Research in ICT and LearningTrends and opportunities in E-learning
Ulf HedestigDepartment of InformaticsUmea UniversitySweden
Introduction
Background to development of information technology in higher education
Models for e-learning environments Perspectives on design of learning environments Virtual universities and Learning Centres
Background
Globalisation in society Media convergence Knowledge based economy
Virtual universitiesVirtual universities
E-learning in businessE-learning in business
End of 1990s
Tendencies of problems
IT in schools have not been a success
Workload on teachers High costs Consequences after the
IT-crash
The Times Higher Education 2003-02-28
The Lab that Fell to EarthOnce the center of the technology research universe, the storied MIT Media Lab is now teetering on the brink of breakup- or, even worse, irrelevanceWired May, 2003
The key to the problem- to understand the context of e-learning environments
3. Organisation3. Organisation
1. Technology1. Technology 2. 2. PedagogyPedagogy
4. Practice4. Practice
1. Technology
Design of learning environments For whom?
New communication behaviours
Technical infrastructure Different strategies
Maintenance Most expensive
Top-down approach
Bottom-up approach
Learning environment
Design of learning environments
InstructionTransmissionAcquisitionExternal realityDualismIndividually interpretedMind-centredReductionisticIndividualRationalSymbolic reasoningWell-structureddecontextualised
InterpretationInterpretationMeaning makingMeaning makingInternal realityInternal realityCultural relativismCultural relativismContextualisedContextualisedSocially negotiatedSocially negotiatedCommunity basedCommunity basedComplexComplexCollaborativeCollaborativeSocialSocialConstructiveConstructiveSituated learningSituated learningIll-structuredIll-structuredEmbedded in experienceEmbedded in experience
Student-centeredStudent-centeredTeacher-centeredTeacher-centered
2. Pedagogy
Complicated forms of education Integration of different models
Distance education/learning On-campus education Decentralised education
Technology and pedagogy
IT och pedagogyDriven by an invisible force (ICT) that calls us to the past, we seem to keep putting emphasis mainly on the delivery of information, that is, of content, almost completely disregarding interaction and activity – the context, the completely renewed social and cultural contexts that the new technologies are pleading to offer us(Antónia Dias de Figueiredo, PROMETEUS)
Computer Aided Instructions (Skinner) Intelligent Tutoring Systems (Artificial intelligence) Supported Collaborative Computer Learning
E-learning models – web-based models
1. Content + supportmodell Copy of face-to-face education Static content (course schedule, information,
assignments etc) Some complementary support for tutoring, discussion forum, email lists…
Low level of interaction No more than 20% of students time goes to interaction
E-learning models – web-based models
2. Wrap-around modell Building in different activities into course material
Simulations, group exercises, discussions, group work
Around half of the students time goes to interaction
E-learning models – web-based models
3. Integrated modelActive learning/collaborative workingCourse content is dynamic and based on
individual preferences and needs A list of resources compared to a fix content
Resources is created together with particpants during the course.
OrganisationHow to provide higher education in a virtual community?
On-campus and E-learning Young students and adult learners Full time studies and half time/evening
classes Teaching vs learning
Organisational models for e-learningThe University
Anarchy model No central decisions, bottom-up Minimal resources for central financing
of course content Low level of infrastructure Dedicated teachers Low level of awareness what others
are doing
Negotiation modelNegotiation model•Groups on middle level at the Groups on middle level at the universityuniversity
•Local investments in Local investments in infrastructureinfrastructure
•Financing from faculty levelFinancing from faculty level
•Support/teaching recourses to Support/teaching recourses to enthusiasts enthusiasts Central modelCentral model•Central priorities – large scaleCentral priorities – large scale
•Large recourses for Large recourses for infrastructures infrastructures
•Professional developers and Professional developers and teachers - Center of Excellence in teachers - Center of Excellence in Educational TechnologyEducational Technology
Central modelCenter of Excellence
NegotiationalTechnology
NegotiationalSocial Science
AnarchyPedagogy
AnarchyLaw
AnarchyHistory
Inter-organisational modelsUniversity Regions (Learning centers)
Brokerage Only provide
information on possible courses, programmes online
Using existing providers (universities)
Open Learning Agency www.ola.bc.ca, www.ola.edu.au
University for Industry www.ufiltd.co.uk,
www.scottishufi.co.uk
B
Inter-organisational modelsUniversity Regions (Learning centers)
Umbrella Network with one central
node ”individually are we very
small but together we become large”
University of Highland and Islands www.uhi.ac.uk Western Governors University www.wgu.edu/wgu/index.html
Inter-organisational modelsUniversity Regions (Learning centers)
Greenfield Totally new organisation Usually virtual universities
University of Phoenix Magellan University
www.magellan.edu ”Microsoft Online Learning Inst.”
Inter-organisational modelsUniversity Regions (Learning centers)
Partnership Agreements between
partners National and
internationally
Open University agreement with Hong Kong, Singapore etc
U
LCLearning Center
Learning Centers in SwedenLarge Areas
450 000 Km²
600 000 Km²
500 Km
1150 Km
Northern Sweden and Learning Centers
Learning Centers in every municipality
Learning Center – an important link between higher education and the region
Provide education on different levels – mainly focused on adult education
Based on local needs and local industry
Information, counseling, marketing, recruitment
• Good infrastructure
Computer labsVideoconference equipmentClassroom, group rooms, Local tutorsLibraries, course literature
Learning centers are financed by the local municipality
Local learning centers integrated with other educational systems (secondary school, vocational training, adult learning etc) or regional development centers
University provides higher education financed by state government
Extra costs for adoptions to distance education – based on partnership agreements
Learning centers in Sweden
Questions?