evidence across sectors: “delivery” and implementation models. what planet are we on?
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Evidence across sectors: “delivery” and implementation models. What planet are we on? Bob Banks David Kay fd learning. Evidence Base for e-learning. How commercial organisation(s) use evidence Frameworks for applying evidence Sectors Models Types of Technology. About fd learning. - PowerPoint PPT PresentationTRANSCRIPT
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ALT Policy Board 2002
Evidence across sectors: “delivery” and
implementation models.
What planet are we on?
Bob Banks David Kayfd learning
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ALT Policy Board 2002
Evidence Base for e-learning
• How commercial organisation(s) use evidence• Frameworks for applying evidence
– Sectors
– Models
– Types of Technology
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About fd learning• E-learning solutions (products & bespoke)
– VLE – MLE / MIS– Content management– E-assessment
• Services• R & D Projects• “Standardisation” bodies e.g. IMS• www.fdlearning.com• (formerly Fretwell Downing Education)
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ALT Policy Board 2002
fd Customer Experience• Portal - Ufi learndirect
– scale & mode
• Adult & Community – Kent– MLE
• HE – Leicester Warwick Medical School– Speciality
• FE – Sheffield College ‘Living IT’– Mentoring
• Schools – South Yorkshire e-Learning Programme– Output driven
• Consultancy & Services– OU, LSCs, RDAs, Corporates
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What informs our solutions?
ProductsServices
Consultancy
Key Allies
The market
Our insightsand vision
R & DProjects
The zeitgeist -models, technologies
Evidence
CorporateThoughtProcesses
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ALT Policy Board 2002
Zeitgeist
Communitymindset(frameworks)
Academics
Practitioners
Sector Bodies
Government
“Standards”work
Sorts of technology
Models
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ALT Policy Board 2002
message mediumModels,Technologies
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ALT Policy Board 2002
Frameworks
Use of evidence depends on articulated models.
Adapting solutions to sector and model
(and learning theoretical framework).
Commonalities and differences between “sectors”.
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ALT Policy Board 2002
Learning Theories
• Learning as behaviour• Learning as understanding• Learning as knowledge construction• Learning as social practice
How do people learn?: http://www.cipd.co.uk/(Cambridge Programme for Industry for Chartered Institute of Personnel and Development)
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ALT Policy Board 2002
Models : Planets
LearnerCentauri
Pedagogica
Contentius
Communia
Cf: Gilly Salmon: http://oubs.open.ac.uk/gilly
How do people learn?: http://www.cipd.co.uk/
“Supported online learning”
“Web-basedtraining”
“Informale-learning”
(One possible universe!!)
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ALT Policy Board 2002
“Sector” - ModelPedagogica Communia Contentius Learner Centauri
School
FE
HE
Work basedtrainingCPD
Perf. Support
LifelongLearning
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ALT Policy Board 2002
“Sector” - ModelPedagogica Communia Contentius Learner Centauri
School ?
FE ?
HE ?
Work basedtraining
?
CPD ?
Perf. Support
LifelongLearning
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“Sector” - TechnologyVLE MLE CMC LCMS L. Obj Dig.
Lib.LLS* Portals
School
FE
HE
Work basedtrainingCPD
Perf. Support
LifelongLearning
*LLS = Lifelong Learning Support
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ALT Policy Board 2002
“Sector” - TechnologyVLE MLE CMC LCMS L. Obj Dig.
Lib.LLS Portals
School ?
FE ?
HE ?
Work basedtraining
?
CPD
Perf. Support
LifelongLearning
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Implementation
• Impacts evaluation of teaching & learning
• Needs evaluation in its own right
• Stupid question: Would you evaluate rail travel before building a railway?
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Implementation Frameworks
• Strategy• Implementation• Engagement• Delivery
• Technology• E-Tools
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Strategy Issues
• Business Case– Drivers: Funding models; Cost/benefit case; Audience?
– Happy: e-testing profile
– Sad: Public education funding models
• Blended Learning– Drivers: Understanding learning, immature technology
– Happy: Awareness of potential
– Sad: Excuse for de-commitment
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Implementation Issues
• Local Content Development– Drivers: Enthusiasm, Capability & Capacity
– Happy: Entry level tools
– Sad: Sustainability not addressed
• Standards Conformance– Drivers: Public/Private investment rationale, Debate
– Happy: Global ‘Conformance Authority’ initiative
– Sad: Turf wars
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Engagement Issues
• ‘Bite Sized Chunks’ of ‘Just In Time’ Learning– Drivers: Funding & Accreditation, Practitioners
– Happy: Apparent fit with c21 world & blended learning
– Sad: Business model not addressed
• End-to-End Business Process– Drivers: Funding requirements, Learner needs
– Happy: Visibility of MLE debate
– Sad: Institutional views prevail over customer service
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Delivery Issues
• Learning Infrastructure– Drivers: Commitment, Capacity building funds
– Happy: Exemplars leading to recognition (eg LeTTOL)
– Sad: Critical skills gap (not technology)
• Assessment & Accreditation– Drivers: Evaluation - Learning & Business cases
– Happy: High stakes pilots
– Sad: Media glare
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Technology Issues
• User Platforms– Drivers: Consumer markets, Technology convergence
– Happy: Anytime/anywhere learner support potential
– Sad: The new Rock ‘n Roll
• Broadband– Drivers: Investment, Demand
– Happy: Capabilities of LANs & ASDL
– Sad: UK Uptake
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E-Tools Issues
• Content Management– Drivers: Publisher & Academic Models
– Happy: OAI & OKI
– Sad: Public / Private sector differences
• VLEs– Drivers: Policy, Process & Products
– Happy: Learner management
– Sad: Incomplete process models (MLEs)
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Conclusions
• Be explicit about where your scenarios sit in a framework.
• Evaluate solutions / providers in relation to a framework.
• Think about evidence in relation to a framework.– E.g. in formulation of research questions
• Be aware of the broader context – Strategy, ‘MLE’, Technology and other trends
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References
• FDL : http:// www.fdlearning.com
• Gilly Salmon: http://oubs.open.ac.uk/gilly
• How do people learn?: http://www.cipd.co.uk/
• A framework for pedagogical evaluation of VLEs (Sandy Britain, Oleg Liber) http://www.jtap.ac.uk/reports/htm/jtap-041.html