Aesop Story Engine

[aesop_image img=”http://itsotlcweb01.ucalgary.ca/constructioncam/2014/05/2014-05-03-15-45-02.jpg” imgwidth=”1270″ caption=”Construction begins” credit=”Illicit Webcams, Incorporated” alt=”Webcam image” align=”left” captionposition=”left” lightbox=”off”]

[aesop_quote background=”#282828″ img=”http://itsotlcweb01.ucalgary.ca/constructioncam/2014/05/2014-05-05-13-45-02.jpg” text=”#FFFFFF” height=”300px” align=”center” size=”2″ parallax=”on” offset=”10″ direction=”up” quote=”We can put quotes here. Seriously. – D’Arcy”]

[aesop_chapter label=”Introduction” title=”Introduction” bgtype=”img” text=”#FFFFFF” img=”http://itsotlcweb01.ucalgary.ca/constructioncam/2014/04/2014-04-30-16-00-02.jpg”] [aesop_content columns=”2″ position=”none” imgrepeat=”no-repeat” color=”#FFFFFF” background=”#333333″]The proliferation of technologies that enhance the ways we can engage in learning truly is a disruptive influence in postsecondary education. Learning technologies – often applications of larger technology trends in society – are changing the ways that students and professors connect, communicate, collaborate, and create in learning and teaching in physical and online learning spaces. Learning technologies are also changing who participates in university learning experiences, students’ expectations for that experience, the kinds of learning environments in which they thrive, and the challenges faced by both learners and teachers. In this context, the most successful universities are taking a proactive approach to leveraging learning technologies to enhance the depth and breadth of learning experiences critical to our students’ success in their chosen fields, and as engaged citizens and life-long learners.

Individual colleagues and programs at the University of Calgary provide strong examples of what can be achieved using well-integrated learning technologies to enable more diverse approaches to learning, creating small groups to foster peer support for learning in large classes, and offering enhanced learning resources to inspire interest in their fields. However, an institutional strategy is needed to ensure a technology integration infrastructure that will leverage not only a broader range of technology-rich initiatives, but also more fundamentally, a change in the culture of learning and teaching in our university community. The timing could not be better. New resources for facilitating learning and teaching with technology soon to be available through the Taylor Institute for Teaching and Learning will contribute to an environment where faculty and students will be able to engage in research-informed approaches to designing, using, and evaluating learning technologies for diverse contexts. The Learning Technologies Task Force has assessed where the University of Calgary is situated in the contemporary learning technologies landscape and has developed a proactive institutional framework that shapes a sustainable approach to best and emerging practices for integrating learning and teaching technologies across our University community. This report sets a future direction that will establish the University of Calgary as a leader in integrating technologies to improve and enrich learning experiences in our own institution and to the benefit of the wider education community.[/aesop_content]