Report to COED 2008

From OUCEL Wiki

Jump to: navigation, search


[edit] What are we asking?

How can OUCEL and COED best collaborate, and what does COED think of formal representation by OUCEL?

[edit] Purpose of OUCEL

The Ontario Universities’ Council on e-Learning (OUCEL) is a working group of the Council of Ontario Universities that provides leadership regarding e-learning. Representatives on OUCEL are committed to e-learning that enhances student learning and engagement. OUCEL further encourages a scholarly approach towards e-learning in relation to teaching, research, and service – core values of Ontario Universities. For more information, see OUCEL Institutional Updates.

[edit] For Example

At the last meeting, the Summer Institute 2008, OUCEL members shared resources, including the creation of a LMS Comparison across Ontario Universities.

This precipitated a meeting, initiated by Sandy Hughes (WLU) to be held Nov. 24 at UOIT to share information on the LMS review process.

Key questions being asked:

  • what criteria are you using for your assessment?
  • who is participating in the decision?
  • what vendors/systems will you speak with?

[edit] History

  • OPAS Summer institute
  • VPA appointed e-learning rep
  • communications via COU portal
  • The initial reps (Richard Pinet, Denise Stockley) had been approached by Jan Donio who was the COU/OPAS rep. They were asked to see if there was an interest to generate a group of reps from various Teaching and Technology Centres across Ontario to see if they would be interested in seeking COU affiliate status (an e-Learning affiliate as we later characterized ourselves). This invitation was accepted, and as such, received a positive response from all reps of the COU Universities. Our group has met several times, we have created a Terms of Reference and have had very fruitful discussions across a number of issues - including possible collaborative projects.

[edit] Meetings

[edit] Follow-up from Summer Institute 2008

Richard Pinet, chair of OUCEL sent the following synopsis regarding OUCEL and Next Steps which included a link to a survey about the direction the OUCEL group desired.

[edit] Votes

Seventeen institutions voted, with results as follows:

  • 41.2% (7 responses)- a) explore with EDC/COED group possible affiliation with them as full partners
  • 41.2% (7 responses)- b) explore with EDC/COED group having reps from our group sit on their governing body
  • 17.6% (3 responses)- c) not seek any arrangement with EDC/COED and pursue our own arrangements with OCAV and COU, independent of the newly formed EDC group

[edit] Discussion Points

  • Richard Pinet (University of Ottawa) asked local OUCEL reps who are also members of EDC to attend the EDC/COED group meeting to address this with the larger group
  • Aldo Caputo (University of Waterloo), Sandy Hughes (Wilfrid Laurier University) and Giulia Forsythe (Brock) agreed to attend the November 14, 2008 meeting at Ryerson
  1. Is EDC/COED still moving towards affiliate status without the MOU?
  2. If so, how (if at all) does EDC/COED envision itself with technology and teaching
    • Does EDC/COED welcome representation or full partnership?

[edit] Arguments For and Against

  • Dichotomy between technology and pedagogy
    • Home for technology innovation and implementation sometimes housed in purely administrative units, not linked to pedagogy (i.e. registration and finance systems)
    • Many teaching and learning centres have closely integrated technology into their pedagogy (i.e. learning management systems)

[edit] Benefits of Merging

  • Many teaching and learning centres have closely integrated technology into their pedagogy (i.e. learning management systems, wikis, blogs, second life, etc.)
  • Many issues related to technology are deeply rooted in pedagogy; use of video lectures, supplemental learning resources, use of dispersed learning methods. If they aren't already deeply rooted, shouldn't they be?

[edit] Disadvantages of Merging

  • Some issues faced by technology reps are purely administrative and do not necessarily affect pedagogy
  • Some concerns from OUCEL members that e-learning will not receive the full amount of attention it requires
  • Is elearning a form of educational development? Are members of OUCEL involved in educational development? Do we have enough in common to form one group?
  • Is EDO/COED too large already? Would more representatives become too unmanageable?
Personal tools
Bookmark and Share