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The Vision for Lifelong e-Learning in Higher Education
Anne Wright E-Learning Strategy Unit DfES
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Drivers for lifelong e-learning
Access: wider participation including work-based and distance education Choice: collaborative credit-based programmes, personalised pathways and support Flexibility: online and blended delivery, self-paced independent learning Speed: updated knowledge and skills for economic change and lifelong learning Quality: excellence through collaboration Efficiency: economies of scale
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Drivers for Europe Higher Education Area
Mobility: match learning mobility to economic mobility Skills for changing economy build growth Meet diverse needs: across wider Europe Social inclusion and equity:widen reach of lifelong learning and higher education Affordability: quality and growth through scale
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E-learning in the UK Substantial investment by government and institutions Department for Education and Skills: nearly £1 billion in 05/06 Schools: National Grid for Learning, Curriculum Online Post-16: National Learning Network, Ufi and learndirect Other government Departments including health, arts, defence E-Government Interoperability Framework, UK Online and direct.gov This slide shows that the government’s commitment to investment in e-learning reaches widely – not just in DfES. The government continues to set targets for achievement of online delivery of services to the citizen, and this includes areas within education. For example, it is an intention to increase online enrolment, as well as online student loans. Other delivery departments such as DOH and MOD are looking at e-learning for their personnel – the MOD is making major investment in e-learning for the army, navy and airforce with global services, and the NHSU will be a ‘soporate university’ for all the 2.5 million people working in the NHS and the social acre sector.
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E-learning and higher education
SuperJANET high-speed network for all universities and colleges Joint Information Systems Committee (JISC) products and services Technical standards through CETIS MLEs for Northern Ireland and South West Higher Education Funding Council (HEFCE) e-learning strategy European projects in VI Framework including TELCERT, engagement in e-portfolios
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Drivers for e-learning strategy
Unified: a unified approach across all learning sectors for coherent provision, and for seamless transition for learners Embedded: in all policy, delivery and practice, to support all the government’s educational objectives and enable improved teaching and learning outcomes E-learning: using new technologies and the Internet to transform teaching and learning, in all subjects, at all levels Transformational: a systemic approach to deliver longer term goals Actions and partners: need to identify what actions are needed, and the respective roles of government, partners and agencies, and educational institutions But all this is not enough! We want to take e-learning to the next stage, of being embedded in teaching and learning, not just an add on . Also want to make sure lessons learnt in one part of the education system can be transferred to another. And to make sure e-learning helps us to do better what we want to do. So we have consulted on a unified strategy across all education phases. Launched by the Secretary of State for Education and Skills in July 2003. It’s about embedding the use of technologies – not just online learning or distance learning – teachers using whiteboards in the classroom, home learning and everything in between. To transform education for the 21st century. And the strategy sets out to identify the critical acreas where action is needed – and who the partners on those action area.
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Proposed e-learning strategy – taking us to a 21stC education system
Flexible provision Creativity and innovation Better value for learners A 21st century education system Learners empowered A professional workforce Raising standards Improving quality Removing barriers to achievement Widening participation Preparing for employment skills Improving choice EARLY YEARS & PRIMARY SCHOOLS SKILLS HE Objectives of current DfES strategies Individualised learning Personalised support Collaborative learning Tools for innovation Virtual environments Flexible study Online communities Quality at scale Contributions from e-learning Leading sustainable e-learning Supporting innovation in teaching and learning Developing the education workforce Building a better e-learning market Aligning assessment Assuring technical and quality standards Unifying learner support The diagram represents a summary of what the proposed strategy is aiming for. The overall vision is an education system that meets the needs of a 21st century society and its citizens – learners who are empowered to play their part in managing their own personal development throughout life the opportunity for creativity and innovation in learning and teaching flexible provision of learning opportunities that meet the needs of all learners, not just the convenience of the providers better value for learners in terms of the way they spend their time and the standards and learning outcomes they achieve a professional workforce and fulfilled citizens The Department’s current strategies all share the kinds of objectives that will move us towards the education system we need. All our age-related strategies, from early years to lifelong learning, share objectives such as raising standards, improving quality, removing barriers to achievement… these are common themes for the Department. All these objectives can be achieved more quickly, or more completely, through e-learning. E-learning takes many forms – it refers to any way of using computing technologies to assist learning or teaching. It offers interactive support and feedback to the individual learner – it can personalise information to a user’s own requirements – interactive technologies bring people together to share what they do as they collaborate online – it offers digital tools for manipulating data, or designs, or information so that learners and teachers can be creative – it can mimic real environments to allow learners to play and practice before moving onto the possibly more dangerous or more complex real world environment – it offers more varied ways of studying in any place, at any time, at any pace – communication technologies create online communities of practice to support the exchange and improvement of ideas – and digital technology achieves both improved quality and economies of scale, if managed appropriately. We have experimented with all these forms of e-learning, and can show that under the right conditions they can generate significant benefits for learners and teachers and learning communities. However, although much has been achieved, we have not yet embedded e-learning in our education systems, and with only patchy success we will not be able to generate the 21st century education system we like to envisage. To achieve that step-change, to move to using e-learning in such a way that it makes radical improvements to teaching and learning, we need to focus on 7 key areas for action. the most important is leadership – engaging leaders at all levels in understanding what e-learning can do, and supporting them in achieving and sustaining change to a more effective blend of teaching methods innovation is essential as we have a lot to discover about how to exploit these technologies, and innovation in pedagogy should be a natural part of every teacher’s professional life in order to do that, teachers need more extensive initial training and professional development and for some teachers, reward and incentives to shift their workload patterns and develop career trajectories that focus more on e-learning alongside other methods of teaching in supporting learners as they move between different educational institutions and workplace environments, we have to ensure that the information and management systems we use are joined up enough to provide the best support assessment is critical because it always is an important driver in education, and if it is not aligned with progress and innovation, it will become a powerful barrier. And ICT systems enhance both the formative and summative aspects of assessment. the market for e-learning products is very fragmented, making it difficult for innovative small companies to thrive, and yet also making it difficult for teachers and learners to act as intelligent consumers who drive improvement – teachers, suppliers, learners and government all have a part to play in building a better market and technology always needs standards – technical standards to make sure all the systems and software products interoperate, wherever they are used, and quality standards to provide assurance to learners that they are getting products and services that work. Our proposal is that we need all these characteristics of the system to work in tandem – we cannot do without any one of them if we are serious about embedding e-learning across all sectors of education Strategic actions to embed e-learning across all sectors Proposed e-learning strategy – taking us to a 21stC education system
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Creativity and innovation Flexible provision
Learners empowered Creativity and innovation Flexible provision Better value for learners A professional workforce A 21st century education system Raising standards Improving quality Removing barriers to achievement Widening participation Preparing for employment skills Improving choice EARLY YEARS & PRIMARY SCHOOLS SKILLS HE Objectives of current DfES strategies Individualised learning Personalised support Collaborative learning Tools for innovation Virtual environments Flexible study Online communities Quality at scale Contributions from e-learning Leading sustainable e-learning Supporting innovation in teaching and learning Developing the education workforce Building a better e-learning market Aligning assessment Assuring technical and quality standards Unifying learner support Strategic actions to embed e-learning across all sectors Proposed e-learning strategy – taking us to a 21stC education system
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Raising standards Improving quality
Removing barriers to achievement Improving choice Widening participation Preparing for employment skills Flexible provision Creativity and innovation Better value for learners A 21st century education system Learners empowered A professional workforce Objectives of current DfES strategies Raising standards Improving quality Removing barriers to achievement Widening participation Preparing for employment skills EARLY YEARS PRIMARY SECONDARY SKILLS POST-16 HE Individualised learning Personalised support Collaborative learning Tools for innovation Virtual environments Flexible study Online communities Quality at scale Contributions from e-learning Leading sustainable e-learning Supporting innovation in teaching and learning Developing the education workforce Building a better e-learning market Aligning assessment Assuring technical and quality standards Unifying learner support Strategic actions to embed e-learning across all sectors Proposed e-learning strategy – taking us to a 21stC education system
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Individualised learning Personalised support
Collaborative learning Tools for innovation Virtual environments Flexible study Online communities Quality at scale Flexible provision Creativity and innovation Better value for learners A 21st century education system Learners empowered A professional workforce Raising standards Improving quality Removing barriers to achievement Widening participation Preparing for employment skills EARLY YEARS PRIMARY SECONDARY SKILLS POST-16 HE Objectives of current DfES strategies Contributions from e-learning Leading sustainable e-learning Supporting innovation in teaching and learning Developing the education workforce Building a better e-learning market Aligning assessment Assuring technical and quality standards Unifying learner support Strategic actions to embed e-learning across all sectors Proposed e-learning strategy – taking us to a 21stC education system
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Leading sustainable e-learning
Flexible provision Creativity and innovation Better value for learners A 21st century education system Learners empowered A professional workforce Raising standards Improving quality Removing barriers to achievement Widening participation Preparing for employment skills Improving choice EARLY YEARS & PRIMARY SCHOOLS SKILLS HE Objectives of current DfES strategies Leading sustainable e-learning Supporting innovation in teaching and learning Developing the education workforce Building a better e-learning market Aligning assessment Assuring technical and quality standards Unifying learner support Individualised learning Personalised support Collaborative learning Tools for innovation Virtual environments Flexible study Online communities Quality at scale Contributions from e-learning Strategic actions to embed e-learning across all sectors Proposed e-learning strategy – taking us to a 21stC education system
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Proposed e-learning strategy – taking us to a 21stC education system
Flexible provision Creativity and innovation Better value for learners A 21st century education system Learners empowered A professional workforce Raising standards Improving quality Removing barriers to achievement Widening participation Preparing for employment skills EARLY YEARS & PRIMARY SCHOOLS SKILLS HE Objectives of current DfES strategies Individualised learning Personalised support Collaborative learning Tools for innovation Virtual environments Flexible study Online communities Quality at scale Contributions from e-learning Leading sustainable e-learning Supporting innovation in teaching and learning Developing the education workforce Building a better e-learning market Aligning assessment Assuring technical and quality standards Unifying learner support Strategic actions to embed e-learning across all sectors Proposed e-learning strategy – taking us to a 21stC education system
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E-Learning Strategy Consultation: Summary of responses
Education – industry collaboration is key Blended learning is essential Needs Government funding Broadband connectivity for all is essential Engage teachers and lecturers in new pedagogies E-learning should be part of CPD & ITT Providers and learners must contribute to e-portfolios A blended approach is vital Right to involve teachers in innovation in s/w design Interoperability must be addressed Mostly ‘me too’ 50% 10%
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Priorities for higher education
E-learning is what HE students expect today Both for distance education and on-campus - blended approach Ageing HE workforce lacks IT skills and fears technology Build e-pedagogy into training for new HE teachers New qualifications for professional development in e-learning New breed of e-learning technologists Education leaders must drive e-learning forward Collaboration essential for high quality content IPR could be a problem Government has a role in funding, standards and quality Some central procurement or pump-priming May need central repositories or databank for e-learning software Interoperability standards essential Quality Assurance Agency should set quality standards for HE
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Leading sustainable e-learning
Medium term Organisational planning Leadership training e-administration Cross-organisation Cross-sector Institutional funding models Resource-planning tools Quality of e-learning provision Support education leaders Build collaborative partnerships Sustainable e-learning Standards for baseline provision
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Supporting innovation
Medium term National databank of e-learning resources and digital assets Pathfinders to test local- central support models Intensive evaluation studies New approaches to cost-benefit analyses Community of practice for e-learning research and evaluation Role of subject associations Networks of subject-based centres of excellence Mix of public and private funding to ensure personal access Embracing the new pedagogies Focus on shortage subject areas Establish the appropriate evaluation methodologies
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Supporting innovation
Longer term Cross-sector R&D programme to generate new kinds of e-learning activities Action research for teachers and lecturers as reflective practitioners National practice-based research programme Focus on learners with special needs to ensure greatest impact Interactive diagnostic tests and remediation Focus on removing barriers to learning Build a practice-oriented research environment
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Building a better e-learning market
Medium term Investigate models for tendering and procurement Engage small and large companies in digital resources market Collaboration between digital resources for education and games Promote user requirements for creative learning and interoperability with digital resources industry Successful educational software A thriving market
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Building a better e-learning market
Longer term Educators to lead and engage in innovation Develop generic e-learning design tools for learners and teachers Advice and guidance on IPR and copyright practice Technical solutions for IPR Licensing arrangements across sectors IPR best practice and support Innovation
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Assuring technical and quality standards
Medium term Define a quality standard for e-learning resources for advisers, teachers, learners, and parents Co-ordinated procurement of publicly funded learning environments Models for central procurement Public funding and procurement Quality standards
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Assuring technical and quality standards
Longer term Educational requirements for pedagogic design of content, and open architectures for e-learning Standards for e-learning support and delivery Common core of technical and quality standards Sector-specific profiles of standards Conformance testing Ongoing role of Government in setting and maintaining standards Technical and quality standards for pedagogy and process
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The contribution of e-learning to the learner’s lifelong journey
Why should I learn? What can I learn? How could I study? How will I learn? How do we know I’ve learned? Where will it get me? The contribution of e-learning to the learner’s lifelong journey Personalised needs analysis Access to Information and guidance Assessment when ready Formative feedback Progress files and e-portfolios Rich interactive learning environments Adapting to learning style and pace Personalised feedback and support Partnerships offering flexible courses, modes, locations and patterns of study Curriculum choice through partnerships The negotiated curriculum, with more options via e-learning resources Personalised needs-benefits analysis Links to informal learning opportunities Access to advice and guidance
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E-Learning Strategy Partners
GOs OeE DTI ALI LSC HMT RDAs LSDA BSG AoC NAACE NILTA BSA BESA Unions DoH Libraries HEFCE Research Labs CETIS Museums SSCs Education Leaders UUK Unions UK Online UCAS DTLR UFI NIACE Education Workforce DfES Higher Education providers SST Publishers Learners NHSU LGA QAA NSSF HO BSI GTC Other professionals Broadcasters LTSN UCLES Worktrain Awarding Bodies OfSTED DWP Subject Assoc RSCs Research Councils Industry Club RBCs JISC FEdS ALT DCMS QCA UCISA IIP NLN FERL LEAs NESTA MoD BECTA SSDA ODPM NCSL TTA OGC
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The change management process
Drivers Strategic vision Career development Assessment Financial reward Impact evidence Stakeholder views Evaluation findings Activities Feedback Intelligence Peer group knowledge Market competition Environmental changes Research Enablers Training Standards Infrastructure Funding
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The ICT change management process ~ the HE role?
Drivers Strategic vision for new pedagogies? Career development Assessment Financial reward to academics? Impact evidence on efficiency? Learners’ views? Findings on productivity? Activities Feedback Intelligence Peer group knowledge exchange? Market competition Environmental changes Research journal on e-learning? Enablers Training on IPR? Standards Design tools? Funding
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The ICT change management process ~ HE needs?
Drivers Strategic vision for collaboration? Career development Assessment Financial reward for innovation? Impact evidence on teacher behaviour? Learners’ views? Findings on industry productivity? Activities Feedback Intelligence Peer group knowledge exchange? Market competition and needs? Policy environmental changes Research on ICT effectiveness? Enablers Training Standards Infrastructure? Ring-fenced funding?
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Priority strategic actions (draft) to be agreed with key partners and stakeholder groups
Leadership and sustainability open, universal, and strategic technology infrastructure for all educational institutions Workforce reform training programmes for the education workforce to equip leaders and governing bodies, specialist teachers, support staff, administrative staff, etc Content development strategy key stakeholders to plan and monitor the forward programme of work to: specify and maintain the technical and quality standards, business models, partnership criteria, and development priorities for e-learning Learning management and learner support optimum information exchange in support of learners and stakeholders across education sectors, regions, and organisations
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The strategy and Europe
Strategy will include regional dimensions Collaboration in Europe a high priority Resource exchange, video-linking E-portfolios for learner mobility Standards for interoperability: LIFE,TELCERT Research into e-pedagogies
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Towards a Unified e-Learning Strategy
Consultation and responses Consultant, e-Learning Strategy Unit and Adult Learning Group
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