|
Overview
The Virtual College (VC) at Singapore Polytechnic was established
in 1996 as a pilot project with two major objectives: (1)
to promote independent learning among Singapore Polytechnic
students, and (2) to promote life-long learning through distance
education for graduates and professionals from industry. From
its inception, the VC moved quickly through a number of stages,
beginning with the first trial application of content delivery
via Singapore One in 1997, to the launching of its first modules
in 1998 on Magix, thence to full delivery of online modules
using two Learning Management Delivery Systems (LMDS): Type
B (an in-house project) and Blackboard (an off-the-shelf purchase).
From 1997 until the present, the number of modules now available
to students and the public has grown from 37 to over 1000.
These modules now reside on Blackboard, the LMDS system of
choice. Currently, the VC has approximately 14,290 users,
with hits numbering in the 5.5 million range.
Present Status
While this increase in the number of modules and users is
encouraging, it must be acknowledged, nevertheless, that much
of what constitutes e-Learning today remains little more than
the porting of classroom text to the Internet, and trying
to reproduce the functionality and ‘look and feel’
of existing classroom materials. The Web is thus utilised
as a delivery system for what already exists, as opposed to
being viewed as an instrument for seeking ways to expand the
scope, sequence and delivery of content.
Accordingly, new VC initiatives will stress that the role
of IT in teaching and learning must expand to reflect an understanding
of the best practices in online pedagogy. In this way, the
VC will continue to pursue its two important strategic objectives:
(1) to enhance lecturers’ abilities to deliver materials
in a new and more vibrant manner, and (2) to stimulate student
interest and application to online learning programmes.
The overall philosophical orientation within the VC continues
to be that IT exists to provide multiple vehicles for exploring
knowledge and supporting learning-by-doing. Therefore, lecturers
are now being encouraged to explore ways to move from ‘sage
on the stage’ to ‘guide on the side’. Concomitantly,
it is believed that as the lecturers become more skilled and
experienced with technology, the more they and their students
will be better prepared for the knowledge-based society. To
nudge lecturers towards this perspective, the VC strategy
is threefold:
- establish a comfort zone with the technology,
- provide ongoing pedagogical support to guide their thinking
about how to use the technology,
- encourage explorations in the development of their instructional
delivery methods.
The current online pedagogical focus increasingly, then,
explores ways to adapt and utilise existing interactive software
tools for delivery using Blackboard. It is felt that this
approach to module development will eventuate in materials
that reflect a more student-centred and constructivist pedagogy,
as opposed to the didactic teaching and learning model now
extant.
The end goal, of course, is to provide staff with the confidence
and the skill-set to move skilfully and effortlessly through
the continuum of Classical Tutorial, Activity-Centred,
Learner-Customised, Knowledge-Paced and Program-Customised
lessons—as and when it suits individual pedagogical purposes.
Subsequently, modules are being developed and delivered which
model these new approaches. It is also recognised, however,
that much trial and error must attend such explorations. To
that end, more resources are being allocated to test the various
ways that Blackboard can enable teaching staff to extend the
online pedagogical paradigm.
Future Directions
Currently, a number of initiatives exist to support the
growth of staff in the development of online modules that
reflect the online pedagogical lesson continuum. One such
initiative is the Online Learning Rubric. Based on
a four-point scale—with 1 representing little or no development
and 4, good to excellent development—the rubric serves
as a guide for lecturers in the self-evaluation of their module
design. The current target is for the VC modules to reflect
a benchmark of at least 3 by the end of 2002. Concurrently,
new initiatives will be rolled out to push the benchmark towards
4.
Supporting the rubric initiative is a systematic and comprehensive
training programme that builds around a required basic training
workshop in Blackboard. This programme features enrichment
workshops that focus on the specific skills necessary to understand
and successfully deploy the many features available within
Blackboard. These workshops are offered on a rotating and
regular basis and are designed, not only to facilitate staff
skills with current Blackboard features, but also to encourage
new ways of thinking about their online pedagogy, as they
journey towards mastery in online pedagogy.
Another practical initiative designed to support this movement
to skilled online instructional delivery is the Competency
in IT Certification. This programme identifies the essential
IT skills considered to be prerequisites for successful design,
development and delivery of online modules. Staff who can
demonstrate competency in all skills will be issued the certificate.
Further support rests with research and development staff,
who are focusing on the enhancement and effective use of instructional
software to model practical approaches to curriculum delivery.
For example, expansion is underway with respect to Virtual
Lab applications/simulations that demonstrate effective pedagogy
in the areas of case study and problem-based learning.
Rounding out these initiatives is the recent acquisition
of Centra’s Virtual Classroom technology to complement
Blackboard and thereby, enhance the distance learning capability
of the VC. By providing this virtual face-to-face platform,
confidence grows that lecturers can build successfully on
existing pedagogical strengths. Notably, this technology will
facilitate more successful utilisation of current Blackboard
content, as well as provide on-time, anytime, anywhere, training
and development for workers in Singapore and abroad.
Challenges
The history of the VC at Singapore Polytechnic has been one
of meeting and overcoming challenges. Current directions reflect
this history and build on experiences to date. Future challenges
to be handled include: conversion of module materials to files
appropriate for downloading to pocket PCs and personal digital
assistants, and the development and delivery of reusable content
processes within Blackboard. Thus the Singapore Polytechnic
VC continues to sail successfully on a virtual and ever-changing
sea: its vessel sound, and its Captain, Officers and crew
well trained and ever vigilant.
|
