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Evidence across sectors: “delivery” and implementation models. What planet are we on?

Evidence across sectors: “delivery” and implementation models. What planet are we on? Bob Banks David Kay fd learning. Evidence Base for e-learning. How commercial organisation(s) use evidence Frameworks for applying evidence Sectors Models Types of Technology. About fd learning .

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Evidence across sectors: “delivery” and implementation models. What planet are we on?

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  1. Evidence across sectors: “delivery” and implementation models. What planet are we on? Bob Banks David Kay fd learning

  2. Evidence Base for e-learning • How commercial organisation(s) use evidence • Frameworks for applying evidence • Sectors • Models • Types of Technology

  3. About fd learning • E-learning solutions (products & bespoke) • VLE • MLE / MIS • Content management • E-assessment • Services • R & D Projects • “Standardisation” bodies e.g. IMS • www.fdlearning.com • (formerly Fretwell Downing Education)

  4. fd Customer Experience • Portal - Ufi learndirect – scale & mode • Adult & Community – Kent • MLE • HE – Leicester Warwick Medical School • Speciality • FE – Sheffield College ‘Living IT’ • Mentoring • Schools – South Yorkshire e-Learning Programme • Output driven • Consultancy & Services • OU, LSCs, RDAs, Corporates

  5. What informs our solutions? Key Allies Our insights and vision The market Corporate Thought Processes The zeitgeist - models, technologies R & D Projects Evidence Products Services Consultancy

  6. Zeitgeist Models Academics Community mindset (frameworks) Sorts of technology Practitioners Sector Bodies “Standards” work Government

  7. message medium Models, Technologies

  8. Frameworks Use of evidence depends on articulated models. Adapting solutions to sector and model (and learning theoretical framework). Commonalities and differences between “sectors”.

  9. Learning Theories • Learning as behaviour • Learning as understanding • Learning as knowledge construction • Learning as social practice How do people learn?: http://www.cipd.co.uk/ (Cambridge Programme for Industry for Chartered Institute of Personnel and Development)

  10. “Informal e-learning” “Supported online learning” “Web-based training” How do people learn?: http://www.cipd.co.uk/ Models : Planets (One possible universe!!) Communia Pedagogica Learner Centauri Contentius Cf: Gilly Salmon: http://oubs.open.ac.uk/gilly

  11. “Sector” - Model

  12. “Sector” - Model

  13. “Sector” - Technology *LLS = Lifelong Learning Support

  14. “Sector” - Technology

  15. Implementation • Impacts evaluation of teaching & learning • Needs evaluation in its own right • Stupid question: Would you evaluate rail travel before building a railway?

  16. Implementation Frameworks • Strategy • Implementation • Engagement • Delivery • Technology • E-Tools

  17. Strategy Issues • Business Case • Drivers: Funding models; Cost/benefit case; Audience? • Happy: e-testing profile • Sad: Public education funding models • Blended Learning • Drivers: Understanding learning, immature technology • Happy: Awareness of potential • Sad: Excuse for de-commitment

  18. Implementation Issues • Local Content Development • Drivers: Enthusiasm, Capability & Capacity • Happy: Entry level tools • Sad: Sustainability not addressed • Standards Conformance • Drivers: Public/Private investment rationale, Debate • Happy: Global ‘Conformance Authority’ initiative • Sad: Turf wars

  19. Engagement Issues • ‘Bite Sized Chunks’ of ‘Just In Time’ Learning • Drivers: Funding & Accreditation, Practitioners • Happy: Apparent fit with c21 world & blended learning • Sad: Business model not addressed • End-to-End Business Process • Drivers: Funding requirements, Learner needs • Happy: Visibility of MLE debate • Sad: Institutional views prevail over customer service

  20. Delivery Issues • Learning Infrastructure • Drivers: Commitment, Capacity building funds • Happy: Exemplars leading to recognition (eg LeTTOL) • Sad: Critical skills gap (not technology) • Assessment & Accreditation • Drivers: Evaluation - Learning & Business cases • Happy: High stakes pilots • Sad: Media glare

  21. Technology Issues • User Platforms • Drivers: Consumer markets, Technology convergence • Happy: Anytime/anywhere learner support potential • Sad: The new Rock ‘n Roll • Broadband • Drivers: Investment, Demand • Happy: Capabilities of LANs & ASDL • Sad: UK Uptake

  22. E-Tools Issues • Content Management • Drivers: Publisher & Academic Models • Happy: OAI & OKI • Sad: Public / Private sector differences • VLEs • Drivers: Policy, Process & Products • Happy: Learner management • Sad: Incomplete process models (MLEs)

  23. Conclusions • Be explicit about where your scenarios sit in a framework. • Evaluate solutions / providers in relation to a framework. • Think about evidence in relation to a framework. • E.g. in formulation of research questions • Be aware of the broader context • Strategy, ‘MLE’, Technology and other trends

  24. References • FDL : http:// www.fdlearning.com • Gilly Salmon: http://oubs.open.ac.uk/gilly • How do people learn?: http://www.cipd.co.uk/ • A framework for pedagogical evaluation of VLEs (Sandy Britain, Oleg Liber) http://www.jtap.ac.uk/reports/htm/jtap-041.html

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