LMS implementation & e-learning maturity: Are we there yet? Presented by Irina Elgort 28 September, 2005

Presentation structure 1.Models of diffusion of innovations and studies of e-learning adoption 2.Adoption of LMS and e-learning maturity 3.Teachers’ adoption decisions 4.Professional development for e-learning 5.Further direction in the LMS design

Diffusion of innovations Rogers’ Model –Diffusion of innovations –Categories of adopters Moore’s Model –Adoption of high tech innovations –Marketing of innovations

Adopter categories Innovators 2.5% Early Adopters 13.5% Early Majority 34% Late Majority 34% Laggards 16% based on Rogers, 1995: 262

Moore’s model of adoption Innovators Early Adopters - Visionaries Early Majority - Pragmatics Late Majority - Conservatives Laggards - Die-hards based on Moore, 1999: 17

E-learning adoption FLLinNZ study –22 universities (NZ, Australia, UK) - all had one or more LMS –Over the initial stages of LMS adoption –NZ Universities 100% of Universities use an LMS over 40% of courses in 4 Universities UK JISC & UCISA Study 2003 –86% of HE Institutions use a VLE NZ ITP Study (Mitchell et al., 2005) –18 ITP with 100% use an LMS Australian NCODE survey 2002 –33 Universities used an LMS

Are we there yet? LMS is now a widely adopted technology in the tertiary sector. The main context of LMS is teaching and learning (cf. MLE, CMS or ERP). Tutors’ utilisation of LMS is highly correlated with their levels of adoption of e-learning.

Does the high levels of adoption of ICT tools (LMS, in particular) in tertiary courses mean that e-learning is close to fulfilling its potential in the tertiary sector?

E-learning adoption studies FLLinNZ project interviews show the majority of e-learning specialists interviewed were concerned about often poorly thought through approaches to using Learning Management Systems.

E-learning adoption studies E-learning Adoption Cycles 1.Enhancement to traditional course/programme configuration 2.New course management tools (course management systems) 3.Imported course objects 4.New course/programme configuration - faculties and their institutions re-engineer teaching and learning activities to take full and optimal advantage of the new technology (Zemsky and Massy,2004) 1. Enhancement to traditional course configurations 2. New course management tools 3. Imported learning objects 4. New course configurations Stage of innovation Time E-learning Adoption Cycle

E-learning adoption studies New Zealand Studies Report on the E-Learning Maturity Model Evaluation of the New Zealand Tertiary Sector. Marshall, 2005 Investigation into the Factors Affecting Teaching Staff’s Adoption of Web-Based Teaching in Higher Education. Butson, in progress

Discovering the e-learning chasm…

E-learning chasm The e-learning innovation as a multidimensional process located in two planes:  the plane of technology  the plane of pedagogy (or teaching and learning).

E-learning innovations Cumulative number of adopters E-learning Technology Innovation Teaching and Learning Innovation Cumulative number of adopters Time

E-learning innovations Cumulative number of adopters E-Learning Innovation E-learning Technology Innovation Teaching and Learning Innovation Time

learning activities designed to take full and optimal advantage of the new technology teachers value the learning management approach, as opposed to the academic expert one new roles for teachers and students independent learning is encouraged active learning learner freedom to pursue topics of interest learning objectives and tasks are negotiated opportunities for reflective learning use of formative assessment E-learning maturity characteristics

Teacher and Learner Role Apprentice Builder Listener Mentor Peer teacher Publisher Team member Writer Architect Consultant Expert Guide Lecturer Resource Reviewer Role model Student Roles Faculty Roles Oblinger, 2005

Challenges of e-learning personal theories about teaching are formed early in life (often implicitly), and do not change easily (Kember, 1997; Ramsden, 2003) teachers use ICT tools only if they are aligned with their beliefs about teaching, and in the way that aligns with these beliefs (Robertson, 2004) teachers continue to teach in the way they always taught, whether in the context of e-learning or not (Zemsky & Massy, 2004) the majority of teachers tend to prefer to use a variation of a teacher-centred model (Scrimshaw, 2004)

PD for e-learning PD has a crucial role to play in achieving e-learning maturity:  Create opportunities for teachers to articulate personal beliefs about teaching and learning  Assist with evaluating e-learning needs  Broaden teachers expectations about e-learning in a pragmatic way  Enable teachers to construct better e-learning environments

Recommendations Integrated approach to PD for e-learning Initial PD for e-learning interventions should take place outside the context of the University LMS Academic developers need to assume the role of flexible learning advisers, as and when required The “scholarship of teaching” approach to using e-learning environments

Direction in the LMS design Enable learning activities designed to take full and optimal advantage of the new technology Develop technologies that enable teacher and learners to take full advantage of pedagogical innovation Enable the adoption of the learning centred approach to teaching (when teachers are ready for it)

Pedagogical Framework Primary aims for using LMS 1.Enhance the quality of teaching and learning by allowing teachers to use pedagogies that are not possible with large numbers in a face to face environment. 2.Manage the delivery and administration of programmes of learning through an electronic on-line medium. Britain and Liber, 2004

LMS success stories LMS are making good progress in meeting the second goal: resolving complexity in the HE sector through attenuation. high numbers of students in HE (Oblinger, 2005) –access to HE: 60% in the developed countries –projected needs: 160 million in 2025 larger numbers of students per course limitations of the physical space complexity in enrolment, course and learning administration complexity related to time and location constraints multitude of systems

Future success stories ? LMS are starting to move toward an amplification approach to resolving complexity in the field of HE Resource negotiation Adaptation Self organisation Monitoring Individualisation Learning centred approaches to teaching require technologies that support the amplification route.

Self Organisation What can students do on their own, without the teacher involvement? What opportunities are there for students to –self-organise into study groups based on background knowledge and skills topics of interest –initiate interactions self-select into discussion / reflection / project groups self-select for peer-work, peer-assessment, peer- reviewing)

Learning space … certain kinds of spaces make it too easy to teach by “delivery” - broadcasting knowledge from the instructor’s mouth towards the student’s brain - while making it awkward to teach in ways that, research suggests, can produce deeper, more lasting learning. Long & Ehrmann, 2005

Typology of learning spaces 1.thinking/converging (deliberating) 2.designing (putting structure to idea) 3.presenting (showing to a group) 4.collaborating (team activities) 5.debating, negotiating 6.documenting 7.implementing / associating (to accomplish a task) 8.practicing (for specific disciplines) 9.sensing (monitoring) 10.operating (controlling systems / tools / environments) Long & Ehrmann, 2005

E-learning space 1.Designed for people, not technologies (‘comfortable’ for human activities, easy to use) 2.Can be optimised for certain learning activities (not just stuffed with technology) 3.Enables technologies to be brought into the space (rather than having them build into the space) 4.Provides small- and large-group learning spaces, as well as spaces for individual study Based on Long & Ehrmann, 2005 LMS evaluation 1.  2.  3.  4.  5. 

Innovating Together E-learning has not yet reached its potential in HE Wider adoption of the teaching and learning innovation is needed PD interventions can facilitate innovative approaches to teaching E-learning technologies (including LMS) need to be designed to make teaching innovation possible, rather than focus on the mainstream teaching practices.