E-Learning: Quality means effective learner control

1. Staffordshire UniversityMay 2007 E-Learning: Quality means effective learner control John Stephenson Emeritus Professor, Middlesex University, London, UK Most of these slides are available on the internet at: http://www.johnstephenson.net/staffs.ppt/

2. Some Dimensions of Quality • Macro - Micro? • Purpose • Design • Efficiency • Relevance to users • Return on investment • Stakeholders • Pedagogy • Marshall MacLuhan…..? What about quality as relevance to learners’ development?

3. Ongoing powerful forces for change, includingWEB 2-0Convergence

4. WEB 2.0? Bottom up Democratic Participative Massively growing Communities of interest Dominated by younger contributors Diversity, responsive, culture. QUALITY?

5. Plus the blog and podcast Podcast Material via iPods etc - learning materials and resources - direct, bespoke Blog • Online diary, increasingly used in HE • reflections on own learning and experience • initiating discussion around propositions • organic learner led communities of interest • public, shared (eg with tutor) totally private

6. Is ‘Web 2-0’ a relevant resource? Plethora, un-authenticated, unfiltered - but widely used, culture of participation Raises issues of Quality Relevance Control

7. TECHNICALCONVERGENCE!! Sony PlayStation Portable Games PlusWiFi, web, built-in material, streaming pods,1 to 1, 1 / groups live videoWeb 2.0 into the classroom Affordable, portable, ‘street cred’ Ownership

8. Exams in UK ‘will be overhauled in a bid to eradicate pupils cheating by using the Internet…’ The Observer, 20 - 8 - 06 Stop Press • If you cannot beat them, help them. • Internet use is a fact of life so learn to do it well • Focus on intelligent use of the internet • Judging provenance and relevance • Proper citations; Critiques of source materials • Develop independent engagement with materials • Assess the process - not just the outcome Tutorial support

9. The Internet has transformed our lives…. Travel Music News Business Work…. Traditional intermediaries are changing roles, even disappearing - clients are more in control Why not in education? The end ofthe “pre-planned course”?

10. Other dimensions of quality Relevance tolonger termneeds

11. Lord Dearing’s Report on Higher Education On leaving HE, all students should have developed the practice of taking responsibility for their own learning

12. ‘Henry! Our party’s total chaos. No one knows when to eat, where to stand, what to ..... Oh Thank God, here comes a border collie Acknowledgements to Larson

13. Collusion with Dependence

14. If these sheep were capable they would have three extra attributes: • ability to learn for themselves, and quickly suss out the new environment ; • belief in theirpersonal power to perform in new situations (they would have the confidence, having spotted the pasture discretely left by the host, to do something about it) and • powers of judgement (they might even question whether it was appropriate for sheep to be at the party and simply leave).

15. Unfamiliar context Familiar problems Unfamiliar problems Familiar context Capability and competence A way of looking at the world of actions

16. Unfamiliar context Familiar problems Unfamiliar problems Familiar context Capability and competence Position Y Competence: Reliable delivery; Performance standards; Error elimination; Technical expertise; Established procedures; TRAINING Y

17. Unfamiliar context Familiar problems Unfamiliar problems Familiar context Capability and competence Position Z Exposure, Autonomy, Networks peers Problem formulation, Courage, risk, Imagination, intuition, creativity; Responsibility LEARNING Z

18. Research on e-learning: key words • ownership • responsibility • flexible • personalised • self-managed • help when needed • recognition

19. Challenges for Education Pedagogical coherence

20. Researcher Teacher Designer Manager Learning model Technician Supplier Learner Communication via a common understanding Key Actors inE-learning

21. UfI/learndirect’s pledges to learners • Offer the time, place, pace and stylethat responds to your needs • Clear information to enable personal choices and control • Materials relevant to your interests that actively involve you • Help to monitor your own progress and record your achievements • To give you easy access to the specialist support you need • To put you in touch with other people studying the same topics • To help you relate your learning to your longer term ambitions

22. Constructivist PedagogyJargon PostIndustrial “Let’s KISS!” LearnerCentred Instructivist Authentic Keep it so simple Industrial Experiential Situated Problem-Based Learning styles TeacherCentred TacitLearning Communitiesof practice LearningCycles

23. Teacher Specified tasks NW NE Learner managed process Teacher Controlled Process SW SE Open ended, strategic learner directed Online Pedagogy Grid Gives learners control over style, location, pace, duration, sequencebut not task Presents traditional training and teaching by innovative means System liberates and supports learners to decide and control own direction and process Process predetermined - learners explore content and direction. Coomey,M Stephenson,J 2001, It’s all about Dialogue, Involvement, Support and Control, in Teaching and Learning Online, Stephenson, J, Kogan Page London

24. Online Pedagogy Grid Teacher Specified tasks • Learner managed learning environment; • Customised intuitive tools • Wikis podcasts and blogs • Google and other open sources • online mentoring. NW NE Learner managed process Teacher Controlled Process SW SE Open ended, strategic learner directed

25. Teacher Specified tasks NW NE Learner managed process Teacher Controlled Process SW SE Open ended, strategic learner directed Online Pedagogy Grid Vast majority of cases in research literature were in NW, some in NE and SW, few in SE The SE quadrant is where e-learning in work/life can be most effective (Coomey,M. & Stephenson,J. 2001)

26. The UfI/Learndirect Learning Through Work Degree Programme See at http://www.learndirect-ltw.co.uk/

27. The UfI/Learndirect Learning Through Work Degree Programme (LtW) An opportunity for individuals and work-based groups to get university qualifications without leaving the workplace. Customised programmes built on existing skills and knowledge and focused on work-related learning. A partnership between work and university negotiated by individuals See at http://www.learndirect-ltw.co.uk/

28. Learning Through Work Degree Programme Individualised, developed by learners themselves Work provides projects and opportunities for learning; Internet LtW platform provides materials to support the learning process; The WEB provides specialist materials, networks etc; University provides online tutor, quality assurance, final award See at http://www.learndirect-ltw.co.uk/

29. Structure of Learning Through Work Programme ExplorationOnline tasters, is it for me, what’s involved DesignExamples, level statements, procedures, ideas, expert advice, content areas, activities Negotiation Registration of personalised programme with a university ImplementationPursue registered programme with university support Demonstration Show achievements against agreed criteria to gain award 2,700 successful negotiations, 650 completions

30. Awards and qualifications - help with levels, assessment Activities- ongoing- recent Personal log- goals- achievements- credit bank- private - reflections Pooled experience - knowledge bank, specialist help Networking - peers, employer, wider specialistcommunity Resource library- RSS assembled in response to stated / inferred interests Plans- strategic,- immediate, progresspriorities The future - user managed portals? John’s Control centre

31. Learner Managed University Awards Imagine a course where the University does NOT provide the content The student ENGAGES with resources, issues, problems, opportunities from the Web, in society, at the work-place, libraries and life.

32. Roles of participants in Learner Managed university awards LearnersArticulate plans, Justify proposals Negotiate approval Demonstrate achievement Teachers Help learners in the above Support, feedback Advise on sources, progress Universities Clarify level criteria for qualifications Quality assurance

33. Tutoring online for Learner Managed Programmes Based on analyses of student / tutor online exchanges,students raised issues related to:-: Control seeking, asserting, taking, assuming Relevance of activity to course, self, aspirations Affirmation am I doing the right thing Reassurance am I good enough to do this University culture is this what is expected, level? Clarification possibilities, plans, constraints

34. Tutoring online for Learner Managed Programmes Based on analyses of student / tutor online exchanges,tutors are helpful when their responses are:- Empowering yes, it really is up to you Enabling this will help you Reassuring yes, you can do it Facilitating I’ll see what I can do for you Extending have you thought of taking it further Confirming you are on the right track Explaining procedures, levels, requirements

35. Financial arguments usually prevail! Content is cheap and widely available. Feedback and guidance are essential. Academic support is expensive. So…… Use the most expensive resource on the most valuable service

36. Staffordshire UniversityMay 2007 E-Learning: Quality means effective learner control John Stephenson Emeritus Professor, Middlesex University, London, UK Most of these slides are available on the internet at: http://www.johnstephenson.net/staffs.ppt/