ELI Part II

A panel of "instructional technologists" discussed a "sea-change" in the field, a shift from Instructional Design to e-Learning Design. The basic premise is that learning (& therefore teaching) in higher ed is fundamentally different (or it needs to BECOME different). How so?

The panel members' assertion is that the "social compact" of higher ed learning is changing, because students needs & expectations are different. It seems like much of this is wishful thinking. Isn't it possible that folks like us WANT a sea-change, but that there really isn't one going on? The authors in Declining by Degrees argue that the problems in higher ed are deeply ingrained and, therefore, will be difficult to change. The collusion of teachers pretending to teach & students pretending to learn will not be easily undone.

There are, undoubtedly, bright spots here & there. But when the vast majority of faculty members are rewarded for minimizing the amount of time spent on teaching (and students reciprocate by minimizing the time they spend on learning) we need paradigm-busting leadership.

To avoid being a naysayer only, let me suggest a solution (or at least the beginning of one). I think most of our ID engagements are ad hoc & tactical, i.e. w/ individual faculty in individual courses. Change (a "sea-change"?) might begin by focusing time, attention and resources at the department and college level. In this way we can focus on broader curricular issues, maintaining the momentum of accreditation beyond a narrow 1-2 year burst of energy. When academic leaders (deans, chairs, curriculum committees) take ownership of learning improvement, more significant (systemic) change becomes possible.