Higher Education to 2030: What futures for quality access in the era of globalisation?
Session: New vehicles for enhancing access and achievement in higher education
Leveraging ICT for pedagogy: individual and
institutional opportunity spaces
Michelle N. Lamberson
The University of British Columbia
Director, Office of Learning Technology
Strategic importance of ICT:
Reflect back to look forward….
During the past year, as heretofore, it has
been the policy of the department to serve,
as far as possible, all sections of the
Province, particularly the more remote urban
centres. Since funds for the work have been
limited, an effort has been made to explore
new media for the equalization of the
educational opportunities offered by the
University. In this connection emphasis has
been placed upon the use and development of
the radio and the directed study-group. In
all phases of the work the main effort has
been directed towards providing an
educational programme with a constructive
purpose and with some degree of continuity.
Gordon Shrum
UBC Director of University Extension
1938 Report to the President of the
University
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OECD- Paris, December 2008
Photo from UBC Archives
http://angel.library.ubc.ca/u?/ubcnew,14166
Pre-conference questionnaire: technology
and education future scenarios
What?
 Keep technology and
educational purpose tightly
linked
 Deployment focuses on:
 Pedagogy
 Expanding access to high
quality learning experiences
 Developing ways to
capture information that
will enable us to become
even better teachers.
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OECD- Paris, December 2008
How?
 Invest in technology
implementation that supports
students as knowledge creators
& analysts and mobile lifelong
learners
 Improve system usability,
streamline data exchange, &
facilitate content mobility
 Build strong and ongoing
relationships with our students.
 Enable faculty to spend more
time supporting student
learning, not administering
courses.
Two Perspectives
Individual
(instructor, geologist)
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OECD- Paris, December 2008
Institutional
(University administrator)
Outline
 ICT Landscape & Trends
 Pedagogy & Technology: Possibilities & Challenges
 Overview
 Open Source & Web 2.0 tools
 Student generated content – changing classroom
models
 New data sources
 Personal Learning Environment & Institutional systems
 Closing Thoughts
ICT Landscape and Trends
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OECD- Paris, December 2008
ICT & Education: Rapidly
changing landscape
CC License, Flickr ID UBC Library Graphics
http://www.flickr.com/photos/ubclibrary/368164132/
CC License, Flickr ID: louder
http://www.flickr.com/photos/hermida/186845815 /
Students & Faculty…
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OECD- Paris, December 2008
CC License, Flickr ID UBC Library Graphics
http://www.flickr.com/photos/ubclibrary/453387285/
Characterised by Contrast…
Enable Choice
 Enterprise vs.




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Lightweight
applications
Open/Community
Source
Web 2.0 services
Open Content
Mobility
OECD- Paris, December 2008
Restrict Options
 Privacy & Security
 Service &
Sustainability
 Rapidly changing
technologies
 Client Expectations
OECD 2008 Trends Shaping Education: ICT
 Digital Revolution:
 Technology improvements (devices smaller, faster,
cheaper)
 Expanded access to and use of technology worldwide
 Expanding World Wide Web
 New knowledge sources
 Communications cheaper
 Concern for digital divide, information overload
 Web 2.0
 User created content (Wikipedia, blogs)
 New business models
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OECD- Paris, December 2008
Recommended Reading: New Media
Consortium Horizon Project
 Expert panel, multiple
languages, Australian
version
 Highlights key emerging
technologies on three
time horizons (1, 2-3, 45)
 Interprets significant
trends and critical
challenges
 Reports & wiki linked via
http://www.nmc.org/hori
zon
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OECD- Paris, December 2008
“Elwood” (Bryan) Alexander delivers
Horizon Report to 2007 ELI meeting.
Photo by Alan Levine, Flickr
(Creative Commons Attribution License)
NMC Horizon Project Meta-trends
2004 through 2008
 Evolving approaches to






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communication between
humans and machines
Collective sharing and
generation of knowledge
Computing in three
dimensions
Connecting people via the
network
Games as pedagogical
platforms
Shifting of content
production to users
Evolution of a ubiquitous
platform
OECD- Paris, December 2008
See: http://www.nmc.org/horizon
2008 Horizon Report: Critical Challenges
 Trends point to need for innovation and leadership
at all levels of the academy.
 Higher education service expectations increasing:
especially content delivery to mobile/personal
devices
 Collaboration pedagogies pushing need for new
forms of interaction and assessment.
 Need to provide formal instruction in new forms of
visual, and technological literacy and content
creation with today’s tools.
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OECD- Paris, December 2008
Excerpted from the 2008 Horizon Report;
see: http://wp.nmc.org/horizon2008/chapters/critical-challenges/
ICT as a Vehicle for Access & Attainment:
Possibilities | Challenges
Individual
Institutional
 Free Open Source & Web 2.0
 Open & community source |





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tools | Classroom admin &
policy
Student generated
content/Web 3.0 | New
Assessment Models
New data sources | New
mental models & tools
Personal Learning
Environment | Complex roles
& integration with institutional
systems
Scholarship of Teaching &
Learning
OECD- Paris, December 2008



Re-investing in & re-skilling
workforce
Virtual & physical learning
spaces | Capital investment,
funding models
New data sources | Culture,
privacy & policy
Cloud computing/Service
Oriented Architecture |
Evolving standards & legacy
applications
New forms of Institutional
Research
Pedagogy & Technology
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OECD- Paris, December 2008
Teaching & Learning Puzzle:
ICT Applications
Reflection
Community Building
E-portfolio
Communication
Blog
Assessment
Service
learning
LMS
Clickers
Class
Content
Wiki
Management
Podcasting
Group Projects
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OECD- Paris, December 2008
Collaboration
Pilot
Technology Applications at UBC
Wikis
myUBC (portal)
CoursEval
Weblogs/RSS
Core Systems
Finance
Endeavor
Library
Research
Databases
LMS
Student
Service Centre
&
Faculty Service
Centre
(SIS)
CTConnect
Course
Admin
Human
Resources
Turnitin
RefWorks
Others?
Institutional
Repository
Course
Course
Courses
Externally Hosted Services
Clickers
Emerging
Podcasting
3D Immersive Env.
ePortfolios
CMS Research Data
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OECD- Paris, December 2008
Pedagogy & Technology
Free Open Source & Web 2.0 tools | Classroom admin & policy
Open & community source | Re-investing in & re-skilling workforce
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OECD- Paris, December 2008
Abundant
free tools
Web 2.0
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OECD- Paris, December 2008
Creative Commons Attribution-Noncommercial-Share Alike 2.0
Generic license, Ludwig Gatzke, image located at:
http://www.flickr.com/photos/stabilo-boss/93136022/
Examples: Web 2.0
 Alan Levine: 50 Web 2.0 Ways to tell a story
http://cogdogroo.wikispaces.com/50+Ways
 Jon Beasley-Murray, UBC – use Wikipedia!
Students develop group projects as entries to
Wikipedia. Goal: achieve “Featured” status
http://en.wikipedia.org/wiki/User:Jbmurray/Madnes
s
 UBC Global Citizenship Course: Leah MacFadyen
http://globalcitizens.pbwiki.com/
 ETEC 510 (Masters of Educational Technology) Design Wiki:
http://design.test.olt.ubc.ca/Main_Page
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OECD- Paris, December 2008
Pedagogy & Technology
Student generated content/Web 3.0 | New Assessment Models
Virtual & physical learning spaces | Capital investment, funding models
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OECD- Paris, December 2008
Examples: Student Generated Content
 (Previous examples)
 Virtual Worlds: UBC Ancient Spaces
(http://ancient.arts.ubc.ca/)
 LEAP Project – student success
(http://www.leap.uc.ca)
 UBC Student-directed seminars
 Info:
http://leap.ubc.ca/get_ahead/student_directed_seminars/
 Course Examples:
http://leap.ubc.ca/get_ahead/student_directed_seminars/
courses/
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OECD- Paris, December 2008
Pedagogy & Technology
New data sources | New mental models & tools
New data sources | Culture, privacy & policy
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OECD- Paris, December 2008
New Data Sources
 Research data:
 Institutional & national repositories (funding agencies)
 Real time data
 Learning Management Systems
 Activity data
 Social Networking Analysis
 Vendor Space - use of external services
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OECD- Paris, December 2008
Tools in Blackboard Vista
(Most of these found in typical LMS)
Administration
Assessment
Student bookmarks
File manager
Assessments
Tracking
Calendar
IMPORTANT POINT:
Notes
Assignments
Grouping
the various tools according to educational purpose
Folder
helps make sense of activity within those tools.
Announcements
Content
Printable view
My Grades
Chat
File
Syllabus
Weblinks
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Discussions
Engagement
Who’s online
OECD- Paris, December 2008
Mail
Search
Slide courtesy of Shane Dawson, University of
Wollongong (Contact: shane.dawson@ubc.ca)
From: Evaluation of teaching practice through
monitoring and analysis of e-metrics, ISSOTL 2008
UBC Tools – Total Interactions
100
Percentage of total interactions
90
80
70
Admin
60
Assess
50
Content
40
Engage
30
20
10
0
1
2
3
4
5
27 Aug 2007
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OECD- Paris, December 2008
6
7
8
9
10
11
12
13
14
15
16
17
18
19
06 Jan 2008
Slide courtesy of Shane Dawson, University of
Wollongong (Contact: shane.dawson@ubc.ca)
From: Evaluation of teaching practice through
monitoring and analysis of e-metrics, ISSOTL 2008
Students
80
Total interactions / member
70
60
BOTA
50
Chemistry
40
Earth and Ocean
30
Science One
20
10
0
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
Weeks
26
OECD- Paris, December 2008
Slide courtesy of Shane Dawson, University of
Wollongong (Contact: shane.dawson@ubc.ca)
From: Evaluation of teaching practice through
monitoring and analysis of e-metrics, ISSOTL 2008
Social networking analysis in Blackboard
Vista
Script –
Perform SNA
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OECD- Paris, December 2008
Slide courtesy of Shane Dawson, University of
Wollongong (Contact: shane.dawson@ubc.ca)
From: Evaluation of teaching practice through
monitoring and analysis of e-metrics, ISSOTL 2008
Social Networking: Logistics
Discussion, EOSC 311
Instructor (Me!)
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OECD- Paris, December 2008
Slide adapted from ISSOTL 2008 talk by Dawson,
Lamberson & Poole: Evaluation of teaching practice
through monitoring and analysis of e-metrics
Social Networking: Lifetime List
Discussion, EOSC 311
Disconnected students)
Instructor (Me!)
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OECD- Paris, December 2008
Slide adapted from ISSOTL 2008 talk by Dawson,
Lamberson & Poole: Evaluation of teaching practice
through monitoring and analysis of e-metrics
Applications for Data
 Instructor: Detection of student progress
 Student: Understanding learning
 Predictor of success?
 Institutional:
 New ways to indicate/demonstrate student
engagement
 Understanding institutional IT needs
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OECD- Paris, December 2008
Pedagogy & Technology
Personal Learning Environment | Complex roles &
integration with institutional systems
Cloud computing/Service Oriented Architecture | Evolving
standards & legacy applications
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OECD- Paris, December 2008
Pilot
Applications
Wikis
myUBC (portal)
CoursEval
Weblogs/RSS
Core Systems
Endeavor
Library
Finance
LMS
Student
Service Centre
&
Faculty Service
Centre
(SIS)
CTConnect
Course
Admin
Human
Resources
Turnitin
RefWorks
Others?
Institutional
Repository
Course
Course
Courses
Externally Hosted Services
Clickers
Emerging
Podcasting
3D Immersive Env.
ePortfolios
CMS Research Data
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OECD- Paris, December 2008
Personal Learning Environments, 1:
“Future Virtual Learning Environment” –Scott Wilson
(2005)
PLE
See: http://zope.cetis.ac.uk/members/scott/blogview?entry=20050125170206 and
http://zope.cetis.ac.uk/members/scott/blogview?entry=20050117150356
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OECD- Paris, December 2008
Personal Learning Environments, 2:
“PLEs and the institution” – Scott Wilson (2007)
“…. the set of connections between what an institution offers and what individuals manage”
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OECD- Paris, December 2008
Modified from : http://zope.cetis.ac.uk/members/scott/blogview?entry=20071113120959
Closing Thoughts
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OECD- Paris, December 2008
ICT as a Vehicle for Access & Attainment:
Possibilities | Challenges
Individual
Institutional
 Free Open Source & Web 2.0
 Open & community source |
 Scholarship of Teaching &
 New forms of Institutional
tools | Classroom admin &
policy
 Student generated
content/Web 3.0 | New
Assessment Models
 New data sources | New
mental models & tools
 Personal Learning
Environment | Complex roles
& integration with institutional
systems
Learning
36
OECD- Paris, December 2008
Re-investing in & re-skilling
workforce
 Virtual & physical learning
spaces | Capital investment,
funding models
 New data sources | Culture,
privacy & policy
 Cloud computing/Service
Oriented Architecture |
Evolving standards & legacy
applications
Research
Closing thoughts: Making IT Work
 Listen….
 Faculty/peer acceptance (&





37
curriculum fit)
Institutional support
structures have to evolve
Changes in technology
needed (finer grained
separation of identity from
application data)
New forms of scholarship
evolving
Students as partners
Vendors(?) as partners
OECD- Paris, December 2008
Ecoute (Listen) by Henri de Miller
Église Saint-Eustache, Paris
Photo by M.N. Lamberson
Challenge for higher education
“The best teachers and researchers should be thinking
about how to design courses in which technology enriches
teaching rather than substitutes for it. And equally
important, faculties need to concern themselves with the
need to give their students the tools with which they can
explore deeply as well as widely, with which they can
discriminate, analyze, and create rather than simply
accumulate.”
The Boyer Commission on Educating
Undergraduates in the Research University
REINVENTING UNDERGRADUATE EDUCATION: A Blueprint for America's Research
Universities
1998
Thank you for listening!
Michelle Lamberson
University of British Columbia
michelle.lamberson@ubc.ca