Technologies for flexible learning
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Technologies for Flexible Learning. Brian Mulligan Institute of Technology Sligo Chairperson, Irish Learning Technology Association Carlow, January 2003. Topics. An Overview of Learning Technologies A View of Flexible Learning A Suggested Strategy. The Technologies. Multimedia/CBT

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Technologies for flexible learning

Technologies for Flexible Learning

Brian Mulligan

Institute of Technology Sligo

Chairperson, Irish Learning Technology Association

Carlow, January 2003


Topics

Topics

  • An Overview of Learning Technologies

  • A View of Flexible Learning

  • A Suggested Strategy


The technologies

The Technologies

  • Multimedia/CBT

  • Electronic Communication

  • Assessment

  • Management of Information


Multimedia cbt

Multimedia/CBT

  • Combination of Text, graphics, video, audio, animation

    • Trying to emulate a ‘private tutor’

    • Includes interactivity aimed at making the student think

    • Must assess and react to their understanding

  • Very expensive to produce

    • Unrealistic to produce in-house

    • Off-the-shelf CBT can be used immediately for ‘high-volume’ topics and works.

    • Not widely available for the lower-volume problem subjects (mechanics etc) – This should change in the future.

    • Simple interactive web-pages could be considered to be low level multi-media, but can be effective. (HTML)


Electronic communication

Electronic Communication

  • Distribution of learning materials

    • Text, multimedia, video, audio

    • By email, websites, CDROMs

  • Synchronous communication

    • Chat (text, voice, video)

    • Video conferencing / lectures

  • Asynchronous communication

    • Email, group email, bulletin boards

    • Mostly used in distance learning and flexible learning, but also in full time campus based courses. Very successful in the humanities, including management, but not as yet in technical subjects.


Assessment

Assessment

  • Automated Objective Testing (CAA)

    • Creation of objective tests and questions

    • CAA Management software

  • Submission of Assignments and Feedback


Management of information

Management of Information

  • Virtual Learning Environments (VLEs)

    • eg. WebCT

  • For managing resources and activities.

  • Easy access for student and lecturer.

  • Must logon – security + individualisation

  • Includes:

    • individual communication, group communication, access to learning materials, management of assignments, objective testing, monitoring of student activity, storage of assessment marks

  • Remote access via web.

  • One Stop Shop – does not include CBT


Managed learning

“Managed Learning”

  • Managed Learning Environments (MLEs)

  • A VLE integrated with a Management Information System (MIS)

  • Allows general institutional information be be passed to the VLE (and vice versa)

    • Student registration and fee paying information generates data for specific subjects that lecturers are teaching

    • Specified student grades may be passed from the VLE to the MIS


Flexible learning

Flexible Learning

  • The ability to quickly organise and deliver learning in whatever mode suits the student best.

    • Independent learning

    • Distance learning

    • Face-to-face learning

    • Blended learning

    • Any more?

  • Which is the most demanding to provide?


A strategy for development

A Strategy for Development

  • Collaborate on development

  • Design Syllabi bearing in mind all possible delivery modes.

  • Design alternative learning exercises for each mode

  • Design materials that can be easily used for all modes (flexible materials)


Flexible materials

Flexible Materials

  • Objective:

  • A set of materials that lecturers everywhere can draw on to deliver a course in any mode(s) at any time.


Types of materials

Types of Materials

  • Books

  • Lectures (eg. PowerPoint)

  • Handouts (MS Word)

  • Web pages

  • Multimedia/CBT

  • Videos

  • Learning Exercises

  • Assessments/Assignments

  • Anything else?


Getting materials to the student

Getting Materials to the Student

  • Print

    • Everyone prefers this.

    • Necessary where student PC access is poor

    • More efficient with face-to-face classes

    • Most efficient for large amounts of stable materials

  • CDROM

    • Cheap where students have PC access but poor Internet access

    • Not necessarily cheap or convenient for student.

  • Web

    • Flexible

    • Cheap

    • Access to huge amount of other materials

    • Can be developed and maintained collaboratively

    • Always up to date.

    • Can be used to generate both Print and CDROM


Getting materials to the lecturer

Getting Materials to the Lecturer

  • A ‘pull’ system is best.

  • Anytime

  • Anywhere

  • A website is the most effective.

    • Flexible

    • Cheap

    • Access to huge amount of other materials

    • Can be developed and maintained collaboratively

    • Always up to date.

    • Can be used to generate both Print and CDROM


Website for each subject

Website for each subject

  • Syllabus

  • Learning activities for each mode

  • Materials

    • HTML

    • Original form

  • Links to materials on other sites

    • Individual lecturer’s

    • World Wide Web

  • Assessments and Assignments

  • Multimedia/CBT

    • Simple homegrown CBT in Web format.

    • Commercial CBT may not be accessible this way.


Training requirements

Training Requirements

  • Materials Development

    • Simple web page and web site development

    • Conversion of existing documents to HTML

    • Elementary Instructional Design

  • Delivery

    • Email

    • Use of Virtual Learning Environments


Thank you

Thank You!

www.itsligo.ie/staff/bmulligan/elearning


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