room aids distributed learning multi- media technical help less more change in methods

distance

education

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University of British Columbia 1

8 P eople infrastructure

technical:
networ

k s / hardware

production:
interface designers
graphics designers
instructional

/ management

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University of British Columbia 1

9 T he cycle of online development

1. Lone rangers
2 . Central pro

j ect grants

3. Rapid unco-ordinated e

x pansion

4. Focus

/ policies / funding

5 . Q uality and sustainability

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University of British Columbia

Issues: high activity

, low importance

networ

k s + terminals

wireless
computer labs

/ learning commons

learning ob

j ects

W eb streaming

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University of British Columbia

2 1

Issues: low activity

, high importance

strategy for e-learning

quality teaching cost- effectiveness priorities funding policies learner support goals

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University of British Columbia

2 2

Q uality teaching and learning

outcomes-based
s

k ills for k nowledge-based society , e.g.

critical thin

k ing

problem-based learning
q uality assurance process

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University of British Columbia

2 3

Cost-effectiveness and

q uality assurance

high

q uality learning at reasonable cost

planning: strategic goals
mar

k et research

j ect management

instructional design
accurate budgeting

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University of British Columbia

2 4

Integrating teaching

/ admin

k -end to student admin systems

class lists

/ grades / e-mail addresses

portals
‘ push

’ to students

customisable

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University of British Columbia

2 5

Integrated E-strategy

student recruitment

/ mar k eting / fund-

raising

admission

/ registration / materials

handling

courses + student record
portals

( user focused )

needs

‘ middleware ’ / strategy

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University of British Columbia

2 6

W ill universities change

S ome have:
O pen University of Catalonia
T ec de

nterrey
University of Central Florida
University of

S outh A ustralia

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University of British Columbia

2 7

W ill universities change

M
st won

’ t , because:

1. Research is

k ing

2 . No incentives
3.

S enior administrators lac k k nowledge / s k ills

4. Necessary changes disruptive

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University of British Columbia

2 8

Conclusions

role of professors must change
pedagogy + organization the issues
not ready yet: still new
change will be slow: but necessary

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University of British Columbia

2 9

Further information

www.learningtechnologies. ubc.ca
http:

/ / bates.cstudies.ubc.ca

Bates

, A ( 2 ) ‘ M A N A G ING T ECHNO LO G IC A L CH A NG E ’ S an

Francisco: Jossey Bass

tony.bates@ubc.ca