Moving Teaching and Learning with Technology (EDUCAUSE Review) | EDUCAUSE CONNECT

19 Jan 09

Jim Julius

highered change redesign transformation

13 Jan 09

Robyn Jay

educause education elearning unsw L&Tunsw TELT highereducation L&T trends

The problem with this approach, as Bill Graves has stated, is that all too often we “bolt on” technology rather than redesign the teaching and learning process.

22 Dec 08

Gosia Stergios

teaching_learning new_technologies_education

19 Nov 08

Heather Rodriguez

AcademicTechnology education

15 Nov 08

Didier Hernandez

Robert Zemsky and William F. Massy’s Thwarted Innovation (2004),¹ Chronicle of Higher Education features with titles such as “Professors and Technology: Helpless or Hopeless?” and “When Good Technology Means Bad Teaching,”² a large body of “no significant difference” studies, and even occasional EDUCAUSE Review articles that confess to doubts about our progress. Although there have been some signature successes, overall higher education has not convincingly demonstrated that technology has had a systemic, widespread, or sustained impact on the process of teaching or on student learning outcomes.
A review of the literature on teaching and learning with technology reveals that to date, much of the emphasis has been on selecting the “right” technologies (or the “right” vendors of a particular technology) and on encouraging and assisting faculty members to adopt and use those technologies. In support of this approach, institutions have implemented roundtable discussions, instructional technology centers, workshops, training programs, and help desks.

13 Nov 08

George Bradford

Information technology has been an important part of higher education since the development of the lantern slide in the mid-1800s. However, occasions in which the academy has been transformed by technology are rare. Viewed in a historical perspective, these occasions can be considered as a series of three epochs: the online public-access catalog epoch; the personal computer, Internet, and web epoch; and the enterprise systems (ERP, CMS) epoch. Certainly, developments are continuing, but for most colleges and universities, these three epochs no longer represent technological frontiers. Looking forward, those of us in higher education are now focusing our attention on technology applications for teaching, learning, and research—or what can be viewed as the epochs of teaching and learning with technology, and cyberinfrastructure. In this commentary, I’ll be confining my comments to teaching and learning.

educause education online elearning article

One measure of an institution’s approach to teaching and learning with technology is the response to two questions: “How many instructional designers does the institution employ?” and “What do they do?”
if there are a number of instructional designers, if their work consists of developing and delivering enterprise-wide faculty development associated with institutional initiatives, and if they participate fully in project design, then a quite different picture emerges.

10 Nov 08

This article has some very important points about developing and promoting the use of instructional technology in a college.

edtech

. The problem with this approach, as Bill Graves has stated, is that all too often we “bolt on” technology rather than redesign the teaching and learning process.
Graves notes that as exciting as these individual technological “random acts of progress” may appear, they tend to increase the cost of instruction, to be short-lived, and to seldom disseminate widely or scale to a level that can achieve institution-wide impact.³ Tony Bates cites additional limitations of approaches centered on individual faculty adoption, including excessive time demands on faculty and support staff, failure to complete projects, inconsistent results, and lack of dissemination of best practices. Bates also notes that such initiatives typically do not scale well because they are so heavily dependent on the ideas and energy of one or a few individuals and because ramping up requires exponentially greater support resources.
n their simplest form, successful systemic approaches are characterized by institutional facilitation, administrative direction, and faculty interest. Institutional facilitation is perhaps the most critical of these because without it, administrative intent cannot be achieved and faculty engagement cannot be sustained.
Achieving meaningful transformation requires institution-wide, systemic initiatives.

2 more annotations...

wayne anderson

edTech education Teaching & Learning educause

Morris Pelzel

instructional tech

The problem with this approach, as Bill Graves has stated, is that all too often we “bolt on” technology rather than redesign the teaching and learning process. Graves notes that as exciting as these individual technological “random acts of progress” may appear, they tend to increase the cost of instruction, to be short-lived, and to seldom disseminate widely or scale to a level that can achieve institution-wide impact.
One measure of an institution’s approach to teaching and learning with technology is the response to two questions: “How many instructional designers does the institution employ?” and “What do they do?” If the response to the first question is “none” or “a few,” and if the answer to the second is that the instructional designers are assigned to individual faculty projects, one picture emerges. On the other hand, if there are a number of instructional designers, if their work consists of developing and delivering enterprise-wide faculty development associated with institutional initiatives, and if they participate fully in project design, then a quite different picture emerges. Another measure of institutional capacity to facilitate is the relationship between information technology and instructional technology units. Institutions with closely aligned information technology and instructional technology resources are better prepared to mount and sustain large-scale initiatives than are institutions in which the two functions do not communicate or collaborate well.

09 Nov 08

Wendy Athens

EdTech technology criticism forecast

07 Nov 08

Beverly Brown

moving technology into the curriculum. Includes a list of factors to consider and include when implementing.

technology education educause culturalchange

31 Oct 08

Linda Wallace

Given the centrality of teaching and learning to the mission of the academy, employing technology to improve teaching practice and student learning outcomes remains one of our most important goals—and one of our most conspicuous pieces of unfinished busin

graziadio_elearning teaching faculty publications

28 Oct 08