E-Learning Decisions: Modes, Models and Strategies

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    E-Learning Decisions: Modes, Models and Strategies - Presentation Transcript

    1. E-Learning Decisions: Modes, Models and Strategies Stephen Downes National Research Council Government Online 2003 Ottawa, February 25, 2003
    2. Modes
      • Emerging trends and technologies
      • Forms e-learning can take today
      • Guidelines for the selection of the most appropriate delivery mode
    3. Models
      • Models for e-learning delivery in large organizations
      • The advantages and disadvantages of each will be considered within a governmental context.
    4. Strategies
      • Finally, a series of strategies for e-learning adoption and implementation will be described
      • These strategies will consider issues such as technical support, student motivation, content creation and distribution, and administration.
    5. Modes: Emerging Trends
      • Learning objects and related metadata
      • Streaming media, multimedia, audio and video
      • Mobile, contextual, and just-in-time learning
    6. Modes: Forms of E-Learning
      • E-Learning as computer-based training delivered via the web (asynchronous)
      • E-learning as providing a new channel of communication in distance learning (mixed)
      • E-Learning as a new type of classroom instruction (synchronous)
      • http://www.fastrak-consulting.co.uk/tactix/Features/basics.htm
    7. Modes: Selection Guidelines
      • Who is your audience? Do they need motivation? Are they already strong learners?
      • What is your content? Is it factual data, skills-based, conceptual?
      • What are your needs? Do you need to monitor, test, ensure compliance?
    8. Models: Delivery Models
      • Centralized – a single resource unit handles all e-learning
      • Mixed – a blend of centralized resources and content provided by separate agencies
      • Distributed – both content and resources are provides by separate agencies
    9. Models: Centralized
      • Advantages:
        • Economies of scale
        • Consistency of product (message, quality)
      • Disadvantages
        • Inability to adapt to local, contextual needs
        • Slow speed
        • Overproduction of components
    10. Models: Decentralized
      • Advantages
        • Local, specialized content
        • Smaller, fast to respond to needs
        • Tailored production
      • Disadvantages
        • Higher cost, ‘re-inventing the wheel’
        • Inconsistent product, quality
    11. Models: Mixed
      • Advantages
        • Economies of scale where appropriate, flexible production otherwise
        • Consistency of format, localized message
      • Disadvantages
        • More difficult to manage – who is the ‘client’ and who is the ‘server’?
    12. Strategies: A Corporate Model?
      • Corporate learning is different…
      • It is command-driven – but government cannot compel citizens to learn
      • It is driven by the bottom-line – but governments have multiple objectives
      • It serves a target market (cherry-picking) – but a government must serve everyone
    13. Strategies: Priority Areas
      • Target and fund key priorities
      • Use an RFP process to solicit proposals
      • Subject proposals to community review
      • Require that proposals satisfy core criteria (demand for program, evidence of quality, certification as appropriate)
      • http://mlg-gam.ic.gc.ca/sites/acol-ccael/en/resources/R01_Anderson_Downes/
    14. Strategies: Create Demand
      • A Participaction of learning
      • Promote mental fitness in Canadians
      • Public service learning as a role model
      • Create incentives – tax breaks, performance bonuses – for evidence of learning
      • Extend opportunities into other areas – learning about Canadian government
    15. Strategies: Create Competence
      • Teaching learners to teach
      • The government’s best instructors are its own staff – they are the experts
      • So: create a program to promote best teaching practices in public service
      • Provide teaching support and resources (the government as a university)
    16. Strategies: Support Services
      • A National Network of Support Services
      • Teachers’ resources, including:
        • Reports on current issues
        • Samples, templates
        • Instructional design and delivery tools
      • Students’ resources, including:
        • Courses, books, and other resources
        • Learning tracks, including certification
    17. Strategies: Content Repositories
      • A National Learning Object Bank
      • Create small and useful learning objects in a wide variety of government topics
      • Use these learning objects in government sponsored online learning
      • Make GOL learning objects available to all Canadian institutions
    18. Strategies: Community
      • Putting GOL learning in the community
      • Create learning centers in Canadian communities (piggy-back on CAP sites, Employment offices)
      • Provide testing facilities, counselling, advice, support
      • Use these centers for localized civil service learning as well (lead by example)
    19. Concluding Remarks
      • Select the right mode for the right learning and the right learner
      • Employ a mixed model – centralized services, distributed content
      • Deploy strategies that meet wider objectives, provide the resources needed, and base them in the community

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