eLearning is aimed at enriching learning by blending traditional and innovative learning models; conceptualizing courseware in multiple media; standardizing interoperable content representation; personalizing learning experiences to custom learning devices; integrating administrative functionalities with other academic units; and not the least, ensuring the quality of learning. Such a multifaceted ideology is construed as a learning ecosystem where knowledge is constructed among members of the ecosystem by means of a variety of techniques and resources. Sustainability is a key principle in designing the underlying framework of the ecosystem and the co-existence of the functional components. This tutorial addresses a range of issues in eLearning ecosystems, analyzes the challenges, offers solutions from theoretically-grounded practical viewpoints, and consolidates the arguments with real-world systems and contemporary technologies.

• To provide an extensive overview of a multi-faceted learning ecosystem model for online education in the context of a post-secondary institution
• To examine the necessary components of a sustainable learning ecosystem
• To demonstrate select artifacts which support the learning ecosystem model
• To highlight research and development in next-generation eLearning systems

The target audience for this tutorial is people who are interested in learning about a comprehensive eLearning model and how it has been implemented and run at a post-secondary institutional level. Those with prior knowledge of other models may also wish to attend in order to compare models. We can assist participants with determining their own eLearning infrastructure requirements. Lastly, we can also suggest tools and technologies with respect to eLearning architectures.

Tutorial topics  

• A Learning ecosystem lifecycle (45 minutes)  

• Ecosystem overview
• Sub-cycles
• Courseware lifecycle
• Faculty development lifecycle
• Integrated models in lifecycle
• Learning models
• Pedagogy models
• Delivery models
• Management models
• How are they integrated
• Sustainability of learning in the ecosystem
• Why sustain learning?
• What are the sustainability factors?
• How to enable sustainability?  

• Design and development in the learning ecosystem (45 minutes)  

• Design
• Instructional design models for blended online learning
• Development
• Academic workflow
• Course design workflow
• Course development workflow
• Course evaluation and revision workflow
• Verification and validation of the learning material  

• Delivery and maintenance in the learning ecosystem (45 minutes)  

• Delivery
• Theory behind blended delivery models
• Checklist for online delivery
• Technology in blended online delivery
• Personalization
• Maintenance
• Institution policies
• Market analysis
• Quality assurance
• Cost analysis
• LMS selection, upgrade, and maintenance  

• Select next-generation eLearning features and future research directions (45 minutes)  

• Evolution of the Learning Ecosystem
• Faculty development - A multifaceted faculty development model; instructional design training for faculty; just-in-time self-serve support models for faculty
• Just-in-time student/faculty/staff support - Self-serve support models
• Global Learning object repositories
• Pool/Splash demonstration
• Integrating the lifecycle, design and development and delivery and maintenance
• Learning Kit demonstration
• CAMeL demonstration – workflow and cost modeling in eLearning
• LOQR demonstration - Quality Rating of Learning Objects

This tutorial involves an overview of the research literature pertaining to learning in and about complex domains, with an emphasis on problem-centered learning, model-facilitated instructional approaches and a system dynamics analysis of complex domains. Demonstrations of several modelling and simulation tools will be presented. An explanation of assessment methods appropriate for these domains will then be discussed and demonstrated. Consequently, the primary method of presentation will be expository with interactions actively solicited from participants. Several periods for participant interaction in applying principles and methods discussed will be used to stimulate discussion and explore variations to assessment methods presented.

It is this author's experience that questions and debate contributions tend to arise after the presentation of particular ideas rather than during planned discussion periods. Accordingly, the only time specifically allocated for discussion will be at the end of the tutorial; but the amount of material to be presented will be adjusted so that an average of 5 minutes of information discussion and debate can take place within each of the longer sections of the tutorial, where the need arises.