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E-learning analysis and design framework
author: Eric Kluijfhout, [email protected]
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E-learning analysis and design framework
For the Institute for Community Participation, Bethlehem University
through
Maastricht School of Management
by Eric Kluijfhout
Outline
• Recap of analysis and design framework
• Framework dimensions detailed
• E-learning movers
• E-learning inhibitors
• E-learning prerequisites
Three dimensions of e-learning
E-learning
pedagogical
technolo-gical
organisa-tional
Three levels to consider in e-learning
Teaching & learning process(micro-level)
Institution/organisation(mezzo level) Society
(macro-level)
Analysis and design framework
Level
Dimension
MacroNational
environment
MezzoInstitutional
environment
MicroLearning
environment
Pedagogical 1 4 7
Technological 2 5 8
Organizational 3 6 9
Analysis and design framework
Level
Dimension
National environment
Institutional
environment
Learning environment
Pedagogical 1 4 7
Technological 2 5 8
Organizational 3 6 9
National pedagogical dimension
• National educational system– Role of education– Curriculum and accreditation system– Role of e-learning in the system, e-learning policy
• Status of learning and knowledge– Attitudes towards learning and education– Attitudes towards distance- and e-learning
• Pedagogical tradition and teaching practices– In general– In distance learning and e-learning
Analysis and design framework
Level
Dimension
National environment
Institutional
environment
Learning environment
Pedagogical 1 4 7
Technological 2 5 8
Organizational 3 6 9
National technological dimension
• National telecommunications network infrastructure– Coverage and capacity– Accessibility and reliability– Costs
• Technology support infrastructure– Quality, quantity and costs of ICT products and
services– Availability of e-learning products and services
Analysis and design framework
Level
Dimension
National environment
Institutional
environment
Learning environment
Pedagogical 1 4 7
Technological 2 5 8
Organizational 3 6 9
National organisational dimension
• Education sector– Size, structure, capacity– Funding– Professionalism
• National e-learning environment– National e-learning policy– National e-learning support structure
• Technology-orientation– Level of technology-penetration– General attitudes towards technology– Attitudes specific towards e-learning
National SWOT analysis
• Strengths:
• Weaknesses:
• Opportunities;
• Threats:
Analysis and design framework
Level
Dimension
National environment
Institutional
environment
Learning environment
Pedagogical 1 4 7
Technological 2 5 8
Organizational 3 6 9
Institutional pedagogical dimension
• Curriculum– Level, depth and scope– Orientation: general/vocational/professional
• Teaching culture and practices– Pedagogical approach in general– Pedagogical vision on e-learning
• Student population characteristics– Study-styles– Self-discipline
Analysis and design framework
Level
Dimension
National environment
Institutional
environment
Learning environment
Pedagogical 1 4 7
Technological 2 5 8
Organizational 3 6 9
Institutional technological dimension
• Hardware and software:– PC’s (quantity, quality)– E-learning software
• Connectivity:– Internet, Extranet, Intranet– Capacity, reliability– Continuous or dial-in
• Accessibility to:– ICT facilities– E-learning resource materials– E-learning support services
Analysis and design framework
Level
Dimension
National environment
Institutional
environment
Learning environment
Pedagogical 1 4 7
Technological 2 5 8
Organizational 3 6 9
Institutional organisational dimension
• Institutional e-learning strategy/policy:– Pedagogical, technological and organizational grounding– Capacity building for management, teachers, support staff and
students– Funding
• Organizational e-learning support structure– Pedagogical support– Technological support
• Student population characteristics– Socio-economic background– Familiarity with, and access to ICT
• Staff characteristics
BU institutional SWOT analysis
• Strengths:
• Weaknesses:
• Opportunities;
• Threats:
Analysis and design framework
Level
Dimension
National environment
Institutional
environment
Learning environment
Pedagogical 1 4 7
Technological 2 5 8
Organizational 3 6 9
Learning environment pedagogical dimension
• Suitability of e-learning modus to:– Learning goals
– Pedagogical approach
• Applied e-learning modus: – Substitution/innovation/transformation
– Extended classroom/blended learning/distributed learning
• Quality of e-learning facilities: – E-learning resources
– E-learning services
Analysis and design framework
Level
Dimension
National environment
Institutional
Environment
Learning environment
Pedagogical 1 4 7
Technological 2 5 8
Organizational 3 6 9
Learning environment technological dimension
• Access:– PCs– E-learning software
• Connectivity:– On-line or dial-in– Capacity– Reliability– Costs
• Support services/help desk
Analysis and design framework
Level
Dimension
National environment
Institutional
environment
Learning environment
Pedagogical 1 4 7
Technological 2 5 8
Organizational 3 6 9
Learning environment organisational dimension
• Individual student characteristics– General knowledge, skills, attitudes, learning style– General demographical, economical, ………..
characteristics– E-learning specific knowledge, skills, attitudes
• Individual teacher characteristics– Teaching style– E-learning tutoring skills and attitudes
Micro SWOT analysis
• Strengths:
• Weaknesses:
• Opportunities;
• Threats:
Prerequisites at national level• Realistic national e-learning policy• E-learning innovation programmes and funds• Telecommunications infrastructure• Internet services providers• Reliable hardware and software suppliers• ICT training and manpower providers• Distance teaching/e-learning association(s)• Pre- and in-service teacher training programmes in
e-learning• Openness to (technological) innovation• Best practices examples
Prerequisites at institutional level
• Vision and realistic expectations• Enthusiastic individuals and role models• Management support• Flexible organizational structure and practices• Budget• Institutional innovation record• Capable staff in various (new) roles• ………………………………….
Student prerequisites
• Access to computer (content presentation)
• Internet connectivity (communication)
• Basic computer skills
• Openness towards e-learning
• Self-directedness and study discipline
• ……………………………