Presentation on theme: "E-Learning: Quality means effective learner control"— Presentation transcript:
1E-Learning: Quality means effective learner control Staffordshire University May 2007E-Learning: Quality means effective learner controlJohn StephensonEmeritus Professor, Middlesex University, London, UKMost of these slides are available on the internet at:
2Some Dimensions of Quality Macro - Micro?PurposeDesignEfficiencyRelevance to usersReturn on investmentStakeholdersPedagogyMarshall MacLuhan…..?What about quality as relevance to learners’ development?
3Ongoing powerful forces for change, including WEB 2-0 Convergence
4WEB 2.0? Diversity, responsive, culture. QUALITY? Bottom up Democratic ParticipativeMassively growingCommunities of interestDominated by younger contributorsDiversity, responsive, culture. QUALITY?
5Plus the blog and podcast Material via iPods etc - learning materials and resources- direct, bespokeBlogOnline diary, increasingly used in HEreflections on own learning and experienceinitiating discussion around propositionsorganic learner led communities of interestpublic, shared (eg with tutor) totally private
6Is ‘Web 2-0’ a relevant resource? Plethora, un-authenticated, unfiltered- but widely used, culture of participationRaises issues ofQualityRelevanceControl
7TECHNICAL CONVERGENCE!! Affordable, portable, ‘street cred’ Sony PlayStation PortableGames Plus WiFi, web, built-in material, streaming pods, 1 to 1, 1 / groups live video Web 2.0 into the classroomAffordable, portable, ‘street cred’Ownership
8Stop Press Tutorial support Exams in UK ‘will be overhauled in a bid to eradicate pupils cheating by using the Internet…’The Observer,If you cannot beat them, help them.Internet use is a fact of life so learn to do it wellFocus on intelligent use of the internetJudging provenance and relevanceProper citations; Critiques of source materialsDevelop independent engagement with materialsAssess the process - not just the outcomeTutorial support
9Why not in education? The end of the “pre-planned course”? The Internet has transformed our lives….Travel Music News Business Work….Traditional intermediaries are changing roles, even disappearing - clients are more in controlWhy not in education?The end of the “pre-planned course”?
10Other dimensions of quality Relevance to longer term needs
11Lord Dearing’s Report on Higher Education On leaving HE, all students should have developed the practice oftaking responsibility for their own learning
12Oh Thank God, here comes a border collie ‘Henry! Our party’s total chaos. No one knows when to eat, where to stand, what to .....Oh Thank God, here comes a border collieAcknowledgements to Larson
14If these sheep were capable they would have three extra attributes: ability to learn for themselves, and quickly suss out the new environment ;belief in their personal 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) andpowers of judgement (they might even question whether it was appropriate for sheep to be at the party and simply leave).
15Capability and competence UnfamiliarcontextFamiliarA way of lookingat the worldof actionsUnfamiliarproblemsFamiliar
16Capability and competence UnfamiliarcontextFamiliarPosition YCompetence:Reliable delivery;Performancestandards;Error elimination;Technical expertise;Establishedprocedures;TRAININGUnfamiliarproblemsFamiliarY
17Capability and competence Position ZExposure, Autonomy,Networks peersProblem formulation,Courage, risk,Imagination, intuition,creativity;ResponsibilityLEARNINGUnfamiliarcontextFamiliarZUnfamiliarproblemsFamiliar
18Research on e-learning: key words ownershipresponsibilityflexiblepersonalisedself-managedhelp when neededrecognition
20Communication via a common understanding Key Actors in E-learningResearcherTeacherDesignerManagerLearning modelCommunication via a common understandingTechnicianSupplierLearner
21UfI/learndirect’s pledges to learners Offer the time, place, pace and style that responds to your needsClear information to enable personal choices and controlMaterials relevant to your interests that actively involve youHelp to monitor your own progress and record your achievementsTo give you easy access to the specialist support you needTo put you in touch with other people studying the same topicsTo help you relate your learning to your longer term ambitions
22Communities of practice ConstructivistPedagogy JargonPost Industrial“Let’s KISS!”Learner CentredInstructivistAuthenticKeep it so simpleIndustrialExperientialSituatedProblem- BasedLearning stylesTeacher CentredTacit LearningCommunities of practiceLearning Cycles
23Online Pedagogy Grid Gives Presents learners control over style, location, pace,duration, sequence but not taskPresentstraditional trainingand teaching byinnovative meansOpen ended, strategic learner directedTeacher SpecifiedtasksNWNESWSELearner managed processTeacherControlledProcessSystem liberates andsupports learners todecide andcontrol own directionand processProcess predetermined- learners explorecontent 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
24Online Pedagogy Grid Learner managed learning environment; Teacher SpecifiedtasksLearner managed learning environment;Customised intuitive toolsWikis podcasts and blogsGoogle and other open sourcesonline mentoring.NWNELearner managed processTeacherControlledProcessSWSEOpen ended, strategic learner directed
25Online Pedagogy GridVast majority of cases in research literature were in NW, some in NE and SW, few in SELearner managed processTeacherControlledProcessOpen ended, strategic learner directedTeacher SpecifiedtasksNWNESWSEThe SE quadrant is where e-learning in work/life can be most effective(Coomey,M. & Stephenson,J. 2001)
26Learning Through Work Degree Programme The UfI/LearndirectLearning Through Work Degree ProgrammeSee at
27Learning Through Work Degree Programme (LtW) The UfI/LearndirectLearning 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 individualsSee at
28Learning Through Work Degree Programme Individualised, developed by learners themselvesWork providesprojects and opportunities for learning;Internet LtW platform providesmaterials to support the learning process;The WEB providesspecialist materials, networks etc;University providesonline tutor, quality assurance, final awardSee at
29Structure of Learning Through Work Programme Exploration Online tasters, is it for me, what’s involvedDesign Examples, level statements, procedures, ideas, expert advice, content areas, activitiesNegotiation Registration of personalised programme with a universityImplementation Pursue registered programme with university supportDemonstration Show achievements against agreed criteria to gain award2,700 successful negotiations, 650 completions
30The future - user managed portals? Awards and qualifications - help with levels, assessmentActivities - ongoing - recentJohn’sControl centrePersonal log - goals - achievements - credit bank - private - reflectionsPooled experience - knowledge bank, specialist helpResource library - RSS assembled in response to stated / inferred interestsNetworking - peers, employer, wider specialist communityPlans - strategic, - immediate, progress priorities
31Learner Managed University Awards Imagine a course where the University does NOT provide the contentThe student ENGAGES with resources,issues,problems,opportunitiesfrom the Web, in society, at the work-place,libraries andlife.
32Roles of participants in Learner Managed university awards Learners Articulate plans, Justify proposalsNegotiate approvalDemonstrate achievementTeachers Help learners in the aboveSupport, feedbackAdvise on sources, progressUniversities Clarify level criteria for qualificationsQuality assurance
33Learner Managed Programmes Tutoring online forLearner Managed ProgrammesBased on analyses of student / tutor online exchanges, students raised issues related to:-:Control seeking, asserting, taking, assumingRelevance of activity to course, self, aspirationsAffirmation am I doing the right thingReassurance am I good enough to do thisUniversity culture is this what is expected, level?Clarification possibilities, plans, constraints
34Learner Managed Programmes Tutoring online forLearner Managed ProgrammesBased on analyses of student / tutor online exchanges, tutors are helpful when their responses are:-Empowering yes, it really is up to youEnabling this will help youReassuring yes, you can do itFacilitating I’ll see what I can do for youExtending have you thought of taking it furtherConfirming you are on the right trackExplaining procedures, levels, requirements
35Financial 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
36E-Learning: Quality means effective learner control Staffordshire University May 2007E-Learning: Quality means effective learner controlJohn StephensonEmeritus Professor, Middlesex University, London, UKMost of these slides are available on the internet at: