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Featured SessionsCreating the Blended Mode UniversityTuesday, January 29, 2002 John C. Cavanaugh, President, University of West Florida This session will provide an overview of the lessons learned from the University of North Carolina at Wilmington's efforts to create and implement the "blended-mode university," a seamless and transparent partnership wedding academic affairs and information technology systems to create, manage, and support both traditional and online learning opportunities. First we will provide a brief overview of the rationale for creating the blended-mode university. The institutional context will be discussed, and the structural changes in organization and administration will be presented. The second section will provide a discussion for how strategic decisions about online learning options are made, and the interdivisional and inter-institutional processes that have been created and implemented to create the blended-mode university. The third section will describe outcomes to date. The final section will present some directions for the future. Developing a Successful Partnership Investment PortfolioMonday, January 28, 2002 Linda L. Baer, Senior Vice Chancellor for Academic & Student Affairs, Minnesota State Colleges and Universities Ann Hill Duin, Associate Vice President & Deputy CIO, University of Minnesota George T. Geis and George S. Geis (2001) in their book Digital Deals: Strategies for Selecting and Structuring Partnerships, state that "Virtually no one goes to market alone anymore-it's too costly, too risky, and too slow." (5). The learning marketspace-an Internet gateway through which learners, employers, and education providers are drawn together to create value for learners, enhance economic development, and engage institutions in meeting the needs of twenty-first century learners-is a new paradigm based on the driving factor of partnerships. Entities partner to create learning marketspaces to better serve students by leveraging their human and fiscal resources. Those involved in the development of learning marketspaces are fueled by a commitment to lifelong learning, and they understand the strategic importance of partnering to the current and future relevance of their institution. This session explores partnerships from an investment perspective. We describe how a higher education institution can develop a successful partnership investment portfolio when such partnering is viewed as competing with on-campus interests. We focus on five types of investment strategies, noting how to articulate, measure, and evaluate the return on investment from each type for learners, faculty, and campuses. (See companion concurrent session "A Showcase of Successful Partnership Investment Portfolios" from 1:00-1:50 p.m. on Monday, January 28.) Learner Centered by Practice: Applying What We Know About Learning and Cognition in Designing for the Online EnvironmentMonday, January 28, 2002 Stephen Downes, Senior Research Officer, National Research Council of Canada Lynette Gillis, President, Learning Designs OnLine Helen Knibb, NLII 2001 Fellow, Fleming College M. David Merrill, Professor, Utah State University Panelists will provide an overview of, and share current thinking around, four key issues related to technology-assisted learning. What do we know about learning and cognition that should be applied to the online environment? Using these principles, what are some of the most effective design, teaching and learning strategies that have been explored in professional, continuous, and corporate learning, as well as higher education? In what ways do they contribute to or change our understanding of learner centeredness? How can we use existing technologies to design effective teaching and learning experiences? What are the indicators that next-generation technologies will further support these goals?(See companion concurrent session, "Learner Centered by Practice" from 3:10-4:00 p.m. on Monday, January 28.) Now What? The Future from an OKI/IMS/MERLOT Point of ViewMonday, January 28, 2002 Edward Cooper, Professor, MBA, Regis University M. S. Vijay Kumar, Senior Associate Dean and Director, Office of Educational Innovation and Techno, MIT Edward C.T. Walker, Executive Vice President, CS4ed Learning infrastructures, learning technology, and learning objects are (almost) ready for use, and practical barriers to content sharing, user authentication, component interoperability, and collaboration are tumbling. What does today's generation of learning environments and learning interactions look like? What will you and your campus or company be doing to exploit the object repositories and online learning technology enabled during the past year by national and international initiatives such as OKI, IMS, and MERLOT? This session will discuss what can be done now with technical capabilities that exist, and begin planning for what should be provided tomorrow. (See companion concurrent session, "OKI/IMS/MERLOT," from 2:00-2:50 p.m. on Monday, January 28.) On the Wings of Change, E-Portfolios Take OffTuesday, January 29, 2002 Helen C. Barrett, Research Director Helen L. Chen, Research Scientist, Stanford University Toru Iiyoshi, Senior Scholar/Director, Knowledge Media Lab, Carnegie Foundation for the Advancement of Teaching John C. Ittelson, Professor, Director, California State University, Monterey Bay Gary Langer, Associate Vice Chancellor - Academic Innovations, Minnesota State Colleges and Universities This session will focus on the expanding role of e-portfolios in higher education, models for learning management systems, and folio thinking. Each presenter will offer a thumbnail sketch about how their institution is approaching the issues, highlighting institutional experiences thus far. We will explore the pedagogical implications that e-portfolios have for student learning and teaching. We will also discuss how developing e-portfolio skills may impact the student's lifelong learning and career aspirations. (See companion concurrent session, "E-Portfolios" from 11:40 a.m.-12:30 p.m. on Tuesday, January 29.) The Promise and Pitfalls of Learning Objects: Current Status of Digital Resource CollectionsTuesday, January 29, 2002 Kathleen Bennett, Web Instructional Technologist, The University of Tennessee Veronica Diaz, Instructional Technology Manager, Maricopa Community College District David McArthur, Senior Consultant, SunGard Collegis Inc. Susan E. Metros, Deputy CIO & Associate Vice Provost, University of Southern California Learning objects gleaned from digital repositories promise a new and intelligent way of creating learning environments within and outside the boundaries of the traditional course. Digital repositories of high quality learning objects offer educators great value in terms of saving time and money in course development, increasing the reusability of content, enhancing students' learning environment, and engaging faculty in a dynamic community of practice. The central goal of the session is to familiarize participants with the key issues involved in developing digital repositories so that they serve the goals of higher education. To accomplish this, the session will familiarize participants with learning object terminology and standards initiatives. Presenters will demonstrate several digital repositories, describe projects underway, and identify the challenges and research questions involved in this evolving field, including issues that arise when using learning objects distributed across many repositories. (See companion concurrent session, "Learning Objects" from 11:40 a.m.-12:30 p.m. on Tuesday, January 29.) Transformative AssessmentTuesday, January 29, 2002 Stephen C. Ehrmann, Vice President & Director, The Flashlight Program, The TLT Group Joan K. Lippincott, Associate Executive Director, Coalition for Networked Information Transformative assessment systems are institution-wide assessment strategies that are based on institutional goals and implemented in an integrated way for all levels (courses, programs and majors, services, and the institution as a whole) to systematically transform teaching and learning in the ways that the institution has targeted. Transformative assessment systems are aligned with institutional mission, planning, budgeting, information technology, development, and other key institutional processes so that, together, they drive changes in the direction of high priority for the institution, its staff, students, and constituents, regardless of what the priority is (priorities could range from promoting a high level of collaborative skills in graduating students, to ensuring that a regional population is well-served, to increasing the cost-effectiveness of the use of technology in instruction). A partnership of the National Learning Infrastructure Initiative (NLII), the Flashlight Program of the TLT Group, the Coalition for Networked Information (CNI), and the University of Colorado, Boulder's Alliance for Technology, Learning, and Society (ATLAS) has been working for the past year on the Transformative Assessment Project. This project is designed to elicit new ideas about assessment practices and systems that will transform teaching and learning using technology, and to help institutions of higher education put these ideas into action. The presenters will present some early findings of this project, and report on future plans. Virtual CommunitiesTuesday, January 29, 2002 Melissa Koch, Director of Product Strategy, Tapped In, SRI International Sabine Seufert, Executive Director, MBA Program, University of St. Gallen Vicki Suter, Director, iCohere Recent research in cognition and pedagogy, and experience in curriculum development support the hypothesis that learning is a social interaction, and that moreover, knowledge is constructed socially. At the same time, thoughtful people are wondering about the impact of distributed learning on interactions between student and teacher, and between students. Some claim that the depth and richness of the face-to-face experience students have in the traditional classroom setting is irreplaceable; therefore any "virtual" teaching and learning activities must by definition be inferior. Others argue that, while face-to-face experiences are important, where not possible, or too expensive, or where access to higher education is limited, we must evaluate alternatives that technology makes possible. More than that, we need to determine if, in fact, Internet technologies properly applied may actually overcome the barriers in the face-to-face world to the creation of a broad-based, vibrant and engaged academic community that includes faculty, students, alumni, and others.) If one key element of any kind of learning, including e-learning, is social interaction, the concept of "online learning communities" is promising. Panelists will review the potential and limitations of online communities as teaching and learning environments, will discuss the issues involved in the design, evolution and support of online communities (including multicultural and international communities), and will discuss specific online community projects underway at a number of institutions. Yarns into Gold: Moving ECAR from Idea to ActionTuesday, January 29, 2002 Bob Albrecht, ECAR Senior Fellow, EDUCAUSE Richard N. Katz, Vice President, EDUCAUSE Diana G. Oblinger, Vice President, EDUCAUSE One year ago, NLII meeting attendees participated in a guided discussion on the idea for the EDUCAUSE Center for Applied Research (ECAR). In this presentation, ECAR staff will discuss the evolution of the initiative, its research agenda, and early findings. Presenters will also solicit the attendees' input on areas needing research attention. |
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