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Game Changers: Education and IT surveys, and anticipate audience questions. Those of us who teach online and in-person recognize that teaching online often requires a preparation that differs from that associated with a traditional lecture. The instructor must cultivate a dynamic, engaged climate in an online environment to ensure fluid participation of attendees. Students teaching online are challenged to achieve higher maturity levels in their subject-matter knowledge and pedagogical skills. In addition to developing the knowledge of the subject matter that students need, faculty strive to refine the overarching skills that can help them advance in their professional careers. These skills include critical thinking, debating, researching, writing, collaborating, and presenting. The pedagogical use of web conferencing technologies also targets the ability to make informative and convincing presentations online. For this to happen, web conferencing must be pervasively built into the curriculum. Presently, student web conferencing is only built into a few core courses (in addition to the capstone course required of students to complete their Master of Professional Studies in Technology Management degree). Beyond this program and this institution, there is great potential for extending this practice to other programs and to other educational institutions. Additional pedagogical applications exist for web conferencing technologies, particularly regarding experiential learning. Several Jesuit universities are working together to use technology and their academic expertise to train the next generation of knowledge workers in refugee camps in Kenya, Malawi, and Syria. They have established two Internet-connected computer labs in the Kakuma refugee camp in northern Kenya, managed by Jesuit father Luis Amaral and the Jesuit Refugee Services organization. Refugee students pursue an online associate’s degree in liberal studies from Regis University in Denver, Colorado. During a site visit to the Kakuma camp in October 2011, I proposed a system of online internships to aid in improving the employment prospects of graduating students upon their relocation or repatriation. To date, three graduating refugees from the program are participating in this pilot online internship program with Georgetown University for spring 2012. In order to succeed in this program, interns will need to become proficient with web conferencing technologies, as they will need solid web conferencing skills when showcasing their work to members of the Georgetown University community remotely. 324
Case Study: Georgetown University Related Resources The following links point to case studies, videos, and podcasts about web conferencing at Georgetown University. • http://www.cisco.com/en/US/prod/ps10352/webexcase/Georgetown. html • http://www.cisco.com/assets/prod/webex/cases/Georgetown_Law.pdf Pablo G. Molinais Associate Vice President of IT and Campus CIO at Georgetown University. As an adjunct faculty member, he teaches Ethics and Technology Management, Information Security, and other courses. He has held similar jobs at the University of Pennsylvania, Washington University in St. Louis, and the Saint Louis Zoo. 325
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Contents Foreword Molly Corbett Bro
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Foreword Among the many strengths o
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1 The Knowledge Economy: Challenges
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The Knowledge Economy The Imperativ
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12 Athabasca University: Canada’s
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Index Weiser, Mark, 134 Welcome to
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