Your SlideShare is downloading. ×
E learning analysis and design framework
Upcoming SlideShare
Loading in...5
×

Thanks for flagging this SlideShare!

Oops! An error has occurred.

×
Saving this for later? Get the SlideShare app to save on your phone or tablet. Read anywhere, anytime – even offline.
Text the download link to your phone
Standard text messaging rates apply

E learning analysis and design framework

2,315
views

Published on

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

Published in: Education

0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total Views
2,315
On Slideshare
0
From Embeds
0
Number of Embeds
1
Actions
Shares
0
Downloads
90
Comments
0
Likes
0
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
No notes for slide
  • 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
  • Transcript

    • 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. E-learning analysis and design framework For the Institute for Community Participation, Bethlehem University through Maastricht School of Management by Eric Kluijfhout
    • 3. Outline
      • Recap of analysis and design framework
      • Framework dimensions detailed
      • E-learning movers
      • E-learning inhibitors
      • E-learning prerequisites
    • 4. Three dimensions of e-learning pedagogical technolo- gical organisa- tional E-learning
    • 5. Three levels to consider in e-learning Teaching & learning process (micro-level) Institution/organisation (mezzo level) Society (macro-level)
    • 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. 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. 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
    • 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. 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
    • 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. 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
    • 13. National SWOT analysis
      • Strengths:
      • Weaknesses:
      • Opportunities;
      • Threats:
    • 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. 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
    • 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. 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
    • 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. 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
    • 20. BU institutional SWOT analysis
      • Strengths:
      • Weaknesses:
      • Opportunities;
      • Threats:
    • 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. 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
    • 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. Learning environment technological dimension
      • Access:
        • PCs
        • E-learning software
      • Connectivity:
        • On-line or dial-in
        • Capacity
        • Reliability
        • Costs
      • Support services/help desk
    • 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. 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
    • 27. Micro SWOT analysis
      • Strengths:
      • Weaknesses:
      • Opportunities;
      • Threats:
    • 28. 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
    • 29. 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
      • ………………………………… .
    • 30. Student prerequisites
      • Access to computer (content presentation)
      • Internet connectivity (communication)
      • Basic computer skills
      • Openness towards e-learning
      • Self-directedness and study discipline
      • ……………………………