eLearning: A Learning Context in Context Brian Hunt

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e-Learning A Learning Context in ContextBrian
Hunt Toni IvergardCollege of Management
Mahidol University (CMMU)

• Presented at the
• 2nd International Conference on e-Learning for
  Knowledge-based Society
• IMPACT Muang Thong Thani, Bangkok
• Thursday 4th August 2005

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E-Learning benefits are increasingly clear

• For organizations
• e-learning is widely used to develop workers
  knowledge, skills, and competencies
  (Baldwin-Evans, 2004).
• For educators and learners
• extend teaching and learning beyond the confines
  of the classroom (e.g. Sridhar, 2005)
• provide a specific learning curriculum focused on
  precise learning needs (Ivergard and Hunt, 2004)
• To maximize learning
• engage the social factor, reduce learners
  feelings of isolation and solitude (Frankola,
  2001).
• As a development tool
• used by public and private sector organization
  and by hybrid organizations (e.g. corporate
  universities) (Macpherson et al 2005)

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However, there are impediments

• The learning environment
• e.g. lack of support from others in environment
  (at work, at home)
• e.g. learners using spaces not designated as a
  learning space
• Learners
• may lack intrinsic motivation (e.g.
  self-direction, self-discipline)
• Technology
• learners may be unused to the selected
  technology, and thus may be unable to fully
  benefit from it (see, for example, Perreult et
  al, 2002)
• the technology may be less than fit-for-purpose
  and thus not wholly suited to the learners needs
  (see, for example, Hunt et al, 2004).
• Issues from the situational context
• appropriate level of sophistication of the
  learning program for the learner and the
  learners learning purpose
• in the workplace, integration of the learning
  program with the organization
• learning needs guide the selection of the
  learning program(s)
• (see, Homan and Macpherson, 2005)

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Towards simplicity

• Make everything as simple as possible, but not
  simpler.
• (Albert Einstein, 1879-1955)

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Stages of Formalized Education
There is some overlap
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The Roles and Goals of Education (examples)
... to mould the future of the nation, by
moulding the people who will determine the future
of the nation. will provide our children with a
balanced and well-rounded education, develop them
to their full potential, and nurture them into
good citizens, conscious of their
responsibilities to family, society, country.
(MoE, Singapore)
is charged with the responsibility of ensuring
that all Belizeans are given the opportunity to
acquire the knowledge, skills and attitude
required for full and active participation in the
development of the nation and for their own
personal development. in partnership with the
churches and other voluntary agencies aims to
ensure adequate support systems for the
delivery of appropriate and equitable educational
services. (MoE, Belize)
is to provide relevant education to all
Ghanaians at all levels irrespective of gender,
tribe, religious, and political affiliations.
based on the human development goals of the
government's long-term development plan, Vision
2020. (MoE, Ghana)
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Learning for a Purpose (1)
   Education for Learning Society to build a
coherent and comprehensive system of quality
education and training, reflecting shared
universal and national values, which will promote
the integrated development of the person and
empower him/her to participate fully in social
and economic development. PrinciplesIn a world
where market forces and advances in communication
technology are accelerating the trend towards
globalisation and the interpenetration of
cultures, one of the main challenges for young
people is to play their part as dynamic agents of
change while maintaining the equilibrium which
comes from a sense of identity and continuity.
(MoE, Seychelles)
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Learning for a Purpose (2)

• To ensure achievement levels are maintained and
  improved we need an education system which
• has a broad view of quality and relentlessly
  strives to increase the achievement and learning
  of all learners throughout their lives
• recognises the importance of rapid increases in
  new knowledge, new technologies and the ability
  to use and apply that knowledge and technology
• encompasses growing global influences
• better prepares people to keep investing in
  their own learning and personal development in a
  society that will change and become more
  diverse.
• (MoE, New Zealand)

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The Importance of Usability

• Definition
• Usability is the ability to use new and evolving
  technologies for their intended purpose
• includes effectiveness (use of technology for
  task),
• efficiency (time to achieve the task),
• satisfaction (of the user/learner)
• Usability is important
• especially at the initial stages of learning
• to make sense of the technology (for learning),
  the learner needs certain levels of technology
  competence
• and this takes time to learn
• (see Hunt et al, 2004)

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A Model of Usability
Content learning
Focus of learning
Operational learning (usability)
Time
(Source Hunt et al, 2004)
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Types of Learning and e-Learning Potentials
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e-Learning and the Learner in Context

• Learning (societal perspective)
• socialization of the individual as a member of
  society
• delivery of stipulated learning content
• development of individual potential
• equity of life opportunity
• Learning (the individual perspective)
• knowledge, skills, competencies (according to
  life-stage)
• transferable skills (life, work-life, career)
• In todays world, technology-savvy individuals
  can play a stronger role in the society

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e-Learning with the learner in mind

• Importance of
• Flexibility
• individual learning styles (cf usability)
• Purpose for learning
• individual learning needs (e.g. work, study,
  leisure)
• Need for feedback from learners on design (e.g.
  Mirel and Olsen, 1998)
• identify the purpose for learning then design
  the learning technology
• Encourage a dialogue between learner and
  designer
• avoid non-usability (the learner/user has a
  contribution to make)
• Design open-ended flexibility of systems
• can be personalized (allows learners to grow with
  their e-learning)
• Aim for integration
• e.g. search engines and knowledge management
• (e.g. goggle.com googlescholar) for breadth
  depth
• Capture multi-dimensional (sensory) nature of
  learning
• learning is more successful when more than one
  sense is used
• role of VR (virtual reality as an e-learning
  tool)

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Select Bibliography

• Journal articles
• Baldwin-Evans, K. (2004) Employees and
  e-Learning What do end-users think? Industrial
  and Commercial Training, 36, 6/7, 269-275.
• Hunt, B., Burvall, P., and Ivergard, T. (2004)
  Interactive Media for Learning Assuring
  Usability in Terms of a Learning Context,
  Education Training, 46, 67, 361-369.
• Ivergard, T., and Huint, B. (2004) Processes of
  Learning and e-Learning, Paper presented at the
  International Conference on e-Learning for
  Knowledge-based Society, Bangkok, Thailand, 4th
  -5th August 2004.
• Macpherson, A., Homan, G., and Williamson, K.
  (2005) The Implementation and Use of e-Learning
  in the Corporate University, Journal of Workplace
  Learning, 17, 1-2, 33-48.
• Homan, G., and Macpherson, A., (2005) e-Learning
  in the Corporate University, Journal of European
  Industrial Training, 29, 1, 75-91.
• Mirel, B., and Olsen, L. A. (1998) Social and
  Cognitive Effects of Professional Communications
  on Software Usability, Technical Communication
  Quarterly, 7, 2, 197-221.
• Perreault, H., Waldman, L., Alexander, M., and
  Zhao, J. (2002) Overcoming Barriers to Successful
  Delivery of Distance Learning Courses, Journal of
  Education for Business, July-August, 77, 6,
  313-318
• Websites of MoEs Belize, Ghana, The Seychelles,
  Singapore, New Zealand.