Framework for the Web Enabled Enterprise

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To-Be-Subverted Learning Environment Model
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Subversion Through The 7 Principles

• Good practice in undergraduate education
• encourages contact between students faculty
• develops reciprocity cooperation among students
• encourages active learning
• gives prompt feedback
• emphasizes time on task
• communicates high expectations
• respects diverse talents ways of learning

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Active Learning The Parable

• I hear and I forget
• I see and I remember
• I do and I understand
• I teach and I master

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Web Technology Strengths

• Accessibility delivering information for any
  time, any place, any pace learning
• Interaction email, asynchronous discussion,
  chat, wikis, blogs, forums, IM
• Learner-Centred more student control than in
  teacher-centred classroom

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Technology or Teaching Conundrums ?

• Technology Conundrums
• lack of faculty incentives
• increased workload

• Scratch a technology conundrum and you uncover
  Teaching Conundrums
• incentive conundrums
• workload conundrums

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Incentives

• Does a tenure and promotion file rated excellent
  in teaching (with or without technology) and
  adequate in research, receive equal treatment as
  a file rated excellent in research and adequate
  in teaching?
• Making Teaching Count
• Incentives for teaching with technology will only
  change when teaching incentives change

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Workload

• Web-based technologies, which enhance
  accessibility and interaction, allow more use of
  learner-centred forms of teaching and learning,
  which have been around in low-tech forms since
  at least Socrates
• Much additional work associated with technologies
  (email, on-line discussion responding to
  students) is due to use of learner-centred
  techniques, not the technology itself

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What is Arts do TEL ?

• Origins in 2002/2003 Faculty of Arts TEL
  Roundtable
• Collaborative creation of
• Faculty of Arts (Avi Cohen)
• ATS (Alex Neumann)
• CST (Ron Sheese, Olivia Petrie, Cheryl Dickie,
  Monique Adriaen, Seonaid Lee-Dadswell)
• Brief tour
• 10 Blended Course Planning Questions

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Why Blended ?

• University of Central Florida research
• Blended courses have higher success rates lower
  withdrawal rates than F2F courses
• Online courses have lower success rates higher
  withdrawal rates than F2F or blended counterparts
• Faculty report more, and higher quality,
  interaction in online blended courses than in
  F2F sections
• Faculty report courses with web components
  require more time than a similar F2F course

http//pegasus.cc.ucf.edu/rite/impactevaluation.h
tm
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Quality Matters (QM) Project (1)

• Model assesses quality of online courses -
  identifies 40 variables (8 groups) that
  positively impact learning

• Course Overview Introduction
• Learning Objectives clearly defined explained
  to focus learning activities
• Assessment Measurement assessment strategies
  to measure effective learning, assess student
  progress relative to learning objectives
• Resources Materials sufficient to achieve
  learning objectives, prepared by qualified experts

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Quality Matters (QM) Project (2)

• Learner Interaction instructor-student
  interaction, meaningful student cooperation, and
  student-content interaction for motivation,
  intellectual commitment and personal development
• Course Technology to enhance student learning,
  enrich instruction and foster learner
  interactivity
• Learner Support through accessible delivery,
  resources and student support
• Accessibility
• http//www.qualitymatters.org/documents.htm

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Blended Course Benefits I

• Any course has multiple learning objectives, from
  content mastery to enhancing critical thinking
  to motivating and engaging students in active
  learning. Blended models allow best use of both
  face-to-face instruction and technology.
• Web effective in delivering information and
  content, as well as for promoting interaction
  between students and faculty and interaction and
  collaboration among students.

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Blended Course Benefits II

• Where lecture time used to deliver content with
  little interaction, Web can probably do equal or
  better job, with added accessibility advantages
  of any time, any place, any pace learning.
• This use of Web promotes use of precious
  face-to-face time for more active learning
  strategies, for promoting higher level critical
  thinking through interaction, and for motivating
  and engaging students.

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Who Are do TEL Participants ?
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Winter 2006
Neil Buckley (AK, SASIT) Social Organization
the Social Order Louise Morrison (French
Studies) Advanced Written Communication in
French Susan Murtha (Psychology) Biological
Basis of Behavior Shobna Nijhawan
(DLLL) Introductory Hindi Mary-Louise Craven
(Social Science) Information Technology
Brigitte Kitchen (AK, Social Work) Violence in
Families Aneil Rallin (CAW) Professional
Writing Stephanie Ben-Ishai (Osgoode) Bankruptc
y Insolvency Law
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Fall 2005
Deborah Brock (Sociology) Social Organization
the Social Order Anne MacLennan (Social
Science) Advertising Society David Murray
(Anthropology) Media Culture John Spencer
(CAW) Writing Computers Ted Winslow (Social
Science) Perspectives on Human Nature Social
Political Thought
Ida Ferrara (AK, SASIT) Intermediate
Microeconomics Paul Rilstone (Economics) Mathema
tics for Economists Ying Kong (AK,
SASIT) Applied Managerial Economics
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Winter 2005
Jaime Llambas Wolff (Social Science) The
Political Economy of Health Danielle E. Cyr
(French Studies) Social Political History of
French in Canada Susan Ingram
(Humanities) Defining Europe Rod Webb (FSE,
Biology) Animal Parasitology Richard Saunders
(Political Science) Civil Society-State Relations
in Africa
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Fall 2004
David Wiesenthal (Psychology) Environmental
Psychology Julia Creet (English) Literary
Non-Fiction Marty Thomas (Political
Science) Statistics for Social Sciences Rina
Cohen (Sociology) Families Social Change Alan
Simmons (Sociology) Population Society
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Spring 2004 The Pioneers
Christiane Dumont (French Studies) French
Language Society Frances Flint
(Kinesiology) Athletic Therapy Luin Goldring
(Sociology) Ethnicity, Identity Politics Ian
Greene (Political Science) Public Law James
Sheptycki (Social Science) Theories of
Criminology
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What is Subversive About Arts do TEL ?
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What is Subversive About Arts do TEL ?

• Participants come for technology, but emerge
  re-examining their teaching
• Technology only one of many tools to achieve
  learning objectives
• Place faculty in role of students, in blended
  course format they are about to create
• Promote learner-centred, active learning
  approaches to course design
• Make teaching count through incentives course
  release, technical support, training and more
• Collaborate, from do TEL origins, to classmates,
  to viewing technical experts as
  partners/colleagues

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Thank you Avi J. CohenDeans Advisor, TEL
InitiativesFaculty of ArtsYork
Universityavicohen_at_yorku.ca