A real experience with a virtual learning guide instructional design

At the Swinburne University of Technology, Lilydale (SUTL) campus, within the ITSM Discipline, I have collected all the elements for a virtual learning guide (VLG) and virtual lectures that take advantage of simple course development and delivery on an any-time, any-place basis. This paper firstly Research reports this success, the systems and survey results from the first three semesters of operation. While the technologies work well and are appreciated by significant numbers of students, the overall learning deficiencies and motivation of students mitigate against their efficacious use. The SUTL campus philosophy is tied to a constructivist paradigm of learner-centric, self-directed learning. However, this is not what I am observing. In fact, the opposite seems to be the case. Therefore, secondly I introduce in this paper research designed to investigate issues between technology and learning-centricity where these could be seen as a dichotomy between fully structured and agency based learner action. At some point students can move from a teaching-centric to a learning-centric paradigm and vis-a-vis. By analysing these relationships offers opportunity for SUTL campus to identify elements that mitigate in favour or against self-directed, learner-centric learning.