Blended e-learning, evaluation and emerging scenarios

Blended e-learning,
evaluation
and emerging scenarios
Giovanni Ragone
BLAdEdu Malaga Conference
August 27-29, 2015
BLAdEdu 539717-LLP-1-2013-1-IT-GRUNDTVIG-GMP

August 27-29, 2015
DISCLAIMER
This project has been funded with support from the
European Commission.
This publication reflects the views only of the author and
the Commission cannot be held responsible for any use
which may be made of the information contained therein.

August 27-29, 2015
EU Educational Systems: long term Challenges
• Quality ensuring, containing costs
• continuous educational paths redesigning
• enlarging mission of LLL
• not anglophone Europe/ massive angloamerican online offer
• needs of more vocational training
• quality assurance
• customization and flexibility individual learning pathways
Blended e-learning is strategic

August 27-29, 2015
On line Learning Trends
Blended e-learning is strategic:
updated contents re-using; collaborative tools; UGC; multilingual
services; vocational training; ‘digital natives’ skills …
XXI Century Trends:
•more autonomy to learners
•interaction in real time encouraging
•‘in depth’: from transmissive or interactionist models
to constructivism, focused on the learner,
and to social-constructivism, focused on group and network

August 27-29, 2015
EU Education (and blended learning) actual three changes
1) Changes in Technology, Media and Communication:
 mobile devices, multiple systems of access to knowledge, with a
further relocation and personalization both in individual and shared
activities;
 rise of peer to peer models, as a consequence of social network
environment: alternative to the classroom and the e-learning
platform or integrated with them?

August 27-29, 2015
2) Changes in the structure and format of education:
towards a cross and multidisciplinary model (as in Finnland)
towards a wider diffusion of Massive Open Online Courses (MOOCs),
with fragmentation, weak consistence educational paths, change of role
for institutions as marketing providers of on line educational content

August 27-29, 2015
3) Changes in enterprise training systems
focused on the efficiency and effectiveness of the single mini-
training unit, assisted self training in blended e-learning or unassisted
self training
on the other hand unconventional educational paths: Experiential
learning, Outdoor training, etc.
and ongoing needs of a “total” quality ( knowledge management,
learning communities )

August 27-29, 2015
Evaluation: the ‘classic’ model., focused on:
1) the validity of the educational process setting (ex ante)
2) the validity of the training process (ongoing)
3) the effectiveness of the training process (ex post)
4) the validity of the educational contents (video, exercises, tests, other
materials)
5) the further satisfaction of stakeholders (structures, end users)

August 27-29, 2015
Ten ‘classic’ indicators
Course design validity
1.1 Virtual Learning Environment selected; 1.2 learning process scheduling
(compared to target and to training needs); 1.3 teaching methodology (idem);
Ongoing training process
2.1 Vertical (teacher-student) and horizontal (student-student) interaction
organization; 2.2 technical help desk;

August 27-29, 2015
Ten ‘classic’ indicators
Effectiveness
3.1 teaching effectiveness (overall average of the course’s votes resulting from
tests); 3.2 satisfaction of the students (questionnaire);
Contents
4.1 technical implementation quality; 4.2 appropriateness for the learning goals;
Stakeholders satisfaction
5.1 online and paper questionnaires.

August 27-29, 2015
Weakness of the ‘classic’ model of evaluation: it does not
elaborate enough…
• the cognitive and ergonomic level (Human-Computer Interaction,
Computer Mediated Communication, Distributed Cognition)
• the pedagogical level (it’s suitable perhaps for transmissive or
interactionist models, less for constructivist, and for transformative
of the organization learning)
• the organizational plan in the digital environment context, as
interaction between the individual, the group, the teacher / tutor,
the on line community, and the use of Community instruments
(as research activities, learning objects creation, on line narration of
experiences, thematic networks creation, networks self-evaluation …)

August 27-29, 2015
Searching new indicators related to interaction in digital
environment…
• reticular design
• interactive dynamicity in the process of requests and outputs
between nodes
• enhancement of interaction among external resources and
experts and the displayed, shared, cooperative interaction among
participants
• classroom integration with on line community learning processes

August 27-29, 2015
• focus on cooperative, polarized, thematic learning
Testing not only individual ICT skills but also other organizational
issues as…
- Sharing of communication standard (technologies and
relationships) to facilitate and stabilize the group learning practices
- Sharing of objectives, thematic focus, negotiated commitments
- Sharing of organized flow: communication, monitoring, reporting
- Using of qualified digital libraries
environment…

August 27-29, 2015
environment…
Course design
1.1 Virtual Learning Environment selected; 1.2 learning process scheduling
(compared to target and training needs); 1.3 reticular design, interactive
dynamicity in the process; 1.4 interaction with external resources and experts,
classroom integration with on line community learning processes); 1.5 teaching
methodology 1.6 teaching methodology focusing on cooperative, polarized,
thematic learning
Ongoing training process
2.1 vertical (teacher-student) and horizontal (student-student) interaction
organization; 2.2 care of groups; 2.3 technical help desk;

August 27-29, 2015
Output: 16 integrated indicators
Effectiveness
3.1 teaching effectiveness (overall average of the course’s votes resulting from
tests); 3.2 students satisfaction (questionnaire); 3.3 progress between
entrance skills and exit skills related to defined key skills.
Contents
4.1 quality of technical implementation; 4.2 appropriateness for the learning
goals; 4.3 quality of user generated contents
Stakeholders satisfaction
5.1 online and paper questionnaires

August 27-29, 2015
Thinking about actual changes. New dimensions for evaluation?
On line and peer to peer evaluation?
A fast evolution takes us from closed environments
(educational, academic, business)
to hybrid closed / open and multidimensional environments:
How should blended learning new dimensions be considered
in evaluation systems?

August 27-29, 2015
New dimensions for evaluation?
1) Technology, Media and Communication supply educational changes:
 mobile devices, multiple systems of access to knowledge, with a
further relocation and personalization both in individual and shared
activities;
 rise of peer to peer models, as a consequence of social network
environment: alternative to the classroom and the e-learning
platform or integrated with them?
New emerging dimensions of blended learning are:
widenining of demand, of actors, of content reusability, of flexybility,
focusing on learner’s content production, gamification, social networking
(fragmentation, flipped classroom, shared teaching)

August 27-29, 2015
2) Changes in the structure and format of education:
towards a cross and multidisciplinary model (as in Finnland)
towards a wider diffusion of MOOCs (fragmentation, weak consitency
educational paths, institutions as marketing providers of on line
educational content)
New emerging dimensions of blended learning are:
Integrating educational resources, firsthand experiencing, open
innovation (in the MOOCs area self-study, wikinomics, crowdsourcing –
in general not to be assessed in depth)

August 27-29, 2015
3) Changes in enterprise training systems
focused on the efficiency and effectiveness of the single mini-training
unit, assisted self training in blended e-learning or unassisted self
training
on the other hand: unconventional educational paths: Experiential
learning, Outdoor training, etc.
and ongoing needs of a “total” quality (knowledge management,
learning communities)
Wavering: tayloristic control vs. creativity needs,
collaborative and learning mission-identified community vs. outsourcing
and crowdsourcing… As Moocs…

August 27-29, 2015
Could be evaluated…
Integration of mobile technology in courses design and management
Technological compatibility between systems
Modularity and reusability in other training courses
Social networking systems
Activation of the participants in search for knowledge

August 27-29, 2015
Could be evaluated…
On line research and aggregation of knowledge models and examples
Tools for collaborative web-learning
User centered design
Experiential learning tools
Organizational tools for learning communities

Blended e-learning, evaluation and emerging scenarios

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