Evolution of the Learning Paradigm

Fatma Elshobokshy, Director of Learning Technology, University of the District of Columbia

Fatma Elshobokshy, Director of Learning Technology, University of the District of Columbia

Since March 2020, the pandemic forced UDC to take a trip to the future to maintain access to learning in the virtual world. To operate our classroom virtually, we had to adopt Web 2.0 tools, which played a key role in the evolution of the learning paradigm at UDC. The value of the Web 2.0 tools (Kaltura, hypothesis, TikTok, etc.) is that they allow our students to be active learners who curate knowledge. Thus, creating a student-centered learning environment. As we reclaim our physical space, we need to take a closer look at the status of classroom technologies to keep moving forward.

Building capacity for faculty to adopt educational technologies was fast-tracked to adhere to academic standards and keep the students engaged. We offered a variety of options for the faculty to be trained, both synchronous and asynchronous options were available. Self-guided tutorials were provided to assist with any questions, along with virtual office hours and coaches to help adapt to the new environment. We upgraded our Learning management system (LMS) from basic environment to be the center hub of our learning ecosystem by integrating all applications to drive up the adoption rate. Faculty and students can access all tools within the LMS. This was an eye-opening experience for the academic community. We realized that technology and education are inseparable.  Now, faculty are not limiting themselves to only embracing the use of Web 2.0 in their teaching. They are looking even further with the use of immersive technologies to increase learning outcomes.

Is our physical space ready to Aspire, Accomplish, Take on the World?

Since we have been operating classrooms in virtual space, our classroom technologies are now outdated because we were on a fast track to construct a comprehensive virtual learning environment to keep our campuses open.  I would argue that this upgrade is a much easier task than a complete overhaul since the new paradigm has shown us exactly what is necessary. No fancy equipment is needed. We can start with small but scalable equipment. For example, installation of an interactive smart board and strengthened internet and Wi-Fi connection are needed in the classroom for it to fully function. In an environment like this, one can argue that we have to provide a computer for each student, to create a learner-centered environment.  However, the pandemic pushed the academic community to provide more learner equity by each student now having a personal device to access learning. The only piece left will be to installing electrical outlets throughout the classroom, or power supplies should be available, so students can charge their devices. With the addition of these elements (interactive smart board, strengthened internet and abundant power supplies) we can move forward with what we have done in virtual space and perhaps go even further.

"We realized that technology and education are inseparable, so we transformed our LMS to be the center hub of our learning ecosystem by integrating all applications to enable faculty and students to access all the tools within the LMS."

Our quest to find a happy-medium between the lessons of 2020 and the advancements we made since then remind us that we cannot undo what we learned from this glimpse of the future. With the adoption of Web 2.0, our commitment to building capacity, and the upgraded classrooms to equal our virtual classrooms we have begun to implement a plan for the classroom technologies upgrade. Let’s not limit ourselves to what we are experiencing now. Yet, move back and forth between the future and our current reality until we find ourselves on steady ground and moving forward to advanced learning.

Let’s find our Possible!

University of the District of Columbia

Learning Management