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Building e-learning futures Costruire il futuro dell' eLearning Dr. Gilly Salmon eLearning: una sfida per l’universita Strategie, metodi, prospectiive Centre for Innovation, Knowledge & Enterprise, Open University Business School Chair Professional Certificate in Management

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slide1
Building e-learning futures

Costruire il futuro dell' eLearning

Dr. Gilly Salmon

eLearning:

una sfida per l’universita Strategie,

metodi, prospectiive

dr gilly salmon
Centre for Innovation, Knowledge & Enterprise, Open University Business School

Chair Professional Certificate in Management

Visiting Professor,

Glasgow Caledonian Business School

Director ‘All Things in Moderation Ltd’

Dr. Gilly Salmon
is it all worth while 70 nobel laureates impact of internet over next 20 years
Is it all worth while?70 Nobel Laureates:impact of Internet over next 20 years
  • 87% positive impact to improve education
  • 91% improve educational opportunities
  • 69% believe they could have done their work faster (medicine, physics, peace & literature)
  • www.cisco.com/nobel/survey
addressing the future of technology
this “telephone” has too many shortcomings to be seriously considered as a means of communication. Western Union memo 1876

...there’s a world market for about 5 computers. Thomas Watson, Chairman IBM 1943.

Computers in the future may weigh no more than 1.5 tons." Popular Mechanics, 1949

...data processing is a

fad that won't last out the year." Editor of business books Prentice Hall, 1957.

There’s no reason for

any individual to have a computer in their homes, Ken Olson, Chairman, Digital Corp. 1977

640K ought to be enough for anybody." Bill Gates, 1981.

Addressing the future of technology
the 21st century the discontinuities
The 21st Century: the discontinuities

body

  • adoption of technology
  • highly unpredictable

time

mind

real

technologies

Apples don’t grow on trees…

Chips aren’t a high fat food…

Gates don’t open…

Windows don’t offer a better view

virtual

space

humans

what s the problem in universities
What’s the problem in Universities?
  • Traditions of knowledge transmission & acquisition are challenged
  • neatly packaged client/customers/student “needs” do not present themselves.
  • the use of technologies grows in a way that has little to do with demographics
  • Terrific opportunities pass us by in a haze of commercialism..or a flash in the pan of new initiative exhaustion
what technology which direction
Commercial investment in technology likely to continue

Virtual educational institutions & consortiums ‘in trouble’

Leaves way open for embedding technology in teaching

Decisions are difficult- what technologies will sustain, be reliable, upgradable, adaptable, suitable, make a difference?

What technologyWhich direction?
  • We can be sure:
  • all university staff will need to be:
  • Flexible in their approach to teaching
  • Able to work electronically with each other
a solution scenarios
look at possibilities

creatively explore uncertainties & complexity

undertake strategic conversations

make choices

prepare!

These scenarios include role of research,

technologies, teaching philosophies, assessment &

role of online teachers/trainers/academics

relevance to higher education

A ‘solution’ ? :Scenarios
slide9
4 e-learning scenarios

Planet ofContenteous

Planet Instantia

Nomadict Planet

Planet of Cafélattia

planet of contenteous
Choices based on

media profiles

online resource availability

league tables

Planet of Contenteous

Transmission

model of teaching:

content rich

Big Brother learning

Virtuality, simulations

Technology

as a delivery system;

content & learning

management systems,

multi media,

Digital radio

DVDs, digital & cable TV.

standards

glamorous educational broadcasting
Glamorous educational broadcasting?
  • Targeting all adults
  • Reach is the greatest of all technologies
  • 250,000 rang for help after a single weekend of brief TV spots (but the educational provision needs to be on popular channels)
  • BUT the industry faces major changes in ownership & influence
  • Media threatens traditional educational providers
  • And it’s net-crazy

New communication bill in UK

contenteous
Contenteous

Assessment

Diagnostic

tests determine

content pathways

reproduction &

critique

frequent automated testing

sophisticated feedback

& guidance

Technology:

very good navigation,

multi media capacity

‘eye into reality’ simulations

virtuality

asynchronicity

& synchronicity

automatic tracking & testing

extremely robust

excellent scheduling

planet of contenteous13
Planet of Contenteous

Economies of

scale through reduced

interaction

stand & deliver

Teaching:

content experts

build online libraries & resource pathways

become e-lecturers

captivate big audiences

(support of the elite few

needs high level of research)

stand & deliver

content is king

planet instantia
Tick-tockPlanet Instantia

choice:

Just for me, just in time,

just for now, just enough

Computer based courses

from desks & learning centres

IT as tools

learning objects

rule!

Speed of mind

absorption=

speed of technology

E-learning

Continuous, applied,

Flexible

learning objects
Learning Objects

The technology delivered learning of tomorrow will be assembled, not authored from large reservoirs of content presented to the learner…and more emphasis will be on building knowledge bases that can be published ‘on the fly’ Elliot Masie

Learning objects may be constructed through combining several elements, such as HTML, graphics, audio, video, documents, Java, to provide interactivity

Charles Jennings

slide17
exchanging learning objects

Paulo’s

students

Paulo

Teaches computing

learning objects repository

slide18
Franz

Cross cultural marketing

Maria

Systems analysis

learning objects repository

Report

writing

Analysing

data

Compare

& contrast

Compare

contrast

Analysing

data

Report

development

Presenting

inf

Presenting

inf

Equality

& diversity

Understanding

culture

planet instantia19
Planet Instantia

How

sustainable?

Tick-tock

Technology

available 24/7/52

sophisticated

metagged data bases

easily manipulated

highly reliable and scalable

quick easy customisation

assessment:

authenticity,

tracking,

links to

performance

assessment submittable in

different media

planet instantia20
Planet Instantia

Tick-tock

Teaching:

support

autonomous learning,

available 24 hours a day,

synchronously

& asynchronously

focus on:

skills development

& adoption of in-house

knowledge cultures

nomadict
Nomadict

Mobilised

learning

for the mobile

society

Wearable,

portable & embedded

technologies:

PDAs, Palms tops,

Tablet PCs

mobile phones

with keyboards

GPS, wireless &

personal

national & international

comms networks

biometrics provide security

of identity

truly any time

any place learning,

learner chooses style,

focused learning

components interact

with learners’ environments

& provide pacing,

slide22
High ownership- all ages groups & both sexes

40% over 65s have mobile, as many 45-55 aas teenagers

Increased time communicating (men & women)

Class and wealth influence but still 51% of low income & take yp high

Innovation & combination

Phones gobbling up other products

Cameras, diaries, calculators, internet, MP3

20 different products

About Mobile telephones: A transformational technology study 10th Nov 2002 (UK) Guardian ICM opinion poll

Behaviours:

Changed the way people communicate

Saved lives

Become style icons

New sub-strata of language

nomadict23
Nomadict

Technology

Universities server farms

Halls of residents

become satellite stations

no tolerance for old style VLEs

low cost streamed learning

Assessment:

small bites,

highly transferable

mainly outcomes, projects

student

designed assessments

(with helpers)

biometrics provide security

of identity

nomadict24
Nomadict

Mobile, portfolio

teaching

work with varying cultures

& traditions,

create tiny chunks of

learning activities,

relate to students

without meeting,

promote student

ownership of

learning process

slide25
gps in the service of Higher Education

E-

moderator

lecture

hall

2010

planet of caf lattia
Planet of Cafélattia

Who’s

in charge?

social context for

learning,

acquisition, argument

& application,

find & interact with

like-minded others,

free expression,

intellectual extension by dialogue

reflection,

professional communities,

sharing of tacit knowledge

assessment is negotiated:

knowledge construction

& problem solving skills,

Developed Internet

(beyond the browser!)

technologies

as mediating devices, as

contexts

& community space,

asychronous &

synchronous groupware,

clicks & mortar,

hi & lo bandwidth

planet of caf lattia28
Planet of Cafélattia

Technology

mediating device

between people

free expression through

text and voice

sharing of contexual &

tacit knowledge

reflection & creativity tools

group work space

sophisticated

document sharing

assessment

is negotiated:

knowledge construction

& complex problem solving skills,

will professions merge?

planet of caf lattia29
Planet of Cafélattia

teaching:

think global, local action,

Partnerships between teachers

& media developers

Mentoring

and expert moderating,

build online

Groups & communities

intelligent agents,

Lead information exchange

& knowledge

construction processes

low cost teacher led elearning using e tivities
Low cost-teacher led eLearning:using E-tivities
  • Structured participative group work online
  • Motivating,engaging & purposeful
  • Based on interaction between learners/students & active contribution
  • Designed & led by an teacher/e-moderator
  • Usually asynchronous (i.e over time)
  • Based on simple text based bulletin boards
  • On or offsite, blended or online only
  • One-off or built into a programme

Low cost

key features of e tivities
Everything needed to take part in one message!Key features of e-tivities
  • 1. Illustrative title
  • 2. Small piece of information, stimulus or challenge (the ‘spark)
  • 3. Online action which includes individual participants posting a response (the ‘invitation’)
  • 4. Interactive or participative element- such as responding to the postings of others (the Action & Interaction)
  • 5. Elapsed time allowed, posting times required
  • 6. Summary, feedback or critique from e-moderator
slide34
spark

invitation

interaction

example caf lattia course in 2002 first two hundred participants
Example Cafélattia course in 2002:first two hundred participants

Countries

UK 50

Australia 56

S. America 32

Cont. W Europe 24

N. America 16

Asia 14

Completion?

Full

(certificate)144

good 28

dropped out

(typically 2-3

weeks in) 28

Educational Sectors

Universities 68

College/vocational 56

Professional networks 38

Corporate 26

Schools 12

English as 1st

language 156

English as 2nd

language 44

Reasons for

participation

strategic 24

Skills 178

make a distinction find your niche make a difference
Explore the scenarios: disciplines, cultures, traditions

Be clear about your own (learning & teaching) objectives) and distinctiive markets

Choose based on “fit for purpose”

Learn by doing, share, collaborate

Make a distinction- find your niche- make a difference

Guide the consequences

Choose a scenarios

develop online teaching

skills (e-moderating)

changing practice for quality in higher education
Changing practice for qualityin Higher Education

HE staff as the

Solution

(not the problem)

professionalism

Hi tolerance

organisation

restructure

control

Innovators

Adopters

(1&2)

exploration:

how & why

mindset

change

(2)

teaching

Practice/

discipline

funding/

resources

change

agents

acceptance

mindsets

change

(1)

Scale up

operational

changes

lo tolerance

implementaion

1= understanding

2= action

Later

adopters

skills for university teachers in the knowledge media age
Skills for university teachers in the knowledge media age

Prerequisites!

Flexibility towards

online teaching & learning,

Empathy

with online learners,

Willingness to be

trained & developed

Develop fast!

online communication

& group skills,

pacing & use of time online,

ability to teach &

e-moderate cross-culturally

& value diversity

relate to

learners without meeting

assess online

Train online

to work

online

train

develop

recruit

university teachers become autotelic
University teachers become autotelic!
  • An autotelic is someone good at translating threats into challenges.
  • They constantly create focus, short-term goals
  • Give close attention to the group they are working with.
  • They visualise the group’s success & engage it in achieving it

create flow

imagine your own scenario
Imagine your own scenario?

To make a difference faster:

focus on the human

intervention

not the technology

From Built to Last

J. Collins & J.I. Porras

HarperBusiness 1997

slide43
4 e-learning scenarios

What Planet are you on?

Are management and academics on different planets?

What about IT professionals and lecturers?

What about teachers and technology providers?

slide44
The Web is not good as a broadcast medium

People use the Web for self publishing and interaction

Look at what your learners use for their everyday lives/work =use for learning

Learning happens with others

If working alone, learners need strong motivation, participation, emotions and time ‘management’

4 e-learning scenarios

How will you choose?

some clues!

All the scenarios need E-moderators

slide45
Time for challenge

Questions

Comments?

slide46
More?

Thanks for your attention

  • [email protected]
  • http://oubs.open.ac.uk/gilly
  • http://oubs.open.ac.uk/e-moderating
  • http://www.e-tivities.com
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