E learning analysis and design framework

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Recap of analysis and design framework; Framework dimensions detailed; E-learning movers; E-learning inhibitors; E-learning prerequisites

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  • Often no clear demarcation/some overlap between cells!! We will discuss each cell, for general (in terms of facilitating or inhibiting e-learning) as well as e-learning specific.
  • Non-pedagogical and non-technical issues, but IN SUPPORT of pedagogy and technology.
  • Accessibility at institutional level: Learning resources: e.g. to on-line libraries, own library with CD-ROM’s, learning objects repository, etc. Support services: e.g. domain-specific communities, e-learning support communities, etc.
  • Learning resources: course texts, library access, web (google), other students Learning services: tutoring, self-tests, …………
  • National e-learning policy should be medium-long term (3-5 years rolling plan) and include also the role of non-gevernmental players. E-learning programmes are medium-term (1-3 yeaqrs) and should be derived from the long-term policy. Distance teaching/e-learning organizations along the lines of educational levels (secondary, tertiary), professional associations (IT staff, teachers, ….) or economical sectors (education, government, private sector). Teacher training: often the present generation of teachers is ‘lost’ Reliable hardware and software suppliers: e-learning requires stable hardware and software services. Internet services providers: to provide reliable connectivity ICT training and manpower providers: without competent and responsible people, no technology can function
  • E learning analysis and design framework

    1. 1. E-learning analysis and design framework author: Eric Kluijfhout, eric.kluijfhout@gmail.com   This work is licensed under the Creative Commons Attribution-NonCommercial-ShareAlike License. To view a copy of this license, visit http://creativecommons.org/licenses/devnations/2.0/ or send a letter to Creative Commons, 559 Nathan Abbott Way, Stanford, California 94305, USA.  
    2. 2. E-learning analysis and design framework For the Institute for Community Participation, Bethlehem University through Maastricht School of Management by Eric Kluijfhout
    3. 3. Outline <ul><li>Recap of analysis and design framework </li></ul><ul><li>Framework dimensions detailed </li></ul><ul><li>E-learning movers </li></ul><ul><li>E-learning inhibitors </li></ul><ul><li>E-learning prerequisites </li></ul>
    4. 4. Three dimensions of e-learning pedagogical technolo- gical organisa- tional E-learning
    5. 5. Three levels to consider in e-learning Teaching & learning process (micro-level) Institution/organisation (mezzo level) Society (macro-level)
    6. 6. Analysis and design framework Level Dimension Macro National environment Mezzo Institutional environment Micro Learning environment Pedagogical 1 4 7 Technological 2 5 8 Organizational 3 6 9
    7. 7. Analysis and design framework Level Dimension National environment Institutional environment Learning environment Pedagogical 1 4 7 Technological 2 5 8 Organizational 3 6 9
    8. 8. National pedagogical dimension <ul><li>National educational system </li></ul><ul><ul><li>Role of education </li></ul></ul><ul><ul><li>Curriculum and accreditation system </li></ul></ul><ul><ul><li>Role of e-learning in the system, e-learning policy </li></ul></ul><ul><li>Status of learning and knowledge </li></ul><ul><ul><li>Attitudes towards learning and education </li></ul></ul><ul><ul><li>Attitudes towards distance- and e-learning </li></ul></ul><ul><li>Pedagogical tradition and teaching practices </li></ul><ul><ul><li>In general </li></ul></ul><ul><ul><li>In distance learning and e-learning </li></ul></ul>
    9. 9. Analysis and design framework Level Dimension National environment Institutional environment Learning environment Pedagogical 1 4 7 Technological 2 5 8 Organizational 3 6 9
    10. 10. National technological dimension <ul><li>National telecommunications network infrastructure </li></ul><ul><ul><li>Coverage and capacity </li></ul></ul><ul><ul><li>Accessibility and reliability </li></ul></ul><ul><ul><li>Costs </li></ul></ul><ul><li>Technology support infrastructure </li></ul><ul><ul><li>Quality, quantity and costs of ICT products and services </li></ul></ul><ul><ul><li>Availability of e-learning products and services </li></ul></ul>
    11. 11. Analysis and design framework Level Dimension National environment Institutional environment Learning environment Pedagogical 1 4 7 Technological 2 5 8 Organizational 3 6 9
    12. 12. National organisational dimension <ul><li>Education sector </li></ul><ul><ul><li>Size, structure, capacity </li></ul></ul><ul><ul><li>Funding </li></ul></ul><ul><ul><li>Professionalism </li></ul></ul><ul><li>National e-learning environment </li></ul><ul><ul><li>National e-learning policy </li></ul></ul><ul><ul><li>National e-learning support structure </li></ul></ul><ul><li>Technology-orientation </li></ul><ul><ul><li>Level of technology-penetration </li></ul></ul><ul><ul><li>General attitudes towards technology </li></ul></ul><ul><ul><li>Attitudes specific towards e-learning </li></ul></ul>
    13. 13. National SWOT analysis <ul><li>Strengths: </li></ul><ul><li>Weaknesses: </li></ul><ul><li>Opportunities; </li></ul><ul><li>Threats: </li></ul>
    14. 14. Analysis and design framework Level Dimension National environment Institutional environment Learning environment Pedagogical 1 4 7 Technological 2 5 8 Organizational 3 6 9
    15. 15. Institutional pedagogical dimension <ul><li>Curriculum </li></ul><ul><ul><li>Level, depth and scope </li></ul></ul><ul><ul><li>Orientation: general/vocational/professional </li></ul></ul><ul><li>Teaching culture and practices </li></ul><ul><ul><li>Pedagogical approach in general </li></ul></ul><ul><ul><li>Pedagogical vision on e-learning </li></ul></ul><ul><li>Student population characteristics </li></ul><ul><ul><li>Study-styles </li></ul></ul><ul><ul><li>Self-discipline </li></ul></ul>
    16. 16. Analysis and design framework Level Dimension National environment Institutional environment Learning environment Pedagogical 1 4 7 Technological 2 5 8 Organizational 3 6 9
    17. 17. Institutional technological dimension <ul><li>Hardware and software: </li></ul><ul><ul><li>PC’s (quantity, quality) </li></ul></ul><ul><ul><li>E-learning software </li></ul></ul><ul><li>Connectivity: </li></ul><ul><ul><li>Internet, Extranet, Intranet </li></ul></ul><ul><ul><li>Capacity, reliability </li></ul></ul><ul><ul><li>Continuous or dial-in </li></ul></ul><ul><li>Accessibility to: </li></ul><ul><ul><li>ICT facilities </li></ul></ul><ul><ul><li>E-learning resource materials </li></ul></ul><ul><ul><li>E-learning support services </li></ul></ul>
    18. 18. Analysis and design framework Level Dimension National environment Institutional environment Learning environment Pedagogical 1 4 7 Technological 2 5 8 Organizational 3 6 9
    19. 19. Institutional organisational dimension <ul><li>Institutional e-learning strategy/policy: </li></ul><ul><ul><li>Pedagogical, technological and organizational grounding </li></ul></ul><ul><ul><li>Capacity building for management, teachers, support staff and students </li></ul></ul><ul><ul><li>Funding </li></ul></ul><ul><li>Organizational e-learning support structure </li></ul><ul><ul><li>Pedagogical support </li></ul></ul><ul><ul><li>Technological support </li></ul></ul><ul><li>Student population characteristics </li></ul><ul><ul><li>Socio-economic background </li></ul></ul><ul><ul><li>Familiarity with, and access to ICT </li></ul></ul><ul><li>Staff characteristics </li></ul>
    20. 20. BU institutional SWOT analysis <ul><li>Strengths: </li></ul><ul><li>Weaknesses: </li></ul><ul><li>Opportunities; </li></ul><ul><li>Threats: </li></ul>
    21. 21. Analysis and design framework Level Dimension National environment Institutional environment Learning environment Pedagogical 1 4 7 Technological 2 5 8 Organizational 3 6 9
    22. 22. Learning environment pedagogical dimension <ul><li>Suitability of e-learning modus to: </li></ul><ul><ul><li>Learning goals </li></ul></ul><ul><ul><li>Pedagogical approach </li></ul></ul><ul><li>Applied e-learning modus: </li></ul><ul><ul><li>Substitution/innovation/transformation </li></ul></ul><ul><ul><li>Extended classroom/blended learning/distributed learning </li></ul></ul><ul><li>Quality of e-learning facilities: </li></ul><ul><ul><li>E-learning resources </li></ul></ul><ul><ul><li>E-learning services </li></ul></ul>
    23. 23. Analysis and design framework Level Dimension National environment Institutional Environment Learning environment Pedagogical 1 4 7 Technological 2 5 8 Organizational 3 6 9
    24. 24. Learning environment technological dimension <ul><li>Access: </li></ul><ul><ul><li>PCs </li></ul></ul><ul><ul><li>E-learning software </li></ul></ul><ul><li>Connectivity: </li></ul><ul><ul><li>On-line or dial-in </li></ul></ul><ul><ul><li>Capacity </li></ul></ul><ul><ul><li>Reliability </li></ul></ul><ul><ul><li>Costs </li></ul></ul><ul><li>Support services/help desk </li></ul>
    25. 25. Analysis and design framework Level Dimension National environment Institutional environment Learning environment Pedagogical 1 4 7 Technological 2 5 8 Organizational 3 6 9
    26. 26. Learning environment organisational dimension <ul><li>Individual student characteristics </li></ul><ul><ul><li>General knowledge, skills, attitudes, learning style </li></ul></ul><ul><ul><li>General demographical, economical, ……….. characteristics </li></ul></ul><ul><ul><li>E-learning specific knowledge, skills, attitudes </li></ul></ul><ul><li>Individual teacher characteristics </li></ul><ul><ul><li>Teaching style </li></ul></ul><ul><ul><li>E-learning tutoring skills and attitudes </li></ul></ul>
    27. 27. Micro SWOT analysis <ul><li>Strengths: </li></ul><ul><li>Weaknesses: </li></ul><ul><li>Opportunities; </li></ul><ul><li>Threats: </li></ul>
    28. 28. Prerequisites at national level <ul><li>Realistic national e-learning policy </li></ul><ul><li>E-learning innovation programmes and funds </li></ul><ul><li>Telecommunications infrastructure </li></ul><ul><li>Internet services providers </li></ul><ul><li>Reliable hardware and software suppliers </li></ul><ul><li>ICT training and manpower providers </li></ul><ul><li>Distance teaching/e-learning association(s) </li></ul><ul><li>Pre- and in-service teacher training programmes in e-learning </li></ul><ul><li>Openness to (technological) innovation </li></ul><ul><li>Best practices examples </li></ul>
    29. 29. Prerequisites at institutional level <ul><li>Vision and realistic expectations </li></ul><ul><li>Enthusiastic individuals and role models </li></ul><ul><li>Management support </li></ul><ul><li>Flexible organizational structure and practices </li></ul><ul><li>Budget </li></ul><ul><li>Institutional innovation record </li></ul><ul><li>Capable staff in various (new) roles </li></ul><ul><li>………………………………… . </li></ul>
    30. 30. Student prerequisites <ul><li>Access to computer (content presentation) </li></ul><ul><li>Internet connectivity (communication) </li></ul><ul><li>Basic computer skills </li></ul><ul><li>Openness towards e-learning </li></ul><ul><li>Self-directedness and study discipline </li></ul><ul><li>…………………………… </li></ul>

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