E-Learning

1. E-Learning Quality is in the control it givesto the end user John Stephenson Emeritus Professor, Middlesex University, London, UK EDUTEC CONFERENCE Tarragona, September 2006 Most of these slides are available on the internet at: http://www.johnstephenson.net/edutec06.ppt/

2. The Internet has transformed our lives…. Travel Music News Business Work

3. ICT has revolutionised roles of intermediaries and putthe client in control Why not in education? The end ofthe “pre-planned course”?

4. Essays on demand Plagiarism Title Degrees for sale Virtual campuses The Internet is already transforming education…

5. Emerging tools for learner managed learning Wiki Website or similar online resource which allows users to add and edit content collectively. See Wikipedia.com Podcast Audio material via iPods - user generated, or - broadcast - learning materials e.g. languages? Blog • Online diary, increasingly used in HE • monitoring of own learning and experience • initiating discussion around propositions • organic learner led communities of interest • public, shared (eg with tutor) totally private

6. MySpace • a social networking website offering an interactive user-submitted network of friends, personal profiles, blogs, groups, photos, music, MP3s, and videos. • the world's fourth most popular English-language website • third most popular website in the United States, • 109 million accounts • new registrations at the rate of 230,000 per day.

7. Apple iTV and iTunes Apple’s new movie download service (September 12th 2006) - 75 downloadable full length feature films to iTunes - Apple's iTunes 1.5 billion downloaded songs sold - Apple movies on TV via wireless link to computer The Perfect e-storms 1: Emerging Technology, (30+ useful emerging tools) 2: Learner Demand, for e-learning degrees 3: Enhanced Pedagogy – more learner control 4: Erased Pedagogy - redundant methods Curtis Bonk 2004

8. The WebQuest Resources universally & instantly available, worldwide

9. If you wish to join the online debate - go to http://learnersincontrol.blogspot.com/ Web Quests Stop Press: Exams in UK ‘will be overhauled in a bid to eradicate pupils cheating by using the Internet…’ The Observer, 20 - 8 - 06 • If you cannot beat them, use them. • Internet use is a fact of life so learn to do it well • Focus on intelligent use of the internet • Judging provenance and relevance • Proper citations • Critiques of source materials • Develop independent engagement with materials

10. The WebQuest as a learner managed learning tool • Focuses on • techniques of searching • using rather than finding information • judging relevance of source and content • justifying selection of material • gaps in what is available • demonstrating relevance of content to topic • citation of sources • what has been learned about searching • Quests can be • teacher led (initiation of method) • learner developed, encouraging personal growth

11. Drop-in learning centres Blue-water Shopping Centre, near London

12. Drop-in learning centres Suburban public library Commuter train station

13. + + Already here! Convergence! Potential for learning? multi-media streaming, internet video tutoring - 1 to 1, 1 to many, groups wireless, anywhere(?), anytime games / TV remote navigation, controls 8 million PS2s already in UK

14. The technology is increasingly driving us …. …towards alearner centred, learner managed approach The end ofthe “pre-planned course”?

15. Challenges for Education Pedagogical coherence

16. Unfamiliar context Familiar problems Unfamiliar problems Familiar context Capability and competence A way of looking at the world of actions

17. Unfamiliar context Familiar problems Unfamiliar problems Familiar context Capability and competence Position Y Competence: Reliable delivery; Performance standards; Error elimination; Technical expertise; Established procedures; TRAINING Y

18. Unfamiliar context Familiar problems Unfamiliar problems Familiar context Capability and competence Position Z Exposure, Autonomy, Networks peers Problem formulation, Courage, risk, Imagination, intuition, creativity; Responsibility LEARNING Z

19. Research on e-learning: key words • ownership • responsibility • flexible • personalised • self-managed • help • recognition

20. Researcher Teacher Designer Manager Learning model Technician Supplier Learner Communication via a common understanding Key Actors inE-learning

21. UfI/learndirect’s pledges to learners • Offer the time, place, pace and stylethat responds to your needs • Clear information to enable personal choices and control • Materials relevant to your interests that actively involve you • Help to monitor your own progress and record your achievements • To give you easy access to the specialist support you need • To put you in touch with other people studying the same topics • To help you relate your learning to your longer term ambitions

22. Constructivist PedagogyJargon PostIndustrial “Let’s KISS!” LearnerCentred Instructivist Authentic Keep it so simple Industrial Experiential Situated Problem-Based Learning styles TeacherCentred TacitLearning Communitiesof practice LearningCycles

23. Teacher Specified tasks NW NE Learner managed process Teacher Controlled Process SW SE Open ended, strategic learner directed Online Pedagogy Grid Gives learners control over style, location, pace, duration, sequencebut not task Presents traditional training and teaching by innovative means System liberates and supports learners to decide and control own direction and process Process predetermined - learners explore content and direction. Coomey,M Stephenson,J 2001, It’s all about Dialogue, Involvement, Support and Control, in Teaching and Learning Online, Stephenson, J, Kogan Page London

24. Online Pedagogy Grid Teacher Specified tasks • Learner managed learning environment; • Customised intuitive tools • Wikis podcasts and blogs • Google and other open sources • online mentoring. NW NE Learner managed process Teacher Controlled Process SW SE Open ended, strategic learner directed

25. Teacher Specified tasks NW NE Learner managed process Teacher Controlled Process SW SE Open ended, strategic learner directed Online Pedagogy Grid Vast majority of cases in research literature were in NW, some in NE and SW, few in SE The SE quadrant is where e-learning in work/life can be most effective (Coomey,M. & Stephenson,J. 2001)

26. Some working examples of IT facilitated ‘New Education’ for the 21st Century The Islamic University of Gaza The Learndirect Learning-Through-Work programme Job-start in the Australian Outback Self managed development via e-portfolios

27. Islamic University Gaza (IUG) July 2004 • IUG wanted to train a core local team who can train others on developing electronic supportive content. • Trainer(s): 1 or 2 specialised and experienced British professionals • Duration: workshop for two groups, each for 24 training hours over five days • Location: All training will take place at IUG in Gaza A British Council - Middlesex University project

28. Islamic University Gaza (IUG)Pedagogical approach • Learner-managed learning approach not a content driven, step-by-step training session • Establish each participant's starting point • Work with their peers in their cohort group • Individual learning agreements

29. Islamic University Gaza (IUG) Initial discussion setting up tasks and groups

30. Islamic University Gaza (IUG) Students presenting their own proposals for feedback

31. The UfI/Learndirect Learning Through Work Degree Programme See at http://www.learndirect-ltw.co.uk/

32. The UfI/Learndirect Learning Through Work Degree Programme (LtW) An opportunity for individuals and work-based groups to get university qualifications without leaving the workplace. Customised programmes built on existing skills and knowledge and focused on work-related learning. A partnership between work and university negotiated by individuals See at http://www.learndirect-ltw.co.uk/

33. Learning Through Work Degree Programme Individualised, developed by learners themselves Work provides projects and opportunities for learning; Internet LtW platform provides materials to support the learning process; The WEB provides specialist materials, networks etc; University provides online tutor, quality assurance, final award See at http://www.learndirect-ltw.co.uk/

34. Structure of Learning Through Work Programme ExplorationOnline tasters, is it for me, what’s involved DesignExamples, level statements, procedures, ideas, expert advice, content areas, activities Negotiation Registration of personalised programme with a university ImplementationPursue registered programme with university support Demonstration Show achievements against agreed criteria to gain award 2,500 learners have successfully registered programmes

35. Online Learning Through Work - some beneficiaries

36. Awards and qualifications - help with levels, assessment Activities- ongoing- recent Personal log- goals- achievements- credit bank- private - reflections Pooled experience - knowledge bank, specialist help Networking - peers, employer, wider specialistcommunity Resource library- assembled by ‘back office’ in response to stated / inferred interests / company interests Plans- strategic,- immediate, progresspriorities The future - user managed portals? John’s Control centre

37. Learner Managed University Awards Imagine a course where the University does NOT provide the content The student ENGAGES with resources, issues, problems, opportunities from the Web, in society, at the work-place, libraries and life.

38. Roles of participants in Learner Managed university awards LearnersArticulate plans, Justify proposals Negotiate approval Demonstrate achievement Teachers Help learners in the above Support, feedback Advise on sources, progress Universities Clarify level criteria for qualifications Quality assurance

39. Tutoring online for Learner Managed Programmes Based on analyses of student / tutor online exchanges,students raised issues related to:-: Control seeking, asserting, taking, assuming Relevance of activity to course, self, aspirations Affirmation am I doing the right thing Reassurance am I good enough to do this University culture is this what is expected, level? Clarification possibilities, plans, constraints

40. Tutoring online for Learner Managed Programmes Based on analyses of student / tutor online exchanges,tutors are helpful when their responses are:- Empowering yes, it really is up to you Enabling this will help you Reassuring yes, you can do it Facilitating I’ll see what I can do for you Extending have you thought of taking it further Confirming you are on the right track Explaining procedures, levels, requirements

41. Financial arguments usually prevail! Content is cheap and widely available. Feedback and guidance are essential. Academic support is expensive. So…… Use the most expensive resource on the most valuable service

42. E-Learning Quality is in the control it givesto the end user John Stephenson Emeritus Professor, Middlesex University, London, UK EDUTEC CONFERENCE Tarragona, September 2006 Most of these slides are available on the internet at: http://www.johnstephenson.net/edutec06.pdf