{"id":2239,"date":"2005-11-22T11:08:00","date_gmt":"2005-11-22T11:08:00","guid":{"rendered":"https:\/\/learnhub.aucegypt.edu\/cltnewsletter\/?p=2239"},"modified":"2026-10-21T07:30:05","modified_gmt":"2026-10-21T07:30:05","slug":"learning-technologies-passport-to-the-land-of-significant-learning","status":"publish","type":"post","link":"https:\/\/learnhub.aucegypt.edu\/cltnewsletter\/?p=2239","title":{"rendered":"Learning Technologies: Passport to the Land of Significant Learning"},"content":{"rendered":"\n

Originally published on:<\/strong> November 22, 2005<\/p>\n\n\n\n

The preceding newsletter suggested that electronic portfolios<\/em> <\/strong>constitute a key element in modern liberal education since they enable us to move beyond the \u201csanctity of the content\u201d<\/em> in favor of a more learner-centric approach.\u00a0 Furthermore, it was argued that electronic portfolios<\/em><\/strong> enable students to develop reflective skills with respect to learning goals and objectives.\u00a0 Following on, this newsletter will argue that a variety of other learning technologies can also contribute to enhanced pedagogy and enable faculty to deliver student-centered lectures: i.e., lectures which deliver \u201cthe sacred content\u201d,<\/em> but also engage students and thus contribute towards active and critical learning.\u00a0 Let me elaborate.<\/p>\n\n\n\n

There is a plethora of current pedagogic research which argues that \u201c\u2026effective student learning can occur only when instructors fully engage their students\u2019 skills, interests, and abilities and incorporate that awareness into their teaching practices.\u201d (Gustafson, 2004: 37)\u00a0\u00a0 Furthermore, the same research indicates that most university students expect to be given the opportunity to make use of sophisticated IT during their coursework and that almost 80% of all students surveyed agreed or strongly agreed that the Internet had a positive impact on their learning curve at college. (Jones, 2002)\u00a0 Thus, the critical issue we face as educators is how to resolve the discrepancy between what our students expect and what we are able or willing to deliver.\u00a0 This is especially so with regard to learning technologies and because all of us do agree that enhanced student learning is our primary objective.<\/p>\n\n\n\n

Nevertheless, we also have to recognize that as faculty are coming under enormous pressure to make use of increasingly advanced and sophisticated learning technologies, there is also the widely accepted fact that their own skills in this area are limited.  Thus, many have resorted to using Virtual Learning Platforms (e.g. WebCT) simply as a repository of learning materials which they justify as a cost saving device.  Others resent the additional time and effort that is required to gain familiarity with such learning technologies, produce new and appropriate material and to manage its use in delivering their courses.  Furthermore, many faculty wonder how this suddenly became part of their job description without any rewards or recognition and even feel betrayed by the absence of institutional guidelines and support for the use of such technologies.  (Bell and Brown, 2005) <\/p>\n\n\n\n

Albeit, such concerns and fears are sincere and in many cases well justified, but what such faculty fail to recognize is the way in which learning technologies and digital media also offer a unique opportunity to rethink conventional teaching methodologies whose sell-by date has long expired and thus also the wonder of student engagement.  For learning technologies are not to be introduced as an end in themselves, but as a vehicle or passport to enhanced teaching and learning practices which is of course the principal objective of all faculty.  In fact as Bell and Brown note \u201cthe border posts are open: this<\/em> [learning technologies] is the passport.\u201d<\/em> (Bell and Brown, 2005)<\/p>\n\n\n\n

In order to underscore the point made by Bell and Brown, let me elaborate by referencing the benefits to be derived from a course that has been redesigned as a result of introducing learning technologies.\u00a0 To do so, I will draw upon three sources: first, the experience of the Department of Mechanical Engineering, University of Strathclyde, as presented to us at AUC by its Chair Professor Jim Boyle (2004); second, the pioneering work of Dee Fink (2003) whose work on \u201csignificant learning\u201d inspired Srathclyde colleagues and surpassed Benjamin Bloom\u2019s antiquated taxonomy; and third, my own basic and simple taxonomy of educational activity.\u00a0<\/p>\n\n\n\n

It is of course beyond the scope of a short newsletter to elaborate on the above in any detail, but what can be stated is that Strathclyde re-designed its courses by referencing the triumvirate of pedagogy<\/em><\/strong> (Dee Fink), re-designed learning spaces <\/em><\/strong>(studio teaching) and the introduction of new learning technologies<\/em><\/strong> (personal response system).  For, as Professor Boyle noted, the pedagogic approach that they adopted reflected Dee Fink\u2019s basic philosophy that \u201cfor learning to occur there has to be some kind of change in the learner\u201d.<\/em>   In other words, \u201cNo Change, No Learning\u201d.<\/em><\/strong>   Thus, Strathclyde changed the learning spaces, introduced new learning technologies and mixed various teaching styles (peer instruction, problem-based learning, etc.), so as to improve the student\u2019s learning experience.  The result was \u201ca significant learning experience<\/em>\u2026[where] the students are actively engaged and there certainly is a high energy level<\/em>\u2026[which] also certainly lead to a significant and lasting change in the students\u201d<\/em>. (Boyle, 2004: 9)<\/p>\n\n\n\n

It took Strathclyde eight years and significant resources to achieve \u201csignificant learning\u201d.<\/em>\u00a0 At AUC we are privileged in that the New Campus (learning spaces) is around the corner and many faculty are already making use of a variety of different teaching styles.\u00a0 Thus, what is still lacking is an enhanced use of new learning technologies in order for us to complete the triumvirate.\u00a0\u00a0 This, it can be argued, can be achieved during the remaining transition period before we move to the New Campus if we break down the standard components of our teaching and see where we can introduce learning technologies.\u00a0 To clarify this, let me conclude by presenting a simple taxonomy of educational activity and indicate (in brackets)<\/em> what learning technologies can be used.<\/p>\n\n\n\n