Distributed Learning: Making Systems that Work Patricia McGee Instructional Technology Department of Interdisciplinary Studies and Curriculum & Instruction The University of Texas at San Antonio, US patricia.mcgee@utsa .edu Colleen Carmean Director, alt^I Research Arizona State University, US carmean@asu.edu Ali Jafari Professor of Computer & Information Technology Indiana University-Purdue University Indianapolis, US afari@iupui.edu Abstract. Distributed learning has become a mainstay of course delivery for many if not most universities. However, the course management systems used to deliver academic programs have been designed as information communication tools that manage teaching rather than interactive and collaborative tools that support learning. This panel presents the findings of three experts in next generation e-learning systems who have identified functionalities that must be developed if systems are to support relevant and deep learning in distributed learning. Attendees will share their own understanding of issues related to systems architecture, pedagogical capabilities, and user needs and suggest strategies for capturing and examining such issues in an ever changing environment. There is much we know about the current Learning/Course Management Systems (L/CMS) and their presence in higher education. Remarkably, these systems have exploded onto the landscape of teaching and learning within 94% of higher education campuses (Educational Marketer, 2003), and it is imperative that careful reflection on the further development and implementation of technology-mediated teaching and learning consider the needs, successes, and preferences of those who use and manage these tools. This symposium presents the findings of three experts in future e-learning systems from their collective writing (including a book), teaching and research. A continuing dialogue can deepen and broaden our understanding of how future systems should be designed and serve the needs of the users. Through teaching, research and writing the authors have explore how research has and can capture what happens, what is needed, and what can be changed in an environment that is easily influenced by factors that cannot be controlled (learner skills, institutional expectations, faculty support, systems in place, etc). This paper presents findings from our research and recommendations for change. Overview of L/CMS Teaching and Learning Issues In the late 20th century, interface design developments struggled to keep pace with the voluminous L/CMS-delivered courses often conceived and implemented by institutional initiatives that brought faculty members into new media and new roles for which they were generally unprepared. Although there is substantial anecdotal and research literature providing guidelines for course design and delivery, this is often contextually situated and difficulty to generalize across disciplines, systems, programs, or institutions. Most L/CMS courses are designed through “accidental pedagogy” (Morgan, 2003) as traditional courses are transferred to the online environments. However, as course offerings and student populations increase and the L/CMS becomes a fixture in teaching and learning, it is critical that e-learning practices are based on informed decisions that can best support learning outcomes. Understanding how we can support learning is only one part of the challenge of the future e-learning system. Decisions about systems occur at the institutional level and therefore require careful attention to issues of policy and value of investment (Norris, Mason, & Lefere, 2003). The relationship between technology and