University Business - July/August 2011 - (Page 22)

VIEWPOINT The Shifting Instructional Technology Landscape What the future holds for learning management systems and related technology By Mike Scheuermann and John A. Bielec T HE LOOK OF INSTRUC tional technology is changing rapidly, as are the roles and strategies of the IT professional. Higher education technology’s legacy was characterized by six key areas: a strong sense of faculty ownership; hidden costs of free systems and networks; content and delivery mechanisms that were not well-differentiated; unstructured innovation; systems that would neither scale nor integrate; and service levels that were little more than “We’ll give it our best”—all with security being a mere afterthought. ings are only marginally better in our present state. Decisions have been made to purchase expensive institutionwide learning management applications and systems (LMS) when not all were on board. Academic units often continued innovative uses of technology, creating homegrown applications. e results were fragmented ownership, shadow systems, and risk-laden practices. Further, this approach separated content from delivery. At Drexel University (Pa.), we partially responded to the push-back for individual choice through a “sandbox” approach, providing both innovation and choice, albeit in a nonproduction environment. Applications that gain real traction move into production, such as Adobe Connect and DragonDrop, Drexel’s home-grown encoding system. Technology use peaked, with regard to LMS usefulness, for the traditional campus in 2007. It has remained stagnant at best. Recent data displayed in e Chronicle of Higher Education (May 13, 2011) illustrated that students feeling either very It is clear that faculty choice is back, and in a signi cant way. positive or positive about content/learning management systems usage dropped from 77 percent in 2007 to 51 percent by 2010, while those feeling ambivalent about these systems jumped from 19 percent to 43 percent. Here’s the good news: myriad multidimensional tools and applications have emerged across that timeframe that educators can utilize—and often students can themselves recommend—and put into play in their courses. ey do not need IT, nor do they need vast resources. In fact, those who use them seldom even ask for permission. Moving to the cloud has further opened the teaching and learning application door—front and back. LMSs as we know them may well become an anachronism very soon. ey could all be replaced by mash-ups wherein educators and learners assemble their own systems for teaching and learning out of existing or emerging applications. Most if not all will exist in the cloud. Many already do. We’re seeing developments in this area with email, asynchronous discussions, multimedia, file sharing, collaboration, surveys, quizzes, and virtual meeting rooms. Stay tuned: ere’s more to come. Free apps and content repositories abound, e.g., YouTube, iTunes, numerous blogs and wikis, Google Apps, SurveyMonkey, and Kodak Gallery. Institutional content can reside there as well as in online journal apps, lecture archives, and digital repositories. e textbook model is in a total state of flux with McGraw Hill Connect and Nookstudy from Barnes & Noble getting a jump on the rest. Pearson’s development string already includes MyLabs, eTextbooks (CourseSmart), CourseConnect, and DLRs. e issue of managing digital rights (DRM) will have to be sorted out, but, it is clear that faculty choice is back, and in a significant way. Open source programming and cloud technology both play major roles in the future of teaching and learning. At Drexel, we already see many LMS administrative functions moving to traditional ERP systems with content components moving to the cloud. We’re witnessing many institutions abandoning proprietary LMSs and going the multiapplication open source route. Agility, perceived economics, politics, and IT leadership are all factors in this movement, as is the ever-present notion of academic choice gone digital. Selection and purchase is increasingly in the hands of the student, i.e., the Mike Scheuermann is associate vice president for instructional technology and John A. Bielec is vice president for information resources and technology/CIO at Drexel University in Philadelphia. universitybusiness.com 22 | July/August 2011 http://www.universitybusiness.com

Table of Contents for the Digital Edition of University Business - July/August 2011

University Business - July/August 2011
Contents
Editor's Note
Ad Index
College Index
Behind the News
Sense of Place
Viewpoint
Financial Success
Money Matters
Community Colleges
Funding Capture
Models of Efficiency
Thwarting ID Thieves
Embezzlement Epidemic
What's New
End Note

University Business - July/August 2011

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