This wiki is designed for us to accurately look at and assess our own Learning Environment. I've made a comparison to "Best practices". Even I have trouble understanding how a practice can be the "Best" in any context, but I meant it as a goal. I have seen most (all) of these 'best Practices" used at some postsecondary educational institution delivering at a distance. Or think of these as the competition.
I've seeded the wiki with my first look at these. There are those here who are better able to judge than I - thus the Wiki can be edited, to correct any inaccuracies. You can also add rows, to add additional components of our teaching/learning environment. There is a comment feature as well, if you wish to leave the table as it is but wanted to add commentary to any of the 'scores'
Note: There is no single AU learning Environment as our system has both continuous enrollment and cohort models as well as large differences between faculties in terms of direct student support. Nonetheless, as a self proclaimed leader in online learning, we should have an accurate assessment of the current state of our Learning Environment.
Component | Athabasca | Best Practice |
Hardware | Good? | Excellent |
Helpdesk | limited hours | 24 Hour, text chat, help bot |
Online Help | OK, no community help | Both readily avaiable help and active help community |
Student Enrollment Management |
Good Plan, no resources yet **limited not none. |
Extensive from first interest (course, transfer, application) to allumni |
Learning Analytics | primitive **This is a definitional issue. We do not have institutional tracking inside courses. | extensive knowledge of student behaviours and effective interventions |
Faculty/Tutor Development |
Technical only **Terry this is not true! There have been a number of engagements and presentations. Having Instructional Designers available to course teams is part of the model. |
Integrate learning activity, pedagogy with affordances of technologies |
LMS | OK, takes VERY long time for upgrades. Slow process for innovation and plugin support | Clear way for innovations to integrate into mainline systems |
Social Networks |
Landing, world class, suffers from cold start/ adoption and support issues **What about us going to where our students actually are on occassion?? We have a step in the right direction with a social media position coming into advancement but we are coming late with some clunky interfaces. |
Easy flow between external networks, semi private and secure contexts |
Language/writing support | Write Site - good?? **Understaffed | ?? |
Online Library | good? **We are building library of the future so where are you coming from? | ? "library of the Future |
Real time conferencing software | Adobe Connect - Good? | Immersive/text/meeting and class support |
Admin Applications |
Landing- wikis, files, photos, schedules etc Grad Studies, still using PDF forms **There are many shortcomings in the admin systems but no attention is being given to improving processes STRATEGICALLY |
Cloud based, mobile ready |
Student Records | **Banner/SCT and various work arounds. We meet standards for security. Exceed them on work-arounds. | ? |
E-Portfolios | Mahara - stable, but "not production" supported **Mahara designed to work with Moodle; all the University has to do is to say yes and the integration will be quick and easy - much of the background work already completed by the e-Lab | Integrated with LMS and externally accessible |
Aacdemic Computing | No designated resources ??** I am pretty sure SCIS has their own servers so that would be Academic Computing along with the Research Servers. What resources are you looking for?? | |
Research Computing | 1/2 day/ a week for whole university **You are talking staff... why not find grants to employ grad students like most other science labs in the world... **Terry is talking about tech support for research and development projects; this is a CS issue, not a grad student issue and significantly limits the numbers and kinds of grants that the OVPR can actually support. | |
Speed of Course Production/ | **How would you measure this...Cost wise we are a lot more expense. **my editor tells me that course production is now the last priority AFTER [1) e-text, 2) Architecture program, 3) online exam project, 4) Moodle maintenance, 5) regular course development]. Most of these tasks fall directly on the Production Group. - good luck, everyone, getting courses up and open! | |
Speed of Minor course revisions | **unlike the tardy business of getting new or revised courses up and open, PG Group is doing a great job of minor updates to courses at present. | |
Continuous Enrollment |
Poor, Monthly Batch processing **Monthly is light years ahead of one intake a year. If you want paced interactivity you are not going to get every day admissions. |
Continous enrolment/tutor assignment etc. |
Technological neutrality (capacity to deliver courses in print, digital, and other modes to maximize openness of student access) | ||
Learning Outcome Assessment | Base program profiles include completion rates, Preliminary curriculum mapping undertaken. | Annual summaries documenting capstone results, employer feedback, and revisions needed. |
The Landing is a social site for Athabasca University staff, students and invited guests. It is a space where they can share, communicate and connect with anyone or everyone.
Unless you are logged in, you will only be able to see the fraction of posts on the site that have been made public. Right now you are not logged in.
If you have an Athabasca University login ID, use your standard username and password to access this site.
We welcome comments on public posts from members of the public. Please note, however, that all comments made on public posts must be moderated by their owners before they become visible on the site. The owner of the post (and no one else) has to do that.
If you want the full range of features and you have a login ID, log in using the links at the top of the page or at https://landing.athabascau.ca/login (logins are secure and encrypted)
Posts made here are the responsibility of their owners and may not reflect the views of Athabasca University.