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Management of Distance Learning Systems in China - From managing pilot project to institutionalisation of e-learning
The document discusses the challenges of transitioning an e-learning pilot project into an institutionalized, long-term program. It notes that while pilot projects can be easy to implement and obtain initial support for, moving to a sustainable program requires awareness of all variables, resources, stakeholders, and resistance to change. The curve of innovation diffusion is discussed, with early adoption followed by a potential decline if projects are poorly designed or benefits do not materialize. For successful institutionalization, competence development, social consensus, partnerships, and attention to learner and organizational needs are critical factors.
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Management of Distance Learning Systems in China - From managing pilot project to institutionalisation of e-learning
- 1. From managing pilot-projects toinstitutionalization of E-Learning ILO course Management of Distance Learning Systems Turin 19-20 January 2005 Lecture by G. Marconato
- 2. It is not(very) difficult to implement a successful e- learning pilot project
- 3. …it is (enough)easy to obtain… ⚫Funding ⚫Consensuses ⚫Enthusiasm ⚫Participants ⚫Other material an immaterial resources you need
- 4. …. It iseasy to hide… ⚫ Weakness in Identifying learner needs Staff competencies Social partnership ………………….. ⚫ Errors in Strategic orientation Market analysis Costs estimation Other resources needed
- 5. Moving from occasionally trainingoffer to a well established one require………
- 6.
- 7. Awareness of…. ⚫ Allthe variables involved in a successful programme ⚫ All the traps might be hidden under the surface ⚫ All the resources (material and immaterial) needed ⚫ All the conflicts between old and new stakeholders in the training arena ⚫ The human-resistance to every innovation and changing
- 8. The curve ofdissemination of innovation Rogers E M (1983)Diffusion of Innovations (1st ed.; 1962) New York; Free Press
- 9. In an ideally“normal” group, an innovation would be adopted ⚫Initially slowly by enthusiasts and early adopters ⚫As the innovation is seen to be beneficial, it is adopted with increasing frequency ⚫As the innovation saturates the market there are few people left to climb aboard, so the frequency of adoption start to decline
- 11. The “Phoenix Phenomenon” Abrief review of the innovation dynamics Adapted by: A. J. Romiszowski, How,s the e- learning Baby? Factors Leading to Success or Failure of Educational Technology Innovation, Educational technology, vol. 44, no.1
- 12. ..such the ArabianPhoenix… The mythical Phoenix bird is supposed to die by fire, flying too close to the sun, and to be reborn from its own ashes
- 13. ..as many innovationsin training … … displays the “rise – fall – plateau – rebirth” effect
- 15. …why? ⚫ …the earlyadopters of the innovation, managed, through their enthusiasm, to obtain much support and acceptance from official bodies and private organisations. ⚫ …with funding and organisational support, the innovation had a rapid rise; ⚫ …some early adopters where so inexperienced ed overconfident the bulk of the innovative projects were poorly designed and inadequately implemented ..
- 16. ⚫…inevitably the expectedbenefits and returns on investment did not materialised ⚫…sponsor bodies began to withdraw their support and cut off the source of funding ⚫… the ensuing downslide was as rapid as the previous climb
- 17. ⚫ …some ofthe better project survive for longer, creating a plateau at a much lower level of market penetration than the early peak ⚫… learning from their own mistakes, innovation promoters identified how, when and where it is possible to get the innovation to deliver the expected benefits ⚫… a process of slowly and cautious rebirth of the innovation may then take place
- 18. ..like the mythicalPhoenix bird… …the adopters of the innovation first kill it through inappropriate and unsustainable projects, in order to then allow it to be reborn in a more appropriate and sustainable form
- 20. Figure 7. Typicaldiffusion pattern shown by many recent educational innovations (adapted from Tiffin, 1980).
- 21. Phase one… ⚫…is theinitial euphoric “flight of the Phoenix”, up into the sky much higher than wise, driven by the enthusiasm of the early adopters and fuelled by funding and support from stakeholders that expect certain benefits in return
- 22. Phase two…. ⚫…is thetumble back to earth as the project fail to deliver the promised benefits and the stakeholders withdraw their support – the Phoenix flies too close to the sun and is consumed by flames
- 23. Phase three… ⚫….is theslow and careful rebirth of the Phoenix from its ashes – the expert have learned from their mistakes that the world is not quite as predictable and well ordered as they thought, and that the each project has to be well planned and must be skilfully implemented and managed, if the theoretical benefits are to be reaped in practice
- 24. From Tiffin (citedin Romiszowski) The “rebirth” process is erratic and bumpy, rather smooth and constant
- 25. Failure in e-learningcan occur at three interlocking levels: ⚫The product level: poor course design. Inadequate technology structure; ⚫The learner level: poorly prepared learner, lack of motivation, no time; ⚫The organisational level: low managerial support, lack of reward structure (Philips V, 2000, why does corporate e- learning fail? Virtual University Gazette)
- 26. Product Level ⚫ Poorcourse design (chunk of theory and facts with very little real-life applications) ⚫ Poor e-classroom design (complex navigation, chat rooms that crash, ugly interface) ⚫ Ill-performing technologies (poor audio, jerky video, interrupted data downloads..) ⚫ Poorly managed course social interactions (untrained or untried online moderators) ⚫ Slow instructor/mentor response time
- 27. Learner Level ⚫Lack oftime ⚫Low interest in subject matter ⚫Low motivation for learning ⚫Poor self-study skills ⚫Poor time-management skills ⚫Lack of necessary e-skills ⚫Psychological resistance to losing F2F learning perks
- 28. Organisational Level ⚫ Poormarketing of course events ⚫ Lack of clear reward structure ⚫ Failure to provide quality learning environment ⚫ Failure to provide quality learning equipment ⚫ Failure to provide managerial feedback and support of learning ⚫ Failure to provide tine on-the-job to train ⚫ Corporate-wide lack of dedication to a learning culture
- 29. Institutionalisation of e- Learning Some“rule of thumb” from my own experience
- 30. Critical dimensions ⚫You haveto gain a social consensus to your initiative: key stakeholders must “buy” your idea ⚫You have to underpin your initiative on a wide partnership: the larger the competence you can count on and the users target, the better it is
- 31. Critical dimensions (follows) ⚫Youhave to develop specific pedagogical, didactics, managerial and technological competence: developing and managing on-line education and training requires quite new competencies than the F2F ones ⚫You have to manage pilot project with the aim of creating the conditions for the establishment of the activity
- 32. Which are thefactors that mainly affect the consolidation process? During the pilot project, be careful of….
- 33. During the pilotproject, be careful of…. ⚫…to spread between the stakeholders the knowledge and the awareness about the strengthen and the range of application of ICT to training ⚫ … to spread between the potential users the knowledge of the new way to access to training opportunity: make it taste!
- 34. ⚫…to develop therequired competencies to manage didactic, organisational and technological matters ⚫…to set up an affordable technological infrastructure ⚫… to provide your system with as much didactic resources (learning materials, technological support tools, hardware…), as you can