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E-learning: The Promise and the Potential
E-learning: The Promise and the Potential
E-learning: The Promise and the Potential
E-learning: The Promise and the Potential
E-learning: The Promise and the Potential
E-learning: The Promise and the Potential
E-learning: The Promise and the Potential
E-learning: The Promise and the Potential
E-learning: The Promise and the Potential
E-learning: The Promise and the Potential
E-learning: The Promise and the Potential
E-learning: The Promise and the Potential
E-learning: The Promise and the Potential
E-learning: The Promise and the Potential
E-learning: The Promise and the Potential
E-learning: The Promise and the Potential
E-learning: The Promise and the Potential
E-learning: The Promise and the Potential
E-learning: The Promise and the Potential
E-learning: The Promise and the Potential
E-learning: The Promise and the Potential
E-learning: The Promise and the Potential
E-learning: The Promise and the Potential
E-learning: The Promise and the Potential
E-learning: The Promise and the Potential
E-learning: The Promise and the Potential
E-learning: The Promise and the Potential
E-learning: The Promise and the Potential
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E-learning: The Promise and the Potential

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Presentation slides by John Biss and Erin Mills - Shaping Our Future live session

Presentation slides by John Biss and Erin Mills - Shaping Our Future live session

Published in: Education, News & Politics
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  • Transcript

    • 1.  
    • 2. Presentation at the Shaping our Future: Toward a Pan-Canadian E-Learning Research Agenda May 20 th 2008 The Promise and the Potential
    • 3. Learning To do To know To be To live together Delors’ Four Pillars of Learning
    • 4. Definition of E-learning
      • The Canadian Council on Learning (CCL) defines e-learning as the :
      • “ development of knowledge and skills through the use of information and communication technologies (ICTs)
      • particularly to support interactions for learning—interactions with content, with learning activities and tools, and with other people”. [1]
      • [1] J. Rossiter, 2002; also 2005 in an address at the CCL Workshop on e-learning
    • 5.
      • To present an overview of the scope and complexity and capability of e-learning, nationally and internationally
      • 2. To review the current state of policy related to
      • e-learning in Canada
      • 3. To outline what challenges need to be addressed to position e-learning as a significant agent in the advancement of current public policy priorities
      Objectives of the report
    • 6. Policy Dimensions of E-Learning CULTURE / CONFIDENCE CONNECTIONS / ACCESS CONTENT CONTENT LEARNERS LEARNERS PRACTITIONERS PRACTITIONERS USERS USERS PROVIDERS PROVIDERS POLICY MAKERS POLICY MAKERS Formal Formal ( ( credentialized credentialized ) ) Non Non - - formal formal (non (non - - credentialized credentialized ) ) Experiential Experiential ‘ ‘ Self Self - - directed directed ’ ’ Teachers, learning technologists, Teachers, learning technologists, instructional designers, counsellors instructional designers, counsellors Education Education And Training And Training Business Business Industry/ Industry/ Government Government Community Community and Culture and Culture Governments Governments Community Community Industry Industry Private Private Public Public
    • 7.
      • The report builds on work undertaken by CCL and the CMEC.
      • Studies sponsored by CCL were carried out by Rossiter (2006), Abrami et al (2006), Fournier (2006) and Charpentier et al (2006).
      • Expert Panel (2006)
      Background
    • 8.
      • Three Elements:
      • National/International Literature Survey
      • Synthesis of findings from existing CCL studies and initiatives
      • 3. Survey of Current Policies
      Scope of the report
    • 9. Policy Survey Methodology
      • A total of 183 publicly available e-learning documents were located.
      • 106 documents were reviewed using prescriptive and emergent coding techniques.
      • A series of interviews (32 in total) were conducted with policy makers, industry sector practitioners, experts and employers.
    • 10. Literature Survey
      • National
      • Canada pioneered building a national infrastructure and undertaking many exemplary initiatives in the 1990s.
      • Canada has developed the technical capacity of ICTs.
      • ICTs could play a significant role in achieving public policy priorities.
    • 11. Literature review (cont’d)
      • National
      • ICTs need to be seen as an integral element in the policy development and implementation process.
      • ICTs seen simply as an educational tool marginalizes their potential contribution.
      • Canada’s strong education sector and well-educated population consistently gives Canada a top ranking in terms of e-learning and e-economic readiness.
    • 12. Literature Review (Cont’d)
      • National
      • Many of the essential elements are in place to support e-learning.
      • There appears to be a lack of understanding amongst policy makers regarding the potential contribution e-learning could make.
    • 13. Literature Survey (Cont’d)
      • International
      • A growing number of nations recognize the role that e-learning can play in sustaining their economic, social and cultural development
      • Support the effective use of ICTs in support of learning as a strategic national priority
      • Recognize that the ubiquitous nature of ICTs make it critical that citizens know how to use them effectively
    • 14. Overarching Observations from the Literature
      • Shift of focus and emphasis away from technology and more on users and learning approaches.
      • Recognition of learning as a social/collaborative process involving interaction between users, the content with guidance from facilitators.
    • 15. Observations (cont’d)
      • E-Learning viewed more in terms of ‘Knowledge construction’ not simply ‘Knowledge transfer’.
      • Shift from concerns regarding ‘access’ to ‘impacts’.
      • Growing support to develop understandings based on research that can guide
      • policy formation.
    • 16. Earlier Work: Key Observations/Synthesis
      • Canada is starting to trail behind other countries. (Charpentier et al, Expert Panel)
      • E-learning is a fundamental tool for lifelong learning. (Rossiter, Fournier, Charpentier)
      • E-Learning can be adaptable to the diversity of learning needs and styles of learning. (Fournier, Expert Panel)
      • Lack of a National Strategy (Rossiter, Charpentier et al)
    • 17. Key Observations/Synthesis (Cont’d)
      • Need for multi-jurisdictional cooperation and collaboration (CMEC, Expert Panel)
      • Need for relevant empirical and longitudinal research (Rossiter, Abrami et al)
      • Lack of a portrait of e-Learning in provincial and Federal policies in Canada (Charpentier)
      • Need for mechanisms to disseminate research to policy makers and practitioners (Rossiter)
    • 18. Key Observations/Synthesis (Cont’d)
      • Need for a coordinating body that respects the province’s authority and responsibilities for education (Charpentier)
      • Need to address organizational change issues as e-learning is incorporated into traditional practice (Rossiter)
      • E-Learning needs to be user/learner-centered and results driven (Expert Panel)
    • 19. Findings
      • Policy Survey
      • Policy makers view the benefits of e-learning primarily in terms of: flexibility/accessibility, meeting social demand, interactivity/communication and learner achievement
      • Lack of attention to using e-learning to teach basic skills
      • Attention to connectivity to remote learners
    • 20. Findings (Cont’d)
      • Policy Survey
      • Types of learners (special needs, gifted, aboriginal) were addressed only minimally
      • Support for implementation - professional development, web-based resources and logistics support received a great deal of attention
      • Use of research to support implementation was limited
    • 21. Findings (cont’d)
      • Policy Survey
      • Intra-jurisdictional cooperation amongst providers was emphasised
      • Minimal attention paid to collaboration among provinces and at the federal level
      • Little attention paid to regulation
    • 22. Findings (Cont’d)
      • Policy Survey (Cont’d)
      • There appears to be little systematic data being gathered on users and non users
      • E-learning is just beginning to be seen in strategic terms within institutions
    • 23. Findings (Cont’d)
      • Interviews emphasized the following:
      • Increased collaboration, sharing resources and effective partnerships
      • Avoiding the limits of jurisdictional boundaries
      • Long term and sustainable funding
    • 24. Findings(Cont’d)
      • Interviews (Cont’d)
      • Development of e-learning standards
      • Leadership to manage efforts and costs
      • A dissemination plan to share information and research
    • 25. Pathways Worth Exploring
      • Developing a common framework
        • Articulating a shared vision
        • Nurturing shared leadership focused on creating mechanisms for effective policy and program coordination
        • Establishing partnerships between government, institutions, private sector and community groups
        • Development of a joint action plan
    • 26. Pathways Worth Exploring
      • Forum on E-learning
      • Representatives from educational institutions, governments, business and industry and community based organizations
        • Responsible for articulating vision statement, liaising with stakeholders and creating knowledge exchange opportunities
    • 27.
      • Development of a data strategy and clearinghouse with a focus on:
        • Synthesizing existing research
        • Generating new evidence
        • Developing high quality evidence as a basis for action
        • Fostering knowledge exchange
        • Identifying core questions/issues
      Pathways worth Exploring (cont’d)
    • 28. Discussion Questions
      • What challenges are seen to advancing along the pathways being proposed?
      • Are there means available using ICTs that could assist in moving along these pathways?
      • In moving forward where would you begin?

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