1 internajonale trender innenfor e-læring ingeborg bø norsk forbund for fjernundervisning...

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Internajonale trender innenfor e-læring

Ingeborg BøNorsk Forbund for Fjernundervisning

Nettverksuniversitetet Haugesund 8. Mars 2004

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Presentasjon• Norsk Forbund for

Fjernundervisning• Trender e-læring• Inntrykk fra EDEN-konferanse

4-6.03.04 “Student support”• Konklusjon: State of the art of e-

learning

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Norsk Forbund for Fjernundervisning (NFF)o en landsdekkende

medlemsorganisasjon av institusjoner som driver fjernundervisning - både frittstående og offentlige

o kontakt- og høringsorgan for Utdannings- og forskningsdepartementet

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Hva gjør NFF?

o Faglig pedagogisk nettverko Faglige utvalg: Kvalitet,

normeringo Høringsorgano Lobbyorganisasjono Representasjon i offentlige

utvalgo Konferanser og seminarer o Internasjonale nettverk

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The eLearning hype cycle curve(Kevin Kruse, e-LearningGuru.com)

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Morten Flate Paulsen:”Online Education. Learning Management systems. Global e-learning in a Scandinavian Perspective” NKI-Forlaget 2003

Important current trends• The large-scale mega trend• The systems integration trend• The standardization trend• The market trend• The mobile trend• The broadband and multimedia

trend• The globalization trend

Selection of findings of recent research

about IST in education

• “L-Change” - European Observatory on Information Society Technologies Related Change in Learning Systems - an EU IST Programme (2001 - 2003)

• Research methodology:• desk research• interviews• field research - Delphi survey• sectoral reports produced

(market - innovative practice - scenario design and forecast - policies - strategies)

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L-change Report 2001/20021. Still much to do to build quality2. Confidence growing in still risky

market3. EU dimension of e-learning

market missing4. Education and Training brands

versus eLearning brands5. Growing importance of services

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L-change Report 2001/2002(cont.)

6. Users: both disappointment and enthusiasm

7. Policy coordination encouraged8. E-Learning professionalism

challenge9. Globalisation: from consumption

towards participation10.Intercultural virtual communities

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Quality in e-learning(e-Learning Market survey in Europe; J. Massy et.al., CEDEFOP, 2002)http:www.elearningage.co.uk/docs/qualitysummary.pdf

„61% of all respondents (433) rate overall qualityof e-Learning negatively („fair“ or „poor“)“

lack of technical functionalityand stability

lack of clearly explicit pedagogic design principles appropriate tolearners type, needs, context

mainproblems

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Criteria used to evaluate quality (Massey)

The most important criteria for evaluating quality in eLearning are in order of priority:

• Functions technically without problems across all users

• Has clearly explicit pedagogical design principles appropriate to learner type, needs and context

• Subject content is state of the art and maintained up to date

• Has a high level of interactivity

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Third EDEN Research Workshop 2004

”Supporting the Learner in Distance Education and E-learning”

EDENhttp://www

.eden-online.org/

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Gilli Salmon, OU UK:”Islands in the stream”

Whilst Higher Education has employed a range of strategies to accelerate the introduction of blended and E-learning approaches, very few institutions have, as yet, adopted deep rooted systematic change approaches.”

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Elsebeth Korsgaard Sørensen, University of Aalborg:

”Developing e-learning communities for a democratic world: Building bridges through dialogue and shared knowledge construction”

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Otto Peters: ”Visions of autonomous learning”

Universities will be transformed into institutions of independent learning

7 pedagogical models:1. Working with ten virtual learning spaces2. The self-regulated learning process3. Learning by knowledge management4. Knowledge building communities5. Distributed problem-based learning6. Distributed learning by design7. Learning in virtual seminars

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Otto Peters:

The way in which we work and learn will change decisively.

Subject matter content substituted by systematic development of skills:– Self-directed inquiery– Self-selection of content– Self-evaluation

Individualisation – de-institutionalisation - deregulation

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Nick Allan, University of Maryland:110 000 enrolments online71% online-students29% face to faceCall centers:

Services online day and night, every day

Own platformChallenges:

– Access, – Quality, – Affordability

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Alan Tait, Open University OU:

180 000 studentsDistance education + study centers4 models of student support:1. Pastoral care for the weak2. Social-democratic care for the

vulnerable3. Patrician. Care for the

disadvantaged social inferiors4. Self help, peer support (among

students)5. NOW: business-model: Call centers

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Alan Tait: Need to reflect on the differences in terms of social and moral values between:- ”I want to support this student to

learn successfully in her and his own terms”

- ”I want this customer to feel satisfied and to purchase again”

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Terry Anderson, Athabasca University, Canada’s Open University:

”Theory and Practice of Online Learning”http://cde.athabascau.ca/online_book

Call centers. ”We need increase in both the quality and

quantity of educational research esp. learner services.

Must involve and be co-directed by practitioners

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Torstein Rekkedal and Svein Qvist-Eriksen, NKI:”For most distance learners the primary

social arena for learning is often not the group of fellow students, but their local society and environment including family, friends and colleagues.”

Most important: – Easy access to tutor– Quick feedback on assignments

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Dialogue between different stakeholders

NADE

Students

Ministry

E-learningcompanies

AccreditedODL-institutions

Public and private educational institutions

State of the art - eLearning

• eLearning opens new opportunities for creative and innovative teaching

• Potentially increases transparency

• New concepts and eLearning helps education to enter the first row of policies

State of the art - eLearning

• Supporting factors: emergence of lifelong learning, development of ICTs

• Process seems to be driven rather by technology than training.

• Climate of discontinuity and uncertainty is present - whether and how far is eLearning a consolidated phenomenon

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Thank you!