CETL Instructional Technology Advisory Team Report
Spring 2010
JoAnne C. Juett, Ph.D., CETL Instructional Technology Fellow
Dr. Matt Evans, Dr. Carol Koroghlanian, Gene Leisz , Dr. Geoff Peterson, Dr. Nicole Schultz
INTRODUCTION
At our first meeting our advisory team determined its focus and the breadth of the task we could undertake
within the limited time frame of less than one semester. Guided by UW-Eau Claire Instructional Technology
Fellow vision statement provided by Dr. JoAnne C. Juett, the advisory team choose to focus on several
instructional technology issues highlighted by Chancellor Levin-Stankevich in the “Chancellor’s Response to
PEEQ” (2009).
• Increase the number of courses using delivery modes including online, hybrid and/ or handheld
technology to enhance teaching and learning
• Develop and implement online degree completion programs targeted at adults who have partially
completed college programs (beginning with Bachelor of Liberal Studies and professionallyrelated degree options)
• Charge CETL, ORSP and LTS to identify and implement best practices for improving
undergraduate teaching, learning and research. These areas also need to work collaboratively in
locating and securing external financial support to sustain their functions as well as enhancing the
teaching and learning enterprise
• Identify sustainable opportunities for professional development and for growing our talent into
the leadership of the future
• Identify sustainable ways to support faculty and academic staff participation in international
learning experiences to better serve and educate students about global perspectives
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The Advisory Team determined two additional immediate currents provided an impetus for our response to the
Chancellor’s challenges and ongoing campus needs:
1. Current redesign, expansion, and implementation of eCampus portal for online courses within the
UW System.
2. Various movements across the UW-Eau Claire campus designed to synthesize technology and
curriculum that are currently not coordinate nor in dialogue within a strategic instructional
technology plan:
 COB online instruction (Quality Matters)
 CETL online curriculum development grants
 CETL Instructional Technology Fellow
 Reconstitution of Technology Committee (Faculty Senate)
 Open.Eau Claire (Student Senate initiative)
Based on the PEEQ Report response, eCampus initiative, and UWEC technology initiatives, along with shared
knowledge and research, the advisory team determined a need for UWEC to improve implementation and
integration of instructional technology in order to:
1. Compete in university marketplace increasingly dominated by online, degree-granting institutions,
for-profit educational organizations and institutions, private colleges, two-year
institutions/consortiums targeting the GE market
2. Attract and retain quality students
3. Increase number of non-traditional and returning students
4. Attract and retain quality faculty and staff
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REPORT FOCUS
Within our time constraints (semester framework and individual professional obligations) the advisory team
chose to focus on four areas to research and provide recommendation:
1. Increase number of courses using delivery modes including online, hybrid and/or handheld
technology to enhance teaching and learning.
2. Charge CETL, ORSP, and LTS to identify and implement best practices for undergraduate
teaching, learning and research. (Our focus is on identifying practical tools for technology
integration into curriculum.)
3. Identify sustainable opportunities for professional development and for growing our talent
into the leadership of the future. (Our focus is on professional development in regard to
effective implementation of technology tools into current or redesigned curriculum.)
4. Identify sustainable ways to support faculty and academic staff participation in international
learning experiences to better serve and educate students about global perspectives. (Our focus
is on utilization of technology tools to expand international learning experience opportunities.)
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RESEARCH RESULTS
Identified areas of concern and need for research
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Need to correct existing problems with wireless availability and dependability
Need to identify existing technology tools already accessed/owned by students.
Need to identify appropriate opensource software and Web 2.0 tools to integrate into curriculum that
will make best use of campus and student-owned technology
Within the time and professional constraints of our committee, the research focus of the committee was on the
second and third points.
Research Materials
Research conducted through Educause:
ECAR (Educause Center for Applied Research) reports 2004-2009
Educating the Net Generation, 2004
(all of these studies included UWEC campus information)
Research from the National Center for Academic Transformation
Educational Technology Journals:
From Now On
Journal of Research on Technology and Education
Educational Technology Research and Development
Numerous higher education news releases
Previews of current higher education studies underway, including instructional technology studies currently
being conducted by University of Minnesota and Purdue University.
Findings
Research on technology use by students and on campus:
 8 out of 10 entering freshman own laptops
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9 out of 10 use a SNS (social networking site) daily
High use of communication technology in the last four years has increased: 236%, 30-39 ages; 326%, over
40
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Only 5.8%--podcasts
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6%--video creation software
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5%--audio creation software
Although nearly 90% of all students own cellphones, and nearly that many text on a regular basis (at least
weekly), only about 11% report ever using cellphones for classroom purposes
Academic uses: email (over 60%); administrative and CMS (both around 45%)
Affordability: one smartphone ($300 + 30 monthly fee + 35 annual software subscription vs. $1000 per
laptop + thousands of dollars for building/support wireless network and hardware)
CMS use increased 80% to 91% (2006-2009) (educause: “Institution’s investments in CMSs seem to be paying
off in generally positive student perceptions of their use”)
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PRIMARY FINDINGS FROM NATIONAL CENTER FOR ACADEMIC TRANSFORMATION (JUNE, 2005).
Based on course redesign projects (redesigning to include use of technology) at 30 higher education institutions,
including research universities, comprehensive universities, private colleges, and community colleges in all regions
of the U.S.
 Twenty-five of the 30 projects showed a significant increase in student learning. (The other five showed
learning equivalent to traditional formats.)
 Eighteen of the 24 projects measuring retention reported a decrease in drop-failure-withdrawal rates, and an
increase in course-completion rates.
 All reduced costs by 37% on average (ranging from 20% to 77%) and produced a collective annual savings
of about $3 million.
 Collectively the 30 courses enroll about 50,000 students annually.
Other positive outcomes included improved student attitudes to the subject matter and increased student and faculty
satisfaction with the mode of instruction
Course Management Software
Available open source software that either could be adopted for UWEC classroom use or already adopted by
UWEC as CMS (classroom management software). (See descriptions below.)
 D2L
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Atutor.ca
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.LRN
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Google (docs, wave, etc.)
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Dokeos
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Sakai Project
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Moodle
Based on research and individual testing of usability of the above CMS programs, we recommend:
1. Upgrade of D2L, to include additional features not currently available for UWEC users
2. Use of Google docs, wave, etc. in conjunction with D2L
3. If D2L is not renewed, then ATutor, .LRN, Sakai, and Moodle are viable alternatives, dependent upon
available training and service resources.
4. Committee does not recommend adoption of Google resources or Dokeos as stand-alone CMS programs.
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We go well beyond the standard offerings of traditional Learning
Management Systems (LMSs), we take our solutions to a whole new
level by understanding the needs of teaching and learning. Our
Learning Suite goes far beyond the functionality our clients look for;
we deliver innovative advancements that enrich the overall learning
experience.
Here are some of the ways in which clients use our solutions:
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Manage online and blended course offerings, deliver engaging content, and connect with learners and
instructors through Desire2Learn Learning Environment.
Easily align and report against learning outcomes with activities and assessments with Competencies
and Rubrics tools.
Enable learners to explore and share their learning with Desire2Learn ePortfolio. Provide them with the
tools to self-reflect and receive peer-to-peer evaluation and assessment, all in one place.
Manage and share content with Desire2Learn Learning Repository. Easily search with a full text search
engine that can also harvest from the library or other sources.
Save valuable time and increase the quality of online courses with the Instructional Design Wizard and
Course Builder tools.
Import and convert all course content to our platform, at no cost with import utilities.
Communicate anywhere, anytime with mobile or web-based communication tools and intelligent agents
that maximize learner engagement, retention, and interactivity.
Make data-driven decisions using Desire2Learn Analytics and dashboards.
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ATutor is an Open Source Web-based Learning Content Management System (LCMS/LMS) and
social networking environment designed with accessibility and adaptability in mind.
Administrators can install or update ATutor in minutes, develop custom themes to give ATutor a new
look, and easily extend its functionality with feature modules. Educators can quickly assemble, package,
and redistribute Web-based instructional content, easily import prepackaged content, and conduct their
courses online. Students learn in an adaptive, social learning environment. http://www.atutor.ca/
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ATutor is the first inclusive LCMS, complying with the W3C WCAG 1.0 accessibility specifications
at the AA+ level, allowing access to all potential learners, instructors, and administrators, including
those with disabilities who may be accessing the system using assistive technologies. Conformance with
W3C XHTML 1.0 specifications ensures that ATutor is presented consistently in any standards
compliant technology.
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ATutor has also adopted the IMS/SCORM Content Packaging specifications, allowing content
developers to create reusable content that can be swapped between different e-learning systems. Content
created in other IMS or SCORM comformant systems can be imported into ATutor, and visa versa.
ATutor also includes a SCORM 1.2 Runtime Environment (LMS RTE3) for playing and managing
SCORM based Sharable Content.
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ATutor's base in Open Source technology makes it a cost effective tool for both small and large
organizations presenting their instructional materials on the Web, or delivering fully independent online
courses. Comprehensive help is available through the documentation, through a number of support
services, or through the public forums. Full language support is available through the ATutor
Translation Site.
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Who Uses ATutor: Thousands of public installations can be found with a well crafted Google search
query. In the link below the query looks for URLs with the word "atutor" in it (inurl:atutor), and the
words "Browse Courses," terms found in public ATutor pages. Other terms that can be used in search
queries to find public pages in ATutor installations include "About ATutor", "Login" or "Register," or
variations of those terms in languages other than English. Note that many ATutor installations will be
hidden from public view or search engine indexing.
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ATutor Social is a social networking module that allows ATutor users to connect with each other. They
can gather contacts, create a public profile, track network activity, create and join groups, and customize
the environment with any of the thousands of OpenSocial gadgets available all over the Web. ATutor
Social can be used alone as a social networking application, or it can be used with the ATutor Learning
Management System to create a social learning environment. http://www.atutor.ca/social/
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The ATutor Development Site has been created as a place to learn about the ATutor source code, and as
a place to contribute to ATutor's development. As an open source project, we encourage PHP
programmers to develop and submit new features. Non-programmers can learn about new development,
report bugs, request and vote for new features, and influence how ATutor evolves. Browse the ATutor
Wiki for details of current and ongoing work, and create an account to add your feature and design ideas
to your own wiki pages. http://www.atutor.ca/development/
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Create and share your work online with Google Docs
Documents
Spreadsheets
Presentations
Drawings
Forms
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Upload your files from your desktop: It's easy to get started and it's free!
Access anywhere: Edit and view your docs from any computer or smart phone.
Share your work: Real-time collaboration means work gets done more quickly.
New Features - Watch a video
When to use Google Wave
There are tons of ways to use Google Wave--here are just a few examples to get you thinking
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Organizing events
Group projects
Photo sharing
Meeting notes
Brainstorming
Interactive games
Keep a single copy of ideas, suggested itinerary, menu and RSVPs, rather than using many different tools. Use
gadgets to add weather, maps and more to the event.
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dokeos
Features
Dokeos is a open source online learning suite. It provides all the features needed for e-learning and blended
learning management : From Authoring to Reporting.
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Teaching and Learning
Built by educators for educators, Sakai provides a student-centered platform for learning that can transform the
educational experience. Its customizable and easy to use interface enables effective and efficient development,
delivery and management of courses, course content, and collaborative efforts.
The Sakai wiki has a T&L working group that is the gathering place for folks interested in teaching, learning
and assessment within the Sakai community. We are actively looking for more folks to contribute so please
wonder around and jump in wherever you wish. You may also want to join the "Teaching and Learning" (i.e.
"pedagogy") mail list discussion group. The T&L working group mission is:
To drive innovation on teaching and learning within the Sakai community. To share best practices,
understandings and experiences among faculty members themselves and between faculty and other Sakai
community members. To communicate the goals and issues of the teaching and learning community to
contributors in Sakai including developers, UX (user experience), system administrators, documentation,
support, and QA (quality assurance).
Portfolios
Sakai includes the robust Open Source Portfolio e-Portfolio system. Sakai’s portfolio functionality allows users
to store, organize and present digital representations of their teaching, learning or institutional achievement. It
facilitates the creation of portfolios for self-presentation, reflection, as well as supporting program and
institutional assessment.
Click here to find out all about OSP!
Research
Sakai offers a host of capabilities to support research collaboration. It offers researchers the critical flexibility to
select and combine the tools required to support and achieve individual project objectives.
Collaboration
Sakai’s set of capabilities are instrumental in facilitating collaboration in and across courses, research, projects,
administrative processes, and multi-disciplinary and multi-institution efforts.
Community
The Sakai community provides an opportunity for users to improve the quality of the collaborative learning
environment, and to share best practices in teaching, learning and research.
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Moodle is an Open Source Course Management System (CMS), also known as a Learning Management System
(LMS) or a Virtual Learning Environment (VLE). It has become very popular among educators around the
world as a tool for creating online dynamic web sites for their students. To work, it needs to be installed on a
web server somewhere, either on one of your own computers or one at a web hosting company.
What is Moodle?
The focus of the Moodle project is always on giving educators the best tools to manage and promote learning,
but there are many ways to use Moodle:
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Moodle has features that allow it to scale to very large deployments and hundreds of thousands of
students, yet it can also be used for a primary school or an education hobbyist.
Many institutions use it as their platform to conduct fully online courses, while some use it simply to
augment face-to-face courses (known as blended learning).
Many of our users love to use the activity modules (such as forums, databases and wikis) to build richly
collaborative communities of learning around their subject matter (in the social constructionist
tradition), while others prefer to use Moodle as a way to deliver content to students (such as standard
SCORM packages) and assess learning using assignments or quizzes.
► Moodle Docs
Demonstration site
Our demonstration site is a full Moodle site with some sample courses that you can try as a teacher, student or
even an administrator. Don't worry about making a mess, the whole site is reset to a clean state every hour.
► Demonstration site
Statistics
Moodle is free to download and registration is voluntary, so we don't have full information about everyone that
uses it. However, using what we do know, we automatically generate some interesting graphs and numbers on
our Statistics page.
► Statistics
► Registered sites
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Handheld Technology and Software Research
Based on information from current pilot program, including the Mobile Learning Environment; Digital
Millennial; and Purdue (Hotseat) and resources from Educause, the following mobile technology and software
may be viable (financially and availability) for UW-Eau Claire classroom adoption:
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D2Go
TealDoc
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QuickOffice
GoKnow
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Etech
Our committee has not had sufficient time yet to explore these technologies in depth. We would be willing to
pursue such research, which would parallel current studies in other institutions, given additional time and
resources.
Online Courses
University of Minnesota study (2009): 14% increase of online course offerings, 2008-2009 (www.mndaily.com)
(1/28/2010)
Studies have found that university-led and team-based online course development is most successful:
Although the “Lone Ranger” approach to online learning has worked in the past, it does not scale well. Institutions that
are sincere about providing high-quality, flexible educational experiences are finding that teams—not individuals—
develop and deliver the most effective online courses. (“Myths about Online Course Development”:
http://net.educause.edu/ir/library/pdf/ERM0617.pdf)
Available UWEC models include COB courses based on Quality Matters criteria, current online offerings in other
UWEC colleges, and CETL instruction 2008-2010).
Recommendations:
 Increase online offerings only with adequate training, support, and oversight.
 Adopt guidelines, but implementation of Quality Matters is too costly.
 Set goal for increased quality of online courses rather than emphasis on increase in number of courses
offered.
Hybrid/Blended Courses
Hybrid courses are any courses that include a mix of face-to-face and online instruction. The ratio can vary
from 70/30 to 50/50 in most hybrid or blended models.
Research from UW-Milwaukee (http://www4.uwm.edu/ltc/hybrid):
Advantages
New teaching opportunities: "The hybrid took something I always knew was possible and let me do it."
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Faculty can teach using a variety of online and in-class teaching strategies, which make it
possible to achieve course goals and objectives more effectively.
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The hybrid model allows faculty to develop solutions to course problems and to incorporate new
types of interactive and independent learning activities that were not possible in traditional
courses.
Student engagement: "In the online classroom, there is no place to hide…. And in that sense, students
can become more responsible than you could ever make them in a face-to-face classroom."
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Instructors report that they feel more connected with their students and are able to get to know
them better since they communicate both online and face-to-face.
Hybrid environments have the potential to increase and extend instructor-student and studentstudent connectivity and to build relationships even more so than in traditional or online courses.
Discussions started in class are continued online and online interaction often carries over into the
traditional face-to-face classes.
Integration of out-of-class activities with in-class activities allows more effective use of
traditional class time.
Students who rarely take part in class discussions are more likely to participate online.
Increased student learning: "My students have done better than I've ever seen; they are motivated,
enthused and doing their best work."
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Faculty believe that their students learn more in the hybrid format than they do in traditional
class sections.
Instructors report that students write better papers, performed better on exams, produced higher
quality projects, and were capable of more meaningful discussions on course material when
reflecting online.
Students are better able to master concepts and apply what they have learned compared to
students in sections of their traditionally taught courses.
Students may develop higher-order skills of critical thinking, problem-solving, and the ability to
apply theoretical models to real-world data.
New pedagogical approaches: This format "may challenge you in a whole new way of teaching."
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Learning to teach a successful hybrid course leads to using more participatory and studentcentered learning activities.
Teaching a hybrid course transforms the teacher-student relationship to be more centered on
student learning.
Instructors found that their role as teacher changed from being the "sage on the stage" to become
more facilitative and learner-centered.
Documenting the process as well as the product of learning: "The main benefit is that everything is all
laid out…well organized…it is all right there…. There shouldn't be any mystery."
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Many instructors report that their course management system has increased their pedagogic
efficiency because of its ability to organize the course and automate some basic activities such as
quizzes, grading, and surveys.
All the discussion threads, course documents, announcements, and grades are easy to find, refer
to, and print if necessary.
It's far easier to document online group work and participation for purposes of assessment.
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Challenges
Teaching a hybrid course can be challenging, since it requires acquiring different teaching skills,
redesigning a course to take into account new teaching and learning opportunities, managing the course
content both online and in-class, and preparing students to work in a hybrid format.
Rethinking Course Design: To teach a successful hybrid course instructors must re-examine their course
goals and objectives, design online learning activities to meet these goals and objectives, and effectively
integrate the online activities with the face-to face meetings. Instructors must make the transition from
lectures and presentation to a more student-centered active learning.
Adopting a New Approach to Teaching: Instructors need to learn how to facilitate online discussions
and small group activities, and re-examine traditional methods of assessment of student work to take
into account the new learning environment.
Managing the Dual Learning Environment: The hybrid environment also adds additional scheduling and
communication challenges as courses meet both online and face-to-face. Instructors must also take care
not to overload themselves and their students.
Preparing Students: Instructors must be prepared to help students understand their active role in the
hybrid, assist students in keeping their work on time and on track, and be prepared to offer strategies for
trouble-shooting new course technologies. (from UWM website)
Most research about hybrid models indicates that hybrid courses yield the highest students satisfaction.
The benefits of hybrid learning are increasingly being realized as an escalating number of courses
demonstrate the blended format to be a viable, even exemplary, mode of instruction.
Enrollment in hybrid courses remains high, and the reported rates of student satisfaction indicate that
learners by and large view such courses favorably.
Campos and Harasim (1999) found that the majority of students surveyed preferred mixed-mode
learning experiences.
Research by Dziuban and Moskal (2001) indicated that hybrid courses yielded success rates equal to
and, in many cases, greater than their fully online or face-to-face counterparts.
Wu and Hiltz (2004) found that hybrid courses that utilized asynchronous means of communications
improved students’ perception of learning.
According to Bhatti, Tubaisahat, and El-Quawasmeh (2005) who examined the perceptions of female
students in regards to hybrid learning, student satisfaction increased with mixed-mode learning while the
students’ dependency on the instructor for assistance decreased. They explained that online materials
provided students with the resources to seek out answers independent of the instructor.
Rivera, McAlister, and Rice (2002), who surveyed student satisfaction among the three modes of
learning (face to face, fully online, and hybrid), found that student satisfaction was the highest with the
hybrid learning model and that test scores were the same for all three methods of delivery. The hybrid
teaching method may eventually become the norm in higher education.
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Young (2002), who examined hybrid and fully online teaching at several universities, concluded that
among the three modes of instruction (face to face, fully online, and hybrid) the hybrid model posed the
most substantive benefits for teaching and learning.(“Hybrid Learning Defined”, Journal of Information
Technology Education, 2006)
Recommendations:
 Increase development of hybrid courses.
 Increase current model of CETL course development and redesign through grants, training, and support.
 Adopt strategies promoted by UWM for hybrid course development.
 Increase resources (training and support) provided by faculty trainers and LTS personnel.
 Hybrid course models would be a good fit for the liberal arts and residential environment of
UW-Eau Claire
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BEST PRACTICES
Standardized process, oversight, and evaluation for initial course design
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Use current models by COB and CETL
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Study possibilities of other models from Purdue, Uof M, Duluth (“Tech Camps”), FSU Center for
Teaching and Learning
Adopt practices recommend through UW-Milwaukee resources, Learning Technology Center.
Plans are currently underway to bring Tanya Joosten, adjunct at UW-Milwaukee and Educause
researcher, to UWEC for Instructional Technology Workshop, fall, 2010
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.Coordinating faculty member
 Faculty member will establish credibility of strategic plan in regard to curriculum and pedagogy. Faculty
member should regularly teach an online or blended course. Faculty member will coordinate and lead
faculty/staff development.
 Need to dedicate LTS personnel for development, design and maintenance.
 Need to dedicate some time from CETL personnel (most logical) to oversee operations of technologydriven programs.
 (Currently COB engages a little over 4 full time positions in running their online program)
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Professional Development
Faculty training and development is necessary in order to fully synthesize technology and curriculum across the
UW-Eau Claire campus. Currently, several disparate efforts are underway to facilitate the integration of
technology into curriculum, but these are not are part of an overall coordinated effort to fully utilize technology
in reaching the goals of the UW-Eau Claire Strategic Plan.
Based on three months of research, observation, and dialogue among the Instructional Technology Advisory
Team, we recommend the following:
Develop strategic plan for instructional technology across campus (excluding COB, which
operates in conjunction with other business programs within the UW system).
o
o
o
o
o
Faculty ownership
Student Interest
Course Development, Revision, Evaluation philosophy
University-wide support (training and technology)
Financial support
Appoint a Faculty Instructional Technology Fellow, out of Provost Office, but located
within CETL, to provide coordination, oversight, and input for oversight and
coordination of all efforts aligned with the Instructional Technology strategic plan (see
Professional Development of Faculty and Instructional Technology Staff through
Communities of Practice, Educause, 2005)
o
o
o
o
Provide coordination with LTS plans to expand and/or redesigns technology tools across campus
Serve a liaison with Open.Eau Claire project with student senate
Provide oversight and instruction within all CETL instructional technology programs
Maintain dialogue with COB regarding current and future instructional technology possible use on
UW-Eau Claire campus
Undertake campus-wide initiative to train all faculty in use of current technology tools.
o
o
o
o
o
Continue fall “Technology Tools” workshop collaboration between CETL and LTS
Faculty Fellow meet with all departments to encourage participation in training
Follow participatory model for other programs, such as Dismantling Racism
Research possibility for small stipends for participants
Permanent COPs through CETL to facilitate faculty development.
Provide ongoing training for faculty interested in development and/or redesign of online
and hybrid courses. Current options to consider:
o Current COB model—use of Quality Matters.
 We do not recommend use of Quality Matters due to high costs.
o CETL grants/training
 Recommend continuation of current grant program
 Recommend addition of fall semester grants
 Recommend oversight of all online/hybrid training (except COB)
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Financial Support Recommendations:
o Online and blended courses will carry additional technology fees (varying from undergraduate to
graduate). (Currently technology fees in COB cover all positions related to development and
maintenance of online courses.)
o Blugold Commitment: use of some funds to develop and expand current technology-driven courses,
including additional personnel.
o Enough funds need to be generated to reinvest towards expanding their on-line offerings, paying
instructors to develop new courses, paying overload to instructors to teach some courses, etc.
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Global Learning:
Research
 According to the Center for International Education, Shu Cheng may be a useful resource for
exploring collaborative international online learning opportunities based on development of the China
1+2+1 program, which allows students from China to earn dual degrees from UW-Eau Claire and their
home institution in China. Students enrolled in the China 1+2+1 Partnership Program spend a year at a
Chinese university, study at UW-Eau Claire for two years, and return to the institution in China for
their final year. The programs is through the China Center for International Educational Exchange and
the American Association of State Colleges and Universities. This program, or continuing to model
and/or develop others like it, may be of particular use to the Instructional Technology Advisory Team
(1) if the program implements online learning by requiring students to take classes online at UWEC
prior to arriving to campus, and/or (2) because the program increases graduates from UWEC since
students earn dual degrees from UWEC and their home institutions in China.
 Matt Germonprez in Department of Information Systems may be a useful resource for exploring
collaborative international online learning opportunities based on his work with information systems
courses in which he facilitates opportunities for UWEC students to work collaboratively with students
at a University in India on projects throughout the semester. Although my understanding of the format
used in these IS courses is that although they are not likely result in an increase in graduates from
UWEC, the format may be of use to our committee in making recommendations for developing
international experiences for students online that do not require traveling abroad in order by: (1)
increasing the attractiveness of our course offers in order to retain UWEC students because they would
rather take a UWEC with an international experience component rather than take a similar course at
another UWEC institution; and/or (2) increasing the attractiveness of our course offerings in order to
recruit non-UWEC UW System students to take online courses through UWEC and transfer them back
to their degree-granting institutions to help UWEC gain/maintain a sense of legitimacy and relevance
to the UW System e-campus movement. Note: I have a meeting set up with Matt to discuss his
experiences with facilitating online collaborative international student learning further.
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Recommendations
Consider online applications that could serve to support global learning community opportunities
online (e.g., Facebook, Second Life, etc.).
1. D2L: Continuing Ed highlights D2L asynchronous communication.
a. A major limitation with facilitating collaborative international learning initiatives is that
students elsewhere may not have D2L access if they are not UWEC degree-seeking
students, which may limit faculty ability to collaborate with faculty and/or students
from other institutions in an effort to provide UWEC with an international experience
via online instruction.
2. Live Meeting: Live Meeting is a commercial subscription-based web conferencing service
operated by Microsoft. Live Meeting includes software that is installed on client PCs, and uses
a central server for all clients to connect to. Currently, those servers are under the control of
Microsoft, however, Microsoft also produces Office Communications Server which is an
enterprise conferencing server product.
3. Skype: Skype is a Swedish software application that allows users to make voice and calls over
the Internet. Calls to other users within the Skype service are free, while calls to both
traditional landline telephones and mobile phones can be made for a nominal fee using a debitbased user account system. Skype has also become popular for their additional features which
include instant messaging, file transfer and video conferencing.
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