responding to the challenges and opportunities of borderless education jonathan darby chief...

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!

Further information

Jonathan Darby jdarby@ukeu.com

Website www.ukeu.com