Conference Contribution Details
Mandatory Fields
Cleary, Y. and Flannery, M.
AISHE-C 2010: Designing & Delivering Curricula for the Future
Sustainable and Flexible Content Delivery
Dublin
Oral Presentation
2010
()
0
Optional Fields
26-AUG-10
27-AUG-10

The Irish student demographic has changed considerably in the past 10 years. “The sector that we see today is very different from the sector that existed just a decade ago. Key changes have included substantial increases in participation… and shifts in student numbers in various disciplines, programmes and institutions.” (HEA Strategic Plan 2008 – 2010). Many contemporary students have family commitments, may be in part- or full-time employment, and cannot always meet traditional attendance requirements.

The HEA identifies as policy issues: transition to a knowledge economy, increasing participation and lifelong learning, and meeting the skills needs of the economy. One objective of the National Development Plan (2007) is to “[e]ncourage a greater flexibility of course offerings to meet diverse student population needs”. In an increasingly knowledge-based economy, jobs are less likely to be permanent, employers place increasing focus on lifelong learning, and rapid technological changes precipitate a continued need for up-skilling and retraining.

Phenomena such as the economic recession and extreme weather conditions further underscore the need for a debate on alternative delivery methods. Technology-enhanced learning design can lead to more environmentally sustainable education (Nikoi and Wheeler, 2009).

Third-level institutions must provide flexible access to education that also supports sustainable use of environmental and infrastructural resources. The HEA Strategic Plan notes that improved access depends on “innovation in teaching methods” (p. 22), and states that “[o]pen and distance learning approaches, including e-learning, are also part of strategies to achieve equality of access and lifelong learning” (p. 23).

This paper discusses how we have addressed the above issues by integrating technology into both distance learning and on-campus programmes. We suggest practical advice for effective use of technologies to support distance education and non-traditional students. We discuss virtual learning environments, online tutorials, video-conferences, blogs, and podcasts, based on our research and direct experience.