Identifying and following good practice in e-learning

Jonathan Darby

Visiting Fellow, e-Learning Research Centre, University of Southampton

Overview

• The rationale for e-learning

• A generational analysis

• Where it mostly goes wrong

• Theories of e-learning

• Logic of control versus logic of affordances

• The UKeU experience

• Lessons learnt and conclusions

My background

• First used computers in teaching – 1975

• Joined Oxford University – 1980– Computers in Teaching Initiative – 1988 to 1996– Director of Technology-Assisted Lifelong Learning (TALL)

– 1996 to 2002

• Chief Architect, UK eUniversities – 2002 to 2004

• Visiting Fellow, e-Learning Research Centre, University of Southampton – from May 2004

Neil Postman, media ecologist

“What is the problem to which headlamp washer-wipers are the solution?”

Educom Conference 1992

Neil Postman, media ecologist

“What is the problem to which headlamp washer-wipers are the solution?”

Educom Conference 1992

“What is the problem to which e-learning is the solution?”

What is e-learning for?

What problems are you seeking to address?

What opportunities are you seeking to realise?

What is e-learning for?

For me:

To meet unmet educational needs

First Generation e-learning

• Online courses as direct analogues of conventionally-delivered courses– replicating course structure, elements and delivery mode– incorporate existing support materials (though may be

modified or augmented)– delivery dependent on course originator– not scalable– always inferior to original course– “horseless carriages”

Second Generation e-learning

• Online courses equivalent to conventionally-delivered courses but purpose designed for medium– same top-level learning outcomes– educationally derived, precept-driven design methodology– team developed not faculty led– course requires mentoring not teaching when delivered– fully scalable

Third Generation e-learning

• Online education that does not adhere to course conventions– the course is an artificial construct born of practicality – old

constraints no longer apply

• Examples– learning pathways through knowledge management

systems– personalised curricula– just-in-time education

eLearning demands new models. The classroom does not translate.

eLearning demands new models. The classroom does not translate.

Knowledge transfer?

Knowledge transfer?

What is education?What is education?

Knowledge

With thanks to Derek Morrison

Top 3 e-learning mistakes

1. Blindly implementing old models– the classroom– the textbook

2. Seeking to control the student– adaptive sequencing– use of “next”

3. Undue focus on content

Learning theories

• Programmed learning (Skinner)

• Epistemological relativism (Piaget)

• Constructivism (Vygotsky)Students "construct" their own knowledge by testing ideas and approaches based on their prior knowledge and experience, applying these to a new situation, and integrating the new knowledge gained with pre-existing intellectual constructs.

Aspects of learning: Gilly Salmon’s five stage model

• Access and Motivation

• Online Socialization

• Information Exchange

• Knowledge Construction

• Development

Aspects of learning: Noel Entwhistle

• Orientation

• Motivation

• Information acquisition

• Elaboration

• Clarification

• Consolidation

• Confirmation

Aspects of learning: Noel Entwhistle• Orientation face to face

• Motivation face to face

• Information acquisition online

• Elaboration online

• Clarification online

• Consolidation online

• Confirmation online

face to face : online ~ 1 : 9

Student e-learning strategies

• Linear (following default sequence) ~ 30%

• Text-led (printed all texts and used as course framework) ~ 30%

• Aural (played all audiographics before referring to texts) ~ 20%

• Assignment-orientated (prioritised all course elements based on relevance to assignment) ~ 20%(Oxford University online course students – 1998)

The seduction of control

• Feeds the belief: ‘If we can only control the environment for learning we will enable students to learn all that is required of them’

• Many technology-based environments permit greater control of students behaviour than conventional teaching

With acknowledgement to David Boud, University of Technology, Sydney

Logic of control versus logic of affordances

Logic of

control

Logic of

affordancesV

What are affordances?

Characteristics

• Not just attributes of an environment

• Link objects and events with behaviour of individuals

• Not causes but opportunities

• Need to be perceived

ComparisonsLogic of control

• Activities determined

• Behaviour is all

• Outcomes always determinable

• Emphasis on achievement

• What is permitted is required

• Learner values may be tolerated

Logic of affordances

• Activities facilitated

• Behaviour is important

• Outcomes may not be determinable

• Emphasis on development

• What is permitted is not required

• Learner values and priorities respected

Logic of control not sustainable

• Learner’s experience, inherently, cannot be controlled

• We can set up the environment fully, but how learners respond depends on what they bring and what they desire

Logic of affordances links:

Design for

learning

Experienceof

learning

Importance of social e-learning

• Students are a hidden free resource– always up to date case studies

• Course surveys show “interaction with other students” number one on list of most valued learning experiences

Why content is not king

Online award-bearing course £1000

Textbook £25--------- £975=====

Market research by McKinsey shows students prepared to pay twice as much for courses with certification

UK eUniversities Worldwide

A case study in e-learning as change agent

Why was UKeU set up?

• To stake our claim in online borderless HE

• To develop best practice models for online distance learning

• To develop and deliver courses through a learning environment optimised for large scale courses for remote adult learners

• To enhance elearning know-how and capacity in UK HE

• To be a profitable business making money for its shareholders

Ingredients for success

HE

Is k

een

to w

ork

with

UK

eUH

igh quality courses optimised for

remote delivery to international students

Individuals wishing to take courses (paying full cost)

The elearning challenge

• Just how do you deliver high quality HE courses worldwide?– support all aspects of learning– recognise diversity of experience and expectation

• What design and production methodology works best?

• What sort of learning environment is required?– enhance affordances– support collaborative learning– support collaborative development

What's been achieved?

• 17 courses running – 18 in production

• Activity-based learning object course model

• Almost complete Learning Environment

• Worldwide marketing network

• Various public good projects– eChina– eLearning Research Centre

• eLearning boost to HEIs– beyond the 1st Generation VLE mindset

eLearning methodology

• Construction kit approach with elements defined by educational purpose

• Courses built from components defining activities not content

• Collaborative course building with integral peer review

• Access to course elements determined by student alone– multiple uses according to stage in learning journey

• Design for adaptation and reuse

UKeU Learning Environment

• Supports development teams

• Learning navigator integrates all elements of a course in a single view

• Sophisticated assignment handling– marking groups– group assignments– Website assessments

• Linking of content and discussion

• Cohort size scalable

• Views support multiple user types

So what’s the problem?

• Undershot recruitment targets– Target ~5000; Actual ~1000

Ingredients for success

HE

Is k

een

to w

ork

with

UK

eUH

igh quality courses optimised for

remote delivery to international students

Individuals wishing to take courses (paying full cost)

So what’s the problem?

• Undershot recruitment targets– Target ~5000; Actual ~1000– market damaged by poor quality online courses

• Learning Environment very late

• Programmes not closely matched to market demand

• Tension between academic (public good) and commercial objectives

• Failed commercial model

Lessons learnt

• Timescales for systemic change enabled by elearning must be realistic

• High quality largely online courses are achievable – blended is not the only future

• HEIs still need strong inducement to move away from classroom-based content-driven course models

• International marketing of UK online degree programmes still problematic - international HEI collaboration models need to be developed further

Conclusions

• Make sure that you have a good reason for using e-learning and select your learning technologies accordingly

• Use activities as building blocks not content

• Follow the logic of affordances and not the logic of control

• Be prepared to take risks – this will maximise your learning even when not successful!

Further information

References:

e-Learning Research Centre www.elrc.ac.uk

Joint Information Systems Committee www.jisc.ac.uk

Higher Education Academy www.heacademy.ac.uk

CETIS www.cetis.ac.uk

Email:

Jonathan Darby jdarby@soton.ac.uk