by clicking the arrows at the side of the page, or by using the toolbar.
by clicking anywhere on the page.
by dragging the page around when zoomed in.
by clicking anywhere on the page when zoomed in.
web sites or send emails by clicking on hyperlinks.
Email this page to a friend
Search this issue
Index - jump to page or section
Archive - view past issues
Project Manager : Project Manager Feb Mar 2013
www.aipm.com.au Project Manager 21 COVER STORY • The digital revolution is pounding on the doors of learning institutions around the world. Some educators are heralding a brave new world of online learning, where thousands of students can enrol in a course taught by a celebrity professor whose video lectures are accessible on YouTube. Others are not convinced that digital channels can take the place of face-to-face learning. Chivonne Algeo, a project manager- tur ned-academic and AIPM Fellow, is one of the sceptics. Algeo regularly used online tools in her 20-year career as a project manager and admits that technology such as video conferencing is e ective in eliminating the challenges of distance. Now a full-time lecturer of Project Management at the University of Technology, Sydney (UTS), she claims the internet makes distance lear ning in nitely easier for those in remote areas and professionals juggling full-time jobs or family commitments. But, accessibility aside, Algeo believes technology will never replace human interaction, which remains the foundation of modern education. "You still have a responsibility to teach students in a face-to -face environment," she says. Algeo's view has been debated by academics, but there doesn't appear to be a consensus on whether she is right. American academic Michael Moore, for example, argued that remote learning can create a psychological distance between the student and the instr uctor, which in uences student achievement and retention. But researcher Alfred Rovai found no di erences in program satisfaction and sense of community among students enrolled in face-to-face courses compared with those enrolled in the same courses o ered at a distance. Until a viewpoint is supported by more than anecdotal evidence, Algeo will continue to trust her educator's intuition. She describes herself as "an advocate of blended delivery" and believes teaching methods should be tailored to course content. Project Management, for example, is best taught using a blend of face-to-face lectures, group activities and virtual collaboration, she says. Online discussion may be a feature of the Fundamentals of Project Management subject she developed but, Algeo points out, it is a small component of a predominately face-to-face course. " e online environment is suited to discussion and collaboration ... it should be used to assist engagement and collaboration rather than posting everything out there and assuming it's understood and engaged with." Where online learning falls behind is demonstrating how project management methodology can be used in the real world, says Algeo. Industry experience At UTS, the course curriculum includes group exercises that involve real clients who provide a project brief to students. The students are then (
Project Manager Dec Jan 2013
Project Manager Apr May 2013