Running head: A VISION FOR E-LEARNING

Assignment 1: A Vision for E-Learning Johanne Brochu University of British Columbia ETEC 520: Planning and Managing Learning Technologies in Higher Education Submitted to Dr. Mark Bullen February 12th, 2012

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A Vision for E-Learning The constant evolution of distance education over the years has now made it possible for high school students to take online courses to complete their diploma. More than ever, with the myriad of available technologies and devices, we have an opportunity to enrich our teaching with technology or even have extended courses offered online. Context The Consortium dapprentissage virtuel de langue franaise de lOntario (CAVLFO) consists of a virtual grouping of 18 teachers, teaching in every discipline. These teachers are serving the French high schools of Ontario, as part of E-Learning Ontario (ELO), a provincial elearning strategy from the Ontario Ministry of Education (MOE). The administration and training staff include four provincial trainers, one special project developer, one orientation counselor, two secretaries and one director. In 2000, the twelve French school boards of Ontario (more than 90 high schools) launched a program with the aim of developing a long distance education structure. They created a learning mediated center called Service dapprentissage mdiatis franco-ontarien (SAMFO). Initially, the mode of delivery was oriented towards distance education via videoconferencing. Challenges soon arose with the schools individual schedules and the availability of videoconference rooms which became difficult to manage. Although videoconferencing was still adequate for meetings, this mode of communication was clearly inadequate for educational purposes. Consequently, in 2007, the MOE put in place the ELO strategy, hoping to offer the diverse Ontario school boards innovative ways to deliver the curriculum and better ensure students success.

ASSIGNMENT 1 In order to strengthen the ELO strategy, the MOE offered leadership, software applications and defined directives to the various school boards. Individual school boards still had total responsibility to determine which courses should be implemented and which resources should be used locally. In 2009, there was a huge gap between the English language and French language school boards capacity to deliver online courses. Since French high schools are smaller, fewer employees were available to offer online courses and as such there was a lack of expertise in their delivery. In an effort to address the widening gap, the two components of the ELO strategy were launched: 1) the centralized creation of online courses and mediated

resources, and, 2) in 2009, the creation of a unique model for the support, training and delivery of the courses under CAVLFO. The school boards have now embraced the Consortium which serves high school students. CAVLFO will soon offer adult education programs and other more specialized programs (e.g. international baccalaureate, sports and arts programs) to allow better accessibility for students from all schools. Currently offering 73 courses to 782 students with an additional seven new courses in 2012-2013, the student population in online courses has been increasing every semester since 2000. 911 students registered in September 2011; courses from all disciplines were offered (language, science, mathematics, etc.). CAVLFO introduced summer courses in 2011. The 'typical' high school student taking online courses at CAVLFO prefers to learn at his own pace. He is looking for easy access to courses and additional flexibility with scheduling. They might be involved in provincial or national sports teams, work as actors or jobs with similar demands, or simply do not fit into the regular school system. Environmental Scan

ASSIGNMENT 1 An environmental scan demonstrates the presence of various factors, external and internal, that could affect the quality of CAVLFOs strategic planning to incorporate digital technology tools (DTTs) into the online courses over the next five years. External factors are connected to government policies, funding, and local school system accessibility. Internal factors, in contrast, are linked to the organizations strategic plan, the organizational culture and the infrastructure of the organization. External Factors Government policies and funding. The project associated with CAVLFO is financed through an agreement between Canada and Ontario in relation to minority language education. This agreement (2009-2013) includes an initiative to support videoconferencing services, online courses and mediated resources elaboration. The aim of this project is to coordinate and deliver programs and distance services to French learners located all over Ontario. A strategic plan has been delivered and will be continued until 2013 with the expectation of increasing the credits allowed for day courses, permanent education, and summer courses. Indeed, CAVLFO will continue to be financed by the federal and provincial governments depending on the success of the initiative. To achieve success, the quality of our programs should continue to improve and the number of students taking courses should increase. One way to do that is to ensure the improvement of the pedagogical approach in using DTTs. The success of CAVLFO, an Ontario leader in e-learning, will arise as long as the MOE believes in the strengths and the value in the delivery of online courses offered to French high schools students. Local school system easy access. The school systems ability to provide learners with easy access to the Internet and to new DTTs, which CAVLFO is integrating into the online environment, varies from one school to another. For example, the Internet connection could be slow in some institutions and IT technicians might restrict access to certain external links for

ASSIGNMENT 1 security reasons. This situation is challenging for the teachers at CAVLFO as accessibility to Open Educational Resources (OER) is often blocked by the local schools network which is considerably affecting the use of technology in our programs. Thus, our team of teachers at CAVLFO often discuss how to resolve technical challenges with the teachers at local schools who are responsible for the students taking online courses. An additional hurdle to overcome is

the educators reluctance to use innovative methods of teaching, which, in turn, affects the use of e-learning in our programs. Clearly, there is a lack of consistency in terms of the technological support for e-learning throughout the school boards. Indeed, the school boards and CAVLFO should make an agreement in that regard in order for the schools to use our services. Internal Factors Organizations strategic plan. A four year strategic plan, from December 2009 to March 2013, was developed in which specific goals for every school year were established. These goals included the release of new online courses and the delivery of conferences to staff members of the French schools in Ontario. One important fact to consider is that French represents the second official language in Ontario and newcomers to the French educational system should be confident that they can integrate into our cultural community. Indeed, CAVLFO offers a unique opportunity to bring this community together as students are living in different parts of the province. Thus, it is essential that we offer a high quality and engaging education. The reality of being a language minority presents unique challenges that are not common to our English counterparts. Therefore, focusing step by step on specific goals in relation to our situation is extremely helpful. Organizational culture. Clearly, our organizational culture emphasizes "emergent and top-down strategies" (Bates & Sangr, 2011, p. 94), both integral to enhance flexibility and adaptability to innovation and new developments. Indeed, even though our director makes the

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final decisions on which DDTs will be used, we work as a team to help her make these important decisions. Hence, to help us decide which DDTs are likely to be successful we study the "experience of innovation strategies" (p. 94) from other institutions, like Florida Virtual School, so that those successful innovative practices can be integrated in our institution. Clearly, the open-minded and collaborative culture of our institution has a direct impact on how to approach innovation in e-learning. Indeed, it clearly demonstrates the seriousness of our team to plan carefully to ensure the best practices in pedagogy as we are using DTTs. Technological infrastructure. Our institution is using Desire to Learn (D2L) as a platform to deliver online courses. D2L offers comprehensive features for both teachers and students. According to criteria/principles selected from Bates and Poole SECTIONS (2003) and MITs Stellar course management system (Panettieri, 2007), the technology infrastructure of this Learning Management System (LMS) allows our institution to function at a higher level. These criteria are: equitability and flexibility, simplicity and ease of use, reliability, low physical and technical effort, community of learners and support, course work and assessments, instructional climate and support to learners, novelty and speed. Although, it is costly (about four millions of dollars for three years) this infrastructure allows easy access and privacy protection to students. In addition, it provides opportunities for teachers to develop and manage course content and accommodate diverse learning styles. Moreover, such a LMS allows the integration and support of the social constructivist theory. Ensuring that the platform is up to date with the most recent innovations in e-learning is an important factor for the success of the integration of new DTTs. Staff support. Staff members receive regular training, often by one of the CAVLFO trainers, whose expertise in technology and pedagogy equip us to accommodate our learners better. Periodically, the teachers are given tailored training according to their selection from a CAVLFO 'menu' of training options. More specifically, technology trainers have to respond

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adequately to the online teachers needs. The training "for anyone planning to use technology for teaching is essential" (Bates & Sangr, 2011, p. 74) and will establish how well e-learning is integrated. With that said, we need to ensure that DTTs will not be used simply for the sake of using new technology but rather as legitimate learning tools. Leadership and governance. In terms of leadership, CAVLFO has adopted a democratic model wherein staff members are encouraged to share ideas and develop new ways for our institution "to function more effectively" (Bates & Sangr, 2011, p. 80). As we are a team sharing the same vision, we work effectively towards integrating new technologies into our programs. Our director usually approves agreements by the teachers afterwards. Moreover, the technology trainers in our institution work to inform and train us on new technological advances. Their role is different than the one you would normally find in the school systems, as we are not an actual school as yet. However, their presence in our institution is helping us to better understand how to adequately use DTTs and make better decisions towards our strategic planning. My Vision My vision pertains to better integration of DTTs using a constructivist approach in the online courses given at CAVLFO. This vision means evolving the integration of technology at all levels to better engage the learners so they can develop the skills they need to be successful. Indeed, according to Bates and Sangr (2011), to better ensure the students interest in their studies, courses and programs have to be redesigned. Moreover, the role of the teachers should change to facilitators, and the pedagogy should be transformed. It becomes essential that teachers start "to use pedagogy to transform the way teaching is designed and delivered instead of using it to enhance traditional classroom teaching" (Bates & Sangr, 2011, p. xx). Context

ASSIGNMENT 1 Cultural context. As French is a minority language in Ontario, the use of e-learning in an online environment like the one CAVLFO offers presents a unique opportunity to bring teenagers from the same culture together. Using the courses platform, they are able to share the same culture and language background within a safe and controlled online environment. A Shift to a New Approach Constructivist approach. Some changes need to be considered with the applications of technology in education (Bates & Sangr, 2011). One of the changes is to ensure that the use of

the D2L platform facilitates the social construction of knowledge. Making a shift "toward a more constructivist approach to learning, based on reflection, discussion, and critical thinking" (Bates & Sangr, 2011, p. 63) is where we want our institution to concentrate its efforts. Indeed, the skills the new generation needs to develop in order to fit into the workplace of the 21st century are just as important as acquiring knowledge. With that in mind, autonomy must be encouraged so that students can benefit from new ways of learning. Learning online might mean taking online courses but it can also mean using a less organized environment (e.g., the WEB) to get the information needed to build knowledge. According to Bates and Sangr (2011), the nature of knowledge changes as it becomes more accessible. In this fairly new context, I believe that a more learner-centered teaching environment will fit better our learners needs because of the personal connections made "with ideas, facts, people, and communities" (Anderson, 2008). Indeed, staff support will be necessary to ensure adequate preparedness for the new approach we want to engage in, and training in the use of DTTs with leadership and governance will also be necessary. Moreover, we wish to promote active learning and confidence in the use of any type of new DTTs. Integration of Digital Technology Tools

ASSIGNMENT 1 Types of new DTTs. I envision that Problem Based Learning (PBL) projects will be integrated wisely into courses, so learners can internalize knowledge while collaborating with peers. Likewise, more cost-effective use of Web 2.0 and the OER should improve the quality of

the courses and learners should better engage in their learning. The use of DTTs such as Wikis or e-portfolios and the integration of Open Source (OS) sites, links to blogs, software that allows collaboration, and others, should be part of the strategy to improve learning in our institution. As well, more emphasis should be placed on better communities of practice (CofP), like wellorganized discussion forums which allow enculturation to progress (Scardamalia & Bereiter, 1994). Finally, using interactive social media tools in our platform like Facebook or "Elluminate" (Petter & Clift, 2006, p. 11) should enhance interactivity and connectivity (Siemens, 2004), which is evolving in todays Net World where our learners regularly acquire new knowledge (Sinclair, McClaren & Griffin, 2006). Rationale for using e-learning. Using e-learning in the 21st century workforce, where a new generation of life-long learners are emerging, requires knowledge and skills that are different from previous generations (Bullen & Janes, 2007). As a "paradigm shift" to improve teaching and learning, DTTs need to be integrated wisely into courses and programs. It means that in order to ensure the success of DTTs, it is essential to look at how to transform its use into learning programs. As Bates and Sangr (2011) stated, "The challenge now is not so much integration as innovation and change in methods, to improve learning outcomes and to use resources more efficiently" (p. 89). Thus, a transformation in pedagogy is essential, and these changes should affect the design and the delivery of teaching. We must develop new ways of teaching so that DTTs will be efficiently used to evolve learning instead of being a way to deliver knowledge.

ASSIGNMENT 1 Technology planning and integration. I envision a five-year rolling plan to integrate

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DTTs. Strategic thinking by staff members for teaching and learning (Bates & Sangr, 2011) has to be taken into consideration. Then, the director and the executive team of our institution should adopt it. Even though the final decisions will follow a more centralized model of leadership, all members will have to support the decisions made to regenerate the courses which should include the use of new DTTs. The re-purposing of courses will happen gradually but will be done with consistency, semester after semester. The technology trainers will continue to develop new creative ideas on how to use DTTs as they express their leadership in digital learning in Ontario. Moreover, support and encouragement should be maintained throughout the process of integrating DTTs. Finally, more surveys should be given to students, teachers in local schools, administrators in the schools and school boards. Collecting data provides valuable information that can be used for statistics to guide future decisions. Effects on the Educational System Effects on students and programs. Five years from now, we hope that learners would have developed self-confidence in their competencies to acquire and utilize information and communications technologies. Learners should also have enhanced critical thinking skills as they will have actively participated and collaborated with classmates in their courses. The constructivist approach of the courses will have attracted numerous students who want to experience learning in a unique learner-centered online environment. It means that learners will have received better services and the programs offered will be enhanced tremendously. Implications for CAVLFO The integration of DTTs into courses designed with a constructivist approach is going to pass on changes at different levels. However, as per Strong (2007), complex factors such as "limits on performance, breakthrough technology, market competition, manufacturing capability,

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economics, and changing needs of consumers" (p. 48) could determine the success of e-learning in an institution. Indeed, our institution will continuously have to examine the adjustments made as a result of introducing e-learning. Changes to Implement the Vision Courses redesigned. Courses should be redesigned to better integrate DTTs as the shift from Web 1.0 to Web 2.0 (Baraniuk, 2008) continues. It will be necessary to maintain a consistent and coherent structure in the layout of the courses and the tools used to avoid confusion for students taking more than one online course. It will also require some cost, as teachers will have to develop new material outside of their daily schedule. Staffs and teachers involvement. My vision implies that teachers should be able to make appropriate changes to their courses to take a constructivist approach. Indeed, it means that they will have to develop management skills using the D2L. Certainly, it will involve more training "in the use of technology, and developing a basic pedagogical model to support the use of technology for teaching" (Bates & Sangr, 2011, p. 109). In addition, it will be necessary to develop committees to encourage dialogue about e-learning and how to support it prior to making recommendations to the director of CAVLFO. These committees should include staff (teachers and technology trainers) who meet on a regular basis to discuss and explore all possibilities to improve the integration of DTTs in the courses. Furthermore, it will require a paradigm shift at the local level: schools will need to support and encourage innovation and creativity in the teaching staffs pedagogical practices. Impact on learners way of studying and learning. A more learner-centered approach means that learners will be placed in situations where they will have to develop critical thinking skills. Indeed, they will be more active in their acquisition of knowledge. Moreover, emphasis on the social environment (constructivist approach) multiple perspectives will arise which will be

ASSIGNMENT 1 internalized by learners. This collaborative learning should motivate them to think critically

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about the problems they try to solve. In such an environment, learners will become independent thinkers, responsible for their own learning. Infrastructure and institutional changes. Responsibilities and roles of staff members should be clearly defined, as participation and students involvement will increase. However, new technological developments will alter the face of its governance structure. It will require even more flexibility and adaptability (Bates & Sangr, 2011) from every staff members and the director. Likewise, teachers in local schools will have to be open-minded and accepting of innovation. They must be ready to work collaboratively with the online teachers to better understand and efficiently use the DTTs included in the course content. As technological issues will arise, they should be addressed and managed in a timely manner to make sure that the technological infrastructure is well supported. With that in mind, at least one educational IT technician should be employed and be at the teachers disposal, for both the online teacher and the local teacher responsible for online courses in the school. This new addition to the staff should considerably help the teachers and the students to maximize their effort and time at working through the activities. Moreover, this technician should analyze new technologies on the market and do some planning in order to be prepared for potential "effects of disruptive technologies" (Strong, 2007). Conclusion Finally, as the integration of DTTs progresses, it is essential that our "students are learning better and are getting better services" (Bates & Sangr, 2011, p. 75). Moreover, the challenge for the francophone population in Ontario is to keep pace with other schools where the DTTs are already successfully integrated into their educational system. At last, teachers should

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be responsible for providing the necessary framework for successful learning as they take the role of facilitators and students should better be able to dictate their own learning.

ASSIGNMENT 1 References Anderson, T. (2008). Toward a theory of online learning. In T. Anderson & F. Elloumi (Eds.), Theory and Practice of Online Learning, Chapter 2 (pp. 45-74). Retrieved from http://www.aupress.ca/books/120/ebook/02_Anderson_2008_AndersonOnline_Learning.pdf Baraniuk, R.G. (2008). Challenges and Opportunities for the Open Education Movement: A Connexions Case Study. In T. Liyoshi & M.S.V. Kumar (EDs) Opening Up Education (pp. 229-246). Cambridge, MA: MIT Press. Retrieved from https://www.vista.ubc.ca/webct/urw/tp0.lc5116011/cobaltMainFrame.dowebc

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Bates A.W., & Poole, G. (2003). Chapter 4: A Framework for Selecting and Using Technology. In Effective Teaching with Technology in Higher Education: Foundations for Success. (pp. 77-105). San Francisco: Jossey-Bass. Retrieved from https://www.vista.ubc.ca/webct/urw/lc5620062503281.tp5620062526281/cobaltMainFram e.dowebct Bates, A. W., & Sangr, A. (2011). Managing Technology in Higher Education: Strategies for Transforming Teaching & Learning. (pp. xi-129). San Francisco: Jossey-Bass. Bereiter, C., & Scardamalia, M. (1994). Computer support for knowledge-building communities. The Journal of the Learning Sciences,3(3), 265-283. Retrieved from http://www2.hawaii.edu/~rmedina/scardamalia_bereiter_jls_1994.pdf Bereiter, C.,& Scardamalia. M. (2006). Catching the Third ICT Wave, Queens University Education Letter. Retrieved from https://www.vista.ubc.ca/webct/urw/tp0.lc5116011/cobaltMainFrame.dowebc

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Bullen, M. (2006). When worlds collide: Project management and the collegial culture. Chapter 24. 169-181. Retrieved from https://www.vista.ubc.ca/webct/urw/tp0.lc5116011/cobaltMainFrame.dowebc Bullen, M., & Janes, D.P. (2007). Preface. In M. Bullen & D.P. Janes (Eds.) Making the Transition to E-Learning: Strategies and Issues, (pp. vii-xvi), Hershey, PA: Information Science Publishing. Digital Learners in Higher Education. (n.d.). Retrieved from http://digitallearners.ca/ ETEC 520. (n.d). Retrieved from http://blogs.ubc.ca/etec520/ Chickering, A.W., & Ehrmann, S.C. (1996). Implementing the seven principles: Technology as lever. American American Association for Higher Education Bulletin, 49(2), 3-6. Retrieved from http://www.aahea.org/bulletins/articles/sevenprinciples.htm Guri-Rosenblit, S. (2005). "Distance education" and "e-learning": Not the same thing. Higher Education, 49, 467-493. Retrieved from https://www.vista.ubc.ca/webct/urw/tp0.lc5116011/cobaltMainFrame.dowebc Jonassen, D. (1999). Designing constructivist learning environments. In C. Reigeluth (Ed.), Instructional design theories and models: Volume II. Mahwah, NJ: Lawrence Erlbaum. Learning resources unit at BCIT (2003). Constructivist e-learning methodologies: A module development guide. Pan-Canadian Health Informatics Collaboratory. National Educational Technology Standards for Students. (n.d.). Retrieved from http://www.iste.org/standards/nets-for-students.aspx National Educational Technology Standards for Teachers. (n.d.). Retrieved from http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_f or_Teachers_2008.html

ASSIGNMENT 1 Panettieri, J. (2007). Addition by substraction. University Business, August, 58-62. Retrieved from http://www.universitybusiness.com/viewarticle.aspx?articleid=845 Petter, C., & Clift, R. (2006). Putting learning before technology: A critique of e-learning & beyond. Confederation of University Faculty Associations of British Columbia, 118.Retrieved from https://www.vista.ubc.ca/webct/urw/tp0.lc5116011/cobaltMainFrame.dowebc Perkins, M., & Pfaffman, J. (2006). Using a course management system to improve classroom communication. Science Teacher, 73(7), 33-37. Retrieved from ERIC database (EJ758663).

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Sangra, A., Guardia, L., & Gonzalez-Sanmamed, M. (2007). Educational Design as a Key Issue in Planning for Quality Improvement. In M. Bullen & D.P. Janes (Eds.) Making the Transition to E-Learning: Strategies and Issues, (pp. 284-360). Hershey, PA: Information Science Publishing. Siemens, G. (2004). Connectivism: A learning for the digital age. Retrieved from Elearnspace: Everything at http://www.elearnspace.org/Articles/connectivism.htm Sinclair, G., McClaren, M., & Griffin, M. J. (2006). E-Learning & Beyond. Retrieved from https://www.vista.ubc.ca/webct/urw/tp0.lc5116011/cobaltMainFrame.dowebc Strong, B. (2007). Strategic Planning for Technological Change. In Educause Quaterly, Retrieved from the Educause Quaterly: http://www.vista.ubc.ca/webct/relativeResourceManager/Template/Readings/plantechchan ge.pdf Zemsky, R.,& Massy, W.F. (2004). Thwarted innovation: What happened to e-learning and why. The Learning Alliance for Higher Education.1-6. Retrieved from https://www.vista.ubc.ca/webct/urw/tp0.lc5116011/cobaltMainFrame.dowebc