Group items tagged

an absorption or integration cost is the cost of change management, such as unanticipated costs associated with the technology, like the cost of providing tutoring support to learners (which is a cost that most organizations do not consider when deciding to launch an e-learning effort) or that, despite the fact that staff can access the learning anywhere at any time, if the work environment does not support transferring the learning to the job, learners will not become more productive.

A teacher/instructor/professor obviously plays numerous roles in a traditional classroom: role model, encourager, supporter, guide, synthesizer

This model works well when we can centralize both the content (curriculum) and the teacher. The model falls apart when we distribute content and extend the activities of the teacher to include multiple educator inputs and peer-driven learning. Simply: social and technological networks subvert the classroom-based role of the teacher.

Networks thin classroom walls. Experts are no longer “out there” or “over there”.

In the 21st century, working environments are evolving into collaborative places where knowledge is disseminated by autonomous individuals organized into more lateral and less hierarchical structures [17].

The key idea is that having all members working together to craft a shared understanding of what we are working toward and what our expectations are for student results will make everyone feel like they are on equal ground. When a lateral structure is encouraged, this supports knowledge groups where employees truly work together and depend on each other [1, 17]. Thus, stakeholders will be more likely to believe in the vision and mission and try to make it work and establish a community where it will work.

Many other programs drill the technology and have faculty fit their pedagogy to it, as opposed to the other way around.

Such professional development for effective online teaching should be faculty-led.

The misconceptions about the validity of online teaching are only encouraged by using the word “training”. It implies a false proposition: that instructors need to learn the tools first, and that once they have done so they will develop good online classes. Neither of these is true. Instead, instructors should be encouraged to examine their pedagogy as they begin to teach online, and be provided with extensive technical support as they develop courses based on their chosen pedagogy.

Change is continuous, so learning must be continuous.

Embracing complexity and adaptation to uncertainty Inverting the structural pyramid Adopting new models of learning

Probe – Sense – Respond