Ryerson ITSDC - Tripartite Model of Digital Mediated Education

As a starting point, this contribution is intended to provide a framework for discussion about the evolving role of digitally mediated education (DME) at Ryerson, and in support of this, the corresponding initiatives to be explored by the Digital Media Projects Office (DMPO).

Digitally mediated education has not formally established its place at Ryerson. Lectures, laboratories, studios, productions and performances are familiar and well understood modes of delivery in a polytechnic education. The amount of effort needed to deliver courses via these modes, and the number of courses that can be properly delivered at one time by an individual, are well reflected in academic traditions and collective agreements. At present, DME is informal and evolving. In anticipation of DME's expected transition from pilot project to bona fide androgogy, a tripartite model reflecting the expectations of students, professors and Ryerson is being advanced. Like most models, its refinement requires the effort of many minds over time, and its utility can only be evidenced through application.

The tripartite model of DME at Ryerson being advocated here is based on the principle of equity. Each party to the model is entitled to an equal share of the benefit derived from the implementation of DME technologies. DME must be sustainable - none of the parties should be subsidizing DME, and each should contribute according to their interest and ability. Keeping this principle in mind, the following criteria for assessing investments in DME are being proposed.

Students

Investments in DME (tuition + digital technology) must enhance the quality of education by delivering curriculum more effectively than presently available modes of delivery. DME must have a positive, or at least neutral, impact on financial accessibility to Ryerson, and it must provide enhanced flexibility for learning opportunities. A critical and expected benefit of DME is an increase in the amount of individual student contact time with professors over that which is presently made available.

Professors

Professorial DME investments (independent learning + development) must improve the opportunities for individual SRC initiatives, primarily through reductions in workload related to conventional teaching modes. Adopting DME should not lead to higher workloads and reduced flexibility for professors.

Ryerson

From an institutional perspective, Ryerson's DME investments (infrastructure/facilities + technical support) must be financially superior to present practices, while establishing distinctiveness and accessing a global market of students.

Given these three perspectives, it is difficult to imagine how a DME investment which satisfied these criteria would not be enormously successful. Likewise, if any one of the parties is not satisfied, the viability of the investment is indeed questionable. For this reason, this model or approach is being recommended for DME projects at Ryerson. At present, the established route for DME projects is the Digital Media Projects Office.

DMPO Role and Future Directions

The Digital Media Projects Office is in need of willing parties to explore digitally mediated education opportunities. Its role is to promote projects which should be based on the tripartite model so that no party or parties are disadvantaged. In practical terms, this means that DMPO should:

1. Work with the Ryerson community to establish quality and performance indicators for DME, so that students receive a high standard of education.
2. Work with students to assess the preferred application of DME in terms of accessibility and flexibility.
3. Work with professors to determine the fair compensation for workload associated with DME research and development, as well as the optional arrangements for intellectual property rights, royalties, etc.
4. Work with Ryerson's administration to properly valuate investments, taking into account factors such as the reduced dependency on real estate based infrastructure.
5. Work to develop platforms which are useful to a broad cross-section of academic disciplines, thereby directing professors' talents toward content and process, and away from the development of delivery software (unless, of course, this is their expertise or interest).

Humans are tool users. We use tools so that hopefully we can have more time to be human. Digitally mediated education is a tool that aspires to fulfill the vision of technology which safely, reliably and sustainably serves humans, rather than enslaving them. There are both critics and advocates of DME, and most people remain skeptical about its future. At this point in time it is up to you, the tool users, to decide the future of DME at Ryerson. Let's talk.