Search Menu

New Search

Add New Program

Edit Program

Add Syllabus

Questions or Comments?
Contact ILA at
ila@ila-net.org

Description Including Abstract(s) & Bio(s) (if available) for Concurrent Session# 287 
 

CS1 Thursday, Oct. 27, 10:45 - 12:00     Plaza Suite 12

Session Type: Panel Presentation     Accepted by Track(s): Education     Time Allotted: 75

Leading the Transition from the Comfort Zone of Traditional Education to the Risky Zone of Technology Enhanced Learning

Description: The members of the panel have diverse backgrounds, but share extensive practical and scholarly experience in the field of technology and education. The panelists will discuss the merits and challenges of teaching and learning with technology using videoconferencing, social networks, and learning management systems in blended collaborative learning environments for leadership education.

Abstract: This panel will discuss the challenges involved in using virtual classrooms such as WizIQ, social networks, and learning management systems such as Moodle for professional development, training, and leadership education from the perspective of a diverse and multidisciplinary panel of scholars, educators, consultants, networking experts, and innovators. The panelists are leaders in the field of instructional design and course development who use web-based technologies to reach global and multicultural sectors of society. The members of the panel will discuss how diverse hands-on experiential learning models can provide training and connect people from around the world. The panelists will demonstrate the benefits and challenges of using, remixing, and adapting the models for faculty, student, and program development in leadership education and corporate training. Through scholarly and practical experiences, the panelists will discuss the power of using virtual learning environments and online professional development workshops to engage learners from around the world. The presenters are involved in diverse and innovative technologies, but share many common approaches and values. They believe that learning is not an isolated event, but a continuous experience with social and cultural real world ramifications (Mayer, 2011). The panelist will discuss the student’s needs to experience learning through hands-on activities that is indicative of experiential learning (Nadler, 2011) and social interactions with peers as exemplified by constructivism (Bolman & Deal, 2003).

The panelists believe in constructivist and experiential approaches to learning, blended learning formats, and the value of using technology effectively for training and leadership education. Videoconferencing, social networks, and Moodle engage learners in both experiential and constructivist methods of learning. As a team, the panelists will discuss the merits and challenges involved in using virtual classrooms, social networks, and Moodle course management system in developing collaborative learning environments for leadership education.

The purpose of the panel discussion is to explore how technology is revolutionizing education (Bonk, 2009) because information is no longer at the hands of the few, but is accessible to everyone 24/7 both in and out of the physical classroom through the Internet and hand-held devices. The panelists will demonstrate how organizations can provide training and quality education that is cost effective through virtual learning environments such as WizIQ and Moodle in campus-based blended learning (BL) and blended online learning (BOL) formats.

Web-based technologies such as videoconferencing, social networks, and course management systems are transforming the way instructors teach and students learn (Deutsch, 2010). Technology is playing an important role in training and in leadership education for faculty, students, and program development if used correctly. Technology can promote team collaboration and enhance the development of leadership skills (Bonk & Graham, 2006). Effective use of technology can empower teachers and students to become lifelong learners because through technology, organizations can reach an often ignored, cross-cultural, and global audience. However, although videoconferencing may be the next critical element in remote communication, the desire to use video is subjective and varies according to the environment in which an individual uses the technology (Keohane, 2010).

The presenters come from a mix of western and non-western backgrounds, nationalities, gender, and careers. Each presenter will share their research and practice with videoconferencing, social networks, and Moodle technologies. Together they will explore the merits and challenges of using various technologies for training and leadership education. Common to each panelist is a passion for learning with technology and involvement in alternative teaching methods with educators and training personnel in the United States and organizations around the world.

References

Bolman, L. G., & Deal, T. E. (2003). Reframing organizations: Artistry, choice, and leadership. San Francisco: Jossey-Bass.

Bonk, C. J. (2009). The world is open: How web technology is revolutionizing education. San Francisco: Jossey-Bass.

Bonk, C. J., Kim, K, & Zeng, T. (2005). Future directions of blended learning in higher education and workplace learning settings. In C. J. Bonk & C. R. Graham (Eds.), Handbook of blended learning: Global perspectives, local designs (pp. 550-565). San Francisco: Wiley.

Deutsch, N. (2010, May). Instructor experiences with implementing technology in blended learning courses in higher education (Doctoral dissertation, University of Phoenix, 2010). Retrieved February 28, 2010, from http://gradworks.umi.com/34/29/3429155.html).

Keohane, Michael F. (2010). Virtual team communication: Perceptions and experiences influencing the use of videoconferencing technology. D.M. dissertation, University of Phoenix, United States. Arizona (Publication No. AAT 3437435).

Mayer, R. E. (2011). Applying the science of learning. Boston: Pearson Education.

Nadler, R. S. (2011). Leading with emotional intelligence: Hands on strategies for building confident and collaborative star performers. New York: McGraw-Hill.

      Hank Radda, Grand Canyon University
      Bio: Hank Radda, Ph.D., Dean/Senior Vice President, Grand Canyon University. Hank is currently responsible for providing leadership, strategic direction, and alignment with accreditation standards for three doctoral programs with seven specialties. Online and blended learning models are used with an innovative virtual Doctoral Community Network - a virtual community of scholarship and practice integrated with the doctoral curriculum. As the former SVP of the School of Advanced Studies for the University of Phoenix, he built a high-performance learning organization to growing the online doctoral programs from 700 to over 7000 learners in 7 years. He served on numerous University committees including those that created the design principles for a learning management system, and enhanced student experience integrating technological and human systems. Hank is a strategic visionary skilled at establishing operational excellence. Previously, Hank served in senior management positions in both the child welfare system and in education as the co-founder of the John Dewey Academy, a nationally recognized therapeutic college preparatory school for high-potential, at-risk youth. Hank is success driven and has extensive experience in national private, public and not-for profit organizations. He has the proven ability to lead diverse internal and external constituencies to advance organization’s mission, create resources, build infrastructure to support growth, and position organizations for maximum success. Hank is also an expert at leading transformational change and managing resources to maximize organizational objectives. He holds a Master's of Science in Community-School Psychology from the College of New Rochelle and a Doctorate of Philosophy in Clinical Psychology from the Union Institute.

      James Gritton, University of Greenwich
      Bio: Jim Gritton enjoyed a successful career in the Criminal Justice System and occupied a number of senior leadership roles in the National Probation Service before co-founding a specialist leadership development consultancy in 2003. He now teaches leadership and management to health and social care students at the University of Greenwich and also tutors MBA students online for the Open University Business School. He has a research interest in the use of technology to enhance the development of leadership skills. He has recently investigated the teaching of soft leadership skills on online MBA programmes and is currently exploring ways in which virtual worlds might be used for leadership development. He is project leader for the 2nd Global Experiential Learning in Virtual Worlds Conference to be held in Prague in 2012. He has a first degree in German, masters degrees in applied social studies and e-learning, and an MBA. He is currently studying for a doctorate in education at the University of Greenwich.

      Amy Tucker, Thompson Rivers University
      Bio: Amy Tucker is a Lecturer in the School of Business and Economics, at Thompson Rivers University (TRU), located in Kamloops, British Columbia (BC), Canada. She also holds a faculty appointment in the Faculty of Human, Social and Education Development and the Open Learning Division. Amy's educational background is in leadership, political science, public administration, adult education, and business. Amy is currently working on a PhD in the field of Social Sciences. Research interests include higher-education leadership, distance education, blended, e-learning, technology, and environmental sustainability. She has presented at several conferences on the topics of e-learning, blended learning, and distance education.

      Maggie McPherson, University of Leeds
      Bio: Dr. Maggie McPherson has been a Senior Lecturer for ICT in Education within the School of Education at the University of Leeds since April 2006. Over the last two decades, she’s been involved in various EU and UK funded research studies and projects related to technology enhanced learning and have published extensively in this field, including a co-authored book entitled “Developing Innovation in Online Learning: An Action Research Approach”. In my first academic role, she worked in the Div. of Adult Continuing Education (DACE) at the University of Sheffield, where I was responsible for developing a part-time post-professional distance learning course in IT Management in order to address the shortage of qualified women in the computing industry. When this became accredited as a Masters Programme in 1995, she became its Programme Co-ordinator, first in DACE and later as a lecturer in Dept. of Information Studies. This course proved very successful and over the years that the programme was offered, many women gained qualifications that put them in good stead in their careers. Whilst in Information Studies, she published in the fields of Information Systems Project Management as well as ICT and learning. I am a Fellow of the Higher Education Academy. She is a Fellow and Board Member of the Institute of Management of Information Systems (IMIS) Council. Dr. McPherson has been Deputy Chair to the Board of Learning Light (a professional association for the e-learning industry in Yorkshire and Humberside) and its Steering Group Chair. In the UK, she was involved in carrying out research funding reviews for the Engineering and Physical Sciences Research Council (EPSRC) and the Economic and Social Research Council (ESRC). In international terms, she’s been a research evaluator for the Academy of Finland, for the Canada Foundation for Innovation and the Qatar National Research Foundation. She was invited to address conferences in Ireland, Belgium and Ethiopia. She has co edited the ALT C Research Papers (2008-09) and is currently co-editor for Interactive Technology and Smart Education (ITSE), published by the EMERALD group. She is Academic Co-chair of the IADIS E-Learning Conferences, the last of which was held in the Rome during 20-23 July 2011. Her recent research projects include a Leonardo project, e4VET (Enhancing, Empowering and Emphasizing E-learning in Vocational Education and Training) and a British Council project: EE4E (Engendering Entrepreneurship for Ethiopia). Currently, she is acting as evaluator for the VISCED project which is making an inventory and carrying out a systematic review at international and national levels of innovative ICT-enhanced learning/teaching "Exemplar" initiatives and "e-mature" major secondary and post-secondary education providers for the 14-21 age group (including Virtual Schools and Colleges).

      Jason West, Languages Out There School
      Bio: Jason has almost 20 years of self-employed experience in English language teaching and learning. In 1992, at the age of 25, he co-founded an English language school in the heart of London’s West End and within two and half years the school had achieved British Council accreditation. A long-standing interest in the psychology of learning lead Jason to feel that something could be done to improve the way his students acquired English. As a result, he created the Out There course concept, whereby classroom time is restricted and students engage directly with fluent or native speakers at every stage of their language development. After 250,000 hours of teaching and editing Out There published their unique course materials which can be used both offline and on. The online element came out of a fascination with social media and free internet telephony such as Facebook and Skype. It has resulted in ‘before and after’ audio case studies of students that Professor Stephen Krashen, one of the world’s most famous experts on language acquisition, called “Remarkable…a major contribution to what we know works”.

      Apart from founding and running Languages Out There, Jason has also worked closely with Linguaphone, Guardian News and Media and Voice Commerce Group, founded by Nick Ogden, the creator of WorldPay. He also works with a number of other companies in the languages and communication fields.


      Nellie Deutsch, University of Phoenix
      Bio: Dr. Nellie Deutsch earned her doctorate from the University of Phoenix from the School of Advanced Studies in 2010. Her dissertation research focused on instructor experiences with technology in blended learning contexts in higher education around the world. Dr. Deutsch is the founder and CEO of Integrating Technology for Active Lifelong Learning (IT4ALL): a non-profit organization that provides free professional development workshops for educators around the world, generally in conjunction with different projects and initiatives. Dr. Deutsch is also founder and current coordinator of the annual Connecting Online for Instruction and Learning and Moodlemoot free online conferences, which are hosted by IT4ALL and supported by WizIQ online virtual class. Dr. Deutsch has provided consultation on how to integrate Moodle and Elluminate learning environments for distance education at Open University of Israel and worked as a consultant at WikiEducator.org, which is supported by the Commonwealth of Learning (COL), Otago Polytechnic (New Zealand), and Athabasca Open University (Canada) in developing online courses and facilitation. She is also an educational consultant, mentor, instructional course designer, and online facilitator on how to integrate technology into the face-to-face and online classroom using Moodle, WebQuests, Professional Electronic Portfolios (PEP), web 2.0 tools, social networks, and wikis. In addition, she is an accredited PAIRS (Practical Application of Intimate Relationship Skills) practitioner, Conflict Resolution practitioner, curriculum and instructional course designer and consultant, and mentor to educators around the world.

     

    Chair: Nellie Deutsch, University of Phoenix