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  1. Brian Mulligan
    November 26, 2011 - 8:51 am

    Hi Tony. I’m giving a slightly contrarian presentation at EDUCA late on Friday on “Faculty Centric Online Learning”. It is more or less along the lines of “despite all the really sophisticated advances in e-learning, you may make more progress in existing higher ed if you keep it simple and play along with what faculty want”. This may offend a few techies, instructional designers and high-minded educational theorists, but I think these ideas need to be discussed. I’d be interested in your views on this.

    If anyone is interested I’m also hosting a lunchtime discussion at 1pm on friday on “online labs”. Our online courses started in our School of Engineering and we have made some good progress in constructing remotely accessible rigs for practical work. However, I’m wondering how we can scale this up, say by sharing designs or sharing access to each other’s rigs. Perhaps there is a role for private manufacturers to design and produce remote access rigs.

    By the way, i’ve come across a smart-phone app called shhmooze for meeting people at events and I’ve registered EDUCA on it. their site is and they have an Android and iPhone app.

    Thanks for your help on costs earlier this year and i hope to bump into you in Berlin.

  2. José Mota
    November 29, 2011 - 8:36 am

    @ Brian Mullingan If we look at the last 100 years in terms of how teaching has evolved in higher education in general, I’d say if you “play along with what faculty want” you might get some significant change, say, next century or so :-p.

    • Brian Mulligan
      December 14, 2011 - 1:54 am

      Sorry, José, I did not see your reply until now. I would have thought that too once, but while not conclusive proof, the two case studies I presented seem to indicate that campuses that put the lecturers at the centre of their initiatives have done very well compared to those that took a content/instructional-design approach. Having said that, in our own case, now that we have made a great start using the lecturer-centric approach we do need to impose a little instructional design to improve quality.

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