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Views on e-learning and the demand for more pedagogic use of the technology
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© W.Greller 2005
e-Learning and Pedagogya New Trend in e-Learning
Dr Wolfgang Greller
Faculty DayUniversity of Veterinary Science Vienna
22 March 2005
© W.Greller 2005
My Background
FE/HE courses from HNC to PhD
80+ Learning Centres in remote areas and islands
Network of 15 colleges and research institutions
University of the Highlands and Islands
© W.Greller 2005
Why e-Learning?
Offers flexible learning on demand, any time or anywhere
Allows for creative innovation in education and new ways of delivery
Provides a safe environment
Creates an economy of scale that is otherwise impossible
Captures teaching and learning
© W.Greller 2005
Benefits of ICT
Charles Clarke (prev. Minister of Education, now Home Secretary of the UK):
“Institutions should take full advantage of the benefits of ICT, both pedagogically to enhance teaching, and administratively to maximise value for money”
“They need to respond effectively to the increased ICT demands of today’s students”
© W.Greller 2005
Drivers (1)
Student demands (cf. Clarke):
ICT in education – “Nintendo generation”
wider learning opportunities
flexible provision
continuous development
access to high quality education
individual learning needs
© W.Greller 2005
Drivers (2)
Institutions need to:
Provide more for less (efficiency gains)
Competitive edge in a competitive market
Achieve return on investment for ICT
Protect their assets (including content)
Create transparent and auditable practice
Educate employable graduates
© W.Greller 2005
Some views on (e-)Learning
Lecturer
Resources Peers
Student
© W.Greller 2005
Some views on (e-)Learning
UK Quality Assurance Agency:
lone learner
fully online
no e-mode
cohort learner
remoteon site
fully flexible
fully traditional
© W.Greller 2005
Staff Development
Pedagogic InnovationA
cad
em
ic s
taff
InnovationTradition
Critical mass
Cottage industryMainstream
© W.Greller 2005
Where are we today
James Taylor (USQ): Generation model of Distance Education
Correspondence Model
Print unsupported
flexible
Multi-media Model Audiotape, Videotape, Computer-
based learning, Interactive CD-Roms, TV/Radio Broadcasts
unsopported
flexible
Tele-learning Model
Audioconferencing,
Videoconferencingsupported
not flexible
Flexible Learning Model
Internet access to resources, Computer mediated communication, interactive media online
supported
flexible
© W.Greller 2005
e-Learning Systems’ Evolution
Static
Interactive
Collaborative
Personalised
Conditional
Dynamic
HTML- or text-based
Database driven
Communicative
Integrated
Intelligent
Multimedia
© W.Greller 2005
e-Pedagogy
© W.Greller 2005
LEARNINGe -
The big question
How?
© W.Greller 2005
The Problem Zone
e-Learning is driven by technology not by pedagogy
Current tools and platforms only provide (structured) content – does not produce learning
Learning is a social activity
Pedagogy of e-Learning is hidden and not portable
HEFCE strategy (2005):
Committed to fully embed e-learning in a sustainable way within the next 10 years!
but
© W.Greller 2005
Pain ?!
Technology can be limiting to pedagogy
Content by itself has little or no value to the learner (cf. MIT OpenCourseware) – it needs to be supported and contextualised
The academic focus lies on research not on teaching
Academic lecturers are a largely untrained workforce (Casey & Brosnan 2004)These factors lead to poor pedagogic
quality of online provision and a mixed student experience
© W.Greller 2005
Learning Design
Good pedagogy can be derived from different sources (Koper 2005):
Pedagogic theory
Good practice
Educational patterns
© W.Greller 2005
Learning Design
In 2003, the IMS Global Consortium adopted the IMS Learning Design specification:
It makes L&T processes explicit to be reflected, refined, reviewed and shared
It makes them machine readable and discoverable
It creates portability from system to system and supports blended learning
It contains learning sequences/activities
It supports multi-user activities
© W.Greller 2005
Learning Design
The basic idea of LD is to create a common vocabulary for users of any pedagogic application into which existing and new designs can be translated (Koper 2005).
It allows learners to do:
different things @ the same time
the same things @ different times
© W.Greller 2005
Learning Design
Identifies the learners as:
People in specific groups and roles engage in activities using an environment with appropriate resources and services
Will lead to the next generation of virtual learning environments (VLEs)
© W.Greller 2005
Learning Desing
Implementation of LD:
There is still a looooooooooong way to go………
Wolfgang GrellerHead of Learning Environments
UHI Millennium InstituteStornoway, Isle of Lewis
SCOTLAND
