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Balancing commercial pressure with pedagogic needs v2
This document discusses balancing commercial pressures with pedagogical needs in eLearning. It notes increasing expectations for content consumption while funding decreases. Two solutions are proposed: standardize content and simplify pedagogy while focusing on marketing over retention; or continually improve content and focus on learner support to improve retention. The document advocates the second approach. It then describes Opus Learning's approach using a learning management system to capture student interactions and notes to track learning. Case studies examine partnerships with centers in Asia and the UK to deliver Opus programs.
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Balancing commercial pressure with pedagogic needs v2
- 1. Balancing Commercial Pressure with Pedagogic Needs John Gordon Opuslearning
- 2. Commercial Pressure • Morewith less • Fixed overheads, and reducing funding • Increased tech competence in learners • Increases in expectation for content consumption • The rise of the immediate satisfaction
- 3. Pedagogic Needs • Individuallearning • Constructivism vs classroom
- 4. Death of InstructionManual • 10 years ago: 30 page manual; disc; goodies • Today – no manual; just the disc and cover
- 5. The Goal ofeLearning • 21st Century Pedagogy • Embedded in Learners Digital Life • Exploiting new media • Managing expectation • Keeping the students engaged
- 6. The problems • Design • Tools • People • Maintenance • ->>>>>>>COSTS
- 7. Solution 1 • Standardiseand simplify pedagogy • Reduce expectation of retention • Go massive – Spend on marketing not content – Be didactic let students go hang • Worry about monetising.
- 8. Poor Design =>Crash "Any one else find it ironic that the Fundamentals in Online Education #coursera class fell apart after one week?"
- 9. Solution 2 • Standardise and simplify • Invest and continually improve • Focus on support for learning • Improve retention • Manager learning and learners
- 10. The Opus Approach •Solution 2, but recognising cost implications and technology developments • Opus Learning provides online education, so the usual problems – Tracking learning – Authentication – Identifying problems in learning – Recognising need for intervention
- 11. The Opus Solution Student interacts with content Learner interacting with content, Makes notes, responds to leaving traces quiz, send messages, etc Store in MLE Capture notes Print off record of learning
- 12. Opus e-Players • Moodle •E-reader • PDF • Tablet • Phone All the same/ All equivalent
- 13. The market • Home • College • Distance • Work • Blend
- 14. Case Studies • Theproduct – Set of Turnkey HNDs – Structure – Fixed Framework, no options • Fixed Technology Moodle 2.3 • Standardised Quality Manual • Standardises Training and Consultancy
- 15. Working with partners Twomodels 1. UK centre with students abroad 2. Centre Abroad, with local and distance students
- 16. Model 1 CentreAbroad Centre in South East Asia • History as examination centre • Part of network of 6th form schools • No significant VET delivery • No Accreditation by SQA
- 17. Proposal • We proposedto do the following: – Carry out an Initial Investigation – Develop a roadmap, with our support – Deliver a Training Programme – Design the HND Programme – Support the acquisition of SQA accreditation • Agreed September 2012
- 18. Project Plan • Phase1 Sign Partnership Agreement; Attain Centre Status • Phase II Develop the PAI Platform; Train PAI Staff • Phase III Testing of Platform; Recruit Tutors in UK • Phase IV Recruitment of Students; Start Programme
- 19. Progress to date • Partnership Agreement Signed 10th October • Quality Manual Completed December • Systems approval visit 14th December • Staff Training Jan – March 2013 • Recruit Students March – May 2013 • Planned Start Date end May 2013
- 20. Work Share Work Balance SE Asia 3% 23% 5% 69% Advertising Student Management Tutorial Support Systems Support
- 21. Revenue Share SE Asia Centre 3% 37% 37% 23% SQA Tutorial Support Opus Fees Contribution to centre
- 22. Model 2 UKCentre Centre in England • History as FE/HE College • Extensive history of recruitment from overseas • No significant distance or eLearning • Significant history of technology support for learning • No Accreditation by SQA
- 23. Proposal • We proposedto do the following: – Carry out an Initial Investigation – Develop a roadmap, with our support – Deliver a Training Programme – Design the HND Programme – Support the acquisition of SQA recognition • Agreed October 2012
- 24. Project Plan • Phase1 Sign Partnership Agreement; Attain Centre Status • Phase II Develop the Learning Platform; Train Staff • Phase III Testing of Platform • Phase IV Recruitment of Students; Start Programme
- 25. Progress to date • Partnership Agreement Signed 6th December • Systems approval visit January 2013 • Staff Training March 2013 • Recruit Students March – May 2013 • Planned Start Date May 2013
- 26. Work Share English College 5% 20% 7% 68% Advertising Student Management Tutorial Support Systems Support
- 27. Revenue Share English Centre Revenue Share 3% 23% 57% 17% SQA Tutorial Support Opus Fees Contribution to centre
- 28. Opus Programmes Opus isdeveloping the following: • Administration & IT • Management and Leadership • Business – with Accounting/IT/HRM/Marketing/Global Trade & Business • Computing • Electronic Engineering/Engineering Management • Financial Services • Hospitality Management • Retail Management • Supply Chain Management – Manufacturing/Non Manufacturing • Travel & Tourism • Sports Science • Health Studies • Education and Training
- 29. Thank You • JohnGordon • 07799895464 • jg@opuslearning.com