Models of innovation in learning online Cathy Lewin & Nicola Whitton Education and Social Research Institute Manchester Metropolitan University

Overview Background to the project What is formal online learning? MILO framework Typical models Findings Concluding remarks

Background to the project Becta-funded August 2007-July 2008 Key stage 3 and Research questions –Feasibility –Models –Effectiveness and impact Research methods –Knowledge mapping –Case studies

What is formal online learning? Using networked devices to support learning, teaching and assessment Accredited Face-to-face or distance Directed or independent study

MILO framework (1) PedagogyOrganisationTechnology

MILO framework (2)

Typical models Fully online Independent study Added value Flexible integration

Findings: Learners Supports personalised learning Positive but favour flexible integration and blended models Can re-engage disaffected learners Self-motivation and autonomy required for fully online and independent study

Findings: Learners “Virtual School is like, I’m in charge. I can learn what I want to learn, I look at the page, I click what I want to learn – because [in the classroom the teacher says] ‘text book 1, page 56’, but [in the learning platform] there’s a list of lessons, and I can click which one I want to go to, and learn which one I [want to] learn... I’m the boss, I’m the man – I’m free!” Year 7, Villiers High School

Findings: teachers Teaching needs to be re- orientated to independent learning rather than transmission models Need pedagogical training and support for teachers Positive impact overall (eg managing assessment) but perceived negative impact on role

Findings: teachers “What I like about [portfolios on the learning platform] is that it is very structured. I think I have more control over what they’re doing, what they’re learning, where the evidence is going, finding the evidence and tracking the evidence. A lot more control over what’s going on than when it’s a paper portfolio.” Tutor, St Helens College

Findings: institutions Flexible integration can address –Staff shortages –Space limitations Facilitates multi-site delivery Access is an issue where online learning is onsite: 1-1 provision would address this Design should focus on pedagogy not technology

Findings: institutions “We’ve always tried to have a fairly low minimum computer spec for [our online course], this is not about whizz-factors, not about technology, this is about using the Internet, it’s about pedagogy, it’s about making things happen.” Tutor, The Sheffield College

Concluding remarks There is no such thing as a ‘typical model’ Limited pedagogic tools Difficulty of data collection Extension - online / offline Report to be published soon