Flexible Learning by wpr1947

VIEWS: 3 PAGES: 17

									What is e-learning?

KANGAN BATMAN INSTITUTE OF TAFE
 E-LEARNING PLANNING WORKSHOP

           June 2006
Employer Perspective            - reasons no structured training provided



        •   no suitable training available
        •   used unstructured methods
        •   lack of suitable trainers
        •   external courses inconvenient
        •   time constraints
        •   cost constraints
        (ABS: Employer Training Expenditure & Practices 2001 – 2002)
Flexible Learning
      • flexible vocational pathways
        (clearly articulated)

      • flexible relationships
        (provider/client, teacher/student)

      • flexible programs
        (client driven, customisable, generic skill development)

      • flexible delivery
        (time/location independent, integration of ICT, new learning
        environments - work places, community settings and online)

      • flexible workforce
        (new teaching & support roles)
e-Learning

   • enhances and extends existing learning
   • for all students - irrespective of location,
     course, or vocation
   • increases opportunities for all students to
     become technologically literate
   • teacher is the key to the flexibility, efficiency
     and quality
What is e-Learning?

    E-learning is a means of providing more flexible
    learning solutions for clients.

    It involves using information and communication
    technologies, especially web-based ones, for one
    or more of these key tasks in education and
    training:
      • providing learning activities and interaction
      • providing learning support
      • arranging assessment.
e-Learning Definition

     E-learning uses electronic media to deliver flexible VET. It
     includes:

        • access to, downloading and use of web, CD-ROM or
          computer-based learning resources in the classroom,
          workplace or home
        • online access to and participation in course activities
          (eg online simulations, online group discussions)
        • directed use of the Internet for learning and research
          purposes
        • structured learning-based email communication and
          online assessment activities.

                     * adopted from the National E-Learning Benchmarking Survey
Defining e-Learning



  The important thing is to be able to clarify
  which types of e-learning are relevant,
  appropriate and possible for the particular
  training purposes in each department.
Forms of e-Learning
  Identifying the different types of e-learning is
  important to focus debate, clarify design choices
  and guide professional development priorities.

   • Blended learning
     Providing an online course which includes some face-to-face
     participation by learners, or a classroom-based course which makes
     significant components available online as an option to learners.

   • Internet in the classroom
     Using the Internet in a variety of ways to extend activities for learners in
     the individual classroom both in and outside session hours.
Forms of e-Learning

   • Distance (fully online) learning
     Providing facilitation and all course functions to learners
     online at a distance, with no provision for face-to-face
     interaction.

   • Independent e-learning (or e-training)
     Using the web to deliver individualised, self-directed, self-
     correcting training with or without provision for some basic
     learner support services.
Delivery Options

 In designing e-learning solutions, providers can use
 any combination of these delivery options,
 depending on their infrastructure and capability:
   • learning management and content management
     systems
   • virtual classrooms (white boards, voice tools etc.)
   • other communication and collaboration tools,
     including mobile devices
   • face-to-face sessions
   • workplace projects and activities
   • coaching and mentoring
   • self-directed materials (print or CD)
Managing the Change
   At the organisational and departmental level implementation or
   expansion of e-learning requires parallel development strategies in:
      • Infrastructure and facilities
         staff computers, learning management systems, bandwidth, computer
         access etc
      • Work processes
         course design procedures, team structures, timetabling, courseware
         development systems, client service procedures, marketing etc
      • Professional development
         computer and software operations, online facilitation, course design and
         development etc – including negotiating base-line e-learning performance
         targets across courses
      • Management practices
         leadership, incentives, role clarification, identification of barriers,
         performance management etc.
Managing the Change
 At the course or program level the planning for the implementation
 or expansion of e-learning requires:

      • analysis of opportunities
         identifying which courses are most suitable for 'adding more e', according
         to the types of learners, the nature of the course content, available
         courseware, available delivery options and current staff skills and attitudes
         towards e-learning.

      • selecting 'best fit' initiatives
         researching and selecting the 'change leader' initiatives best suited for e-
         learning and most likely to have success and impact with clients and the
         organisation, and identifying leaders or champions to drive them.
      • building capability
         arranging targeted skill development as/if required for individuals involved
         in the selected initiatives in each department.
Supporting e-learning

    Effective implementation of e-learning requires developing a
    range of support services, including online access to:
         • general course information
         • course enrolment
         • library services
         • student support services
         • student e-portfolio
         • student results
         • student records.
Strategic Importance of e-Learning

      • achieve better employment and study
        outcomes for our students (social)

      • provide more VET opportunities for
        individuals and enterprises (social and economic)
      • increased capacity to customise including
        assessment and RPL (social and economic)
      • realise new business opportunities and
        operational effectiveness (economic)

      • reduce the reliance on consumables (environmental)
Our 3 Key Strategic Drivers


     • to improve learning outcomes
       from student engagement to student output

     • students must develop everyday
       ICT skills
       critical to their future employment prospects as well as their
       participation in our changing society

     • to increase participation
       providing the flexibility of choice over time and location and
       the only learning option for many people with disabilities
Measuring Our Success


      • % of teachers using e-learning to improve
        learning
      • % of student enrolments exposed to
        e-learning
      • % of training that happens off-campus
         i.e. doesn’t require traditional classroom attendance


 These measures need to be understood as a set rather than in isolation.
www.eworks.edu.au

								
To top