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eLearning or eKnowledge:
What are we offering students?
Greig Krull and Brenda Mallinson
29 September 2013
Unisa Cambridge...
The Challenge
“This course contains
an overflow of
information”
“Lets just create a
course for this”
Is it a learning
prog...
Impact of Supporting ICT
Increased access to
resources,
information,
knowledge
eLearning Africa Report (2013) CC-BY-NC-ND
...
But…
• Deployment of technologies
such as VLE/LMS usually
perpetuates transmissive
modes
• Aim seems to be efficiency of
d...
Leading to…
Dissatisfactory
Use of
Technology
Decontextualised
Information
Dumping of
Content
Poor learning design leading...
Importance of Learning Design
Design
Purpose
1. What do
learners need
to learn?
2. How can we
help learners
learn?
3. How ...
The Three Presences
Cognitive
TeachingSocial
Anderson (2008)
Supporting
discourse
Setting
climate
Selecting
content
Educat...
eLearning Tools
eKnowledge
• Share informational content
• Easily and appropriately accessible
Need for Knowledge Management
Need for on-demand learning activities
Make sense of the plethora of
information
Collect, or...
Convergence of Knowledge and Learning
Knowledge as… Knowledge and Learning
Theme
Learning as…
Artefact
• Semantic Markup
•...
Independent and Adult Learning
Adult
Learning
Confidence &
Independence
Skills &
Strategy
Knowledge &
Understanding
Experi...
Implications
Rethink course outlines
and learning objectives
Sharper focus on
instructional resources
Utilise well-structu...
Reflection
1. What is the purpose of the content and
resources you are providing for students?
2. How are you using techno...
Thank You
Unless otherwise specified, this work is licensed under a
Creative Commons Attribution 3.0 Unported License.
Gre...
References
• Anderson, T (ed) (2008) Teaching in an Online Learning Context. The theory and
practice of online learning. A...
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eLearning or eKnowledge - What are we offering students?

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eLearning or eKnowledge - What are we offering students? A look at the convergence of elearning and eknowledge, looking at the purpose of the design - informational or instructional? Presented at the Unisa Cambridge Open and Distance eLearning Conference, Stellenbosch.

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  • Example: Putting presentations online or recording lectures for later viewing. Are these resources sources of reference information or help to achieve learning goals?Role of teacher as conduit of access to knowledge has changed. Wide number of available resources online.
  • Increased use of elearning solutionsPromote collaboration, enhance research skills, break geography barriers, facilitate communities
  • Learners experience poor learningSage on the stageAdd reference to Transmission model – or mainframe approach - Expert and Novices by Wilson, J.M. (2005) Creating New Learning Environments for Higher Education
  • Courses end up as information dumps where resources and materials put online without any facilitator interaction, problem solving and contextualisation.
  • Importance of the learning designCreation of the learning community – linking to 3 presences
  • Cognitive presence – support the development and growth of critical thinking skillsSocial presence – establish a supportive environment where students feel comfort and safety to be able to express themselves and their ideasTeaching presence – encourage discourse, guided delivery and providing feedback, adapt to needs of learners
  • Design learning intervention with medium in mindTools are only there to support the processLearning design approachOrganise the learning pathwayBuild meaningful interaction and practiceReinforce the learningAssess the results Providing quality feedback
  • If purpose is reference information then Presentations, documents, videos, podcasts, blogs etcAccessible – tagging, metadata
  • Need for on-demand learning activitiesknowledge and skills need to be relevant to tasks and activities needing to be performedReduce the time to know and do required tasksMake sense of the plethora of informationPerformance support mechanisms
  • Separation of teacher and learner (transactional distance)AndragogyGreater emphasis on development of long-term high-level cognitive skills of scholarship Utilising technology to promote meaningful interaction and engagement
  • Less time on teaching the content
  • Transcript of "eLearning or eKnowledge - What are we offering students?"

    1. 1. eLearning or eKnowledge: What are we offering students? Greig Krull and Brenda Mallinson 29 September 2013 Unisa Cambridge ODeL Conference
    2. 2. The Challenge “This course contains an overflow of information” “Lets just create a course for this” Is it a learning programme or a collation of content? Wikipedia Commons (PD)
    3. 3. Impact of Supporting ICT Increased access to resources, information, knowledge eLearning Africa Report (2013) CC-BY-NC-ND Emergence of new methods of teaching and learning
    4. 4. But… • Deployment of technologies such as VLE/LMS usually perpetuates transmissive modes • Aim seems to be efficiency of delivery rather than improving the learning experience Brent Hoard (2009) CC-BY
    5. 5. Leading to… Dissatisfactory Use of Technology Decontextualised Information Dumping of Content Poor learning design leading to unsatisfactory student learning experience with poor results
    6. 6. Importance of Learning Design Design Purpose 1. What do learners need to learn? 2. How can we help learners learn? 3. How will we know learners have learned? 4. How can we sure of good quality learning?
    7. 7. The Three Presences Cognitive TeachingSocial Anderson (2008) Supporting discourse Setting climate Selecting content Educational Experience
    8. 8. eLearning Tools
    9. 9. eKnowledge • Share informational content • Easily and appropriately accessible
    10. 10. Need for Knowledge Management Need for on-demand learning activities Make sense of the plethora of information Collect, organise and share organisational information and experiences to create additional value
    11. 11. Convergence of Knowledge and Learning Knowledge as… Knowledge and Learning Theme Learning as… Artefact • Semantic Markup • Knowledge types Objects Content / Authoring • Knowledge downsizing • Metadata / Standards Processes • Knowledge Lifecycle • Infrastructure Processes Flow of Instruction • Instructional Design • Learning Activities Social Construct • Communities of Practice • Virtual Teams Strategies Communities / Social • Organisational Learning • Workplace Learning Infrastructure • Applications • Enabling Technologies Systems “System” • Services • Roles / Actions Knowledge Flow / Services • Semantic Services • Instrument knowledge flow Performance Learning Context • Augmentation • Ubiquitous learning Lytras and Sicilia (2005)
    12. 12. Independent and Adult Learning Adult Learning Confidence & Independence Skills & Strategy Knowledge & Understanding Experience Reflection Creativity Syverson (2006)
    13. 13. Implications Rethink course outlines and learning objectives Sharper focus on instructional resources Utilise well-structured informational resources to be found at the moment of need Clarify the approach best suited to a particular learning purpose Spend more time guiding learners to find, interpret, evaluate and use content Rethink the HOW in the design of our learning provision
    14. 14. Reflection 1. What is the purpose of the content and resources you are providing for students? 2. How are you using technology to support your teaching and learning approach?
    15. 15. Thank You Unless otherwise specified, this work is licensed under a Creative Commons Attribution 3.0 Unported License. Greig Krull greigk@saide.org.za @greigk_za Brenda Mallinson brendam@saide.org.za www.slideshare.net/oerafrica
    16. 16. References • Anderson, T (ed) (2008) Teaching in an Online Learning Context. The theory and practice of online learning. Athabasca University Press: 343-363. • Barker, P (2005) Knowledge management for e‐learning. Innovations in Education and Teaching International 42(2). • Isaacs, S (ed) (2013) The eLearning Africa Report, ICWE: Germany • Laurillard, D (2006) E-Learning in Higher Education. In Ashwin, P (ed) Changing Higher Education: The Development of Learning and Teaching. London: Routledge. 1-12. • Lytras, M and Sicilia, M (2005) The Knowledge Society: a manifesto for knowledge and learning, Int. J. Knowledge and Learning, Vol. 1, Nos. 1/2, 1–11. • Mason, J (2005) From e-learning to e-knowledge in in Madanmohan Rao (ed.) Knowledge management tools and techniques, 320-328, Elsevier, London. • Renshaw, J (2012) Taking your course online? Beware the belittling 'information dump'! English Raven Blog. • Rosenberg, M (2013) eLearning vs eKnowledge. Learning Solutions Magazine. • Saide (2012). Course Design and Material Development Guide.
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