issues

							Issues in e-Learning

        Jim Gotaas
UCLan Learning Development Unit
   Tempus UNIQERM Project
       Training Course
          April 2007
               e-Learning

e-Learning derives from electronic
learning. In the UK, virtually any use of
electronic learning technology will
count as e-learning! That includes ‘live’
PowerPoint presentations, interactive
classroom response systems, as well
as online delivery.

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      Another view of e-Learning

e-Learning might better be taken to
mean extended learning, because it
offers extended access in terms of time
and place and extended flexibility in
terms of different modes of learning.




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           Online Learning

In practice, many people think of e-
learning only as online learning,
typically delivered via the web.
This has some justification – moving
online usually requires a bigger change
in practice than the use of other types
of learning technology.

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             Online Learning

We could imagine online learning as:
  – just another tool for teaching and
    learning, such as the overhead projector
  – or another form of learning environment,
    equivalent to a laboratory or a tutorial
    room
But this underestimates the flexibility and
diversity that online learning offers.

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     The Range of Online Learning

Online learning can be used to support our
face-to-face teaching, a mode which is often
called blended learning. It can also be used
as the only delivery mode, typically in the
case of distance learning.
There are many versions of online learning,
and many different tools that can support
delivery.

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          Delivering e-Learning

Virtual Learning Environments
Although ordinary web pages can be used
to deliver a complete online learning
experience, this requires all participating
staff to have a high level of technical
expertise at producing advanced web
pages. For most teachers, the use of the
built-in tools and facilities of a VLE is much
more convenient.

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    Virtual Learning Environments

In English-speaking countries, the most
common VLEs are:
Commercial: Blackboard/WebCT
               http://www.blackboard.com

Open-source: Moodle; Sakai
                         http://moodle.org/
                     http://sakaiproject.org

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      Stages of Web Integration into
         Teaching and Learning
Five stage model
   1. Administrative information only
   2. Administrative information plus some
      supplementary course content and resources
   3. Some materials or activities essential to
      learning
   4. Extensive use for materials, discussion,
      collaboration and assessment
   5. Occurs entirely online (usually distance
      learning)
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     What does a VLE provide?

• It gives us a a single access point
  for all online learning materials.
• Materials can be updated
  continuously (unlike CD-ROMs)
• Communications are located in the
  appropriate place – don’t get lost in
  flood of electronic messages
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      What does a VLE provide?

• Tools for providing content
  – Web pages
  – Electronic documents
  – Media files
  – External web links

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     What does a VLE provide?

• Tools for communication
  –Calendar
  –‘Private’ e-mail (asynchronous)
  –Discussion lists (asynchronous)
  –Chat rooms (synchronous)

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      What does a VLE provide?

• Tools for evaluation and assessment
  – Collect electronic assignments
  – Online tests for formative (no
   grade) and summative purposes




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  Significance of the Stages of Online
               Integration

Stages 1-4 represent a combination of face-
to-face with online learning, known variously
as blended, hybrid or mixed-mode learning.
This model doesn’t represent ‘forced
evolution’ – courses won’t necessarily move
up these stages. A course’s stage should
depend on the appropriate choice of tools to
enhance the students’ experience.

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 The Right Stage of Online Integration

This will depend on whether the course is
blended or distance, on how well the
students can engage (both technically and
pedagogically) with course, and on the
nature of the academic subject.
Some subjects will naturally use more
communication tools; others will use
resources more extensively.

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          Pedagogical Issues

• Why are you using e-learning?
   – Enhance/supplement your teaching
     delivery
   – Improve students’ learning
   – Increase student engagement
• Will the use of e-learning mean a
  substantial change in your current
  practice?


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        More Pedagogical Issues

• Are you confident that you understand how
  to use the technology to make student
  learning more effective? (This doesn’t just
  mean knowing which button to click on!)
• Are you confident that you can get your
  students to engage/interact with the
  e-learning resources?



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    Practical Issues about using e-
                Learning

• How much training is required for you?
• How much time, effort, money is required
  to prepare materials?
• What special equipment is required for
  delivery/use?
• How much training is required for
  students?

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    More Practical Issues about using
               e-Learning
• What will the potential returns be on the
  investment for all parties?
   – Time saved in long run???
   – Better/more enjoyable learning for
     students?
   – More satisfaction for you?
• Do you have the resources to effectively
  implement the e-learning?
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                  Summary

The move into e-Learning requires understanding
the technological requirements as well as the
pedagogical requirements.
These will depend on the nature of the e-learning
course – which subject, blended or purely online,
which level?
There will always be resource costs and these
must be balanced against the benefits.


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