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E learning analysis and design framework
The document outlines an e-learning analysis and design framework developed by Eric Kluijfhout for the Institute for Community Participation at Bethlehem University. It details three dimensions of e-learning—pedagogical, technological, and organizational—across macro (national), mezzo (institutional), and micro (learning) levels. Additionally, it identifies various prerequisites and influences that impact e-learning effectiveness, including curriculum, technology access, and institutional strategies.
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E learning analysis and design framework
- 1. E-learning analysis anddesign framework author: Eric Kluijfhout, eric.kluijfhout@gmail.com This work is licensed under the Creative Commons Attribution-NonCommercial-ShareAlike License. To view a copy of this license, visit http://creativecommons.org/licenses/devnations/2.0/ or send a letter to Creative Commons, 559 Nathan Abbott Way, Stanford, California 94305, USA.
- 2. E-learning analysis anddesign framework For the Institute for Community Participation, Bethlehem University through Maastricht School of Management by Eric Kluijfhout
- 3. Outline Recap ofanalysis and design framework Framework dimensions detailed E-learning movers E-learning inhibitors E-learning prerequisites
- 4. Three dimensions ofe-learning pedagogical technolo- gical organisa- tional E-learning
- 5. Three levels toconsider in e-learning Teaching & learning process (micro-level) Institution/organisation (mezzo level) Society (macro-level)
- 6. Analysis and designframework Level Dimension Macro National environment Mezzo Institutional environment Micro Learning environment Pedagogical 1 4 7 Technological 2 5 8 Organizational 3 6 9
- 7. Analysis and designframework Level Dimension National environment Institutional environment Learning environment Pedagogical 1 4 7 Technological 2 5 8 Organizational 3 6 9
- 8. National pedagogical dimensionNational educational system Role of education Curriculum and accreditation system Role of e-learning in the system, e-learning policy Status of learning and knowledge Attitudes towards learning and education Attitudes towards distance- and e-learning Pedagogical tradition and teaching practices In general In distance learning and e-learning
- 9. Analysis and designframework Level Dimension National environment Institutional environment Learning environment Pedagogical 1 4 7 Technological 2 5 8 Organizational 3 6 9
- 10. National technological dimensionNational telecommunications network infrastructure Coverage and capacity Accessibility and reliability Costs Technology support infrastructure Quality, quantity and costs of ICT products and services Availability of e-learning products and services
- 11. Analysis and designframework Level Dimension National environment Institutional environment Learning environment Pedagogical 1 4 7 Technological 2 5 8 Organizational 3 6 9
- 12. National organisational dimensionEducation sector Size, structure, capacity Funding Professionalism National e-learning environment National e-learning policy National e-learning support structure Technology-orientation Level of technology-penetration General attitudes towards technology Attitudes specific towards e-learning
- 13. National SWOT analysisStrengths: Weaknesses: Opportunities; Threats:
- 14. Analysis and designframework Level Dimension National environment Institutional environment Learning environment Pedagogical 1 4 7 Technological 2 5 8 Organizational 3 6 9
- 15. Institutional pedagogical dimensionCurriculum Level, depth and scope Orientation: general/vocational/professional Teaching culture and practices Pedagogical approach in general Pedagogical vision on e-learning Student population characteristics Study-styles Self-discipline
- 16. Analysis and designframework Level Dimension National environment Institutional environment Learning environment Pedagogical 1 4 7 Technological 2 5 8 Organizational 3 6 9
- 17. Institutional technological dimensionHardware and software: PC’s (quantity, quality) E-learning software Connectivity: Internet, Extranet, Intranet Capacity, reliability Continuous or dial-in Accessibility to: ICT facilities E-learning resource materials E-learning support services
- 18. Analysis and designframework Level Dimension National environment Institutional environment Learning environment Pedagogical 1 4 7 Technological 2 5 8 Organizational 3 6 9
- 19. Institutional organisational dimensionInstitutional e-learning strategy/policy: Pedagogical, technological and organizational grounding Capacity building for management, teachers, support staff and students Funding Organizational e-learning support structure Pedagogical support Technological support Student population characteristics Socio-economic background Familiarity with, and access to ICT Staff characteristics
- 20. BU institutional SWOTanalysis Strengths: Weaknesses: Opportunities; Threats:
- 21. Analysis and designframework Level Dimension National environment Institutional environment Learning environment Pedagogical 1 4 7 Technological 2 5 8 Organizational 3 6 9
- 22. Learning environment pedagogicaldimension Suitability of e-learning modus to: Learning goals Pedagogical approach Applied e-learning modus: Substitution/innovation/transformation Extended classroom/blended learning/distributed learning Quality of e-learning facilities: E-learning resources E-learning services
- 23. Analysis and designframework Level Dimension National environment Institutional Environment Learning environment Pedagogical 1 4 7 Technological 2 5 8 Organizational 3 6 9
- 24. Learning environment technologicaldimension Access: PCs E-learning software Connectivity: On-line or dial-in Capacity Reliability Costs Support services/help desk
- 25. Analysis and designframework Level Dimension National environment Institutional environment Learning environment Pedagogical 1 4 7 Technological 2 5 8 Organizational 3 6 9
- 26. Learning environment organisationaldimension Individual student characteristics General knowledge, skills, attitudes, learning style General demographical, economical, ……….. characteristics E-learning specific knowledge, skills, attitudes Individual teacher characteristics Teaching style E-learning tutoring skills and attitudes
- 27. Micro SWOT analysisStrengths: Weaknesses: Opportunities; Threats:
- 28. Prerequisites at nationallevel Realistic national e-learning policy E-learning innovation programmes and funds Telecommunications infrastructure Internet services providers Reliable hardware and software suppliers ICT training and manpower providers Distance teaching/e-learning association(s) Pre- and in-service teacher training programmes in e-learning Openness to (technological) innovation Best practices examples
- 29. Prerequisites at institutionallevel Vision and realistic expectations Enthusiastic individuals and role models Management support Flexible organizational structure and practices Budget Institutional innovation record Capable staff in various (new) roles ………………………………… .
- 30. Student prerequisites Accessto computer (content presentation) Internet connectivity (communication) Basic computer skills Openness towards e-learning Self-directedness and study discipline ……………………………
Editor's Notes
- #7 Often no clear demarcation/some overlap between cells!! We will discuss each cell, for general (in terms of facilitating or inhibiting e-learning) as well as e-learning specific.
- #13 Non-pedagogical and non-technical issues, but IN SUPPORT of pedagogy and technology.
- #18 Accessibility at institutional level: Learning resources: e.g. to on-line libraries, own library with CD-ROM’s, learning objects repository, etc. Support services: e.g. domain-specific communities, e-learning support communities, etc.
- #23 Learning resources: course texts, library access, web (google), other students Learning services: tutoring, self-tests, …………
- #29 National e-learning policy should be medium-long term (3-5 years rolling plan) and include also the role of non-gevernmental players. E-learning programmes are medium-term (1-3 yeaqrs) and should be derived from the long-term policy. Distance teaching/e-learning organizations along the lines of educational levels (secondary, tertiary), professional associations (IT staff, teachers, ….) or economical sectors (education, government, private sector). Teacher training: often the present generation of teachers is ‘lost’ Reliable hardware and software suppliers: e-learning requires stable hardware and software services. Internet services providers: to provide reliable connectivity ICT training and manpower providers: without competent and responsible people, no technology can function