E-learning standards: Open enablers of learning or compliance strait jackets?

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E-learning standards: Open enablers of learning or compliance strait jackets?

  1. 1. E-learning standards: Open enablers of learning or compliance strait jackets?
  2. 2. Aim of the paper <ul><li>To discuss the relationship between e-learning standards activity and learning and teaching in order to balance the perceived focus on technological and economic aspects with a concern for pedagogy and a development of e-learning skills by teachers and students. </li></ul>
  3. 3. Benefits of standards (1) <ul><li>Standards can be held to be an aspect of professionalism </li></ul><ul><li>validating the immense amounts of money being spent on e-learning </li></ul><ul><li>Cost control </li></ul><ul><li>ability to reuse e-learning resources despite rapid changes in technology </li></ul><ul><li>supporting the cataloging and discovery of learning resources </li></ul>
  4. 4. Benefits of standards (2) <ul><li>facilitating the transfer of student records and information between systems and institutions </li></ul>
  5. 5. Benefits in the reuse and economics of e-learning <ul><li>learning products can work across multiple systems. Teachers don't need to target a specific system or adapt them for different platforms </li></ul><ul><li>ensure that various content works on their systems </li></ul><ul><li>users can use a wider range of content for their system </li></ul><ul><li>standards remove barriers to the development of the e-learning market </li></ul>
  6. 6. Are standards pedagogically neutral? (1) <ul><li>Standards represent a significant investment of resources and are consequently driven by a desire to solve specific problems in particular contexts so there is a danger that if a standard can be applied more generally. </li></ul><ul><li>SCORM - meet the needs of new pedagogies such as collaborative learning  is being adopted in areas beyond its intended area of application </li></ul>
  7. 7. Are standards pedagogically neutral? (2) <ul><li>Another key problem in e-learning is the discovery and the reuse of pre-existing materials </li></ul><ul><li>The problem of learners' needs being ignored in the introduction of new technology has been long recognized </li></ul>
  8. 8. E-learning standards to enable learning <ul><li>to continue to do on we have done and wait for better evidence before changing current practice, that is, to develop clear models of success that can be used as exemplars </li></ul><ul><li>standards should be and measurable </li></ul><ul><li>standards should be designed in an open manner, acknowledge educational contexts and students’ needs, encourage flexibility and focus on learning outcomes and access to learning opportunities </li></ul>
  9. 9. Criticism of standards (1) <ul><li>There is no, or only a weak, theoretical basis for the standard or guideline </li></ul><ul><li>Lack of empirical support </li></ul><ul><li>Emphasis on process and management rather than people </li></ul><ul><li>Emphasis on institutionalization rather than student outcomes </li></ul><ul><li>There is a lack of information about the dynamic context </li></ul>
  10. 10. Criticism of standards (2) <ul><li>The use of standards introduces the risk of encouraging a focus on the success against the standards' measures rather than the outcomes that are directly desired </li></ul>
  11. 11. Conclusion (1) <ul><li>Standards are needed for the development and growth of e-learning as an effective supporter of learning. They should support the development of e-learning capability across sectors of education. </li></ul><ul><li>standards must reflect the diversity of students’ learning capabilities and expected outcomes; </li></ul><ul><li>standards must evolve to meet the challenges of new forms of technology, and new types of pedagogy </li></ul>
  12. 12. Conclusion (2) <ul><li>standards must be enablers of effective practice rather than constraints or burdens </li></ul><ul><li>standards must reflect an evidence base of effective teaching practice into ways of improving student learning </li></ul><ul><li>standards must enables efficient determination of compliance and an ability to &quot;benchmark&quot; or document that compliance </li></ul>
  13. 13. Conclusion (3) <ul><li>standards must support the management of institutions to identify areas in need of development and strategic decisions about e-learning directions for the institution as a whole </li></ul>

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