responding to the challenges and opportunities of borderless education jonathan darby chief...
TRANSCRIPT
Responding to the challenges and
opportunities of borderless education
Jonathan DarbyChief Architect
UK eUniversities Worldwide
My background
First used computers in teaching – 1975
Joined Oxford University – 1980 Computers in Teaching Initiative – 1988 to
1996 Director of Technology-Assisted Lifelong
Learning (TALL) – 1996 to 2002
Chief Architect, UK eUniversities – from May 2002
Neil Postman, media ecologist
“What is the problem to which headlamp washer-wipers are the solution?”
Educom Conference 1992
Neil Postman, media ecologist
“What is the problem to which headlamp washer-wipers are the solution?”
Educom Conference 1992
“What is the problem to which e-learning is the solution?”
Sir Christopher Ball, Oxford don
“I don’t want to take a course. I want to be helped to understand. I want to be able to do things I don’t know how to do.”
Sir Christopher Ball, Oxford don
“I don’t want to take a course. I want to be helped to understand. I want to be able to do things I don’t know how to do.”
MORI State of the Nation Poll – 1999 >80% of the UK adult population would like to
continue their education <30% thought they were at all likely to take a
course in the next 12 months
Sir Christopher Ball, Oxford don
“I don’t want to take a course. I want to be helped to understand. I want to be able to do things I don’t know how to do.”
MORI State of the Nation Poll – 1999 >80% of the UK adult population would like to
continue their education <30% thought they were at all likely to take a
course in the next 12 months
Is the tertiary education sector failing 50% of adults?
What is e-learning for?
What is e-learning for?
To meet unmet educational needs
Getting serious about e-learning
Figure out what it’s for
The Oxford experience
The tutorial system: a tradition of problem-based learning
Department for Continuing Education: 150 years of outreach
Technology-Assisted Lifelong Learning (TALL) established 1996 research-led approach – eg development and
testing of theoretical online course models prior to implementation
all courses funded via business plan very fine-grained learning object approach
First Generation e-learning
Online courses as direct analogues of conventionally-delivered courses replicating course structure, elements and
delivery mode incorporate existing support materials (though
may be modified or augmented) delivery dependent on course originator not scalable always inferior to original course “horseless carriages”
Second Generation e-learning
Online courses equivalent to conventionally-delivered courses but purpose designed for medium same top-level learning outcomes educationally derived, precept-driven design
methodology team developed not faculty led course requires mentoring not teaching when
delivered fully scalable
Third Generation e-learning
Online education that does not adhere to course conventions the course is an artificial construct born of
practicality – old constraints no longer apply
Examples learning pathways through knowledge
management systems personalised curricula just-in-time education
Getting serious about e-learning
Figure out what it’s for Sort out the pedagogy
UK eUniversities: the big picture
eUniversities aims to make UK higher education a winner in the new era of borderless education
Background
Big market for e-learning at university level – speaking English
UK losing overseas market share Need for more e-learning delivery in
UK Government investment of £62m Encouragement of Private Public
Partnership
What is eUniversities?
A vehicle for all UK universities (except Scotland)
Delivery primarily by electronic means A platform designed for remote adult
learners Appropriate support for a plethora of
learners Light touch quality regime Sales and marketing, including via
overseas partners and cash (eg £1m for a Masters
program)
Getting serious about e-learning
Figure out what it’s for Sort out the pedagogy Invest sensibly Work in partnership
UKeU course development aims
Discourage 1st Generation Encourage 2nd (and 3rd) Generation Support broad spectrum of students
culture learning preferences special needs
Follow international standards (including IMS, SCORM, WAI)
Adopt a fine grain object-oriented approach to course design
Why a new platform?
Limitations of virtual campus products eg Blackboard, WebCT
Limitations of corporate training learning environments eg Saba, Docent
Designed for remote adult learners Support for development teams Open systems architecture Scalability
Getting serious about e-learning
Figure out what it’s for Sort out the pedagogy Invest sensibly Work in partnership Find a platform that you can work
with not for
Adopted e-learning standards
IMS Content Packaging Metadata Question and Test Interoperability Learning Architecture Watching other standards
SCORM 1.2 Assets but not Sharable Courseware Objects
Also tracking Open Knowledge Initiative (OKI)
Accessibility
Working to offer support for blindness partial sight colour blindness deafness fine motor skills dyslexia
Following best practice guidelines W3C Web Accessibility Initiative Guidelines Advice from national agency TechDis SENDA (UK equivalent of US Section 508)
Planning an eUniversities accessibility roadmap
Getting serious about e-learning
Figure out what it’s for Sort out the pedagogy Invest sensibly Work in partnership Find a platform that you can work
with not for Pay attention to standards
Student e-learning strategies
Linear (following default sequence) ~ 30%
Text-led (printed all texts and used as course framework) ~ 30%
Aural (played all audiographics before referring to texts) ~ 20%
Assignment-orientated (prioritised all course elements based on relevance to assignment) ~ 20%(Oxford University online course students – 1998)
Design principles
Design courses from first principles Support multiple modes of learning Allow students to chart their own
pathways Use simplest technological solution
to each learning requirement Build for adaptability and reuse Never use a “Next” button
Course structure
modules
learning objects
sessions
units
program of study
The course team
Academic staff Course specifies Content creators Reviewers Tutors
Techno-pedagogic staff Learning technologists Web developers / media specialists Graphic designers Editors
Project management QA
Why learning objects?
Facilitates a construction kit approach Allows integration of varied media
elements Simplifies modification and updating
but
Learning object standards (IMS/SCORM, etc) more informed by Pavlovian than constructivist thinking
So what’s the problem?
Reusability – at the heart of SCORM and IMS Who’s clamouring for it? At what educational cost (dependencies prohibited)? Should be a consequence not a prerequisite
Learning assumptions – SCORM dictates all learning objects (SCOs) should include assessment Learning materials have multiple uses Most learning should not be assessed
Sequencing – programmed learning back again! Should we be building systems that think they are
smarter than students? Orientation not dictation
SCORM Sharable Courseware Object
UKeU Learning Object
SCORM-based online course
UKeU Learning Object-based online course
… or this
So what do we need?
Learning object definition The smallest element of a “course” that defines
a learning activity
A practical e-learning design and construction kit A Lego set A practical architecture Ability to make connections
Navigation Simple sequencing and EML both miss the point Need to facilitate student choices Provide maps not sets of directions
Getting serious about e-learning
Figure out what it’s for Sort out the pedagogy Invest sensibly Work in partnership Find a platform that you can work
with not for Pay attention to standards Use learning objects but not
uncritically
Getting serious about e-learning
Figure out what it’s for Sort out the pedagogy Invest sensibly Work in partnership Find a platform that you can work
with not for Pay attention to standards Use learning objects but not
uncritically Keep an open mind!
