20080627 Ehlers Keynote

Web2.0 E-Learning 2.0 Quality 2.0?! Ulf-Daniel Ehlers Uni Duisburg-Essen, EFQUEL, Science without Borders Microlearning Conference Innsbruck, 26 June 2008

E-Learning 1.0 LMS as island

E-Learning 2.0 LMS as a Gate

Learner centered Flexibility Mobile learning Personality Development Workflow learning Informal Learning Connected Learning Gamebased Learning Immersive learning Individualisation/ Personalization New Learning Cultures Personal Learning envrionemnts Accessibility

Web 2.0 E-Learning 2.0 Quality 2.0?

Web 1.0 Web 2.0
Off and On : Access is the challenge, Websites are made by institutions or ‚Techies‘.
Surfing: Web is pull medium, Infos are downloaded and archived
Knowledge from experts : Static projects which a defined begin and end, offered to public.
Call by call : Dial-up, text oriented bc. of high costs
We are on : Internet needs no pre-knowledge, ubiquitous availability.
Posting/ Publishing : Web is pull and push medium, patricipative.
Wisdom of the crowds : Microcontent, User‘s preferences influence representation.
Always online : Broadband, Flatrates, video, audio.
Ready-made, read-only web Do-It-Yourself and publish Web

Ubiquitous
Learning takes place everywhere and in different contexts, not only in a classroom.

Learners` built
Learners are the organisers, participation not acquistion.

Lifelong
Learning takes place lifelong, is multiepisodic and not bound to institutions.

Community related
Learning takes place in communities (of practice): Learners join communities.

Informal & non-formal
Much learning takes place informal, non-formal, at home, at workplace and in spare time, not teacher- and institution oriented.

Changing Faces of E-Learning From Distribution… … to Collaboration and Reflection Transmissive Learning Expansive Learning Broadcasting Learning E-Learning 1.0 E-Learning 2.0 Technology = Islands Technology = Gates Learning Management Systems Materials online Presentation Information E-Portfolios Weblogs Communication Collaboration WiKis Communities

Two E-Learning Worlds Standard Content Individual Learning Learning Community No fixed Content/ Curriculum Students are learning with pre-formed knowledge Students work together in (knowledge) communities (Schulmeister 2005)

LMS = costly Data graves Real life plays next door Internet is the Content (self generating, updating) Value of learning = not content but reflective practice Rip, mix & learn (Richardson 2005) instead preformed course materials LMS 2.0 = PLEs = E-Portfolios, Blogs, etc. “ Walled Gardens” E-Learning 1.0 E-Learning 2.0

Informal Learning Formalisation of informal Learning informalisation of formal learning

Quality development: evaluation & certifictaion of content, processes, programs, institutions Qualitäty management: organisational proceedures and indicators for their quality Quality assurance: analyses if a certain level of quality is met Quality control: looks for errors, mistakes Learning not in formal institutional education but informal and outside organisations Who is determining the quality? No pre-defined learning content Learning processes highly heterogenous What can be evaluated? With which methods? Quality 1.0 E-Learning 2.0

Quality development 1.0  2.0
Quality for E-Learning 2.0 is not primarily an assessment against standards but is
development oriented,
a methodology to enable learners to deepen understanding,
and to improve their learning processes
self-reflection, self-assessment, peer-evaluation
Where is quality in… Participation processes Acquisition processes Social networks / Communities of Practice (CoP) Multimedia (Interactivity) Interaction Tutor availability Communication Course structure Learning diaries/e-portfolios Curricula User Created Content Content Personal Learning Environment Learning platform Quality assessed through learners and peers Quality assessed through experts E-Learning 2.0? E-Learning 1.0?

Let others speak…!
Quality is more than assessment against standards (Harvey & Green 2000: 36).
Quality is a relative term which can only be defined in participation of different interest groups (Posch & Altrichter 1997: 28)
Quality is not an observable characteristic of a learning process but rather the result of an assessment process  thus socially constructed (Heid 2000: 41).
Quality in education can not be understood as a general classification of good schools, programs or learning scenarios but is a result of a transparent negotiation process of Values, Needs, Requirements, Results (vgl. auch Ditton 2000: 73).
Quality development means to define the criteria, values and INterests of those stakeholders involved in learning as clear as possible and base the quality judgement on them (Posch & Altrichter 1997: 130)

E-Learning 2.0 – Quality 2.0: Not a new generation of quality methodology but changing functions and roles
From acquisition & reception to participation & negotiation: A new metaphor for learning
From control to culture & reflection: Not conformity but reflection
From inspection to inspiration: Towards quality as innovation
From product & process to competence & performance
From consumer to (co-)producer of learning: Focus on artefacts and processes
From ‘island of learning’ to ‘island hopping’

Target Group oriented evaluation Self-Evaluation Self Assessment Social recommendation & communitiy participation E-Portfolio Evaluation Peer Assessment, learning groups, network social recommendation mechanisms, peer-review, peer reflection, peer-assist peer-learning, benchlearning responsive evaluation, formative evaluation; Stakeholder participation Quality 2.0 Methods

Example 1: Self-Evaluation
Step 1: Negotiation & Participation
Learners are involved into the definition of criteria for evaluation of learning, they are coached by the development of their own objectives
Step 2: Evaluation
Learners apply the criteria to their own learning experiences.
Step 3: Feedback / Callibration
Learner receive a feedback to their own evaluation from the teachers and the peers, the aim is a calibration of their own judgement through a triangulation of perspectives.
Step 4: Learning Competence Development
Learners are encouraged to develop learning paths form themselves on basis of their evaluation.
From assessment of learning to assessment for learning!

Example 2: Assessment of Portfolios - presentation of ePortfolio work - subjektiv evaluation (peer-review) Test/ Exams - Evaluation grid (competence levels) - Competence oriented - Learner oriented - Qualitative evaluation Evaluation Crtieria - Artefacts (Materials) - Reflection on learning - Microcontent - Assignments/ Projects Evaluated Content - Project oriented e-portfolio-work - E-Portfolios document analysis Forms +++ for Learner / --- for teacher Preparation E-Portfolio Characteristics

Connecting People
Science without Borders

Quality 2.0, Island hopping & open Gates Thank you very much! ulf.ehlers@icb.uni-due.de www.ulf-ehlers.de | www.without-borders.org | www.qualityfoundation.org

20080627 Ehlers Keynote

by Ehlers on Jul 25, 2008

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