Elearning Transformation

1
E-learning Transformation

• Making it happen

2
Transformation Model
High
Innovative
5
Revolutionary stage
Embedded
4
Transitional stage
Transformative
3
Degree of Change with IT
2
Co-ordinated
Evolutionary stage
Localised
1
High
Low
Range of Potential Benefits
3
Embedding ILT
Staff ILT skills
The Student
Content/ materials Infrastructure

4
Skills
.there is a clear need for substantial staff
development built around a shared understanding
of what constitutes good practice and what skills
are needed to bring it about. (Bob
Powell, Steve Davies BECTa Nov 2002)
5
Skills

• Estimated only one in three staff competent in
  using ILT in teaching and learning
• Uncertainty about what constitutes good practice
  and effective pedagogy in e-learning
  (source State of ILT in FE Nov 2001)
• Teacher trainers need support
• Timely training for teachers based around hub
  skills

6
Skills
50 value - I have used/ done this occasionally
but need further practice/ training to be
confident (source LLP 6 college skills survey
2004)
7
Some Conclusions

• 87 VLE access 51 competency
• MS Office access 90 competency in Word 56
• PPT - adding features such as clipart (47)
  video/audio (48) hyperlinks (54) within
  presentations
• Internet (94 access), only 48 felt competent to
  use Internet search engines
• Access to whiteboards 6
• Only 61 of respondents felt able to extend
  their students learning in a subject through the
  use of ICT

8
Skills

• Measuring levels of confidence
• Defining essential ICT skills
• Applying ILT appropriately
• Curriculum review and design

9
Applying skills for impact

• We use student evaluations to identify where ILT
  adds value to teaching and learning
• 1132 students have evaluated 132 ILT projects
  across 14 Lancashire Colleges
• Results have shown that 8 features of ILT
  regularly attract a high score

10
8 added value factors for ILT

• The use of images, animation, video and sound to
  stimulate the senses
• Increasing spontaneity and relevance
• A diversity of sensory inputs to maintain
  attention and recognise different learning styles
• Making the lesson more memorable

11
8 added value factors for ILT

• Letting them see ideas more easily, and in their
  own time frame
• Providing an alternative explanation to that
  provided by the teacher
• Offering numerous examples to help understand the
  theory
• Feeling better organised

12
Curriculum Review
Hot Spots in student performance
Link with 8 Added Value
Q type project
Skills
Materials
Structure
Curriculum review and design
13
Content/ materials

• Can we ever have enough?
• The Internet is the biggest rival to any of our e
  repositories
• Teachers will always cut and paste

14
Content/ materials

• Ultimately, teachers and students need to be
  creators of their own resources

15
Infrastructure

• Technical platforms
• The role of IT services
• Learning methods

16
Technical platforms

• 99 of colleges routinely use their LAN for
  e-mail and internet access (Source the state of
  ILT in FE Colleges Nov 2001)
• How does the LAN support curriculum delivery?
• How well do teachers understand the strengths and
  constraints of their technical platform?

17
IT services

• To what extent are IT managers involved in
  curriculum review and design?
• How helpdesk/ technical support empowers teachers
  to teach with ILT
• Curriculum savvy technicians

18
Learning methods

• Technology without a model of learning is
  nakedly apparent
• VLEs minus instructional design DIY repository
• Interactive elements of computer applications
  PowerPoint as a website, Word as an
  instructional tool

19
Thanks for listening smith.sr_at_runshaw.ac.uk