E-learning analysis and design framework

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

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E-learning analysis and design framework

For the Institute for Community Participation, Bethlehem University

through

Maastricht School of Management

by Eric Kluijfhout

Outline

• Recap of analysis and design framework

• Framework dimensions detailed

• E-learning movers

• E-learning inhibitors

• E-learning prerequisites

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

MacroNational

environment

MezzoInstitutional

environment

MicroLearning

environment

Pedagogical 1 4 7

Technological 2 5 8

Organizational 3 6 9

Analysis and design framework

Level

Dimension

National environment

Institutional

environment

Learning environment

Pedagogical 1 4 7

Technological 2 5 8

Organizational 3 6 9

National pedagogical dimension

• National educational system– Role of education– Curriculum and accreditation system– Role of e-learning in the system, e-learning policy

• Status of learning and knowledge– Attitudes towards learning and education– Attitudes towards distance- and e-learning

• Pedagogical tradition and teaching practices– In general– In distance learning and e-learning

Analysis and design framework

Level

Dimension

National environment

Institutional

environment

Learning environment

Pedagogical 1 4 7

Technological 2 5 8

Organizational 3 6 9

National technological dimension

• National telecommunications network infrastructure– Coverage and capacity– Accessibility and reliability– Costs

• Technology support infrastructure– Quality, quantity and costs of ICT products and

services– Availability of e-learning products and services

Analysis and design framework

Level

Dimension

National environment

Institutional

environment

Learning environment

Pedagogical 1 4 7

Technological 2 5 8

Organizational 3 6 9

National organisational dimension

• Education sector– Size, structure, capacity– Funding– Professionalism

• National e-learning environment– National e-learning policy– National e-learning support structure

• Technology-orientation– Level of technology-penetration– General attitudes towards technology– Attitudes specific towards e-learning

National SWOT analysis

• Strengths:

• Weaknesses:

• Opportunities;

• Threats:

Analysis and design framework

Level

Dimension

National environment

Institutional

environment

Learning environment

Pedagogical 1 4 7

Technological 2 5 8

Organizational 3 6 9

Institutional pedagogical dimension

• Curriculum– Level, depth and scope– Orientation: general/vocational/professional

• Teaching culture and practices– Pedagogical approach in general– Pedagogical vision on e-learning

• Student population characteristics– Study-styles– Self-discipline

Analysis and design framework

Level

Dimension

National environment

Institutional

environment

Learning environment

Pedagogical 1 4 7

Technological 2 5 8

Organizational 3 6 9

Institutional technological dimension

• Hardware and software:– PC’s (quantity, quality)– E-learning software

• Connectivity:– Internet, Extranet, Intranet– Capacity, reliability– Continuous or dial-in

• Accessibility to:– ICT facilities– E-learning resource materials– E-learning support services

Analysis and design framework

Level

Dimension

National environment

Institutional

environment

Learning environment

Pedagogical 1 4 7

Technological 2 5 8

Organizational 3 6 9

Institutional organisational dimension

• Institutional e-learning strategy/policy:– Pedagogical, technological and organizational grounding– Capacity building for management, teachers, support staff and

students– Funding

• Organizational e-learning support structure– Pedagogical support– Technological support

• Student population characteristics– Socio-economic background– Familiarity with, and access to ICT

• Staff characteristics

BU institutional SWOT analysis

• Strengths:

• Weaknesses:

• Opportunities;

• Threats:

Analysis and design framework

Level

Dimension

National environment

Institutional

environment

Learning environment

Pedagogical 1 4 7

Technological 2 5 8

Organizational 3 6 9

Learning environment pedagogical dimension

• Suitability of e-learning modus to:– Learning goals

– Pedagogical approach

• Applied e-learning modus: – Substitution/innovation/transformation

– Extended classroom/blended learning/distributed learning

• Quality of e-learning facilities: – E-learning resources

– E-learning services

Analysis and design framework

Level

Dimension

National environment

Institutional

Environment

Learning environment

Pedagogical 1 4 7

Technological 2 5 8

Organizational 3 6 9

Learning environment technological dimension

• Access:– PCs– E-learning software

• Connectivity:– On-line or dial-in– Capacity– Reliability– Costs

• Support services/help desk

Analysis and design framework

Level

Dimension

National environment

Institutional

environment

Learning environment

Pedagogical 1 4 7

Technological 2 5 8

Organizational 3 6 9

Learning environment organisational dimension

• Individual student characteristics– General knowledge, skills, attitudes, learning style– General demographical, economical, ………..

characteristics– E-learning specific knowledge, skills, attitudes

• Individual teacher characteristics– Teaching style– E-learning tutoring skills and attitudes

Micro SWOT analysis

• Strengths:

• Weaknesses:

• Opportunities;

• Threats:

Prerequisites at national level• Realistic national e-learning policy• E-learning innovation programmes and funds• Telecommunications infrastructure• Internet services providers• Reliable hardware and software suppliers• ICT training and manpower providers• Distance teaching/e-learning association(s)• Pre- and in-service teacher training programmes in

e-learning• Openness to (technological) innovation• Best practices examples

Prerequisites at institutional level

• Vision and realistic expectations• Enthusiastic individuals and role models• Management support• Flexible organizational structure and practices• Budget• Institutional innovation record• Capable staff in various (new) roles• ………………………………….

Student prerequisites

• Access to computer (content presentation)

• Internet connectivity (communication)

• Basic computer skills

• Openness towards e-learning

• Self-directedness and study discipline

• ……………………………