pedagogy and Technology

One part of my job as Instructional Program Manager is to help faculty members develop pedagogical strategies that work effectively in an online environment. There are a number of challenges to this, and the primary one is probably the looming presence of the technology itself: that is, the complex and powerful online course management system is there in front of the instructors -- they can almost stub their toe on it -- and so when they start to think about incorporating an online component into one of their face-to-face courses, the first thing that comes into their mind is "how do I use the technology" rather than "what do I do with the technology." In other words, they are well aware that they need guidance and probably even training with regard to the nuts and bolts aspects of logging on, making online quizzes, using the online gradebook, and so on. But this focus on the technology AS technology causes them to overlook less tangible things, such as the need to develop new pedagogical approaches, and the need (and opportunity) to make online learning as active and student-centred as possible. On a day to day basis, this problem is manifested in the fact that many of our faculty mistakenly think that our unit -- The Centre for Learning and Teaching Through Technology (LT3)-- is a kind of "technology help desk," the place that they phone when they are having a problem with a computer or with software. In short, it's lamentable that LT3 sometimes gets confused with IST (Information and Systems Technology); and sometimes we are also confused with other quite distinct units, such as Distance Education.