Models of elearning for professional CPD

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Models of e-learning for professional CPD

• Dr Ian Chowcat
• South Yorkshire e-Learning Project
• (www.e-sy.info)

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Why a model?

• Range of reasons for theory and research
• for evaluation
• Practice to train, develop, orientate
  facilitators/tutors/learners.
• and for these to use to evaluate their own
  practice

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Types of model

• Pedagogical learning design
• Role-based
• Process-based

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Role-based model

• E.g.
• administrator, subject-matter expert, coach and
  assessor (various)
•  pedagogical, social, managerial, technical
  (Berge)

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Process-based model Gilly Salmon

• The 5 stage model
• 1 Access and motivation
• 2 Online socialisation
• 3 - Information exchange
• 4 Knowledge construction
• 5 Development

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Whats good about the Salmon model..

• Grounded model
• Relates to existing practice
• Reflects constructivist pedagogy
• Clear progression to structure the experience
• A navigation tool for facilitators

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and whats not so good.

• Assumes a course structure
• Ignores rhythms of participation
• Isolates e-learning from other learning
• Underlying model of classroom learning
• Its not really a model of e-learning at all

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Towards a better model.

• Poses question of what is distinctive about
  e-learning
• Might vary in different contexts learners, type
  of learning, institutional or informal
• Rethink cliches eg anytime anyplace anywhere
  which can turn people off
• Embed e-learning in wider context of learning,
  including professional context of informal
  learning
• Think ongoing tool for learners rather than
  formal course

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Possible model for e-learning for professional
CPD..

• Variety of learning methods e-learning extends
  the blend
• Value of short informal exchanges learning in
  corridors as well as classrooms and communities
  (e-learning is a very big corridor)
• Learners need to feel comfortable and familiar
  (not necessarily fostered socialisation) at all
  stages not just initially
• A circular model not roles or linear stages