University of Waterloo 2008 Update

From OUCEL Wiki

[edit] Challenges in Supporting Blended and Online Learning (DE)

1. Providing institutional support for instructional technology use for a diverse group of users, i.e., more faculty want to do podcasting, want to create their own online content, but we don't have real hands-on support for newer technologies (not just the cutting edge ones, but the accepted newer ones, like Adobe Presenter, Camtasia).

2. Expertise in education technology that is spread out between at least three groups at UW. We do good job of supporting each other and communicating, but in a big institution knowing who to talk to and who can provide support, can be problematic for the faculty.

3. Keeping up with the changing technology needs and interest of the students and gauging what technologies they really want to have integrated into their academic lives. Also, predicting which technologies are going to be key to graduates in their future careers and how to integrate them into their programs. What’s available externally (e.g., Gmail, Facebook) is also outpacing technology we can provide and support internally.

4. Keeping up with growth in the number of DE and blended courses. Encouraging quality while supporting a larger number of faculty on an ongoing basis.

5. Redefining DE: most students (80%) taking online courses are regular undergrads; dispelling old conceptions about DE courses such as the “correspondence” model, or as only targeting mature or distance learners.

6. Providing appropriate compensation/incentives to faculty for developing and delivering online and blended courses.

7. Intellectual Property and Copyright: disincentives for faculty; concerns for administration, headaches for support staff.

8. Working with an LMS that meets most of the campus needs, but not all. By definition, an LMS is a closed system, so integration, both with other campus systems and new technologies or tools, can be challenging.

[edit] Successes in Supporting Blended and Online Learning (DE)

1. Good communication and collaboration among our units, offsets 2. Joint committees and groups for LMS (ACEOPS), Learning Technology (ITAC, Net-Savvy, Seminars in Learning Innovation and Pedagogy), etc. Strong central support for the LMS and technical infrastructure frees the teaching-related units to focus on support and development.

2. Increased awareness of the teaching support units over the last 5 years or so, and higher profiles for exemplary teachers on campus through the Teaching Excellence Council. CTE liaison model puts front line support in the faculties.

3. Teaching Excellence Academy brings together a group of faculty (10-15) for four days who wish to redesign their courses. This will be expanded in the new year to encompass blended and online learning.

4. Solid and appreciated support mechanism for faculty who want to use UW-ACE, both pedagogical and technical through CTE, IST, and Distance Ed.

5. Growth in number of courses and usage of LMS for meaningful learning activities. Some success in analysing use/researching impact.

6. Central Funding: Learning Innovation Fund provides up to $20,000 for research; Program Innovation Funds for program development.).

7. Senior Administration Task Force on online learning, making several significant recommendations regarding University’s commitment to online learning, including faculty compensation.

Jane Holbrook and Aldo Caputo