e learning quality means effective learner control l.
Download
Skip this Video
Loading SlideShow in 5 Seconds..
E-Learning: Quality means effective learner control PowerPoint Presentation
Download Presentation
E-Learning: Quality means effective learner control

Loading in 2 Seconds...

play fullscreen
1 / 36

E-Learning: Quality means effective learner control - PowerPoint PPT Presentation


  • 79 Views
  • Uploaded on

Staffordshire University May 2007. E-Learning: Quality means effective learner control. John Stephenson Emeritus Professor, Middlesex University, London, UK. Most of these slides are available on the internet at: http://www .johnstephenson.net/staffs.ppt/. Some Dimensions of Quality.

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about 'E-Learning: Quality means effective learner control' - waylon


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
e learning quality means effective learner control

Staffordshire UniversityMay 2007

E-Learning: Quality means effective learner control

John Stephenson

Emeritus Professor, Middlesex University, London, UK

Most of these slides are available on the internet at:

http://www.johnstephenson.net/staffs.ppt/

some dimensions of quality
Some Dimensions of Quality
  • Macro - Micro?
  • Purpose
  • Design
  • Efficiency
  • Relevance to users
  • Return on investment
  • Stakeholders
  • Pedagogy
  • Marshall MacLuhan…..?

What about quality as relevance to learners’ development?

slide4

WEB 2.0?

Bottom up

Democratic

Participative

Massively growing

Communities of interest

Dominated by younger contributors

Diversity, responsive, culture. QUALITY?

slide5

Plus the blog and podcast

Podcast

Material via iPods etc - learning materials and resources

- direct, bespoke

Blog

  • Online diary, increasingly used in HE
    • reflections on own learning and experience
    • initiating discussion around propositions
    • organic learner led communities of interest
    • public, shared (eg with tutor) totally private
slide6

Is ‘Web 2-0’ a relevant resource?

Plethora, un-authenticated, unfiltered

- but widely used, culture of participation

Raises issues of

Quality

Relevance

Control

slide7

TECHNICALCONVERGENCE!!

Sony PlayStation Portable

Games PlusWiFi, web, built-in material, streaming pods,1 to 1, 1 / groups live videoWeb 2.0 into the classroom

Affordable, portable, ‘street cred’

Ownership

stop press

Exams in UK ‘will be overhauled in a bid to eradicate pupils cheating by using the Internet…’

The Observer, 20 - 8 - 06

Stop Press
  • If you cannot beat them, help 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
  • Assess the process - not just the outcome

Tutorial support

slide9

The Internet has transformed our lives….

Travel Music News Business Work….

Traditional intermediaries are changing roles, even disappearing - clients are more in control

Why not in education?

The end ofthe “pre-planned course”?

other dimensions of quality
Other dimensions of quality

Relevance tolonger termneeds

lord dearing s report on higher education
Lord Dearing’s Report on Higher Education

On leaving HE, all students should have developed the practice of

taking responsibility for their own learning

slide12

‘Henry! Our party’s total chaos. No one knows when to eat, where to stand, what to .....

Oh Thank God, here comes a border collie

Acknowledgements to Larson

slide13

Collusion with

Dependence

slide14

If these sheep were capable they would have three extra attributes:

    • ability to learn for themselves, and quickly suss out the new environment ;
    • belief in theirpersonal power to perform in new situations (they would have the confidence, having spotted the pasture discretely left by the host, to do something about it) and
    • powers of judgement (they might even question whether it was appropriate for sheep to be at the party and simply leave).
capability and competence

Unfamiliar

context

Familiar

problems

Unfamiliar

problems

Familiar

context

Capability and competence

A way of looking

at the world

of actions

capability and competence16

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

capability and competence17

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

slide18

Research on e-learning: key words

  • ownership
  • responsibility
  • flexible
  • personalised
  • self-managed
  • help when needed
  • recognition
challenges for education
Challenges for Education

Pedagogical coherence

slide20

Researcher

Teacher

Designer

Manager

Learning model

Technician

Supplier

Learner

Communication via a common understanding

Key Actors inE-learning

slide21

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
slide22

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

slide23

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

slide24

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

slide25

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)

slide26

The UfI/Learndirect

Learning Through Work Degree Programme

See at http://www.learndirect-ltw.co.uk/

slide27

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/

slide28

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/

slide29

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

2,700 successful negotiations, 650 completions

slide30

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- RSS assembled in response to stated / inferred interests

Plans- strategic,- immediate, progresspriorities

The future - user managed portals?

John’s

Control centre

slide31

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.

roles of participants in learner managed university awards

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

slide33

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

slide34

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

slide35

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

e learning quality means effective learner control36

Staffordshire UniversityMay 2007

E-Learning: Quality means effective learner control

John Stephenson

Emeritus Professor, Middlesex University, London, UK

Most of these slides are available on the internet at:

http://www.johnstephenson.net/staffs.ppt/