Distance learning and the role of ict

Distance learning and the role of ICT

author: Eric Kluijfhout, eric.kluijfhout@gmail.com

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Distance learning and the role of ICT

For the Institute for Community Participation, Bethlehem University

by Eric Kluijfhout

Outline

• Generations in distance teaching

• Promises and the state-of-the-art

• E-learning in relation to ‘traditional’ teaching

• Analytical framework

Generations in distance teaching

• First generation: Correspondence courses

• Second generation: Broadcasting systems

• Third generation: Multi-media systems

• Fourth generation: On-line learning

• Fifth generation (?): Ubiquitous learning

• Sixth generation (?): Personalised integrated competence management

Are we talking about the same thing?

Learning with multi-media

Computer-based learning

On-line learning

Educational functions and e-tools

• Select content• Develop content• Present content• Communicate• Practice• Cooperate• Test• Manage/Admin

• Text editing

• Audio editing

• Video editing

• Slide editing

• Web-site

• Weblog

• Wiki

• Mail

• Chat

• Whiteboard

• Forum

• Audio-conferencing

• Videoconferencing

• Groupwork tools

• Learning Management System

E-learning’s promises

• For the student:– Independent of time and place– Just-in-time– Personalised

• For the lecturer– Concentrate on tutoring instead of teaching– More effective and professionally rewarding

• For the institution– Provide more efficient and effective learning services– Reach new audiences and markets

Some e-learning lessons• For the student:

– Independent of time and place: not necessarily web-based; limits interaction-options

– Just-in-time: hard to realise, expensive– Personalised: hard to realise, expensive

• For the lecturer– Tutoring instead of teaching: difficult role change– More effective and professionally rewarding: miss

interpersonal communication, status

• For the institution– More efficient and effective learning services: no proof– Reach new audiences and markets: difficult for traditional

educational institutions (culture)

Strategic aims of e-learning

• To replace (part of) traditional teaching and learning: substitution

• To change (part of) traditional teaching and learning: innovation

• To radically change the core business and its supporting organization: transformation

E-learning’s relation to ‘traditional’ teaching

• In addition and parallel to traditional means of teaching and learning: extended classroom

• To replace part of the traditional curriculum and teaching setting: blended learning

• Completely time and place independent : distributed learning

Possible e-learning approaches

Extended

classroom

Blended

learning

Distributed

learning

Substitution

Innovation

Transforma-tion

Possible e-learning approaches

Extended

classroom

Blended

learning

Distributed

learning

Substitution Students can choose between life lectures and video-taped lectures

Class-room lecture + on-line indiv. assignments

Lecture through interactive video

Innovation Class-room lecture + on-line project with peers abroad

Full distance, project-based learning

Transforma-tion

(Inter)national professional learning network

Three dimensions of e-learning

E-learning

pedagogical

technolo-gical

organisa-tional

Three levels to consider in e-learning

Teaching & learning process(micro-level)

Institution/organisation(mezzo level)

Society(macro-level)

Analysis and design framework

Level

Dimension

micro mezzo macro

pedagogical

technological

organizational