1. March 20051 E-Learning or E-Teaching? What’s the Difference in Practice? Linda Price and Adrian Kirkwood Programme on Learner Use of Media The Open University UK

2. March 20052 E-learning Evaluation and Research –Large-scale quantitative studies –Smaller-scale qualitative studies –A long-term perspective on media use in education Professional Development for e-Learning –A workshop programme for OU staff –Workshops & presentations for the wider academic community Our Background

3. March 20053 We concentrate on the educational and pedagogic issues – NOT the technical details In this session we start with some of the underlying principles associated with e- learning …. Then discuss some of the practical issues Our Approach

4. March 20054 Although ICT can enable new forms of teaching and learning to take place, they cannot ensure that effective and appropriate learning outcomes are achieved. “Just because you can do something does not necessarily mean that you should do it.”

5. March 20055 For the institution? For teachers? For learners? Is it just a ‘quick fix’ in response to economic constraints…. Or an opportunity to rethink educational practices for different learning contexts? Why Use ICT? What are the Benefits?

6. March 20056 The application of ICT per se does not change the model of teaching –It is very easy to teach inappropriately with ICT –Is the pedagogic model suitable for the learning outcomes (regardless of the medium used)? Use of ICT in itself does not change the model of learning in a particular context –If learners have inappropriate expectations of learning, these must be explicitly addressed What Models of Teaching can ICT Support? What Models of Learning?

7. March 20057 We need to appreciate: –Differences in learners –Differences in teachers –Different media affordances Engaging students while using media technologies involves –Balancing these factors –A complicated design process A Holistic View of Course Design

8. March 20058 Engaging Learners What is understood by the term student- centred learning? –Are learners well prepared and supported for working independently? Learners need to know not only what they are supposed to do, but also why they are expected to do it – how engaging with activities and/or resources will help develop their learning

9. March 20059 Materials must be transformed for the Web to enable effective pedagogical use with ICT, e.g. –Avoid materials looking like ‘books on screen’ – difficult for learners – often printed out (costly!) –Exploit the interactive and dynamic potential – reduce linear presentation –Supporting ‘Transmissive’ or ‘Constructivist’ pedagogy? Engaging Learners

10. March 200510 Increasing Use of ICT for Education Educational institutions need to achieve ‘more with less’ Many educational institutions are attempting to –Attract a more diverse range of students –Encourage lifelong learning –Extend the participation of ‘non-traditional’ students

11. March 200511 Increased use of ICT in teaching and learning –Largely as a supplement to existing practices Much remains to be done in terms of exploiting ICT for –Rich pedagogical use, and –Serving learners in different target groups (e.g. Collis and van der Wende, 2002) Increasing Use of ICT for Education

12. March 200512 Changes in Learner Characteristics Blurring of distinctions between –Full-time and part-time learners –Studying ‘on-campus’ or ‘at a distance’ –‘School leavers’, ‘mature entrants’ and ‘lifelong learners’ –‘Work-based learning’, ‘professional development’ and ‘community learning’

13. March 200513 For an increasing number of post-school learners, studying is not their primary concern –Many are in part-time or full-time employment & domestic responsibilities –Studying has to be fitted in Learners need to develop and apply self- management skills, e.g. –Time management strategies –Self-direction and motivation –Prioritisation and selectivity Changes in Learner Characteristics

14. March 200514 Contexts of ICT Use Innovations should not driven by characteristics of technology, but by –The pedagogic models and processes they have to serve –The contexts within which learners engage with ICT Educational purposes and pedagogy must provide the lead

15. March 200515 Determine Learners’ ICT Experience Learners with ICT experience from other contexts are likely to exhibit fluency in ICT use in their studies Those without such experience will expect course providers to demonstrate the potential and guide their use of ICT

16. March 200516 Few learners will have high levels of competence across a wide range of applications, e.g. –Familiarity with e-mail does not imply expertise in rigorous on-line debate and discussion –Familiarity with a Web search engine like Google does not indicate sophisticated information handling skills Determine Learners’ ICT Experience

17. March 200517 On-line Communication Electronic communication can support both academic and social integration – helping overcome independent learners ’ feelings of isolation –For contact with tutors and with fellow students Developing a learning community – sharing understandings & experiences

18. March 200518 Asynchronous communication offers learners the opportunity to consider and reflect upon –A posted question or statement & their own response to it –The responses of fellow students –A record of the dialogue and of how it developed Synchronous communication needs to be more highly structured for novice users as there is limited experience of its use in society in general On-line Communication

19. March 200519 Tutoring On-line New skills are required for both tutors and students Professional development is necessary not just for the technical aspects An understanding of the educational practices appropriate for e-learning is even more important

20. March 200520 Dependence or independence in learning? Individual or collaborative learning? –What is the pedagogic purpose? –Is it explicitly stated & understood? Students and tutors need to have explicit and realistic expectations about –The frequency of contacts made (when & how often) –The response time that is reasonable Tutoring On-line

21. March 200521 In Conclusion What educational outcomes are learners expected to achieve? –Why as well as how –Process as well as product? Students are unlikely to use materials and activities unless they are embedded in the course pedagogy –Constructive alignment of learning activities, assessment methods and learning outcomes

22. March 200522 Materials that are not linked to the assessment strategy are unlikely to be used and the potential benefits remain fallow Educational benefits that students perceive as gains from using ICT are more significant than the intrinsic characteristics of the technology –What really matters is how ICT is creatively exploited for teaching and/or learning In Conclusion

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