Models of innovation in learning online

Cathy Lewin & Nicola WhittonEducation and Social Research Institute

Manchester Metropolitan University

Overview

• Background to the project• What is formal online learning?• MILO framework• Typical models• Findings• Concluding remarks

Background to the project

• Becta-funded• August 2007-July 2008• Key stage 3 and 14-19• Research questions

– Feasibility– Models– Effectiveness and impact

• Research methods– Knowledge mapping– Case studies

What is formal online learning?

• Using networked devices to support learning, teaching and assessment

• Accredited• Face-to-face or distance• Directed or independent study

MILO framework (1)

Pedagogy Organisation

Technology

MILO framework (2)

Learner ToolsTeacher Tools

Assessment Communication

teacher-student

student-studentformative

summative

pedagogic

administrative content

activities

Typical models

• Fully online• Independent study• Added value• Flexible integration

Findings: Learners

• Supports personalised learning • Positive but favour flexible

integration and blended models• Can re-engage disaffected

learners • Self-motivation and autonomy

required for fully online and independent study

Findings: Learners

“Virtual School is like, I’m in charge. I can learn what I want to learn, I look at the page, I click what I want to learn – because [in the classroom the teacher says] ‘text book 1, page 56’, but [in the learning platform] there’s a list of lessons, and I can click which one I want to go to, and learn which one I [want to] learn . . . I’m the boss, I’m the man – I’m free!”

Year 7, Villiers High School

Findings: teachers

• Teaching needs to be re-orientated to independent learning rather than transmission models

• Need pedagogical training and support for teachers

• Positive impact overall (eg managing assessment) but perceived negative impact on role

Findings: teachers

“What I like about [portfolios on the learning platform] is that it is very structured. I think I have more control over what they’re doing, what they’re learning, where the evidence is going, finding the evidence and tracking the evidence. A lot more control over what’s going on than when it’s a paper portfolio.”

Tutor, St Helens College

Findings: institutions

• Flexible integration can address– Staff shortages– Space limitations

• Facilitates multi-site delivery• Access is an issue where online

learning is onsite: 1-1 provision would address this

• Design should focus on pedagogy not technology

Findings: institutions

“We’ve always tried to have a fairly low minimum computer spec for [our online course], this is not about whizz-factors, not about technology, this is about using the Internet, it’s about pedagogy, it’s about making things happen.”

Tutor, The Sheffield College

Concluding remarks

• There is no such thing as a ‘typical model’

• Limited pedagogic tools• Difficulty of data collection• Extension - online / offline• Report to be published soon