Donald Clark: 7 Fails in e-learning (7 solutions)


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Donald Clark presents his 7 fails in e-learning. His experience ranges from programming to course development, commercial delivery and strategic management. To view the video of this presentation visit

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  • 21stCorg Trustee UFI 6yrs Deputy Chair BDFL Digital strategy
  • 21stCorg Trustee UFI 6yrs Deputy Chair BDFL Digital strategy
  • 21stCorg Trustee UFI 6yrs Deputy Chair BDFL Digital strategy
  • 21stCorg Trustee UFI 6yrs Deputy Chair BDFL Digital strategy
  • 21stCorg Trustee UFI 6yrs Deputy Chair BDFL Digital strategy
  • 21stCorg Trustee UFI 6yrs Deputy Chair BDFL Digital strategy
  • 21stCorg Trustee UFI 6yrs Deputy Chair BDFL Digital strategy
  • Donald Clark: 7 Fails in e-learning (7 solutions)

    1. 1. 7 FAILS in e-learning(7 solutions)Donald Clark
    2. 2. 1) Everything that’s already in the world when you’re born is just normal;2) Anything that gets invented between then and before you turn thirty is incredibly exciting and creative and with any luck you can make a career out of it3) Anything invented after you’re thirty is against the natural order of things and the beginning of the end of civilisation as we know it until it’s been around for about ten years when it gradually turns out to be alright really.
    3. 3. More pedagogicchange in 10 yearsthan last 1000 years
    4. 4. Moodle 2001iTunes 2001Facebook 2003Linkedin 2003Flickr 2004Youtube 2005Twitter 2006Google docs 2007Dropbox 2007Evernote 2008Google + 2011
    5. 5. FAIL 1 (BEFORE)Blended learning actuallyblended teaching
    6. 6. What is blended learning?‘Blended learning seems to mean, some e- learning and some classroom. It is in vogue for a simple reason. No one wants to spend that much on e-learning and people want to preserve what they have, so they have made up this nice new name for not changing much and calling it blended learning’ ROGER SCHANK
    7. 7. Spending paradox12010080 Formal60 Informal4020 0 Spend Learning
    8. 8. Blended Learning beyond the course• Blend of learning and knowledge management• Blend of work and learning• Blend of formal and informal• Learning habitats
    9. 9. FAIL 2 (BEFORE)Too much synchronous
    10. 10. Asynchronous deliveryshould be DEFAULT
    11. 11. Recording talks/lectures5 Diploma coursesAdvantages noted by students :1. Lecture went too fast2. Review lecture3. Revision for exams4. Clarified difficult handwriting5. English was student’s second language6. Avoid writing notes (focus on lecture)7. See lecture after missing it through illnessWatched 13 hours a week on averageCompletely revolutionising the traditional teaching & learning model"One year of ICTP diploma courses on-line using the automated EyA recording system" -Computers & Education 53 (2009) 183-188.
    12. 12. University of EindhovenRecording can IMPROVE a badtalk/lecture
    13. 13. Social media & LEARNINGFind things Share resources & ideasSearch effectively with Google Share your calendarSearch the Social Web with other tools Share filesUseful sources on the Social Web Share weblinks Share photos, videos and screencasts Share presentationsKeep up to date Share ideas and experiences by bloggingMonitor new stuff web content Share ideas and experiences by podcastingRead industry, analyst & practitioner blogsSubscribe to blog/web feeds with an RSS reader Collaborate effectivelyBuild a trusted network Work collaboratively on a document Collaborate on ad hoc documents in real-timeFacebook Create a collaborative resource using a wikiLinkedIn Set up a group spaceTwitterYammerOther online communities Productivity gains Use a good web browserCommunicate effectively Use a personal online dashboard Use other personal productivity toolsGmail webmail Use other team productivity toolsSkypeGroup chat
    14. 14. FAIL 3 (during)Ditch ‘learning styles’
    15. 15. Learning StylesProfessor Frank CoffieldLearning Styles - LSDA research“bedlam of contradictory claims”“71 theories” “most dismissed outright”“serious deficiencies”“over-simplify, label and stereotype”“worse than bad - downright dangerous”Professor Greenfield (Oxford)“no independent evidence""nonsense"“waste of valuable time”
    16. 16. FAIL 4 (during)Wrong media mix
    17. 17. Long-term memorySemantic Episodic Procedural
    18. 18. Media rich isnot alwaysmind rich
    19. 19. POLICTHEORY
    20. 20. Video can be harmful to learning!How lightening works?Learners who did NOT see video did 30% betterMayer (2001)
    21. 21. Learning:• Review last 30 secs• X2 button – halves learning time• Note taking (20/30% increase in retention)• Avoids visual distraction• Imagination – deep processing• Recorded lectures?Practical:• easy to produce• easy to distribute• huge storage• cheap devices
    22. 22. PodcastsAbdul Chohan(Essa Academy)37% to 99%(5+A*-C)3 years
    23. 23. FAIL 5 (during)Reassess assessment
    24. 24. Adaptive formative assessment
    25. 25. FAIL 6 (after)Evaluation: Kill Kirkpatrick
    26. 26. • Donald Kirkpatrick 1959 Behaviourist
    27. 27. Hi James!•
    28. 28. Kirkpatrick model? Level 1 (Reaction) Level 2 (Learning) Level 3 (Behaviour) Level 4 (Results) The evaluation paradox
    29. 29. Why Kill Kirkpatrick?No theoretical basis – not scientific4 linear levels too muchNarrow-minded behaviourismToo summativeIgnores methods of deliveryStatistically stupid
    30. 30. Level 1 – Just keep them happy!Sample bias – bored, with pensHappy but stupidLearning may be toughWastes valuable timeInappropriate for informalToo late - damage is done
    31. 31. Level 1 – Just keep them happy! Sitzmann, T., Brown, K. G., Casper,Traci Sitzmann W. J., Ely, K., & Zimmerman, R. (2008). A review and meta-analysis of the nomological network ofMeta-studies trainee reactions. Journal of Applied Psychology, 93, 280-295.68,245 trainees Sitzmann, T., Ely, K., Brown, K. G., &354 research reports Bauer, K. N. (in press). Self- assessment of knowledge: An affective or cognitive learning measure? Academy of Management Learning and Education.
    32. 32. Do satisfied students learn more thandissatisfied students?NOAre self-assessments of knowledge accurate?NO 39
    33. 33. Level 2 – Quick testPre & Post testTests too primitiveTests too narrowShort-term memoryIgnores spaced practiceInappropriate for informal
    34. 34. We forget……………………
    35. 35. Level 3 – Just do it! Fear Disinterest Difficult Disruptive Time consuming Expensive Statistics/maths
    36. 36. Level 4 - ImpactYES, YES, YES........but how?
    37. 37. Rewards for a favourable evaluationreport greatly outweigh rewards forproducing an unfavourable report
    38. 38. Evaluation is all aboutDECISIONS
    39. 39. Should you evaluate at all?“Kirkpatrick asks all the wrong questions. Learning is not an auditable commodity” Stephen Kerr, CLO GE
    40. 40. FAIL 7 (after)Retention: Use mobile
    41. 41. Small screenssubstantially REDUCE:• Emotional impact• Psychological attention• RetentionNass and ReevesStanford UniversityLesson:Be careful withCONTENT delivery
    42. 42. Average session on mobile= 7 seconds (falling)Voice call down to 2 mins & fallingTxting overtaken voice
    43. 43. Set times/frequency of the spaced practice onsetup, to fit personal or organisational need:• Exam• Start date of job/task• Launch of IT system• Specific event• Shift pattern
    44. 44. 7 FAILS in e-learning (7 solutions)Blended LEARNINGASYNCH as defaultMedia MIXDitch ‘learning styles’Reassess assessmentKill ‘Kirkpatrick’Mobile for REINFORCEMENT
    45. 45.
    46. 46.
    47. 47. 7 hidden rules of technology1. Technology is about SCALE2. Technology has PREVIOUS TECHNOLOGIES3. Technology is HARDWARE+SOFTWARE4. Technology has ALLURE5. Technology produces NOSTALGIA6. Technology locks in PRACTICE7. Technology is UNPREDICTABLE