GEES workshop on Elearning

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GEESworkshop onE-learning

• Brian Whalley
• QUB
• for
• Liverpool University
• Liverpool Hope UC
• JMU
• Chester College

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What is e-learning?

• Ideas, views, pedagogy and educational issues
• When some people look at a room full of desks
  facing a central podium, they see a dinosaur.'
• J.R. Young, 1997

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What they're saying

• HEFCE strategy for e-learning (March 2005)
• This document sets out HEFCE's strategy and
  implementation plan for supporting e learning in
  higher education institution
• We are committed to working with partners to
  fully embed e-learning in a sustainable way
  within the next 10 years.
• 'Effective Practice with e-learning' JISC - HEFCE
  2004.
• 'It has the potential to transform the way we
  teach and learn across the board'
• 'E-learning in the twenty-first century'.
  Garrison and Anderson 2003
• 'E-learning will inevitably transform all forms
  of education and learning in the twenty-first
  century.'

The (next) BIG THING?
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What is (or might be) E-Learning?
BCD
HTML
XML
ASCII
Norman - affordances
TV
Kolb Schön Cowan
Networks
Alignment.
ALN, SCORM, RLOs, VLE ........
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Aimsgetting started

• To encourage you to consider the opportunities
  for employing e-learning within your teaching.
• To help identify where and how it would be most
  appropriate to employ e-learning within your
  teaching.
• To suggest some ways you could employ e-learning
  (in the widest sense)
• Lecture etc formats, fieldwork, labs and
  practicals, accessibility, communication, student
  reflection

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Objectives

• Define what is meant by e-learning.
• Explain the pros and cons of e-learning from a
  learner and a tutor perspective.
• Identify which elements of teaching practice
  could be converted to e-learning and to assess
  the feasibility of doing so.
• Identify which elements of the department's
  teaching might benefit
• Identify ways of supporting moves to e-learning
  (individually departmentally, institutionally)
• Identify possible problems and bottlenecks in the
  process as well as ways of over-coming them.

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We'll cover (although not necessarily in this
order)

• Some pedagogic issues involved
• Models of e-learning
• Examples of e-learning, from micro to macro level
• Issues and implications of e-learning for
  learners and tutors
• Demonstration of value to students
• Converting face to face teaching practice to
  e-learning
• Technical matters
• Problems
• Some practical help

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OutcomesI hope you'll have seen

• what e-learning is in the widest context
• what it might do for you
• what it might do for your students
• what it might do for your departments
• and
• Reflected on your own teaching

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Task 1 (5 minutes)

• What do you think are your students main
  strengths and weaknesses?
• What are the 3 things or aspects that you think
  you could do which would help your students most?
  
• What are the main constraints that prevent you
  doing this?

List them on a page of paper and refer back to
them - to see what we cover. We'll have a quick
look at them now.
Put them on PostIts, one for each of the three
items how do you transfer and share this
information to others in the the group - without
talking!
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One definition of e-learning

• 'the use of digital technologies to support and
  deliver some or all of the teaching and learning
  for a particular unit of study' (Michael
  Galagher - Australian Dept of Education, 2001)
• '..exploits interactive technologies and
  communications systems to improve the learning
  experience

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Ways and possible means

• Includes
• Distance learning models
• Computer Mediated Communication (video/audio
  links etc)
• Web technologies
• Mode A - web supplemented
• Mode B - web dependent
• Mode C - Fully online (distance)
• We'll look at some of the ways and means of
  implementation later.

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Why e-learning?

• Or, more to the point
• How and why is e-learning different from anyy
  other form of learning

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Of course

• It isn't
• Learning is still as difficult as ever it was!
• E-teaching?
• That's as difficult too!

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The e-University(Taylor in 'Keeping up with our
Neighbours')

• The correspondence model - print based
• The Multi-Media model print audio and video
  technologies
• Telelearning model (can be synchronous,
  interactive)
• Flexible learning model access and delivery via
  the WWW/Internet
• The intelligent Flexible Learning Model - further
  exploitation of new technologies

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Dianne Laurillard

• In the original, 93, edition, of
• Rethinking University Teaching a framework for
  the effective use of educational technology
• there is no mention of e-anything in the index!
• But there is a basic rationale for the utilisation

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Consider this (admittedly from the US)

• The education sector is highly fragmented, is
  inefficient, guided by limited professional
  management, and is characterized by a relatively
  low use of technology.
• Portrayed on this canvas of higher education
  against a swirling backdrop of blurred
  technological change, embossed by the heavy brush
  strokes of competitive pressure is
• a pale, harried-looking, and curiously crumbly
  figure - the university faculty member.
• (D.L. Passmore ALN magazine 2000)

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So, my subtext is to (try to) help

• Uncrumblify
• Brighten and
• Relax (or, at least make less tense)
• The faculty ie you,
• In the context of technology and your teaching

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More significantly

• I would like to help you (individuals/department/
  teaching teams)
• Improve your teaching
• Make it (perhaps) more efficient
• But, above all, make it more
• STUDENT-CENTRED

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Second task (5 minutes)

• In pairs, list five aspects of university life
  that would make things (in general) more
  student-centred (school, individually, university
  etc)
• Put these in a priority order.
• We'll then compare these lists and explore them
  for another 5 minutes or so.

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A couple of views for scene setting

• We already have distance learning in most
  university science courses it's called the
  lecture.
• (Kennedy, D. 2001)
• We know very little about the distribution of
  student effort and higher education teachers also
  tend to know little about what their students do
  with their time and when.
• (Gibbs, G, 2003)

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Attitudes

• 'Attitudes, not policies, are stifling innovation
  in educational uses of technology' (Oxford, April
  8th)
• Why do many teachers and lecturers feel reluctant
  to use IT in their courses?
• Is it just an aversion to trying out new things
• are they afraid of technology
• do they have justifiable reasons based on their
  teachingpractices?

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Learning(after Beetham 2002)

• Student centred
• Constructivism
• Activity based
• Communities of practice

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A first go at a 'model'
How might you modify this to bring
e-communication into play?
Assessment
Student Alone
Tutor input
feedback
Fieldwork
Reading
Tutorial
Labs
WWW
Student
Dissertation
Lectures
Essays
Projects
Problem How do we make (empower) students to
become more independent (and life-long) learners?
When there is so much tutor input? - 'leading'
but not 'allowing'
Could e-learning help?
Do we spoon-feed too much?
Ac1
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Five conceptions of learning (Saljo 1982)

• as passive receipt of information
• as active memorisation of information
• as active memorisation of information or
  procedures, to be used at some time in the future
• as understanding
• as a change in personal reality seeing the world
  differently.

Again, are there ways in which e-communication
could help?
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Task 3

• As part of a curriculum review
• 10 minutes to prepare a syllabus!

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Switching to IT in education
Given the changes in society and new approaches
to learning, what can new technology offer the
hard-pressed teacher? (Sisko Mallinen 2001) A
good idea is to start small. Teachers can take a
look at their courses to see of there is any part
which needs adjusting anything that might
benefit from a new approach. (Sisko Mallinen 2001)
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Another go at a definition of 'e-learning'anythin
g that can replace or supplement

• Lecture attendance (audio response)
• Note taking (written reinforcement)
• Field trips and other active agents
• Reproduction of images (diagrams, maps etc)
• Internet access
• Video and Audio, TV, access
• and better not forget
• Libraries (PoP and e-journals)
• and
• Student-student-tutor access

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Some things students don't, and do

• Have jobs
• Skip lectures
• Don't read enough
• Haven't had good prior training
• Poor at groupwork
• Anything but concentrate!

• Use e-mail
• Use SMS texting
• Chat amongst peers
• Play computer games
• Surf

Do you agree with my analysis? Any more?
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How can we (individually, collectively)

• Improve student feedback (to - from)
• Provide better access to students for
• Libraries, web-based materials
• E-Mail, Video/audio conferencing
• Enhance their experiences (virtual reality)
• Make vicarious experience more meaningful (games,
  TV documentaries)
• Does teamwork help at all?

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E-communication

• Incorporates
• E-learning
• E-moderation and CMC
• E-tivities
• It may be used to replace human f2f (e- distance
  learning)
• It can incorporate any other means of 'teaching'
  we care to think of!

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Is there a problem?

• In expressing the comparisons between the
  traditional and online teaching situations
• Management and organisation of learning through
  discussions
• Controlled and effective teaching and learning
  environment resulting in
• General expressions of benefits of learning
• General expressions of understanding and
  satisfaction
• General feeling that teaching is effective

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A few to start with!

• Lack of time
• Lack of ICT experience
• Thus, lack of confidence
• No (obvious) rewards
• Or
• A feeling that old methods are 'tried and tested'
  and that we don't have to make any changes.
  (Could this be a harking back to the top of this
  list as a justification?)
• Or
• Do students still want (feel safe with?) the
  'sage on the stage'?

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Some drivers

• Institutional (costs, efficiency, E-Univ)
• Students (expectations)
• Students (make it easier to study)
• Students (make learning more effective)
• Rewards (promotion?)
• Or
• Can we actually improve learning experiences for
  students?

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Of course

• It isn't
• Learning is still as difficult as ever it was!
• E-teaching?
• That's as difficult too!

35
Attitudes

• 'Attitudes, not policies, are stifling innovation
  in educational uses of technology' (Oxford, April
  8th)
• Why do many teachers and lecturers feel reluctant
  to use IT in their courses?
• Is it just an aversion to trying out new things
• are they afraid of technology
• do they have justifiable reasons based on their
  teachingpractices?

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Officialdom

• Are the Government and educational institutions
  doing enough to support and promote e-learning?
• do they actually hinder its adoption

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Or, educationally,

• Are things like traditional exam methods to
  blame?
• Or is it the measuresby which teachers are
  externally audited?
• Add your own queries here

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So how to

• Make it easier for you (implicit aims)
• Show you what you can do
• Suggest ways of mutual support
• We'll cover these later
• Meanwhile, consider your feedback in synchronous
  and asynchronous modes.

Ac2
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Synchronous and Asynchronous feedback systems -
paper and electronic equivalents

• Face to face - lectures and tutorials
• Can be replicated on websites (for those who miss
  your pearls of wisdom)
• Paper reports with essays and lab sheets
• E-mail (for each module?) personalised?
• Discussion groups/bulletin boards on VLE (or
  install a departmental one - e.g. PHPBB)
• FAQs - not to be despised, especially for
  practicals

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But one thing does appear to be certain
'the challenge facing teachers is not whether to
give their on-line students responsibility for
their own learning, but how much responsibility
they are going to deny or facilitate, and how
they are going to do it.' Good 2001
'Waiting in the wings to be discovered are the
treatments that lead towards more successful
learning and performance. And perhaps, as some
may have already predicted, the hegemony of
cognition over intent and affect is coming to an
end.' Martinez and Bunderson 2000
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Are there benefits?

• Probably!
• Costs are difficult to estimate
• Time can be consuming
• Assistance is useful
• BUT
• Students do appreciate it
• It does bring one closer to students
• Tendency towards distance learning
• Potential for enhanced deeper learning

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Some e-learning opportunities(specific)

• The full distance learning module/programme
• Material on a website
• Module using a VLE (WebCT)
• Enhanced use of central facilities

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Some general points

• Co-operative learning and Teams (following)
• Discussion forums (following)
• Improving feedback - a general theme
• Leading on to
• Electronic submission of coursework
• Websites
• Assessment in general

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Computer Mediated Communciation

• E-mailing
• Discussion lists
• Full distance learning
• A few examples and ideas

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E-Moderating(Gilly Salmon)

• The five-stage model is primarily for
  e-moderation (OU) but
• The levels of involvement and technical aptitude
  necessary are relevant - for both students and
  tutors as well as organisations
• This probably holds for any ICT system thus
• Is your central teaching facility involved and
  aware?

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Learning and Communication in particular,
on-line. (after Gilly Salmon)
5
Development
Providing links outside
4
Knowledge construction
Learning
Conferencing
3
Information exchange
Searching, personalizing software
(online) socialization
2
Sending and receiving
1
Access and motivation
Setting up, accessing
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Learning and Communicationin particular,
on-line. (after Gilly Salmon)
5
Development
Supporting, responding
4
Knowledge construction
Learning
Facilitating processes
3
Information exchange
amount of interactivity
Facilitating tasks and use of learning materials
(online) socialization
2
Familiarizing, providing bridges between
environments
1
Access and motivation
Welcoming and encouraging
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Collaborative e-learning(after David McConnell)

• Collaborative e-leaning offers new opportunities
  for
• networking learners and tutors
• emphasising social, dialogical learning
• building and developing learning communities
• developing cooperative learning/assessment
  strategies
• emphasising level two learning ie learning to
  learn through reflective, group processes
• relating theory to practice through action
  research
• accessing diverse resources via the Internet / Web

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Characteristics of Collaborative Learners

• learners learn together through
  discussiondebatequestioningproblem
  solvingsupporting
• learners develop their own questions and search
  for their own solutions
• share resources
• share the learning task
• cooperate and reciprocate cooperation
• do not compete
• have full and equal access to academic rewards
  everyone can win
• understand the educational benefits of group work
• understand that they can construct their own
  knowledge
• tolerate multiple perspectives
• enjoy diversity

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Characteristics of Collaborative Tutor

• helps to organise group
• has good group development skills
• consults
• guides
• is resource provider
• is expert questioner
• is designer of learning experiences (not just
  content)
• understands how to deal with asynchronous
  learning/discussion
• reflects on their own practice
• can see the learning potential of / tolerate /
  enjoy chaos at times
• rarely lectures
• has an approachable presence online
• can communicate effectively via text - has
  presence online

Strewth! Do I have the capability and experience
for all that?
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Maintaining activity

• Tutor can maintain activity by
• netweaving - finding patterns and making
  connections
• helping learners learn through discussion and
  social interaction
• real meeting of minds and not just un-associated
  pieces of text
• helping learners transfer existing educational
  metaphors to online learning design
• how you communicate is as important as what
  you communicate eg by personalising what you say
• f2f talk is highly personalised
• online conference text
• the written word is formal

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Communication and groups
Groupwork (Teamwork) is a skill that is much in
demand by employers. It can be aided by
e-communication. This also leads to ideas on
assessment and collaboration on line and,
implicitly, problems of plagiarism and
collusion. A few slides on discussion forums
if we have time.
Skip
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Using Discussion forums(some points from
Greenwood and Lee)

• To encourage more reflective discussion of
  concepts
• To support working together amongst part time and
  full time students
• To provide the students with experience of
  discussion forums
• To enable observation of students working in
  groups and intervene as appropriate

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Some data from Greenwood and Lee about their use
of on-line discussion forums
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Some general results from Greenwood and Lee

• Importance of face to face
• Provides structure and discipline
• Added value is important
• Role of tutor
• Assessment
• Degree of integration
• Technology supported learning does not require
  complexity but does require thought

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A Second go at a 'model' with e-communication
Empowered, independent and life-long learners?
Task 3 Can you suggest ways in which
'e-learning' in any sense would enhance students'
experiences?
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'Blended learning'(is this for you?)

• Traditional forms plus e-learning
• E-learning (not just distance learning)
• E-delivery (lectures) CAL, E-AL
• E-moderation ( E-tivities)
• E-assessment (MCQ ?)
• E-fieldwork (sort of Virtual field trips)
• E-support - E-communication
• E-nhancement E-mpowerment
• Embedded e-learning - sections in a module
• Involved e-learning - aspects used throughout a
  module

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E-nhancement E-mpowermentE-ducation

• Enhancing student learning and empowering their
  learning activities
• The driver is electronic communications
• So, this should apply with
• face to face
• Distance learning
• Access students
• Part time students
• ( degrees by modules)

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E-learning?
Is it really different?
Learning is always 'difficult'
E-ducation
Can be a better experience for both learner and
tutor
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Next, we'll

• Look at some practical aspects
• See how we can enhance current practices
• Look at some problems
• Envisage the advantages
• Look at some consequences.

Part 2