TNC-CUC 2003
How
Technology
Changes Our
Universities
University of British Columbia
1
Overview
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75 universities worldwide
strategies for e-learning
what is happening?
what is changing?
what needs to be done?
University of British Columbia
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Why use technology?
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increase access/market share
improve quality of learning
higher level skills
knowledge/skills for knowledge-based
society
• save/make money
University of British Columbia
3
Technology and flexible learning
Distributed
learning
Face-toface
teaching
Classroom
aids
Face-toface +
e-learning Distance
(mixed
education
mode)
Fully e-learning
No e-learning
University of British Columbia
4
Change depends on use
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classroom aids
add-on
increases cost
distributed learning
replaces something
changes what we do
University of British Columbia
5
Technology and choice
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increases flexibility
brings new resources
facilitates skills development
offers more choice
so: what do we want to do?
University of British Columbia
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Vision
• UBC: traditional public research
university (35,000 students)
• how do we want to teach?
• faculty workshops
• scenarios
• summary video
University of British Columbia
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Vision: mandate
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academic plan/strategic goals:
learner-centred
research
teaching
problem/inquiry based
collaborative
community linked
University of British Columbia
8
Vision: mandate
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lifelong learning
assume large classes
exploit existing campus
use ‘known’ technology (exists or
coming)
• realistic re costs
University of British Columbia
9
Teaching with technology
• A vision for teaching with technology
University of British Columbia
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So what?
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technology under-exploited
need to think strategically:
new markets: lifelong learning
new learning outcomes: PBL
improve quality: Pew
re-organise to support e-learning
University of British Columbia
11
Models of course design
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Lone Ranger
boutique
collegial materials development
project management
University of British Columbia
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Laissez-faire planning:
“Lone Rangers”
•main model everywhere
•early adopters
•essential for change
•dedicated
•no alternative
University of British Columbia
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Lone Rangers
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often never ‘finished’
many mistakes, lengthy production
poor interface/graphics
limited use: lost revenues
put off other professors
University of British Columbia
14
The diffusion of innovation
% of
adopters
b
c
a
d
Resistance to adoption
(from Rogers, 1995)
University of British Columbia
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Project management
• establish projects
• work in a team
• subject expert + course developer +
web designer
• schedules/budgets/courses
• funding linked to PM
University of British Columbia
16
Lone Rangers vs project
management
Continuum
class- distributed distance multiroom learning
education media
aids
technical help
more
less
change in methods
University of British Columbia
17
People infrastructure
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technical:
networks/hardware
production:
interface designers
graphics designers
instructional/management
University of British Columbia
18
The cycle of online development
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1. Lone rangers
2. Central project grants
3. Rapid unco-ordinated expansion
4. Focus/policies/funding
5. Quality and sustainability
University of British Columbia
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Issues: high activity, low importance
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networks + terminals
wireless
computer labs/learning commons
learning objects
Web streaming
University of British Columbia
20
Issues: low activity, high importance
strategy for e-learning
goals
costquality
effectiveness
teaching
priorities
funding
policies
learner support
University of British Columbia
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Quality teaching and learning
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outcomes-based
skills for knowledge-based society, e.g.
critical thinking
problem-based learning
quality assurance process
University of British Columbia
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Cost-effectiveness and quality assurance
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high quality learning at reasonable cost
planning: strategic goals
market research
project management
instructional design
accurate budgeting
University of British Columbia
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Integrating teaching/admin
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back-end to student admin systems
class lists/grades/e-mail addresses
portals
‘push’ to students
customisable
University of British Columbia
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Integrated E-strategy
• student recruitment/ marketing/fundraising
• admission/registration/ materials
handling
• courses + student record
• portals (user focused)
• needs ‘middleware’/strategy
University of British Columbia
25
Will universities change?
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Some have:
Open University of Catalonia
Tec de Monterrey
University of Central Florida
University of South Australia
University of British Columbia
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Will universities change?
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Most won’t, because:
1. Research is king
2. No incentives
3. Senior administrators lack
knowledge/skills
• 4. Necessary changes disruptive
University of British Columbia
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Conclusions
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role of professors must change
pedagogy + organization the issues
not ready yet: still new
change will be slow: but necessary
University of British Columbia
28
Further information
• www.learningtechnologies. ubc.ca
• http://bates.cstudies.ubc.ca
• Bates, A (2000) ‘MANAGING
TECHNOLOGICAL CHANGE’ San
Francisco: Jossey Bass
• tony.bates@ubc.ca
University of British Columbia
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