Site selection is core to the benchmarking process. The design specifications
described in NDTYI guided the site selection process. Specifications identified
for the learning environment in NDTYI (Copa & Ammentorp, in press) are
shown in Exhibit 4.
Exhibit 4
Design Specifications for Learning Environment
|
| *
| Aligns with Learning Context, Signature, Outcomes, Process, Organization,
Partnerships, and Staffing: Learning environment pays close attention to
the design specifications for previous design elements.
|
| *
| Includes Multiple Settings: Learning environment includes consideration
of all possible settings which can support the desired learning experiences. It
includes, but is not limited to, school buildings.
|
| *
| Dissolves Borders Among Learning Settings: Learning environment makes
strong and visible connections among learning settings.
|
| *
| Develops a Coherent Network of Learning Settings: Learning environment
is made up of a carefully constructed, yet dynamic and constantly changing,
pattern of settings needed for effective learning experiences.
|
| *
| Adapts Quickly to the Needs of the Learning Experience: Learning
environment can accommodate a variety of learning experiences in the same space
and time.
|
| *
| Provides a Sense of Learner Identity: Learning environment gives
learners a sense of identity, sometimes associated with place but increasingly
with the learning signature and with what is learned and how it is done.
|
| *
| Enhances Social Connectivity and Feeling of Community Among Learners and
Staff: Learning environment encourages and supports close and sustained
interaction among learners and between learners and staff central to a feeling
of community.
|
| *
| Responds to Differences in Learners: Learning environment is responsive
to the needs of learners who vary in age, socioeconomic status, cultural
background, prior learning experiences, full-time versus part-time status, and
learning style.
|
| *
| Provides for Both General and Specialized Study: Learning environment
provides the settings conducive to development of general and specialized
competence in order to reach learning outcomes.
|
| *
| Enhances Informal Learning: Learning environment supports and encourages
informal learning and the interaction and mutual benefits of informal and
formal learning.
|
|
As a component of the learning environment, technology design features are
imbedded in the design specifications of the learning environment. They reflect
those broad assumptions that will support institutional viability as change
continues to redefine work, family, and community life. The design
specifications for technology in the learning environment suggest the
following:
- Learning work-spaces will expand to include home, work, community, and
worldwide settings.
- Multiple means of access to learning, information, and support need to be
provided.
- Connectivity that supports collaborative and work-group learning is
essential.
- "On demand" support and guidance for technology systems is a requirement.
- Learning enterprises and systems of enterprises must be designed with the
capacity to change and be upgraded quickly and effectively.
Identification of an appropriate site was accomplished through a process of
scanning to identify institutions that are recognized for a developed
technology environment; review of Internet and printed summaries of
institutional comparisons; and finally contacting specific campuses through
phone interviews, printed materials, and web sites.
To facilitate breakthrough modeling and application of NDTYI relating to the
element of learning environment, the Higher Education and Advanced Technology
(HEAT) Center at Lowry: A Colorado Community College and Occupational Education
System Innovation was chosen as a benchmark site because of its exemplary
practices in the area of technology in the learning environment. Practices
presented are limited intentionally to provide focus on technology in the
learning environment.
The request for the HEAT Center to participate as a benchmark institution for
NDTYI reflects the strong link between specifications established for an
effective redesign of institutional learning environments and institutional
practice at the HEAT Center. From the perspective of technology, the HEAT
Center drew particular attention through its state-of-the-art Education
Technology Training Center and its partnering with Lucent Technologies to
design technology into the entire community being re-created on the former
Lowry Air Force Base.
The following are a more comprehensive listing of the practices performed at
the HEAT Center that have been recognized for contributing to excellence in a
technology-enhanced learning environment:
- Integrated site-based and distributed learning
- Focused educational objectives limited to specific themes or enterprises
- Primary emphasis on applications of knowledge that make learning
meaningful
- Designed access and articulations that support lifelong learning
- Vertically integrated delivery within related industries through centers of
excellence
- Advanced instructional technology utilization
- Organized formal alliances with educational and industry partners
This benchmarking study was based on a two-day site visit in August 1997,
personal interviews with the HEAT Center's leadership, a review of
institutional documents, and follow-up confirmation of information with site
representatives.
The HEAT Center is a developing education center housed on the site of the
former Lowry Air Force Base. The campus occupies 154 acres of land centrally
located to Denver and the adjoining metropolitan area. Through public
conveyance, the land and approximately 1,000,000 square feet of classroom,
laboratory, dormitory, and auxiliary space was transferred to the Colorado
State Board for Community Colleges and Occupational Education in 1994. While in
a continuing process of renovation and expansion, the HEAT Center at Lowry now
is the site for the delivery of programs offered by six participating community
colleges. The HEAT Center at Lowry also provides training and assistance
through private sector alliances and affiliated baccalaureate and graduate
colleges and universities.
The HEAT Center's (1997) mission is "to develop a technology environment of
facilities, laboratories, models, demonstrations, and business opportunities
undergirded by open systems of telecommunications and information networking
for virtual teaching and learning on-site, and through the utilization of
cyber-technologies in Colorado, throughout the nation and internationally" (p.
1). This mission links technology with teaching and learning as critical
components of the center.
What the mission does not convey is the intensity of commitment toward
becoming responsive to the needs of workforce preparation that has been
demonstrated by leadership of the Colorado Community Colleges and Occupation
Education System (CCCOES) and the HEAT Center. Benchmarking against the German
Fraunhofer-Gesellschaft (FhG), Japan's KOHSETSUSHI, and Singapore's system of
total enterprise development has provided a reference for defining technologies
to be more than computers. Technologies are viewed as innovative and dynamic
applications of mathematics and science. The commitment to both learners and
communities is that education provides access to those technologies in an
integrated, multidisciplinary format that will prepare individuals to
contribute to the economic competitiveness of Colorado and to the well-being of
multiple communities. The rationale, articulated in the HEAT Center Master
Plan, supports the following objective:
In Colorado, manufacturing and exports continue to increase in
importance along with information networks and telecommunications. It is within
the sophisticated technologies and systems that drive these industries that the
human resource factor becomes so critical to the competitive posture of the
individual companies and the industry as a whole. (Goodwin, 1994, p.
2)
While the demand for applied technology-based training is
expanding, barriers persist. The more recent and the more sophisticated
technologies become, the more expensive it is to capitalize real work
experiences and to maintain instructional competencies in those technologies.
For Colorado, the HEAT Center at Lowry addresses a need to expand system
capacity, a desire to maintain the integrity of existing community campuses,
and a requirement of leveraging resources if advanced technology programming is
to be developed. Functioning as a broker of facilities and integrated programs,
the HEAT Center facilitates delivery of related programs from multiple
community colleges. The HEAT Center provides facilities and equipment that are
shared among the programs while each individual community college continues to
"own" its program. Administratively and financially, the home-base college
benefits of program enrollment are maintained. Subsequently, the HEAT Center is
financially supported through facility lease arrangements with the individual
colleges and administrative support from CCCOES. Student services, admissions,
and marketing are shared enterprises between the HEAT Center and participating
colleges. The result is a cooperative system of educational delivery that
utilizes the dual strengths of localized campuses and centralized resource
management.
The HEAT Center concept leverages resource management beyond the community
college system. Major benefits for students, the workforce, and CCCOES are
being created through private sector alliances and through affiliations with
advanced degree colleges and universities. Moving beyond traditional custom
training, the HEAT Center provides an environment that blends research and
development, research and application, and economic development. Utilizing
state-of-the-art equipment--both industry sponsored and publicly funded--the
HEAT Center at Lowry brings the resources of graduate-level research, industry
applications, and management into a synergistic new model for cooperation. By
design, staff development and student learning are enhanced through an
environment of interchange between individuals representing diverse
perspectives and skill levels. Potentially, facilities are utilized
concurrently by commercial professionals, higher education faculty, industry
researchers, students, and Colorado education systems management. The result is
a real work environment that supports excellence in learning while operating as
a regenerative system for maintaining curriculum relevance and staff
development.
The HEAT Center at Lowry is not a college. It is a work-space that is shared.
Unlike the traditional model for higher education, the HEAT Center is a
location that is managed as a focused learning environment. The economic and
political viability of the center is dependent upon the strength of the
relationships that link the location to multiple support systems, and funding
is enhanced from strategic sharing rather than from autonomy. Evidence of
impact surfaces through recognizing the six community colleges that are
participating in the academic program offerings of the HEAT Center. The HEAT
Center also houses the Colorado Electronic Community College, is a delivery
site for the Western Governors University (a consortium of higher education
institutions), and has established alliances with five public or private
universities. While students are enrolled within a single college, they benefit
from the integrated resources of all of the colleges.
An assumption for this benchmark study is that environment influences learning.
Technology as a component of learning environment is viewed as being a major
driver for impacting learning. There appear to be at least three objectives for
technology-enhanced learning environments as demonstrated at the HEAT Center.
These include learner responsiveness, learning effectiveness, and economic
benefit to learners and stakeholders:
- Learner responsiveness is facilitated through expanded learner choices. As
indicated in the specifications of the learning environment, anytime, anywhere,
collaborative learning has been identified as a critical component of new
learning environments. Self-paced learning is responsive to individual needs.
Expanded access within and across borders is supported through digital
technology. And new communities of learners are developed as geographical
boundaries are eliminated. Customers simply have more choice in a
technology-rich environment.
- Learning effectiveness can be enhanced through the utilization of technology.
Through increased options for collaboration and communication, interactive data
presentation, self-directed discovery, simulations, and electronically mediated
graphical presentation the learning environment expands. Assessment, support,
and delivery are integrated into single source management directed by
learners.
- Economic benefit is less tangible. Technology is expensive. If evaluated only
from costs of initial delivery, technology appears to be an economic black
hole. However, the objective of the HEAT Center is to maintain the
competitiveness of the Colorado workforce. The HEAT Center Master Plan
identifies the goal for CCCOES to "become the catalyst to create a national
model that addresses how public/private collaboration can effect an affordable
accommodation of facilitating and maintaining a `world-class' work force"
(Goodwin, 1994, p. 15).
Table 1 provides a guide to the benchmarked design specifications and links
them to associated key process features. The table separates key features that
relate to physical technologies and features that essentially are describing
systemic relationships. The key process features resemble the hardware/software
relationships of computer systems. As the key features are implemented, the
distinction between technologies and associated applications blend into a
learning environment that meets the specifications outlined in NDTYI. Following
the table, the individual features are demonstrated through description of
associated initiatives of the HEAT Center.
Table 1
Comparison of NDTYI Learning Environment Specifications
and HEAT Center Initiatives
| Learning Environment Specification
| Key Features of
Designed Technology Environment
| HEAT Center
Initiatives Referenced
|
| Includes multiple settings
| Integrates site-based and
virtual instructional
environments
| HEAT Center at Lowry
shared campus
|
Develops a coherent
network of learning settings
| Supports collaborative
meaningful learning
experiences
| Colorado Venture Center:
Colorado Advanced
Photonics Technology
Center
|
| Enhances informal learning
| Supports user proficiency
and independence
| Education Technology
Training Center
|
Provides for general and
specialized study
| Accommodates requirements
of an "enterprise" or theme-
focused community of
learners
| Rocky Mountain
Manufacturing Academy
|
Dissolves borders among
learning settings
| Facilitates lifelong access to
system benefits from multi-
locations and levels of
experience
| Academic Articulation:
Transformations
|
Adapts quickly to needs of
learning experience
| Accommodates redesign
| Multiple ownership of
programs: Industry
Alliances
|
Integrates Site-Based and Virtual Instructional Environments
Colorado provides students with a combination of sophisticated on-site
technical training facilities and electronically delivered program options
through the HEAT Center that can be accessed from home, work, or beyond. The
blend is intentional and focused. Students continuously operate in multiple
environments throughout the learning process. While enrolled in a college of
choice, students also utilize the resources of the HEAT Center to access
education focused on applications of specific technologies. As part of the HEAT
Center experience, students are interacting with communities both larger and
smaller. They become part of learning workgroups in design or application
projects. They enroll as a member of a cohort of individuals comprising a
program. And, they have individual study choices via electronically facilitated
learning options, industry internships, or multimedia instruction.
Concurrently, they are also participating in much larger communities as members
of specific industry clusters, the community college system, and Colorado
higher education.
To facilitate the delivery of virtual instruction, the center, through a
private/public alliance with Lucent Technologies, is designing and implementing
a cutting edge optical electronic infrastructure development project that will
be used to showcase communications technology and connectivity. The project is
part of a plan for integrating a "digital city" concept for a developing
residential and business community across the former Lowry base.
Supports Collaborative Meaningful Learning Experiences
There are multiple centers or academies at the HEAT Center that are serving
as integrators for related programs. The Rocky Mountain Manufacturing Academy,
the Colorado Advanced Photonics Technology Center, the Education Technology
Training Center, and the Colorado Venture Centers are referenced in this
report. These centers are models for building educationally effective
utilization of technology infrastructure.
The Colorado Venture Centers are focused on commercializing research and
development. Unlike a business incubator program that supports business
expansion or business start-up based on proven technologies, the Colorado
Venture Centers support development of innovation. For example, Sangamo
Biosciences, Inc., was initially located at the HEAT Center through a
relationship with the Colorado Venture Centers. The objective was to
commercialize DNA sequencing technology. With Sangamo on site at the HEAT
Center, biotechnology students who were enrolled through the Community College
of Aurora were utilized as interns in this leading edge environment. Faculty
members were allowed early access to industry research and development
information, and students and faculty both had the opportunity to utilize the
benefits of real work learning experiences. The experiences were based both on
the connectedness of the information infrastructure, and the connectedness of
linking industry, research, technology, economic development, and education
together.
The Colorado Advanced Photonics Technology Center is a second model of the
connections being established across industry, research, technology, economic
development, and education. A strategic alliance has been created that will
link the Colorado Advanced Technology Institute, the University of Colorado,
Colorado State University, Pueblo Community College, Meadowlark Optical, and
other industry partners. Again, the alliance is narrowly focused on a specific
technology and it is highly integrated vertically from research to application
and manufacturing. That focus generates support for capital-intensive
technology investments such as the pilot production line for miniature liquid
crystal display devices that is being created on the HEAT Center campus.
Supports User Proficiency and Independence
Support for technology has been elevated to a crisis level for many
institutions and workplaces. Each industry is immersed in its own translation
of the same story. There are limited numbers of individuals competent to
support the continuing changes of information technology and other advanced
applications of technology. Yet the pressure is unrelenting to adopt the
technologies. From installation to operation, people have to be upgraded
continuously.
The Education Technology Training Center (ETTC) is one contribution to the
solution. A showcase renovation project at the HEAT Center campus, the ETTC
[p]rovides state of the art technology and expertise to educators
and others who wish to implement technology for the improvement of instruction.
[The] Center users learn to employ and create video, CD-ROM, Internet,
video-conferencing, cable, multi-media, and other present and future technology
products to provide a richer and more interactive curriculum with unlimited
access potential for learners. (Colorado Electronic Community College,
n.d.)
Housing ETTC on the HEAT Center campus brings students,
faculty members, support personnel, and administration in contact with
practicing professionals. Commercial developers are encouraged to lease time at
the facility rather than to be permanently located there. The result is a
continuing influx of skills and expertise that is shared with the professional
staff operating the center, the student assistants, and the faculty.
The benchmark practice of significance at ETTC is the high level of commitment
to training for and modeling of technologies. Support for technologies does not
imply repair and maintenance--though that should not be ignored. Support
includes building competence at all levels and providing a continuing resource
for relearning and adopting new technologies. Through the physical location of
the ETTC and the capacity for electronic distribution from that center, support
can be provided and sustained.
Accommodates Requirements of an "Enterprise" or Theme-Focused Community of
Learners
The HEAT Center at Lowry is focused on teaching and supporting applications
of advanced technologies in the areas of biotechnology, advanced manufacturing,
and information/communication technologies. The HEAT Center, by design, is
focusing on providing education for individuals who will fill the role of
becoming a techno-professional. A techno-professional is defined as
[a] multi-disciplinarian who enhances innovation
resulting from advances in technology and communications; supports research
and application of emerging technology, interfaces with the design
team, assumes for production, and provides ongoing technical
assistance. (Goodwin, Roe, & Malbrough, 1991, as cited in HEAT Center,
1997, p. 1)
Access has most frequently been defined for
education in terms of broadness. Community colleges in particular have operated
in the "do anything for everyone" environment of a local service provider. The
perspective of creating access in a narrow slice that extends vertically to
include students from the secondary level through graduate level of education
and beyond for industry upskilling has only begun to emerge as the model for
excellence and competitive advantage. While not serving everyone, the HEAT
Center expands access to a diverse set of learners from across traditionally
unlinked systems.
The Rocky Mountain Manufacturing Academy (RMMA) is the most integrated and
developed of the partnerships located at the HEAT Center. Focused on the need
for techno-professionals to support Colorado's advanced manufacturing, RMMA is
utilizing resources made available through the closure of the Lowry base and
the downsizing of U.S. military operations. Accessing precision machining
equipment from the Department of Energy/Rock Flats, precision metrology
laboratory equipment from the Lowry Air Force Base, and additional resources
provided by industry partners and the Colorado legislature, RMMA brings "all
facets of manufacturing together" (Richardson, 1997, p. 38a). The result is a
shared site manufacturing education center that provides training in advanced
machining, precision measurement (metrology), automation/robotics, welding
(precision joining), photonics and vacuums (lasers), and CAD/CAM. The equipment
utilization is maximized as it brings industry workers, student technicians,
student engineers, and faculty members together at one location. And all
students encounter manufacturing as a system of integrated relationships.
Facilitate Lifelong Access to System Benefits from Multi-Locations and
Levels of Experience
Focused educational goals have allowed the HEAT Center to influence
academic programming within defined disciplines. While it is not new to develop
articulation agreements between two- and four-year institutions, the integrated
access concept of the center provides students with benefits. As the Executive
Director of the HEAT Center described,
The benefit is to make students successful. Through quick and easy
transitions, students can migrate from a two-year manufacturing curriculum into
an applied engineering program. Or, a student that is not being successful in
engineering is allowed to stop out with a two-year degree or transfer down into
a related less aggressive academic program. (Goodwin, personal communication,
August, 1997)
Expanding even beyond the systems of higher
education into the community, success is being supported by creating pathways
into technology with secondary institutions or through a program such as the
Transformations program. Transformations is a fourteen-week, hands-on program
teaching fundamentals of applied mathematics, science, and computers, with a
focus on preparing women for success in technology-based studies. The center
has become a central hub for multiple systems of education and in that role
facilitates development of new collaborations.
Accommodates Redesign
The context of a technology learning environment is driven by three-month
product cycles, virtual environments that can be re-created on demand, and
internationally competitive distributed learning technologies. Times and
technologies are continuously changing. Designing the learning environment for
technological change requires that flexibility and responsiveness be integrated
into the technology and into the systems managing the technology.
The creation of the HEAT Center at Lowry is identified as an innovation of
CCCOES. The HEAT Center provides a model for funding and maintaining
environments for advanced technology training. It also provides a model for
flexibility in educational institutions. The ability to build integrated
programming that is focused and responsive has been demonstrated. Now the
challenge will be to maintain the position of being cutting edge.
Two unique design factors that contribute to the flexible responsiveness of
the campus are (1) the separation of program ownership and delivery and (2)
strong industry alliances. The multiple ownership of programs being delivered
at the HEAT Center provides a new point of assessment. Specific
alliances/academies at the center provide continuing feedback on the validity
of each contributing program. Program ownership becomes secondary to issues of
the alliance; most important among them is to maintain quality in technology
education. The second design factor is the influence of continuously bringing
industry representatives in the learning environment. The onsite utilization of
facilities has already generated beneficial arrangements for the college. For
example, Miller has agreed to place current model welders at the facilities on
the HEAT campus. This is not a one time gift, but, rather, a revolving loan of
equipment that will put only current models in the lab so that Miller can train
its sales force and consultants there. The result is a shared benefit for both
the HEAT Center and Miller.
Technology is fundamentally changing learning through shifting control from the
instructor to the learner. The acknowledgment of that reality allows
institutions to focus on design that supports the learner first. Integrating
dynamic systems and technologies to facilitate learning is required. The HEAT
Center at Lowry is a world class model for that design.
Although learning environment has been defined historically as one setting, in
the future, it will be more appropriately described as multiple locations.
Learning will shift from a one level, one discipline, one instructor campus
experience to a complex web of linked experiences. Defined as a "meta-settings
web" within NDTYI, a model emerges where each student occupies a unique web of
learning settings that expands around the individual. Moving across the support
of the web of settings, the student manipulates personal assets in the midst of
multiple communities--each contributing to the learning process. The model
provides a visual demonstration of how control of learning is shifting from the
instructional provider to the learner. For learners, influence on the system is
rapidly expanding as more than one option becomes available.
The resulting impact on design shifts primary attention to connectivity as
opposed to isolation. For institutions, the emerging challenge is not keeping
the competition out. The challenge is keeping the students in. Competition will
not be defined by geographical boundaries or institutional similarity, but,
instead, by student satisfaction. TYIs will no longer be competing primarily
with the community college next door. Primary competition will be defined by
those national or global entities that provide the best value as perceived by
students and stakeholders. In creating that environment, technology becomes the
core resource for competitiveness.
The HEAT Center has demonstrated that the concept of a centralized investment
in technologies for education is a viable, efficient use of resources.
Investment in technology learning environments is costly. Intensive use of that
environment builds support for operations. For education that means sharing
technology resources among multiple programs, a concept that is central to
operations of the HEAT Center at Lowry. Distributed programs using centralized
advanced technologies leverages investment in equipment, allows for integrated
programs of learning, centralizes industry resources, and increases access to
excellence in instruction. What initially may be viewed as primarily an
economic requirement also turns out to be a strong benefit educationally.
The Master Plan for the HEAT Center identifies the following five strategic
objectives:
- Quality
- Opportunity
- Cooperation
- Commitment
- Investment
Through these strategic objectives, the HEAT Center proposes to address
curricula and instruction, access, educational effectiveness, articulation,
resource utilization, and competitiveness. Linked to technology, the
environment being established reflects the learning environment specifications
identified in New Designs for Two-Year Institutions of Higher Education.
The result is an anticipated head count of more than 10,000 individuals
enrolled by the year 2006. And, more importantly, Colorado will be prepared to
become increasingly competitive in the areas of applied biotechnology, advanced
manufacturing, technology, and the telecommunications industry.
A benchmark summary is identified in the HEAT Center's (1997) Annual
Summary. For Colorado, the learning environment will be technology oriented
and will incorporate technology into the learning process now and into the
future:
Colorado's new technology learning environment will be defined by a
strong application component for rapid response to private sector need for a
workforce with knowledge and skills to apply sophisticated and
interdisciplinary technology for competitive production and services. With the
Knowledge Era and the Information Age forcing continuous learning for all
career paths and jobs, the HEAT Center at Lowry will be a primary Colorado
technology resource for access of new knowledge, information, and applications.
(p. 1)
Based on the findings of the benchmarking study of the learning environment
with a special focus on learning technology, the following implications for the
design of TYIs appear warranted:
- Model Use of Technology in Learning: One of the most powerful
pedagogical strategies is teaching by example. The NDTYI design specifications
for learning outcomes point clearly to technological competence as a learning
expectation important to work, community, and family roles and
responsibilities.
- Form Strategic Alliances: Learning technology should facilitate
linking learning and community development and help offset the costs of
technology through mutual benefits and shared costs. Alliances need to balance
retaining the advantages of local presence and identity with more centralized
resource strategies assuring affordability.
- Market Locally, Nationally, and Internationally: Using learning
technology provides the opportunity to ignore geographic boundaries.
- Use a Broad Meaning of Technology: Technology is more than computers.
A broad array of tools and equipment form the meaning of technology in the
broader society and a similar conception is needed in the educational
institution.
- Plan a Regenerative System: The challenge regarding leaning technology
is how to keep it up-to-date along with keeping the curriculum and staff
competence up-to-date. Planning for learning technology must focus on
regeneration and sustainability over the long term.
- Present an Invisible Infrastructure: To be most effective, the
agreements, networks, policies, procedures, and information systems
undergirding the alliances needed to take advantage of technology in learning
should be invisible to the learner. The learner should not have to worry about
where to register for a learning experience, who to pay, and how the experience
relates to a similar experience obtained in a different way.
- Link Learning and Community Development: Part of sustaining
regenerativity, meeting the specifications for the desired learning process,
and reaching promised learning outcomes is closely linking learning with
community development. Technology provides a means to enhance these linkages in
powerful ways.
- Organize into a Network of Learning Enterprises: Small, focused, and
responsive learning units contribute in significant ways to building learning
communities, building productive alliances, and achieving some of the benefits
of learning technology.
- Increase Access to Learning: Learning technology must significantly
improve access to learning in order to offset its costs.
- Support Learner Managed Learning: To be a feasible goal, personalizing
lifelong learning will mean that learners are skilled at managing their own
learning--technology can help make this possible.
- Enhance Connectivity: Technology can be used to link learners,
learning resources, and learning settings to increase the access to and quality
of learning the learning experience.
Study Author
|
Jan Doebbert, Dean of Technology, Alexandria Technical College, 1601 Jefferson Street,
|
| | |
Alexandria, MN 56308, (320) 762-4504
|
Site Contacts
|
Mary Ann Roe, Planning, Development & Special Projects, Higher Education and
|
| | | | |
Advanced Technology Center, 8880 E. 10th Place, Aurora, CO 80010, (303)739-9680
|
|
Don E. Goodwin, Executive Director, Higher Education and Advanced Technology
|
| | | | |
Center, 8880 E. 10th Place, Aurora, CO 80010, (303) 739-9227
|
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