Educational Technology at UO A brief overview: 10 years and 42 million Dollars Later

Educational Technology at UO

A brief overview:

10 years and 42 millionDollars Later.

Overall Financial Structure

Infrastructure

DeansPrograms

We don’t live in an Ideal We don’t live in an Ideal WorldWorld

0%

10%

20%

30%

40%

50%

60%

70%

1994-1996 1997-1999 2000-2002 2002-Now

InfraDeansPrograms

Selected Milestones Gladstone/UO Email accounts 1995 Network Apprentice Program 1996 Duckware 1997 50% Classroom Presentation 2000 Blackboard Interface 2001 Wireless laptop classrooms 2001 Wireless Build Out 2003/4 Formation of CET 2004

Current Implementation Standards Power Point Lecture in fixed seat classrooms Wide Spread Use of Blackboard as a Course

Management System Limited use of threaded discussions Limited use of Student Response Systems Limited use of Technology/Tools to promote

collaborative learning Most classes are basically the same as

always

Persistent ChallengesPersistent Challenges Balance between centralized and de-Balance between centralized and de-

centralized strategiescentralized strategies Reducing duplication of servicesReducing duplication of services Improving Improving communicationcommunication among among

varied support groupsvaried support groups Improving the confusion level of Improving the confusion level of

faculty concerning support servicesfaculty concerning support services

More ChallengesMore Challenges

• Create New Learning Modalities and New Learning Environments

• Proper mix of Faculty Incentives vs. Production Facilities for the Creation of Content

• Improved classroom support for faculty that want to use IT

• Determine a direction

Some Target Objectives• Create real Hybrid courses that

substitute seat time with digital material• Better integrate DV as a classroom

resource• Leverage the Wireless infrastructure in

the classroom• Deploy trained students as classroom

technology helpers

Bottom Lines Match projects to production capability Ed Tech funds are for opportunity not

entitlement Make technology have a real impact in the

learning environment that increases student enagement

Develop a faculty incentive program that works

The EndThe End• We must collectively believe that IT can We must collectively believe that IT can

make a difference if properly channeled make a difference if properly channeled and utilized and then seek ways to and utilized and then seek ways to implement things which can make that implement things which can make that difference difference

• We must believe that IT is not just style We must believe that IT is not just style over substance but offers real opportunity over substance but offers real opportunity to change the teaching a learning dynamicto change the teaching a learning dynamic