Integrating elearning into the liberal arts tradition
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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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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.


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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?


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Understanding eLearning

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

Elliott Masie, Masie Center


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Prevailing Modelswhat do we mean by eLearning?

Face-to-Face Hybrid Online

(Internet-assisted)


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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


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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”


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Tour of Online Course Material

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


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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)


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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


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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)


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eLearning’s Resonance with a Liberal Arts Education

  • Engagement

  • Integrative learning

  • Information literacy/critical thinking

  • Communication

  • Access


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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


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Moving Forward Ensuring Consistency

  • 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?


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Moving Forward Ensuring Consistency

  • 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?


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www.park.edu/cetl Ensuring Consistency


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