Internajonale trender innenfor elring Ingeborg B Norsk Forbund

Internajonale trender innenfor e-læring Ingeborg Bø Norsk Forbund for Fjernundervisning Nettverksuniversitetet Haugesund 8. Mars 2004 1

Presentasjon • Norsk Forbund for Fjernundervisning • Trender e-læring • Inntrykk fra EDEN-konferanse 4 -6. 03. 04 “Student support” • Konklusjon: State of the art of elearning 2

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Norsk Forbund for Fjernundervisning (NFF) o en landsdekkende medlemsorganisasjon av institusjoner som driver fjernundervisning - både frittstående og offentlige o kontakt- og høringsorgan for Utdannings- og forskningsdepartementet 4

Hva gjør NFF? o o o o Faglig pedagogisk nettverk Faglige utvalg: Kvalitet, normering Høringsorgan Lobbyorganisasjon Representasjon i offentlige utvalg Konferanser og seminarer Internasjonale nettverk 5

The e. Learning hype cycle curve (Kevin Kruse, e-Learning. Guru. com) 6

Morten Flate Paulsen: ”Online Education. Learning Management systems. Global e-learning in a Scandinavian Perspective” NKI-Forlaget 2003 Important current trends • The large-scale mega trend • The systems integration trend • The standardization trend • The market trend • The mobile trend • The broadband multimedia trend • The globalization trend 7

Selection of findings of recent research about IST in education 1. 2. “L-Change” - European Observatory on Information Society Technologies Related Change in Learning Systems - an EU IST Programme (2001 - 2003) Research methodology: 1. desk research 2. interviews 3. field research - Delphi survey 4. sectoral reports produced (market - innovative practice - scenario design and forecast - policies - strategies)

L-change Report 2001/2002 1. Still much to do to build quality 2. Confidence growing in still risky market 3. EU dimension of e-learning market missing 4. Education and Training brands versus e. Learning brands 5. Growing importance of services 9

L-change Report 2001/2002 (cont. ) 6. Users: both disappointment and enthusiasm 7. Policy coordination encouraged 8. E-Learning professionalism challenge 9. Globalisation: from consumption towards participation 10. Intercultural virtual communities 10

Quality in e-learning (e-Learning Market survey in Europe; J. Massy et. al. , CEDEFOP, 2002) http: www. elearningage. co. uk/docs/qualitysummary. pdf „ 61% of all respondents (433) rate overall quality of e-Learning negatively („fair“ or „poor“)“ main problems lack of technical functionality and stability lack of clearly explicit pedagogic design principles appropriate to learners type, needs, context 11

Criteria used to evaluate quality (Massey) The most important criteria for evaluating quality in e. Learning are in order of priority: • Functions technically without problems across all users • Has clearly explicit pedagogical design principles appropriate to learner type, needs and context • Subject content is state of the art and maintained up to date • Has a high level of interactivity 12

EDEN http: //www. eden-online. org/ Third EDEN Research Workshop 2004 ”Supporting the Learner in Distance Education and Elearning” 13

Gilli Salmon, OU UK: ”Islands in the stream” Whilst Higher Education has employed a range of strategies to accelerate the introduction of blended and E-learning approaches, very few institutions have, as yet, adopted deep rooted systematic change approaches. ” 14

Elsebeth Korsgaard Sørensen, University of Aalborg: ”Developing e-learning communities for a democratic world: Building bridges through dialogue and shared knowledge construction” 15

Otto Peters: ”Visions of autonomous learning” Universities will be transformed into institutions of independent learning 7 pedagogical models: 1. 2. 3. 4. 5. 6. 7. Working with ten virtual learning spaces The self-regulated learning process Learning by knowledge management Knowledge building communities Distributed problem-based learning Distributed learning by design Learning in virtual seminars 16

Otto Peters: The way in which we work and learn will change decisively. Subject matter content substituted by systematic development of skills: – Self-directed inquiery – Self-selection of content – Self-evaluation Individualisation – de-institutionalisation - deregulation 17

Nick Allan, University of Maryland: 110 000 enrolments online 71% online-students 29% face to face Call centers: Services online day and night, every day Own platform Challenges: – Access, – Quality, – Affordability 18

Alan Tait, Open University OU: 180 000 students Distance education + study centers 4 models of student support: 1. Pastoral care for the weak 2. Social-democratic care for the vulnerable 3. Patrician. Care for the disadvantaged social inferiors 4. Self help, peer support (among students) 5. NOW: business-model: Call centers 19

Alan Tait: Need to reflect on the differences in terms of social and moral values between: - ”I want to support this student to learn successfully in her and his own terms” - ”I want this customer to feel satisfied and to purchase again” 20

Terry Anderson, Athabasca University, Canada’s Open University: ”Theory and Practice of Online Learning” http: //cde. athabascau. ca/online_book Call centers. ”We need increase in both the quality and quantity of educational research esp. learner services. Must involve and be co-directed by practitioners 21

Torstein Rekkedal and Svein Qvist-Eriksen, NKI: ”For most distance learners the primary social arena for learning is often not the group of fellow students, but their local society and environment including family, friends and colleagues. ” Most important: – Easy access to tutor – Quick feedback on assignments 22

Dialogue between different stakeholders Public and private educational institutions Ministry NADE Students Accredited ODLinstitutions E-learning companies 23

State of the art - e. Learning • e. Learning opens new opportunities for creative and innovative teaching • Potentially increases transparency • New concepts and e. Learning helps education to enter the first row of policies

State of the art - e. Learning • Supporting factors: emergence of lifelong learning, development of ICTs • Process seems to be driven rather by technology than training. • Climate of discontinuity and uncertainty is present - whether and how far is e. Learning a consolidated phenomenon

Thank you! 26