Post on 15-Jan-2016
description
E-learning in PracticeTechnologies and Tools for Transforming Learning
Peter Olaf Looms
AUT - LATENT 2010 seminar30 September 2010
Topics for this sessionTopics for this session
1. Teaching and learning with ICT?2. What’s in it…
for the student for the teacher for the institution and For other key stakeholders?
3. What approaches to introducing e-learning make sense? Example: podcasting at the IT University of Copenhagen
Topics for this session
1. Teaching and learning with ICT?
4The first digital media (digits = fingers)The first digital media (digits = fingers)
Counting and maths Tallies (digital)
Plus ça change, plus c’est la même chose
What’s the difference between learning and e-learning?
This is called e-learning…
A class of students with PCs.Who is the guy at the front?
and so is this…
A group of students working individually on their PCsIs this photo from an ad or one of people actually working?
e-learning: image problems
Recognise the sinking feeling of seeing yet another PowerPoint presentation?
e-learning: image problems
E-learning – sleep drug without side-effects?
e-learning: characteristics
What about this? Staged or real?What characteristics are there of e-learning?
Is this e-learning?
Does putting the book on an e-book reader make it e-learning?Perhaps
Is this e-learning?
Virtual reality simulator
Is this e-learning?
Where does simulation stop and e-learning start?
Is this e-learning?
Does video have a role to play in e-learning?
Observing and analysing phenomena that are • very fast or slow• big or very small• one-off events• dangerous • expensive • social in nature
Is this e-learning?
Who is the grey-haired lady on the top left?
Is this e-learning?
A teacher at Soutwest High School in Jacksonville, N.C., said the special cellphones helped students improve their math skills.
Are these e-learning?
What about the boy on the right and the teenagers with their console game? Is this out-of-school e-learning?
Is this e-learning?
Do kids learn anything from playing this game?
Communication
SynchronousCommunication
AsynchronousCommunication
CommunicationCo-located
Communication(dialogue)
Out of band distribution of program
me listings
VirtualCommunication(on the phone)
Communication
SocratesSynchronous,
co-located
Dialogue
LibraryAsynchronous,
co-located
books
InformationInformationAsynchronous, virtualAsynchronous, virtual
E-mail, voice mailE-mail, voice mailDatabasesDatabases
www,Wikiswww,WikisSocial MediaSocial Media
CommunicationSynchronous, virtual, virtual
TelephoneTelephoneSkypeSkype
Chat/IMChat/IMVideo conferenceVideo conference
Collaborative workingCollaborative working
1. e-learningWhat are your own conclusions about the nature of e-learning at this point?
What points from this section are worth making a note of for future reference?
2. The pros and cons of e-learning
1. What is e-learning?2. What’s in it for me?
student teacher Institution Other key stakeholders
The pros and cons of e-learning
…For students
• Convenience (”The 7-eleven of learning” – always open)
The pros and cons of e-learning
…For students
• Flexibility (caters for a wide range of interests and competencies) although flexibility requires a degree of maturity to exploit well.
The pros and cons of e-learning
…For students
• Education by stealth. Tony Bates (2009) Students acquire many core ICT skills through their learning in other content domains.
The pros and cons of e-learning
…For teachers
• Potential for doing a more effective job as teacher
The pros and cons of e-learning
…For teachers
• Potential for doing a more effective job as teacher
• Risk of increased preparation time to do things differently.
Burning the midnight oil
TT
The pros and cons of e-learning
19% of Kiwis are working more than 50 hours a week.
Linley Boniface. ”Open All Hours”.Pages 16-20, New Zealand ListenerMay 12 2007. Burning
the midnight oil
The pros and cons of e-learning
…For management
• The Holy Grail of cost-efficiency - ”more for less” • Improved (global) reach• Status and rankings (local, national and
international)
2. The pros and cons of e-learningWhat are your own conclusions about the pros and cons of e-learning at this point?
What points from this section are worth making a note of for future reference?
1. What is e-learning?2. What’s in it for me?
student teacher institution
3. What approaches to introducing e-learning make sense?
3. e-learning: approaches
35
3. e-learning: approaches
36
3. e-learning: approaches
Every man for himselfEvery man for himself
37
3. e-learning: approaches
FORMALFORMALCHANGE CHANGE
MANAGEMENTMANAGEMENT
Working togetherWorking together
38
3. e-learning: approaches
Every man for himselfEvery man for himself
FORMALFORMALCHANGE CHANGE
MANAGEMENTMANAGEMENT
Working togetherWorking together
Change ManagementKotter’s eight change phases model
1. Establish a sense of urgency 2. Create a coalition 3. Develop a clear vision 4. Share the vision 5. Empower people to clear obstacles 6. Secure short-term wins 7. Consolidate and keep moving 8. Anchor the change
3. e-learning: expectation management approachesmanagement
Four quadrant expectation management
Source: Kirti Vaidya, Senior director, Covansys ” Four quadrant expectation management” 15 May 2005 www.ibm.com/developerworks/rational/library/may05/vaidya/index.html
ExplicitExplicitexpectationsexpectations
ImplicitImplicitexpectationsexpectations
ExternalExternal
StakeholdersStakeholdersInternalInternal
StakeholdersStakeholders
Four quadrant expectation management
Source: Kirti Vaidya, Senior director, Covansys ” Four quadrant expectation management” 15 May 2005 www.ibm.com/developerworks/rational/library/may05/vaidya/index.html
ExplicitExplicitexpectationsexpectations
ImplicitImplicitexpectationsexpectations
ExternalExternal
StakeholdersStakeholdersInternalInternal
StakeholdersStakeholders
Staff agreements:SalaryWorking hours and conditions
Agreements:Delivering the goodsOn time andWithin budget
Staff expectations:Of managersOf colleaguesOf studentsWorking conditionsCareer prospectsJob satisfaction
Stakeholder expectations:OutcomesProcessesMeeting organisational objectives
Presenting your ideas: the NABC model
Needs Approach Benefits Competition
Presenting your ideas: the NABC model
Needs Approach Benefits Competition
Who needs podcasts?• mature students on part-time courses• young students on full-time students• those thinking of taking a course at ITU• full-time academic staff (teaching)• part-time external lecturers• university management and admin.
Stakeholders
Presenting your ideas: the NABC model
Needs Approach Benefits Competition
What do students need?• a simple and easy-to-use means of catching up on things missed due to absence or illness
Students
Presenting your ideas: the NABC model
Needs Approach Benefits Competition
What do lecturers need?• a simple and easy-to-use means of catching up on things missed due to absence or illness• something that does not impact classesin terms of teaching and preparation time.
Teachers
Presenting your ideas: the NABC model
Needs Approach Benefits Competition
What does management want?• cost-efficiency• increased reach locally, nationallyor even internationally• ”intangible” benefits such as improvedstatus and ranking• no hassle with staff or students.
Management & admin.
Presenting your ideas: the NABC model
Needs Approach Benefits Competition
Master’s students in project management and digital media• Case work in groups of 3-4 for 8 weeks (40 students, 100 hours each)• Report for a pilot project for podcasts in all modules of a part-time Master’s programme in Interaction Design and MM (business case and Project Initiation Document, PID for pilot)• Inputs: recorded interviews with key stakeholders, background documents for ITU and elsewhere on podcasts.
Presenting your ideas: the NABC model
Needs Approach Benefits Competition
Students• Get to work with authentic case.• Can apply theory, methods and tools to something they have tried themselves
Presenting your ideas: the NABC model
Needs Approach Benefits Competition
Lecturers• ”The wisdom of crowds” - 10 groups in 2 semesters come up with a wider range of validated solutions than the academic staff had done in three years• Ethical – the students were told of the rules of the activity before they began and gave their consent.
Presenting your ideas: the NABC model
Needs Approach Benefits Competition
Competing solutions include• The Lone Ranger: a lot of time, little or no support, no guarantee of support from students, staff or management• Applying for internal project at ITU: possible but the inputs are not as good as getting 80+ people to work 100 hours each on possible solutions
Approaches
• Not enough to focus on teachers and learners (other stakeholders can promote or impede change)
• Expectation management is just a tool that can be applied to change management.
• Both can be used together with other analytical tools to get your ideas across in e-learning projects.
3. Possible approaches to e-learningWhat are your own conclusions about how e-learning is being introduced in your organisation? Lone Ranger or some collective approach
What points from this section are worth making a note of for future reference?
IT University of Copenhagen
IT University of Copenhagen
1. What is e-learning?2. What’s in it for me?
student teacher institution
3. What approaches to introducing e-learning make sense?
4. The results of the podcast analysis
4. Lessons learned
Additional inputs
Future Work
4. Lessons Learned
• Start with a basic tool that everyone can use to get hands-on experience among all lecturers.
• Produce professional training resources to assure that everyone gets off to a good start.
• Evaluate the results after a semester and put in place alternatives for the 20% who have special needs (editing podcasts, need for video)
• Review and inform all stakeholders of progress.
4. Lessons learned– Useful or ”Pie in the Sky”
What are your own conclusions about the use of such an approach at your organisation (either a course you hold yourself or students coming in from outside to analyse what is going on)
What points from this section are worth making a note of for future reference?