Reclaiming the territory for the natives

As the Century turns, establishing the acceptance, let alone the effectiveness and quality of technology-mediated learning, is still seriously problematic. Many of us in universities have felt uncomfortable about the aggressive selling of hard and software products on campuses. We struggled to hold onto our autonomy and academic integrity. Many institutions are increasingly experimenting and piloting online learning but there is still a long way to go, even from those who like the Open University, started a decade ago (Robinson et al. 1998). There appears to be increasing and often significant progress in providing technologically infrastructures, systems and networks. However, much of the discussion I have heard throughout the world in learning and teaching communities has been looking at cost-effectiveness and alternatives rather than technology's fresh potential for teachers. There has been little attempt to look beyond the obvious in terms of action research and evaluation. Many of the models in use are of a previous era when online meant something to do with synchronous telephone calls and learning largely about attending lectures. So in my view, the productive, purposeful and integrated use of online learning is still far from common and where it is attempted, there is mixed responses from stakeholders. Even in geographical areas where there is large take up of networked technologies from the population, or small countries with enlightened government policy, such as Finland and Ireland, the nature of teaching and learning has not yet changed very much. Technology used in 'niche markets' or specialist courses rarely results in widespread, worthwhile and scalable further use. This suggests that although access to the tools is, of course, important, it is certainly not the whole story. The issue is that online teaching and learning, changes the scope and the competencies we require of teachers. It changes what we actually do with students. Currently the online trainers and teachers do not themselves have enough training to make this truly successful and productive for learners. Where training is provided it often concentrates on the use of the technology rather than the role of the online teacher