Breakout Sessions

Creating Principle-Based Learning Environments with Course Management Systems

Friday, March 07, 2003
10:40 a.m. - 11:40 a.m. SESS02

Nada Dabbagh, Assistant Professor Instructional Design and Development, George Mason University

Van Weigel, Professor of Ethics and Economic Development, Eastern University

Panelists will address the following questions:

What are some good examples of principle-based learning environments supported by technology that can be gleaned from examination of the use of multiple CMS across multiple campuses?
Are course management systems pedagogical straitjackets (i.e., what teaching and learning problems exist or persist because of the design of existing CMSs)?
Assuming the use of good learning design (learning-centered teaching practices and learning activities), what does learning management software need to be able to help teachers and learners do?

PRE-MEETING PREPARATIONS

Please read "Using a Web-based Course Management Tool to Support Face-to-face Instruction," (Nada Dabbagh, The Technology Source, March/April issue, 2002), and explore Van Weigel's site http://www.knowledgeroom.com describing his Knowledge Room concept.

Postconference Resource

General Group Discussion

Friday, March 07, 2003
8:50 a.m. - 9:15 a.m. SESS01

Discussion question:

How can we develop a conceptual framework for effectively exploring the issues of transforming teaching and learning with technology, and specifically, course management systems?

Small Group Session (by issue)

Friday, March 07, 2003
3:30 p.m. - 4:30 p.m. SESS03

Attendees will break out into small groups according to the issues of interest.

Groups 1 and 2: What are the teaching and learning issues associated with CMS?

Work product: Refined list of functional requirements for future CMS features which would support best practices derived from learning principles.

Groups 1 and 2 optional reading: Bransford, J., Brown, A., Cocking, R. (Eds). (2000). How People Learn: Brain, Mind, Experience and School. Washington, D.C.: National Research Council. (Also available on-line at www.nap.edu).

Groups 3 and 4: What are the technical and architectural issues associated with CMS (modularity, modular learning tools, excision of content, proprietary standards, content/knowledge management)?

Work product: Refined list of the issues, priorities, and recommendations with regard to functional requirements for next-generation CMS.

Groups 3 and 4 optional reading: Stephen Downes, "Problems and Issues in Online Learning," The Learning Place, October 2002 (Also available on-line at education.qld.gov.au).

Group 5: What are the institutional and administrative issues associated with CMSs? (What is changing in higher education that makes CMSs compelling to faculty and students? What role does the institution play in choosing a CMS? What ownership do faculty have in the implementation and upgrade of CMS? What demands can be put fairly on IT in its role as caretaker of the enterprise CMS?)

Work product: List of issues, priorities, recommendations with regard to next-generation CMS.

Overall work product: Prioritize the set of issues and recommendations associated with use of CMSs according to learner-centered principles (in the context of other forces influencing the development of next generation CMS), and compile consensual set of functional requirements for next-generation CMSs (example functional requirements from different perspectives would be: "gradebook has to import/export with Excel"; "gradebook has to be organized for individual student access/permissions so students can follow their progress and get rapid feedback"; "gradebook has to integrate with enterprise systems, e.g., student information systems").

OPTIONAL PRE-MEETING PREPARATION

Groups 1 and 2 reading: Bransford, J., Brown, A., Cocking, R. (Eds). (2000). How People Learn: Brain, Mind, Experience and School. Washington, D.C.: National Research Council.

Groups 3 and 4 reading: Stephen Downes, "Problems and Issues in Online Learning," The Learning Place, October 2002

2003 Spring Focus Session		Breakout Sessions Creating Principle-Based Learning Environments with Course Management Systems Friday, March 07, 2003 10:40 a.m. - 11:40 a.m. SESS02 Nada Dabbagh, Assistant Professor Instructional Design and Development, George Mason University Van Weigel, Professor of Ethics and Economic Development, Eastern University Panelists will address the following questions: What are some good examples of principle-based learning environments supported by technology that can be gleaned from examination of the use of multiple CMS across multiple campuses? Are course management systems pedagogical straitjackets (i.e., what teaching and learning problems exist or persist because of the design of existing CMSs)? Assuming the use of good learning design (learning-centered teaching practices and learning activities), what does learning management software need to be able to help teachers and learners do? PRE-MEETING PREPARATIONS Please read "Using a Web-based Course Management Tool to Support Face-to-face Instruction," (Nada Dabbagh, The Technology Source, March/April issue, 2002), and explore Van Weigel's site http://www.knowledgeroom.com describing his Knowledge Room concept. Postconference Resource General Group Discussion Friday, March 07, 2003 8:50 a.m. - 9:15 a.m. SESS01 Discussion question: How can we develop a conceptual framework for effectively exploring the issues of transforming teaching and learning with technology, and specifically, course management systems? Small Group Session (by issue) Friday, March 07, 2003 3:30 p.m. - 4:30 p.m. SESS03 Attendees will break out into small groups according to the issues of interest. Groups 1 and 2: What are the teaching and learning issues associated with CMS? Work product: Refined list of functional requirements for future CMS features which would support best practices derived from learning principles. Groups 1 and 2 optional reading: Bransford, J., Brown, A., Cocking, R. (Eds). (2000). How People Learn: Brain, Mind, Experience and School. Washington, D.C.: National Research Council. (Also available on-line at www.nap.edu). Groups 3 and 4: What are the technical and architectural issues associated with CMS (modularity, modular learning tools, excision of content, proprietary standards, content/knowledge management)? Work product: Refined list of the issues, priorities, and recommendations with regard to functional requirements for next-generation CMS. Groups 3 and 4 optional reading: Stephen Downes, "Problems and Issues in Online Learning," The Learning Place, October 2002 (Also available on-line at education.qld.gov.au). Group 5: What are the institutional and administrative issues associated with CMSs? (What is changing in higher education that makes CMSs compelling to faculty and students? What role does the institution play in choosing a CMS? What ownership do faculty have in the implementation and upgrade of CMS? What demands can be put fairly on IT in its role as caretaker of the enterprise CMS?) Work product: List of issues, priorities, recommendations with regard to next-generation CMS. Overall work product: Prioritize the set of issues and recommendations associated with use of CMSs according to learner-centered principles (in the context of other forces influencing the development of next generation CMS), and compile consensual set of functional requirements for next-generation CMSs (example functional requirements from different perspectives would be: "gradebook has to import/export with Excel"; "gradebook has to be organized for individual student access/permissions so students can follow their progress and get rapid feedback"; "gradebook has to integrate with enterprise systems, e.g., student information systems"). OPTIONAL PRE-MEETING PREPARATION Groups 1 and 2 reading: Bransford, J., Brown, A., Cocking, R. (Eds). (2000). How People Learn: Brain, Mind, Experience and School. Washington, D.C.: National Research Council. Groups 3 and 4 reading: Stephen Downes, "Problems and Issues in Online Learning," The Learning Place, October 2002
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