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E learning analysis and design framework
 

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

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 E learning analysis and design framework Presentation Transcript

  • 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.  
  • E-learning analysis and design framework For the Institute for Community Participation, Bethlehem University through Maastricht School of Management by Eric Kluijfhout
  • Outline
    • Recap of analysis and design framework
    • Framework dimensions detailed
    • E-learning movers
    • E-learning inhibitors
    • E-learning prerequisites
  • Three dimensions of e-learning pedagogical technolo- gical organisa- tional E-learning
  • Three levels to consider in e-learning Teaching & learning process (micro-level) Institution/organisation (mezzo level) Society (macro-level)
  • 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
  • Analysis and design framework Level Dimension National environment Institutional environment Learning environment Pedagogical 1 4 7 Technological 2 5 8 Organizational 3 6 9
  • National pedagogical dimension
    • National educational system
      • Role of education
      • Curriculum and accreditation system
      • Role of e-learning in the system, e-learning policy
    • Status of learning and knowledge
      • Attitudes towards learning and education
      • Attitudes towards distance- and e-learning
    • Pedagogical tradition and teaching practices
      • In general
      • In distance learning and e-learning
  • Analysis and design framework Level Dimension National environment Institutional environment Learning environment Pedagogical 1 4 7 Technological 2 5 8 Organizational 3 6 9
  • National technological dimension
    • National telecommunications network infrastructure
      • Coverage and capacity
      • Accessibility and reliability
      • Costs
    • Technology support infrastructure
      • Quality, quantity and costs of ICT products and services
      • Availability of e-learning products and services
  • Analysis and design framework Level Dimension National environment Institutional environment Learning environment Pedagogical 1 4 7 Technological 2 5 8 Organizational 3 6 9
  • National organisational dimension
    • Education sector
      • Size, structure, capacity
      • Funding
      • Professionalism
    • National e-learning environment
      • National e-learning policy
      • National e-learning support structure
    • Technology-orientation
      • Level of technology-penetration
      • General attitudes towards technology
      • Attitudes specific towards e-learning
  • National SWOT analysis
    • Strengths:
    • Weaknesses:
    • Opportunities;
    • Threats:
  • Analysis and design framework Level Dimension National environment Institutional environment Learning environment Pedagogical 1 4 7 Technological 2 5 8 Organizational 3 6 9
  • Institutional pedagogical dimension
    • Curriculum
      • Level, depth and scope
      • Orientation: general/vocational/professional
    • Teaching culture and practices
      • Pedagogical approach in general
      • Pedagogical vision on e-learning
    • Student population characteristics
      • Study-styles
      • Self-discipline
  • Analysis and design framework Level Dimension National environment Institutional environment Learning environment Pedagogical 1 4 7 Technological 2 5 8 Organizational 3 6 9
  • Institutional technological dimension
    • Hardware and software:
      • PC’s (quantity, quality)
      • E-learning software
    • Connectivity:
      • Internet, Extranet, Intranet
      • Capacity, reliability
      • Continuous or dial-in
    • Accessibility to:
      • ICT facilities
      • E-learning resource materials
      • E-learning support services
  • Analysis and design framework Level Dimension National environment Institutional environment Learning environment Pedagogical 1 4 7 Technological 2 5 8 Organizational 3 6 9
  • Institutional organisational dimension
    • Institutional e-learning strategy/policy:
      • Pedagogical, technological and organizational grounding
      • Capacity building for management, teachers, support staff and students
      • Funding
    • Organizational e-learning support structure
      • Pedagogical support
      • Technological support
    • Student population characteristics
      • Socio-economic background
      • Familiarity with, and access to ICT
    • Staff characteristics
  • BU institutional SWOT analysis
    • Strengths:
    • Weaknesses:
    • Opportunities;
    • Threats:
  • Analysis and design framework Level Dimension National environment Institutional environment Learning environment Pedagogical 1 4 7 Technological 2 5 8 Organizational 3 6 9
  • Learning environment pedagogical dimension
    • Suitability of e-learning modus to:
      • Learning goals
      • Pedagogical approach
    • Applied e-learning modus:
      • Substitution/innovation/transformation
      • Extended classroom/blended learning/distributed learning
    • Quality of e-learning facilities:
      • E-learning resources
      • E-learning services
  • Analysis and design framework Level Dimension National environment Institutional Environment Learning environment Pedagogical 1 4 7 Technological 2 5 8 Organizational 3 6 9
  • Learning environment technological dimension
    • Access:
      • PCs
      • E-learning software
    • Connectivity:
      • On-line or dial-in
      • Capacity
      • Reliability
      • Costs
    • Support services/help desk
  • Analysis and design framework Level Dimension National environment Institutional environment Learning environment Pedagogical 1 4 7 Technological 2 5 8 Organizational 3 6 9
  • Learning environment organisational dimension
    • Individual student characteristics
      • General knowledge, skills, attitudes, learning style
      • General demographical, economical, ……….. characteristics
      • E-learning specific knowledge, skills, attitudes
    • Individual teacher characteristics
      • Teaching style
      • E-learning tutoring skills and attitudes
  • Micro SWOT analysis
    • Strengths:
    • Weaknesses:
    • Opportunities;
    • Threats:
  • Prerequisites at national level
    • Realistic national e-learning policy
    • E-learning innovation programmes and funds
    • Telecommunications infrastructure
    • Internet services providers
    • Reliable hardware and software suppliers
    • ICT training and manpower providers
    • Distance teaching/e-learning association(s)
    • Pre- and in-service teacher training programmes in e-learning
    • Openness to (technological) innovation
    • Best practices examples
  • Prerequisites at institutional level
    • Vision and realistic expectations
    • Enthusiastic individuals and role models
    • Management support
    • Flexible organizational structure and practices
    • Budget
    • Institutional innovation record
    • Capable staff in various (new) roles
    • ………………………………… .
  • Student prerequisites
    • Access to computer (content presentation)
    • Internet connectivity (communication)
    • Basic computer skills
    • Openness towards e-learning
    • Self-directedness and study discipline
    • ……………………………