Learners Empowered Creativity & Innovation Flexible Provision Professional Workforce Better Value for Learners Objectives of Current DfES Strategies Raising Standards Improving quality Removing Barriers Preparing for employment skills Widening Participation early years Primary Secondary 14-19 Skills Post-16 HE Contributions from e-Learning Personalised support, Online communities, Flexible Study Virtual Environments, Individualised Study, Collaborative Learning, Tools for Innovation, Quality at Scale Strategic Actions Leading Sustainable e-Learning, Supporting pedagogical innovation, Staff development, Unifying Learner support, Aligning assessment, Building a better market, Assuring tech and quality standards A 21st century education system
Widening participation policies are focused in two conflicting directions:
emancipatory and empowering for the individual : stimulate the growth of autonomous, entrepreneurial, IT-literate, multi-skilled individuals capable of creating and taking advantage of the opportunities inherent in a post fordist economy
ensuring a supply of appropriately skilled workers for industry : create a compliant low-expectation labour force inured to the demands of flexibilisation in order to attract inward investment not on the basis of high skills available but on the basis of low costs
The less obvious--but more important curriculum--is the covert curriculum, which is composed of the skills and characteristics the student develops as a result of successfully completing the overt curriculum. (Appleby)
Code of practice for the assurance of academic quality and standards in higher education, Section 2: Collaborative provision and flexible and distributed learning (including e-learning) - September 2004
The term 'e-learning' will be used here to refer to modes of learning that are ICT-based
Flexible and distributed learning (FDL) denotes educational provision leading to an award, or to specific credit toward an award, of an awarding institution delivered and/or supported and/or assessed through means which generally do not require the student to attend particular classes or events at particular times and particular locations.
If someone is learning in a way that uses information and communication technologies ICTs, they are using e-learning … playing an interactive game, … collaborating using the Internet, … watching an animated diagram, … taking a driving theory test online - it all counts as e-learning.
(DfES Consultation, “Towards a Unified e-Learning Strategy”, July 2003)
The variety of approaches represented by FDL in the UK and elsewhere is now considerable, and embraces a continuum of pedagogical opportunities.
collocation low/high (face-to-face vs. distance learning)
collaboration low/high (individualised vs. collaborative learning)
computerisation low/high (e-learning vs. traditional print and communication technologies)
Blended learning: 3-C hi collocation hi collaboration traditional laboratory lo computerisation hi collocation whiteboards in classrooms hi collaboration virtual field trips hi computerisation lo collocation CACL, online forums hi collaboration “Learning to teach online” hi computerisation hi collocation lo collaboration video link lecture hi computerisation lo collocation lo collaboration “traditional” OU DL lo computerisation lo collocation lo collaboration CBT training hi computerisation
Institutional Structure Partners New Project-Based Management Approach Academic Development including C4eL Directorates Directorates Directorates Directorates Schools Schools Schools Students Union Academic Board Learning and Teaching Committee e-Learning Forum Widening Participation CPD Forum Research Committee Resources and Planning Committee Undergraduate Forum Postgraduate Forum Executive Board Board of Governors
Networks and Critical Distance Vice Chancellor Deputy Vice Chancellor Deputy Vice Chancellor Pro Vice Chancellor Pro Vice Chancellor Registrar
All derive from institutional utility based on knowledge, experience and information.
Chaos model of management allows individuals to gain influence on the basis of charisma and hermeneutic approaches.
Institutional Structure: Networks University School Department Admin & Support Polity Social Centres for e-Learning?
Institutional Structure Partners New Project-Based Management Approach Academic Development including C4eL Directorates Directorates Directorates Directorates Schools Schools Schools Students Union Academic Board Learning and Teaching Committee e-Learning Forum Widening Participation CPD Forum Research Committee Resources and Planning Committee Undergraduate Forum Postgraduate Forum Executive Board Board of Governors Institutional Structure: Networks
leadership in all aspects of learning technology; guide the University’s vision of the future for e-learning
ensure that the e-learning strategy is coherent, focussed and in-line with national policy recommendations
determine central e-learning strategy and take responsibility for cross-University decisions relating to e-learning
steer and advise on the balance between innovative developments in e-learning and practical applications support for e-learning
co-ordinate, conduct and disseminate research into e-learning and commission, or undertake as appropriate, research and development projects in e-learning
co-ordinate and steer ongoing staff development and evaluation of the impact of e-Learning on the University community
E-Learning at Brookes : Supporting e–learning through curriculum design and development Developing, enabling and valuing e–Learning practitioners Improving and expanding environments for e–learning Researching and evaluating e–learning aims to apply Learning Technology to the provision of flexible, active, collaborative and professionally authentic learning … and 5 key projects Widening participation and creating effective e–learning partnerships E-Learning at Brookes values: innovation, enterprise, equality, scholarship and social responsibility … with these underpinning values Excellence at Brookes : E-Learning at Brookes :
Legibility: multiple literacies, modes and systems of meaning
Richness: complexity at scale
independent of the mode of engagement
Modes of Engagement Mode 1: baseline admin and support Mode 2: Blended Learning Mode 3: FDL
Approaches in the Schools Collab’ tive working Blogs PDP/ Portfolio Multi-professional learning Technology Arts & Humanities Biological & Molecular Built Environment Social Science and Law Health and Social Care Education Business International / distributed cohorts Work-based learning Diagnostic testing Large class teaching
Overall, the revision may be characterised as moving from the 'process-based' style of the earlier version to a more 'outcome-based' approach.
The focus now is on ends rather than means. Institutions … will see that the basics remain in the content of the revised version but will, it is hoped, appreciate the flexibility now offered by the greater attention to outcomes.
Flexibility has become an epi-phenomenon, part of the meta-curriculum
Learning Technology Support Architecture Embedded in systems architectures (source IEEE LTSA)
George Roberts Development Director, Off-campus E-learning Oxford Brookes University [email_address] +44 (0) 1865 484871 +44 (0) 7711 698465 http://www.brookes.ac.uk/virtual/ http://www.alt.ac.uk/altc2004/