Who killed e-learning?

1
Who killed e-learning?

• Prof Johannes Cronje
• http//hagar.up.ac.za/catts/abchome.html
• 27 82 558 5311

2
Who killed Cock Robin? "I," said the Sparrow,
"With my bow and arrow, I killed Cock Robin."

• Romizowski identifies 4 approaches to studying
  success or failure of technological innovation in
  education and training
• E (Technological)
• Learning
• Management
• Needs

3
Who saw him die? "I," said the Fly, "With my
little eye, I saw him die."
During 1998 2002 During 2000 -2003
Harcourt Higher Education was launched as a college in 2000 and confidently predicted 50,000 to 100,000 enrolments within five years. Harcourt closed down after enrolling 32 students in 2001
UNext created Cardean University with Columbia, London School of Economics, Carnegie Mellon, Stanford and Chicago Universities. Cardean laid off over half of its work force due to restructuring
Temple University formed Virtual Temple The Temple University closed Virtual Temple. Source Cardinali, 2004, cited by Le Roux, 2006
4
Who saw him die? "I," said the Fly, "With my
little eye, I saw him die."

• In 2000 Higher Education Funding Council for
  England, launched UK e-Universities Worldwide
  (UKeU) - government budget of over 60M.
• It was forecast that 75,000 students would be
  enrolled by 2005 in UKeU alone.
• By November 2003 UkeU had spent some 50M but
  signed up a mere 900 students.
• In Spring 2004, amid great embarrassment, UKeU
  was wound up. In a fire-sale, not a single
  serious bid was received for the VLE engine. (Le
  Roux, 2006)

5
Who caught his blood? "I," said the Fish,
"With my little dish, I caught his blood."

• E - Over-emphasis of technology as life blood
  of e-learning (Clark 2002)
• Design the E-Learning Product. LMS platform
  Content Delivery System (CDS) content as HTML,
  Multimedia simulation
• Build the infrastructure integrate with in-house
  technical people.
• Create comprehensive student support
• Sell it!!!

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Problems with overemphasis of E

• Concentrate on Tech not my problem
• Lack of integration and coherence

7
Who'll make the shroud? "I," said the Beetle,
"With my thread and needle, I'll make the
shroud."

• Khans (1997) framework for e-learning

8
Who'll dig his grave? "I," said the Owl, "With
my pick and shovel, I'll dig his grave."

• Learning (Greenagel, 2002)
• Presentation models push technology ppt and
  pdf
• Too much text
• Granular puerile CBT
• Flawed ROI models. Keeping costs low leads to
  poor programmes and low retention rate
• SCORM
• Lack of individualisation

9
Who'll be the parson? "I," said the Rook,
"With my little book, I'll be the parson."

• Management
• Lack of ongoing support
• No clear e-learning strategy that integrates
  learning and business needs
• No maintenance of commitment
• No formative evaluation
• Focus on project deliverables and technology
  rather than people growth

10
Who'll be the clerk? "I," said the Lark, "If
it's not in the dark, I'll be the clerk."

• Needs (McGraw, 2001)
• Business-based approaches
• Business strategy and architecture
• Delivery, presentation and management
• Learning strategies (Content presentation)
• Learner identities, needs and issues

11
Who'll carry the link? "I," said the Linnet,
"I'll fetch it in a minute, I'll carry the link."

• INTERNET madness
• New training technology has not delivered the
  goods in the past. Audio cassettes never had a
  great market. Video-based training did not set
  the world on fire. And programmed instruction
  became the pet rock of the training world.In the
  New Economy, todays jewels become tomorrows
  jetsam. But e-learning can endure. The Internet
  makes the difference. (Broadbent, 2001)

12
Who'll be chief mourner? "I," said the Dove,
"I mourn for my love, I'll be chief mourner."

• NOBODY

13
Who'll carry the coffin? "I," said the Kite,
"If it's not through the night, I'll carry the
coffin."

• Vastly increased teacher workload, and very
  little increased learner workload
• Strong competition for easy options
• the death of open education is here. It does not
  matter whether you are close by or on the other
  side of the world. Your competitors are
  cherry-picking easy-to-deliver, high-demand and
  lower-cost courses (Zastrocky, 2000).

14
Who'll bear the pall? "We," said the Wren, "Both
the cock and the hen, we'll bear the pall."

• ADDIE
• Analysis
• Design
• Development
• Implementation
• Evaluation

• Balanced Scorecard
• Financial
• Business processes
• Learning growth
• Customer

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The training cycle
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The balanced scorecard
Financial
Vision and strategy
Internal perspectives
Customer
Learning and growth
17
Who'll sing a psalm? "I," said the Thrush, "As
she sat on a bush, I'll sing a psalm.
- The learning
scorecard
Financial (ROI)
Evaluation
Analysis
Vision and strategy
Internal perspectives
Customer
Development and Implementation
Design
Learning and growth
18
Who'll toll the bell? "I," said the bull,
"Because I can pull, I'll toll the bell."

• a systematic design approach/model led to more
  effective and consistent courses and programs
  (Kessels, 1997)
• ensure that all who are involved in the project
  are appropriately oriented, trained, motivated,
  and managed to ensure full cooperation at all
  times
• A successful project is just 20 technique and
  80 tactics. (Romizowski, 2004)

19
All the birds of the air fell a-sighing and
a-sobbing, When they heard the bell toll for poor
Cock Robin.

• Moores law

20
References

• Broadbent, B. (2001). How to fail at e-learning.
  E-learning magazine http//www.e-learninghub.com/
  articles/ How_to_fail_elearning.html
• Cardinali, F. (2004) Publishing for Mass
  Individualization Research Oxymoron or Market
  Reality? Emerging Trends, Models and Case
  Studies. Conference paper at the European
  Association of Distance Teaching Universities in
  Heerlen, The Netherlands, 21 23 October 2004.
• Clarke, D. J. (2002). E-learning Big bang or
  steady evolution? Learning Technologies
  http//www.logilent.com/company/ bigbang.pdf
• Greenagel, F. L. (2002). The illusion of
  e-learning Why we are missing out on the promise
  of technology. Phoenix League for Innovation in
  the Community College, white papers
  http//www.league.org/publication/whitepapers/
  0802.html
• Kessels, J., Plomp, T. (1997). The importance
  of relational aspects in the systems approach. In
  C. Dills A. J. Romiszowski (Eds.),
  Instructional development paradigms. Englewood
  Cliffs Educational Technology Publications.
• Le Roux, I. (2006) E-Learning Thwarted or
  Adopted Innovation? Lecture presented to the MUTI
  society, University of Pretoria, 21 July
• Khan, B. H. (Ed.). (1997). Web-based instruction.
  Englewood Cliffs Educational Technology
  Publications.
• McGraw, K. L. (2001). E-learning strategy equals
  infrastructure. Learning Circuits, ASTD
  http//www. learningcircuits.org/2001/jun2001/mcgr
  aw.html
• Romizovski, A. (2004). Hows the E-learning Baby?
  Factors Leading to Success or Failure of an
  Educational Technology InnovationEducational
  Technology, 44(1) 5-27
• Zastrocky, M. (2000). Address to the UCISA 2000
  Conference, Glasgow, UK.