Learner-Centered Principles

Bridging the Gap Between Communities of Learning Technology Practitioners and Research/Theorists

Monday, January 26, 2004
10:40 a.m. - 11:50 a.m. CONSES05

Susan Gautsch, Director of E-Learning - Graduate School of Business, Pepperdine University

Andrew Thomas, Program Manager, University of Southern California

NLII Key Theme - Bridging Teaching & Learning Research & Practice

As practitioners of learning technology—be it learner-centered designers, faculty development professionals, or administrators of curricular policy—we are increasingly driven to current learning theory and research to both inform and validate our practices. A model of theory and practice interdependence would presume a tight linkage between the two communities of learning technology research and practice; however, such a relationship is elusive at best. So the saying rings true, "In theory, theory and practice go hand-in-hand. In practice, they just go." Moreover, a comprehensive survey of learning technology research would yield few studies conducted within the classrooms, computer labs, study halls, or dorms of universities. Instead, learning technology research occurs predominately in the K–12 arena. While much of this research can be relevant to higher education, a significant void remains in the theoretical landscape in which we practice. In this focused interactive session, our first goal will be to analyze the nature of the gap between the communities of learning technology practitioners and researchers/theorists. With a deeper understanding of the problem, we will proceed to explore ways in which we can situate our own practices in a research and scholarship of teaching and learning context. Lastly, we will consider ways in which we can develop and support new or existing initiatives designed to bridge these two seemingly parallel universes. Such initiatives may range from simple plans for engaging researchers at our own schools of education to broader initiatives aimed at building mechanisms for our two communities to share, understand, and leverage each other's existing objectives, knowledge, experiences, methods, language, publications, cultural influences, and professional directives.

Postconference Resource

Combining Science of Learning Principles and Electronic Portfolio Technology to Foster Durable Learning

Tuesday, January 27, 2004
10:40 a.m. - 11:50 a.m. CONSES25

Milton D. Hakel, Professor of Psychology, Bowling Green State University

Ali Jafari, Professor of Computer & Information Technology, Indiana University-Purdue University Indianapolis

NLII Key Theme - Bridging Teaching & Learning Research & Practice

How can we better foster durable learning—learning that lasts beyond the end of the end of the course, or the end of the week, or the end of this session? The newly emerging science of learning offers a growing body of principles and research findings yet to be systematically applied. E-portfolio technology offers learners the means to document and reinforce their learning. These two strands of knowledge and practice need to converge in our day-to-day work. In this interactive session, the context will be provided by a course, project, or activity pursued by each participant. Small groups will collaborate to formulate initial thoughts, and the session leaders will introduce some resources and perspectives on the challenge. The groups will refine their initial ideas and then write headlines to capture the gist of how a science of learning principle would be applied to a tangible activity.

Postconference Resource

Designing Interaction Experiences

Tuesday, January 27, 2004
2:00 p.m. - 3:00 p.m. CONSES37

Ellen D. Wagner, Senior Director, WW eLearning Solutions, Adobe Systems, Inc.

NLII Key Theme - Learning Centered Principles, Design & Practice

Interaction continues to be one of the most debated constructs in technology-mediated learning. Interactions set the standard for an engaging, high-quality learning experience. They also represents one of the most expensive elements encountered while implementing online learning experiences. This session reviews a variety of interaction design models and offers suggestions for creating interaction experiences to maximize learning outcomes.

Postconference Resource

It Doesn't All Have to Be Online: Developing Effective Paper-Based Activities to Complement Computer-Based Learning Materials

Monday, January 26, 2004
4:30 p.m. - 5:20 p.m. CONSES21

Marilyn Dispensa, Instructional Designer, Cornell University

NLII Key Theme - Learner-Centered Principles, Design & Practice

Many online modules can be criticized for not providing enough interactivity. While using worksheets is not a new idea, this presentation will suggest strategies for developing effective and interactive off-line activities that complement a variety of online resources. This flexible, "low tech" approach can be adapted for both lower- and higher-order learning.

Karma or Pushback: Using Network Theory to Explore Interactions in the Virtual Classroom

Monday, January 26, 2004
10:40 a.m. - 11:50 a.m. CONSES04

Cyprien P. Lomas, Director, Learning Centre, The University of British Columbia

Ulrich Rauch, Director, Arts Instructional Support & Information Technology, The University of British Columbia

NLII Key Theme - New Learning Ecosystems

E-learning involves virtual communities. Developing a diverse learning community built around cooperation and self-organization requires an understanding of the principles underlying fragile learning ecosystem. A unique opportunity arises when the history of social interactions is mapped and interpreted using emergent network theory. We identify links between ideas and people and model a topology of interactions that help us understand the emergence of organic knowledge objects.

Postconference Resource

Online Text-Based Classroom Discussions: Learning Transformations and Issues

Tuesday, January 27, 2004
2:00 p.m. - 3:00 p.m. CONSES35

Carol DeArment, Instructional Designer, University of Pittsburgh

NLII Key Theme - Learner-Centered Principles, Design & Practice

Many college courses use Internet technologies for synchronous and asynchronous discussions. While online discussions can promote learning transformations, they also raise pedagogical issues. This session focuses on how insights from a semester-long qualitative case study are applied on an ongoing basis to courses at a large research university.

Postconference Resource

The Authority of Consensus: Next-Generation Course Management Systems

Monday, January 26, 2004
9:25 a.m. - 10:25 a.m. FS02

Ronald Bleed, Vice Chancellor Emeritus, Maricopa Community College District

Malcolm B. Brown, Director of Academic Computing, Dartmouth College

Jean Kreis, 2004 NLII Fellow-Web-Based Instruction, Sr. Program Coordinator, Casa Grande Union High School

Patricia A. McGee, Associate Professor/2003 NLII Fellow, University of Texas at San Antonio

NLII Key Theme - Learner-Centered Principles, Design & Practice

A diverse set of participants at the NLII 2003 Spring Focus Session on next-generation course management systems (CMSs) agreed to share a common conceptual framework of learner-centered principles, and within that framework, discussed how the use of a course management system can support teaching practices and learning activities that result in deeper learning. The participants identified and prioritized a set of related issues and functional requirements for next-generation CMS. An NLII workgroup was chartered in response to the recommendations of the participants, and four teams emerged and developed the following work products, which will be shared with the NLII Annual Meeting attendees:

Refined conceptual framework for orienting the use of CMSs around learner-centered principles
Suite of scenarios for the use of next-generation CMSs
Intra-institutional issues and recommendations for the use of next-generation CMSs to support deeper learning

(If you are interested in giving your perspective as an NLII member on appropriate next steps for the NLII, plan to attend the Next-Generation Knowledge and Learning Management Systems Forum and Feedback Session, Tuesday, 1/27, 3:00–5:00 p.m.)

Postconference Resource

ELI 2004 Annual Meeting		Learner-Centered Principles Bridging the Gap Between Communities of Learning Technology Practitioners and Research/Theorists Monday, January 26, 2004 10:40 a.m. - 11:50 a.m. CONSES05 Susan Gautsch, Director of E-Learning - Graduate School of Business, Pepperdine University Andrew Thomas, Program Manager, University of Southern California NLII Key Theme - Bridging Teaching & Learning Research & Practice As practitioners of learning technology—be it learner-centered designers, faculty development professionals, or administrators of curricular policy—we are increasingly driven to current learning theory and research to both inform and validate our practices. A model of theory and practice interdependence would presume a tight linkage between the two communities of learning technology research and practice; however, such a relationship is elusive at best. So the saying rings true, "In theory, theory and practice go hand-in-hand. In practice, they just go." Moreover, a comprehensive survey of learning technology research would yield few studies conducted within the classrooms, computer labs, study halls, or dorms of universities. Instead, learning technology research occurs predominately in the K–12 arena. While much of this research can be relevant to higher education, a significant void remains in the theoretical landscape in which we practice. In this focused interactive session, our first goal will be to analyze the nature of the gap between the communities of learning technology practitioners and researchers/theorists. With a deeper understanding of the problem, we will proceed to explore ways in which we can situate our own practices in a research and scholarship of teaching and learning context. Lastly, we will consider ways in which we can develop and support new or existing initiatives designed to bridge these two seemingly parallel universes. Such initiatives may range from simple plans for engaging researchers at our own schools of education to broader initiatives aimed at building mechanisms for our two communities to share, understand, and leverage each other's existing objectives, knowledge, experiences, methods, language, publications, cultural influences, and professional directives. Postconference Resource Combining Science of Learning Principles and Electronic Portfolio Technology to Foster Durable Learning Tuesday, January 27, 2004 10:40 a.m. - 11:50 a.m. CONSES25 Milton D. Hakel, Professor of Psychology, Bowling Green State University Ali Jafari, Professor of Computer & Information Technology, Indiana University-Purdue University Indianapolis NLII Key Theme - Bridging Teaching & Learning Research & Practice How can we better foster durable learning—learning that lasts beyond the end of the end of the course, or the end of the week, or the end of this session? The newly emerging science of learning offers a growing body of principles and research findings yet to be systematically applied. E-portfolio technology offers learners the means to document and reinforce their learning. These two strands of knowledge and practice need to converge in our day-to-day work. In this interactive session, the context will be provided by a course, project, or activity pursued by each participant. Small groups will collaborate to formulate initial thoughts, and the session leaders will introduce some resources and perspectives on the challenge. The groups will refine their initial ideas and then write headlines to capture the gist of how a science of learning principle would be applied to a tangible activity. Postconference Resource Designing Interaction Experiences Tuesday, January 27, 2004 2:00 p.m. - 3:00 p.m. CONSES37 Ellen D. Wagner, Senior Director, WW eLearning Solutions, Adobe Systems, Inc. NLII Key Theme - Learning Centered Principles, Design & Practice Interaction continues to be one of the most debated constructs in technology-mediated learning. Interactions set the standard for an engaging, high-quality learning experience. They also represents one of the most expensive elements encountered while implementing online learning experiences. This session reviews a variety of interaction design models and offers suggestions for creating interaction experiences to maximize learning outcomes. Postconference Resource It Doesn't All Have to Be Online: Developing Effective Paper-Based Activities to Complement Computer-Based Learning Materials Monday, January 26, 2004 4:30 p.m. - 5:20 p.m. CONSES21 Marilyn Dispensa, Instructional Designer, Cornell University NLII Key Theme - Learner-Centered Principles, Design & Practice Many online modules can be criticized for not providing enough interactivity. While using worksheets is not a new idea, this presentation will suggest strategies for developing effective and interactive off-line activities that complement a variety of online resources. This flexible, "low tech" approach can be adapted for both lower- and higher-order learning. Karma or Pushback: Using Network Theory to Explore Interactions in the Virtual Classroom Monday, January 26, 2004 10:40 a.m. - 11:50 a.m. CONSES04 Cyprien P. Lomas, Director, Learning Centre, The University of British Columbia Ulrich Rauch, Director, Arts Instructional Support & Information Technology, The University of British Columbia NLII Key Theme - New Learning Ecosystems E-learning involves virtual communities. Developing a diverse learning community built around cooperation and self-organization requires an understanding of the principles underlying fragile learning ecosystem. A unique opportunity arises when the history of social interactions is mapped and interpreted using emergent network theory. We identify links between ideas and people and model a topology of interactions that help us understand the emergence of organic knowledge objects. Postconference Resource Online Text-Based Classroom Discussions: Learning Transformations and Issues Tuesday, January 27, 2004 2:00 p.m. - 3:00 p.m. CONSES35 Carol DeArment, Instructional Designer, University of Pittsburgh NLII Key Theme - Learner-Centered Principles, Design & Practice Many college courses use Internet technologies for synchronous and asynchronous discussions. While online discussions can promote learning transformations, they also raise pedagogical issues. This session focuses on how insights from a semester-long qualitative case study are applied on an ongoing basis to courses at a large research university. Postconference Resource The Authority of Consensus: Next-Generation Course Management Systems Monday, January 26, 2004 9:25 a.m. - 10:25 a.m. FS02 Ronald Bleed, Vice Chancellor Emeritus, Maricopa Community College District Malcolm B. Brown, Director of Academic Computing, Dartmouth College Jean Kreis, 2004 NLII Fellow-Web-Based Instruction, Sr. Program Coordinator, Casa Grande Union High School Patricia A. McGee, Associate Professor/2003 NLII Fellow, University of Texas at San Antonio NLII Key Theme - Learner-Centered Principles, Design & Practice A diverse set of participants at the NLII 2003 Spring Focus Session on next-generation course management systems (CMSs) agreed to share a common conceptual framework of learner-centered principles, and within that framework, discussed how the use of a course management system can support teaching practices and learning activities that result in deeper learning. The participants identified and prioritized a set of related issues and functional requirements for next-generation CMS. An NLII workgroup was chartered in response to the recommendations of the participants, and four teams emerged and developed the following work products, which will be shared with the NLII Annual Meeting attendees: Refined conceptual framework for orienting the use of CMSs around learner-centered principles Suite of scenarios for the use of next-generation CMSs Intra-institutional issues and recommendations for the use of next-generation CMSs to support deeper learning (If you are interested in giving your perspective as an NLII member on appropriate next steps for the NLII, plan to attend the Next-Generation Knowledge and Learning Management Systems Forum and Feedback Session, Tuesday, 1/27, 3:00–5:00 p.m.) Postconference Resource
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