Information and learning technologies presentation PPT

Information and Learning Technologies

MTCU -LBS e-Channel Stakeholder Engagement Session June 8, 2010

Trends

Opportunities

Challenges

Introduction


• E-Channel is more than delivery of online learning to adults• E-Channel is about meeting the challenges of the work place, life-long learning, and civic participation• E-Channel is about harnessing the opportunities presented by existing 21st century technologies for adult learners and instructors

Introduction


• Integrating 21st technologies into literacy and employment training programs provides opportunities for growth, but also many challenges that can only be met with a comprehensive approach in a consolidated environment• Ontario has been a proactive change agent and National leader in the integration of technology for over two decades

History


• 1988 - CoSy and AlphaCom• 1996/99 – AlphaRoute development, research, piloting• 1998 - Tools for a New Beginning – Online learning for technology enhanced program delivery• 2001/02 - AlphaRoute distance pilot w/ Contact North• 2003/06 - Flexible Learning Pilot – Developing and testing online delivery models• 2007 - E-Channel – Province-wide online and distance learning opportunities• 2010 - Employment Ontario – Integrated service delivery and stakeholder engagement

Here and Now


• Various common trends are evident in the research on online and distance learning for education, the workplace, and civic participation.

Here and Now


• Information and Learning Technologies (including Social Media)

• provide opportunities to existing adult learning systems and learners • present challenges to existing adult learning systems and learners• Addressing both requires managed change to the existing systems and needs to involve a variety of stakeholders from education and employment fields

Opportunities and Challenges


• Infrastructure - always available and accessible resources• Teaching - connected professional development and instruction • Learning - flexible, focused, and personalized training for adults• Assessment - using data to drive continuous improvement• Productivity - planning and managing cost-effective quality systems

Infrastructure


• Comprehensive systems providing all stakeholders with the appropriate resources when and where needed• People, processes, policies, and sustainable models are the backbone of a comprehensive infrastructure

Infrastructure


• Broadband connectivity, server management, software availability, management systems, and administration tools• Learning, training and professional development resources are always available for adult learners and instructors

Teaching


• Practitioners are connected in networks enabled by ILTs for the development of instructional materials and professional development• Learning data assists practitioners to create and assess engaging learning experiences meeting various learner needs

Teaching


• Learner support can be provided in many ways and learners can be assisted in becoming increasingly more self-directed• Instructors need time and resources to become change agents and champions in the increasing integration of technologies

Learning


• Leverage existing 21st century technology to create engaging, relevant, and personalized learning experiences that mirror learners' reality at work, for further learning, and for their communities• Adults need to acquire competencies and expertise such as critical thinking, problem solving, collaboration, and communications in connection with ILTs woven into all content areas

Learning


• Adults need to master the use of ILTs required to pursue further learning opportunities and quickly adapt to technological changes in the workplace

Assessment


• A 21st century model of education requires better ways to measure what matters, diagnose strengths and weaknesses in a program• Assessment powered by technology can result in improvements to learner performance on an ongoing basis• Multiple stakeholders can be involved in the process of designing, conducting, using assessment

Assessment


• Assessment data can be used to drive continuous improvement by making data available to the right people at the right time and in the right form• Support for ILT tools and training to help manage the assessment process, analyze date, and take appropriate action is needed

Productivity


• Leverage existing 21st century technology to provide decision-makers and various stakeholders with an accurate, reliable, and complete view of the performance of the system

• Use technology to plan, manage, monitor, and report to various stakeholders• Use technology to improve productivity and manage costs for service delivery

Productivity


• Rethink basic assumptions about program delivery, e.g. time-based measures of educational attainment, learning organized by disciplines, curriculum-based learning, instructor-student relationships, peer support, etc.

Questions/Discussion


References

Bates, T. 2009. Trends and Developments in e-learning. Sudbury, ON. Contact Northhttp://intranet.contactnorth.ca/en/data/files/download/All%20Staff%20%200910%20FY/2009_September_30_Trends_Developments_eLearning.pdf

Best , L. et al. 2009. Bridging Distance: Promising Practices in Online Learning in the Canadian Literacy Community. Barrie, ON. Community Literacy Ontariohttp://www.nald.ca/gettingonline/goresources/bridgingdistance/bridgingdistance.pdf

Bynner, John, Reder, Steve, Parsons, Samantha, Strawn, Clare. 2008. The Digital Divide: Computer Use, Basic Skills and employment . U.K. London. NRDChttp://www.nrdc.org.uk/publications_details.asp?ID=149


http://intranet.contactnorth.ca/en/data/files/download/All%20Staff%20%200910%20FY/2009_September_30_Trends_Developments_eLearning.pdf

http://intranet.contactnorth.ca/en/data/files/download/All%20Staff%20%200910%20FY/2009_September_30_Trends_Developments_eLearning.pdf

http://www.nald.ca/gettingonline/goresources/bridgingdistance/bridgingdistance.pdf

http://www.nrdc.org.uk/publications_details.asp?ID=149

References

Bynner, John, Reder, Steve, Parsons, Samantha, Strawn, Clare. 2010 The Three Divides: the digital divide and its relation to basic skills and employment in Portland, USA and London, England. U.K. London. NRDChttp://www.nrdc.org.uk/publications_details.asp?ID=164

Fahy, P.J. & Twiss, D. 2010. Adult literacy practitioners’ uses of and experiences with online technologies for professional development. Journal of Applied Research on Learning, 3, Article 2, pp. 1-18.http://www.ccl-cca.ca/pdfs/JARL/Jarl-Vol3Article2.pdf

Folinsbee, S. 2008. Online Learning for Adults: Factors that Contribute to SuccessA Literature Review. Sudbury, ON., College Sector Committee for Adult Upgradinghttp://www.collegeupgradingon.ca/ace/litreview/cover.htm


http://www.nrdc.org.uk/publications_details.asp?ID=164

http://www.ccl-cca.ca/pdfs/JARL/Jarl-Vol3Article2.pdf

http://www.collegeupgradingon.ca/ace/litreview/cover.htm

References

Getting Online Project. 2008. Getting online: A research report on online learning for Canadian literacy practitionerswww.nald.ca/gettingonline

McCain, M. 2009. The Power of Technology to Transform Adult Learning. New York, NY. Council for Advancement of Adult Learning http://www.caalusa.org/POWER_OF_TECH.pdf

Silver-Pacuilla, H. 2008. Investigating the Language and Literacy skills required for independent online learning. Washington, D.C. The National Institute for Literacyhttp://www.nifl.gov/publications/pdf/NIFLOnlineLearningReport.pdf


http://www.nald.ca/gettingonline

http://www.caalusa.org/POWER_OF_TECH.pdf

http://www.nifl.gov/publications/pdf/NIFLOnlineLearningReport.pdf

Information and learning technologies presentation PPT

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