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Integrating eLearning into the Liberal Arts Tradition Amber Dailey Emily Donnelli Our Agenda Review key terms, research, and best practices in eLearning; Engage a discussion of eLearning models and approaches in light of a liberal arts mission;

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Integrating eLearning into the Liberal Arts Tradition


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Presentation Transcript
our agenda
Our Agenda
  • Review key terms, research, and best practices in eLearning;
  • Engage a discussion of eLearning models and approaches in light of a liberal arts mission;
  • Offer our experiences as online administrators, content developers, and faculty.
your needs
Your Needs
  • To what extent is eLearning technology currently being used on your campus?
  • What are your goals for integrating eLearning at William Jewell?
  • What would you like to gain from today’s discussion?
understanding elearning
Understanding eLearning

“The 'e' in e-learning stands for experience.”

Elliott Masie, Masie Center

prevailing models what do we mean by elearning
Prevailing Modelswhat do we mean by eLearning?

Face-to-Face Hybrid Online

(Internet-assisted)

online learning myths
Online Learning Myths
  • Solitary, self-paced, high-tech correspondence courses
  • Text-based content
  • Less rigorous than f2f learning and teaching
  • Instructors = content developers, graders
  • Students = technologically-adept, “non-traditional,” skills-oriented
online learning realities
Online Learning Realities
  • Highly interactive, with structured asynchronous and synchronous interaction
  • Multi-medial
  • Often more time-consuming and rigorous than f2f learning and teaching
  • Instructors = facilitators, not simply graders
  • Students = increasingly “traditional”
tour of online course material
Tour of Online Course Material

http://www.park.edu/online/demo.aspx

implementing the 7 principles technology as lever
Implementing the 7 Principles:Technology as Lever(
  • Frequent faculty-student contact
  • Reciprocity and cooperation among students
  • Active learning techniques
  • Prompt feedback
  • Emphasize time on task
  • Communicate high expectations
  • Respect diverse talents and ways of learning

(Chickering and Ehrmann, 1996)

shifting paradigms
Shifting Paradigms

“The illiterate of the 21st century [are not] those who cannot read and write, but those who cannot learn, unlearn and relearn.” Alvin Toffler

elearning in a liberal arts context
eLearning in a Liberal Arts Context

“…as a long line of philosophers from Socrates to Marshall McLuhan have told us, [technology] inevitably changes consciousness, and [such] changes always entail loss. But they always entail gains as well. The really useful discussions are about how we will adapt, not whether we should…”

Blakenship (2006)

elearning s resonance with a liberal arts education
eLearning’s Resonance with a Liberal Arts Education
  • Engagement
  • Integrative learning
  • Information literacy/critical thinking
  • Communication
  • Access
infusing online curricula with a liberal arts focus ensuring consistency
Infusing Online Curricula with a Liberal Arts Focus: Ensuring Consistency
  • Common academic oversight processes
  • Content development by full faculty
  • Common learning outcomes
  • Common assessments
  • Shared learning objects
moving forward
Moving Forward
  • Mission: What are the core values implicit in the WJC mission? How can those values be made prominent in the implementation of eLearning?
  • Core Curriculum: What are the mainstays of the WJC curriculum? Can they transfer to an online learning environment?
  • Integration: How will eLearning become a part of the learning experience at WJC, regardless of learner demographic?
moving forward15
Moving Forward
  • Faculty: How will you secure faculty buy-in and support?
  • Infrastructure: What existing resources can be built upon? How do existing structures for curriculum approval and faculty evaluation need to change?
  • Presentation: How can eLearning be presented and promoted as consonant with the tradition of WJC?