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IT Learning Centre – Faculty of Science Implementation of e-learning BSU Networking and Planning Workshop Hotel Comwell Roskilde 27-29 August - 2012 Michael.

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Presentation on theme: "IT Learning Centre – Faculty of Science Implementation of e-learning BSU Networking and Planning Workshop Hotel Comwell Roskilde 27-29 August - 2012 Michael."— Presentation transcript:

1 IT Learning Centre – Faculty of Science Implementation of e-learning BSU Networking and Planning Workshop Hotel Comwell Roskilde August Michael Rytkønen Project Manager IT Learning Centre Faculty of Science University of Copenhagen

2 Challenges A conceptual framework for e-learning in developing countries IT Learning Centre – Faculty of Science Individual challengesCourse challenges Student: 1.Motivation 2.Conflicting priorities 3.Economy 4.Academic confidence 5.Technological confidence 6.Social support (from home/employees) 7.Gender 8.Age Teacher: 1.Technological confidence 2.Motivation and commitment 3.Qualification and competences 4.Time Course design: 1.Curriculum 2.Pedagogical model 3.Subject content 4.Teaching and Learning Activities 5.Localization (culture/language/religion) 6.Flexibility (mode of delivery) Support provided: 1.Student support 2.Faculty support (staff/teachers) Contextual challengesTechnical challenges Organisational: 1.Knowledge management (e-learning unit) 2.Economy and funding 3.Training of teachers and staff Cultural: 1.Role of teachers and students 2.Attitude towards e-learning 3.Rules, regulation, copyright 1.Access 2.Cost 3.Software and interface design 4.Localization (culture/language/religion) Source: Anderson, A., Grönlund, Å. (2009): A conceptual framework for e-learning in developing countries: A critical review of research challenges. EJISDC Vol. 38 (link)link

3 Challenges The framework is created by review of 278 papers about e-learning implementation in developed and developing countries Research questions: 1.What has existing research identified as the major challenges for e-learning? 2.What differences, if any, are there between developing countries and developed countries in this respect? Result: A list of 30 specific challenges for e-learning, grouped in four categories, equally valid for developing and developed countries Conclusions: That the challenges for e-learning are more or less the same in developing and developed countries -> Possible to share “Good Practises” That e-learning intervention needs a multi-stringed approach, addressing the whole spectrum of challenges to be successful in the long run. IT Learning Centre – Faculty of Science Source: Anderson, A., Grönlund, Å. (2009): A conceptual framework for e-learning in developing countries: A critical review of research challenges. EJISDC Vol. 38 (link)link

4 Empirical evidence Analysis: E‐learning capacity at the East African STRAPA universities Overall finding: …that the e-learning produced at the universities was hardly used by the teachers and students, and many teachers have lost their faith in e-learning… Main challenges: E-learning was highly prioritized in policy papers, but not backed by action plans and specific budgets to execute the strategy E-learning was a top-down decision and a “one size fit all” solution was used No focus on e-learning pedagogy and how to activate and motivate the students No feedback/evaluation from students on the e-learning material Narrow bandwidth and power blackouts was a challenge for the contact to the outer world Overall conclusion: …that an e-learning intervention needs a multi-stringed approach, targeting the whole spectrum of challenges to be successful in the long run IT Learning Centre – Faculty of Science Source: Rasmussen, P.S., Rytkønen, M. (2010): E‐learning capacity at the East African STRAPA universities ‐ Pre‐appraisal on a e‐learning project. (link)link

5 Historical overview IT Learning Centre – Faculty of Science 5 PeriodApproachComments Before 2001IndividualIndividuals working on their own. Small support grants. Drivers: Boost the teaching, internationalize the educations, attract students. First pilot projects 2001 – 2005PlannedDepartmental commitment and collaboration. Larger support grants. First departmental strategies emerge – 2010IntegratedFaculty level commitment. Policy for “IT in education” + targets w. ministry. Faculty support (pedagogy, LMS). Take off… 2010 –OrganizationalFaculty Steering Committee for e-learning established. First faculty strategy and action plan. Status at the former faculty of LIFE Sciences: All courses are IT supported, 1/3 are blended, 9 distance learning courses

6 Results Analysis of the distance courses showed: Over 90 % of the enrolled students completed the courses The students was highly motivated and took an active part in the courses The students got high grades, slightly better than average Over 70% of the students were satisfied with the courses IT Learning Centre – Faculty of Science Source: ITLC (2009): Analyse af udbyttet af onlinekurser på det biovidenskabelige fakultet (in Danish) (link)link

7 Lessons learned It takes time to implement e-learning Management support is crucial Voluntarily approach for implementation. You can lead a horse to water… Allow experimentation. One size does not fit all… Focus on “learning” (pedagogy) and not the “e” (technology) Think in differentiated solutions. Push/pull and demands Central support facilities are essential Online teaching can be good quality teaching A stable and coherent infrastructure is essential IT Learning Centre – Faculty of Science

8 Project ideas This is not a complete or prioritized list, but ideas to projects that addresses the challenges for e-learning and where we in the ITLC, together with the other Danish counterparts, have the abilities to provide assistance IT Learning Centre – Faculty of Science #IdeaTarget and approach 1Education network w. joint platform for delivery of online courses and training within BSU Joint crosscutting online approach 2Joint generic online courses for individual capacity building, e.g. PhD courses Joint crosscutting online approach 3 Joint generic online courses for institutional capacity building, e.g. courses in E-learning, PBL, Pedagogics, PhD adm … Joint crosscutting online approach 4Training/workshops in “use of various e-learning tools” Local or joint crosscutting (online) approach 5 Training/workshops in “how to teach distance and blended courses” Local or joint crosscutting (online) approach 6 Training/workshop in “how to integrate PBL in e-learning” Local or joint crosscutting (online) approach 7 E-learning Needs Assessment to identify steps to be taken for progress Local. Distribution of Good Practices 8 Counselling and Training Of Trainers to build up local e-learning support facilities/units Local. Distribution of Good Practices 9 “A to Z” development of specific online/blended courses as pilot projects Local. Distribution of Good Practices 10 Strategic counselling. Development/adjustment of policy papers and action plans Local. Distribution of Good Practices 11Specific Technical Needs Assessment, training of IT staff, implementation of hard- and software,… Local. Distribution of Good Practices

9 IT Learning Centre – Faculty of Science Any questions?


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