it’s the curriculum stupid!! why pedagogy should drive the mle
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It’s the curriculum stupid!! Why pedagogy should drive the MLE. University of Durham 11 December 2001 Cathy Ellis [email protected]. 1. The driving forces underpinning MLE development. Efficiency New markets Commercialisation. Higginson (1996) Stevenson (1997) Dearing (1997) - PowerPoint PPT PresentationTRANSCRIPT
It’s the curriculum stupid!! Why pedagogy should drive the MLE.
University of Durham
11 December 2001
Cathy Ellis
BUSINESS DRIVERS
CURRICULUM DRIVERS
TECHNOLOGY DRIVERS
Efficiency
New markets
Commercialisation
Higginson (1996)
Stevenson (1997)
Dearing (1997)
UFI (1999)
Curriculum 2000
Internet
Increased PC ownership
Cultural saturation
1. The driving forces underpinning MLE development
‘We wish to see a society within 10 years where ICT has permeated the entirety of education (as it will the rest of society) so that it is no longer a talking point but rather taken for granted - rather as electricity has come to be.’
Stevenson Report, June 1997
1. The driving forces underpinning MLE development
1. The driving forces underpinning MLE development
National Learning Network
NGfI
ILT Strategy
BECTA
Materials Development
JISC & UKERNA
Connectivity
RSCs
LSC
National Targets
ILT STRATEGY 2000-2003
1. The driving forces underpinning MLE development
INFRASTRUCTURE AND HARDWARE ISSUES
STAFF AND ILT
LEARNERS, LEARNING AND THE CURRICULUM
ILT IN MANAGEMENT AND ADMINISTRATION
‘Exemplary ILT strategies all started from a pedagogical and curriculum focus and had a clear vision of how technology should serve learners.’
Ferl, June 2001
1. The driving forces underpinning MLE development
• Is popular
• Increases standards
• Improves retention
• Increases the impact of the learning experience
• Promotes inclusion
John Harwood, CEO, Learning & Skills CouncilOctober 2001
E-learning is important because it:-
1. The driving forces underpinning MLE development
FUNDING ILT IN FE
IMPLEMENTING ILT IN FE
1999-2000 FE spend £170m
National Learning Network: £74m in 1999
2001 Further £84m allocated
ILT Strategy
1:5 ratio of Internet connected PCs
Robust network minimum 100Mb/s
2Mb/s JANET connection to all colleges
2. The ILT Strategy in FE
HE CONTEXT
C& IT
FE CONTEXT
ILT
Global market
Research
Level 4+
Local market
Widening Participation
Level 1+
National Targets
2. The ILT Strategy in FE
3. From ILT Strategy to VLE Practice in FE
I .T . In fras tru c tu reJA N E T
S tan d ard s F u n dF E N TO
N ap s te r G en era tion
IT S K IL L Ss ta ff
s tu d en ts
S ch em e o f W orkD iffe ren tia tion
C ore & E xten s ion
C u rricu lu m A g en d aC u rricu lu m 2 0 0 0N tion a l Ta rg e ts
S tan d ard s
A ccess to P C s
A vo id in g th e D ig ita l D ivid e
Tech d isB ob b y C om p lian t
A ccess ib iltyIn c lu s ion
Em bedding ILT across the curriculumThe Issues
Tech n ica l A d m in is tra tive
S u p p ort S ta ff
L ib ra ry S ta ff
Teach ers
Staff
P C G am esIn te rn e te -m u s ic
M ob iles ,W A P
Text, e tc ...
e -c it izen s
IC T from sch oo l
Students
VLE DEVELOPM ENT@
City of Sunderland College
3. From ILT Strategy to VLE Practice in FE
•Part of a series of investments to support learning
•Supplement not replacement model
•COSC Curriculum agenda
CITY OF SUNDERLAND COLLEGE APPROACH TO A VLE:-
3. From ILT Strategy to VLE Practice in FE
PAGE MATHS PSYCHOLOGY (85 students) (230 students)
Announcements 507 1196
Course Information 983 622
Course Documents 841 2906
Assignments 491 3947
External Links 157 282
TOTAL 2979 8953
COSC PILOT JAN-JUNE 2001
3. From ILT Strategy to VLE Practice in FE
•Staff driven - staff editorial control
•Introduce to all full-time AS subjects for Sept 2001
•Robust, reliable and easy to use
CONCLUSIONS FROM PILOT
3. From ILT Strategy to VLE Practice in FE
•Computing
•Carpentry
•Business
•Hairdressing
•Health and Social Care
•Childcare and Education (DNN) (CACHE)
•Early Years Education
•ICT Double Award
•Construction and the Built Environment
Vocational Subjects
4. Embedding the VLE in the curriculum
Number ofCourses
661
Number ofenrolled Users
3032
Number ofInstructors
380
Average Hits perDay
1932
SUMMARY OF USAGE
4. Embedding the VLE in the curriculum
Date Hits per MonthMay 2001 290June 2001 3980July 2001 4359Aug 2001 893Sept 2001 12572Oct 2001 109071
Nov 2001 155042
10 Dec. 2001 37810
HITS PER MONTH
4. Embedding the VLE in the curriculum
Skills teachers Changes teaching practice Changes learners Provides variation in learning (core & extension) Spontaneous Major tool for assessment & tracking Informs teaching practice
4. Embedding the VLE in the curriculum
Lecturers Conclusions A VLE :-
Students are using Blackboard regularly (engagement) Discussion forum proving popular (communication) Text messaging language - a challenge for staff Students are asking to participate in hosting content eg
presentations, revision notes Students contributing to VLE development
4. Embedding the VLE in the curriculum
Students Conclusions
Curriculum content
Tracking
Communication Tools
Interpreting & analysing data
Using data to inform teaching
M.L.E. Assessment
It’s the curriculum stupid!! Why pedagogy should drive the MLE
To see a Blackboard course at COSC go to:-
http://blackboard.citysun.ac.uk
Username: cosc
Password: sunderland