Friday 25th March, 2011
11:00am to 11:50am
As faculty and students struggle to use generations of online tools to enhance their learning outcomes, they are often challenged to integrate the content of the course while they build their capacity to use the online tools effectively within the context of their Learning Management System. The convergence of the adaption of new and adoption of old waves of innovative online tools would foster robust shared learning environment. This would further allow capacity building and confidence for generations of innovative tools in a steady and seamless manner. This presentation illustrates a pathway in which a learning environment can be established in which older converging innovations and far reaching newer diverging innovations can be melded together towards focusing on what both faculty and students do best, teach and learn. Moreover, the pathway addresses aspects in both course design and teaching pedagogy in ascertaining this environment. The pathway demonstrates best practices from the convergence of the evolution (1) from tradition textbooks to online modules with video support for course materials, (2) of Faculty-student interactions from blogs/journals to online video conferencing and digital archiving (3) from traditional paper assignment submissions to online polling/surveys and the divergence (4) from faculty centered to students centered presentations through the use of clickers and video and (5) the reformulation of a new education paradigm which converges traits of face-to-face, hybrid and online courses. Also, the pathway demonstrates that with maturity of the innovation in the education field, measures and standard are derived. This leads to stability and acceptability, thereby comes scalability and scope that leads to better measurable quality. Lastly, the pathway demonstrates the convergence of learning outcome measures from face-to-face, hybrid and online courses through quality standards.
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