Breaking out of the walled garden:

Expanding horizons of technology-

enhanced learning

14-15 JUNE 2017

LIVERPOOL JMU

TEACHING & LEARNING CONFERENCE

“VISIONS FOR LEARNING”

Overview

• Where we (you) are

• Dimensions of activity in TEL (with

examples)

• Implications for the educator

• Implications for the institution

Where we were,

Where we are

1996

http://mfeldstein.com/opening-lms-walled-garden/VLE

‘It’…. but ‘not it’

• 96 million user logins in Sept-Dec 2016

• But… most faculty not satisfied with ease

of use

“On par with Windows 1998 usability”

“The ham handed interface is like trying to eat dinner

while wearing hockey goalie equipment”

http://mfeldstein.com/opening-lms-walled-garden/

www.menti.com

Use code

33 95 03

What one word describes the key

requirement for a TEL initiative to succeed?

My top 3

• Interoperability (different tools)

• Support at all levels (Uni leaders, t&l

experts)

• Local champions (buy-in)

A learning technology

ecosystem

11

An ecosystem that empowers faculty and students to achieve their teaching and

learning goals by providing robust, dynamic and pedagogically sound tools and

services that are time-efficient to learn and use

Vision

Pedagogically sound • Derived from evidence-based teaching and learning practices

Robust • Reliable and scalable

Adaptable • Flexible to different learning contexts, agile and supportive of

innovation

Intuitive • Simple and easy to learn and use, facilitating a coherent user

experience

Cost effective • Supportable with reach and transferability across Faculties,

disciplines and users

Collaboration-aligned • Enabling of interaction and relationship building

Principles

Dimensions of

activity in TEL

Content

Content

Content

Data on content

Assessments

Assessments

http://ubc.github.io/compair/site

Title of slide

• Content

Graph extracted from http://vikparuchuri.com/blog/on-the-automated-scoring-of-essays/

Implications for

the educator

Anatomy of 21st Century Educators

Scholar

Technologist

Curator

Teacher for Learning

Collaborator

Experimenter

An awareness & appreciation of effective, research-based, discipline-appropriate pedagogical approaches.

Fluency using learning technology in educationally effective ways.

A producer & consumer of appropriate educational resources through sharing & development.

An understanding of how students learn & how to design effective learning activities & experiences.

Sharing & enhancing one’s own educational approaches through collaborations within, across & between disciplines.

An openness to try, reflect & learn from new approaches, pedagogy & technologies to support student learning.

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Implications for

the institution

tools

support

data

Take homes

The monolithic VLE is not all there is: interoperability brings choices

The LT ecosystem can realize digital instances of different pedagogies

The skills required to thrive and enhance learning in this environment may be

found in a combination of different roles

Institutions need to make deliberate choices around tools used, support

provided and how data is used to enhance teaching and learning

Further information

• UBC’s Learning Technology Ecosystem Project (LTEP) – a collaborative visioning exercise on the

future of learning technology at UBC - http://ctlt.ubc.ca/2015/05/19/learn-about-the-learning-technology-

ecosystem-project/

• EDUCAUSE’s Next Generation Digital Learning Environment (NGDLE) article

https://library.educause.edu/resources/2014/9/next-generation-digital-learning-environment-initiative

• The e-literate blog of Phil Hill and Michael Feldstein

http://mfeldstein.com/

• Collaborative Learning Annotation System (CLAS) at UBC

http://clas.sites.olt.ubc.ca

• Webwork http://webwork.maa.org/

• comPAIR tool at UBC - http://ubc.github.io/compair/site/