welcome back to 1999 kevin c. o’rourke ph.d. dublin institute of technology
TRANSCRIPT
Welcome back to 1999
Kevin C. O’Rourke Ph.D.Dublin Institute of Technology
“At the stroke of midnight on January 1, 2000, the world could erupt into complete chose. Imagine: social security checks stop coming, planes all over the world are grounded, VISA balances skyrocket, and the military, police officers, and firefighters walk off the job. Any one of these problems could generate enormous social consequences. Combined, they will cause complete chaos. Experts know how to solve the Year 2000 crisis, but can it be implemented in time?”
M.S. Hyatt, The Millennium Bug: How to Survive the Coming Chaos
“Content is king”
“Content is king”
“Columbia to Put Learning Online for Profit”
“Content is king”
Free lecture notes, exams, and videos from MIT. No registration required.
“Content is king”
“… in the virtual university, the academic institution is more fitted for the role of the content provider, less for that of the context provider, especially in a high-tech globalized environment”.
Stallings D. (2001) “The virtual university: organizing to survive in the 21st Century”, The Journal of Academic Librarianship 27(1):3-14.
“Content is king”
“The content drives the project: Without your classroom content, you wouldn't be thinking about e-learning right now. That can be good or bad, depending on your preparedness for these content issues. Electronic rights….Asset storage….Asset version control….Asset format.…Asset management.”
Mortimer, L. (2001) “The Devil is in the Details: Converting Classroom Courses to E-Learning”, Learning Circuits
Stallings D. (2001) “The virtual university: organizing to survive in the 21st Century”, The Journal of Academic Librarianship 27(1):3-14.
Virtual Learning Environments
Bodington.org
Virtual Learning Environments
“Pedagogy before technology”
Virtual Learning Environments
“Pedagogy before technology?”
Zemsky, R. and Massey, R.F. (2004) Thwarted Innovation: What happened to eLearning and why, Learning Alliance Report, University of Pennsylvania
Virtual Learning Environments
“Pedagogy before technology?”
“Despite protestations to the contrary… the imperative to manage discussions and count participation supersede pedagogy”
Payne, C.R. and Reinhart, C.J. (2008) “Can we talk? Course Management Software and the construction of knowledge”, On The Horizon 16(1)
“Content is king?”“In an era when information on almost any subject
imaginable is available within a few keystrokes, and leading universities make the content of their programs freely available on the web, it is obviously a mistake to believe that education is content-driven.”
Fitzpatrick, N., Hayes, N. and O’Rourke, K.C. (2009) “Beyond Constriction and Control: Constructivism in Online Theory and Practice”, in C. Payne (ed.) Information Technology and Constructivism in Higher Education: Progressive Learning Frameworks, IGI Global
The King is Dead
The King is Dead Long Live the King
eLearning: time to move forwards
eLearning: time to move forwards
• from a content-centric model of eLearning to one which focuses on learning and teaching methodologies
eLearning: time to move forwards
• from a content-centric model of eLearning to one which focuses on learning and teaching methodologies
• from software-skills acquisition to professional development, helping the individual lecturer to articulate an explicit philosophy of teaching and learning
eLearning: time to move forwards
• from a content-centric model of eLearning to one which focuses on learning and teaching methodologies
• from software-skills acquisition to professional development, helping the individual lecturer to articulate an explicit philosophy of teaching and learning
• from passive to active learning for students
New forms of assessment
• to move the primary discussion away from the merits of software packages (e.g. those included under the banner of “Web 2.0”) to address the rationale of assessment itself
New forms of assessment
• to move the primary discussion away from the merits of software packages (e.g. those included under the banner of “Web 2.0”) to address the rationale of assessment itself
• to measure broad learning outcomes in addition to/instead of the narrow specifics
New forms of assessment
• to move the primary discussion away from the merits of software packages (e.g. those included under the banner of “Web 2.0”) to address the rationale of assessment itself
• to measure broad learning outcomes in addition to/instead of the narrow specifics
• to share techniques across disciplines
Curriculum and syllabus design
• move to a space which addresses the way in which our curricula are designed, and harnesses the near-infinite volumes of content on the web to create a better experience in and out of the classroom
Curriculum and syllabus design
• move to a space which addresses the way in which our curricula are designed, and harnesses the near-infinite volumes of content on the web to create a better experience in and out of the classroom
• what is third-level education in the twenty-first century for?
However…
“…the absence of formal recognition of the practical implications of a changing learning paradigm and its incumbent structures means that lecturers’ concerns about the introduction of eLearning and its effect on their working conditions and on the learning environment generally are beginning to find formal expression through other means.”
Donnelly, R. and O’Rourke, K.C. (2007) “What now? Evaluating eLearning CPD practice in Irish third-level education”, Journal of Further and Higher Education 31(1)
However…
Finally, back to 1999
Finally, back to 1999
Happy Birthday SpongeBob!
Thank you
K.C. O’Rourke Ph.D.Head of eLearning Support &
DevelopmentDublin Institute of Technology