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Building 21St Century Universities with Elearning

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Building 21St Century Universities with Elearning Building 21 st Century Universities with eLearning Intel and Kineo Joint Research Presentation May 2006 Transforming Learning Outline • Section 1 : Introduction to eLearning • Section 2 : Universities Today: core concerns and eLearning benefits • Section 3 : Implementing eLearning • Section 4 : The VLE Landscape - EMEA 2 Transforming Learning Section 1 of 4 Introduction to eLearning Transforming Learning What is eLearning? Using ICT to deliver rich curriculum content and to enable communication & collaboration between faculty, students, families & administration "A lecture is the best way to get information from the professor's notebook into the student's notebook without passing through their brain . Interactivity is what differentiates an effective online course from a high -tech correspondence course ” -- Bill Pelz , 2003 winner of the Award for Excellence in Online Teaching 4 Transforming Learning Key Drivers for eLearning Global competitiveness Drive for increased Revenue generation enrollment Legislative expectations University reputation e.g. Bologna for innovation Equal opportunities Socio Economic expectations ICT Access Increased demand for life long learning 5 Transforming Learning The eLearning Value Proposition (1) 1. Enhanced Learning & Teaching eLearning 2. Improved Org 3. Reduced costs & Efficiency increased growth 1. Enhanced Learning/Teaching: • Stronger Professor and Student relationships via out of classroom communication (blogs, podcasts, discussion forums, IM) • Online, searchable and shared learning materials including assignments, lectures and media-rich content that is accessible anytime anywhere • Individualized assessment, diagnostics, and teaching 6 Transforming Learning The eLearning Value Proposition (2) 1. Enhanced Learning & Teaching eLearning 2. Increased Org 3. Reduced costs & Efficiency increased growth 2. Increased Organisational Efficiency: • Relieve Administrative overhead : Deliver and hand in assignments online, less time spent grading, automated course registration and management • Automated testing and grade tracking in addition to cheating control, e- polling in lectures, improved attendence (virtual), accurate communication of deadlines/changes via student course calender • More time spent teaching, less time spent managing 7 Transforming Learning The eLearning Value Proposition (3) 1. Enhanced Learning & Teaching eLearning 2. Increased Org 3. Reduced Costs and Efficiency Increased growth 3. Reduced Running Costs: • Reduction of costly and power-hungry computer labs with laptop student purchase programs and wi-fi infrastructure • Institutional growth and enrollment through online courses that can reach outside of campus and even globally e.g. an Open University model 8 Transforming Learning Value Proposition Cross-Reference Professor Student University Enhancement • Effective teaching • Individualized learning • Higher pass rates methods employed • Higher engagement levels • Improved satisfaction of • Fast feedback – improved motivation students • Closer student • In tune with Professor • Improved reputation collaboration Efficiency • Wide choice, up to • Better time management • Automated enrollment & date, searchable course with anytime, anywhere admin material learning • Better informed • Less time grading • Increased attendance / management decisions • More student exposure to course interaction outside of content (flexibility) class Costs & • Decreased print costs • Decreased print costs • Reduced PC and PC lab Growth (even textbook investments replacement in some • Increase student cases) numbers (gloablly) with out new buildings – (online courses) 9 Transforming Learning Section 2 of 4 Universities Today: Core concerns and eLearning benefits Transforming Learning ICT trends in Higher Ed today • University Competitiveness – Competiton for students increasing rapidly and reaching a global level – Education key to a strong economy & determines if graduates seek jobs abroad – World‘s leading universities (mostly in the US) setting the trend with nearly 100% Wi- Fi coverage, extremely high laptop ownership, and mandatory eLearning participation – Students demanding improved learning experience through utilisation of ICT • EMEA Trends – France and Italy moving rapidly to 100% WiFi coverage, rapidly increasing laptop ownership and broadly deployed eLearning solutions – Norway and Scandinavia leads Europe in VLE adoption in Higher Ed & Schools • VLE Vendors – The commercial VLE vendors are consolidating while numerous open source vendors ramp up their competitive offerings – Big names such as Blackboard, Moodle and Sakai compete on a global level, while many offerings can only be uncovered in-country 11 Transforming Learning Shift Towards Individualized Learning *Trinnity College, Dublin Enhanced Learning/Teaching Value: • One size does not fit all! • Different curricular, learner objectives/motivations, preferences, access to devices & connectivity etc... • The learner/teacher needs to be empowered with smart resources • Improve quality, Relevancy and Retention, to reduce cognitive overload & utilise learning time Prior Knowledge & Expertise Aims and Goals Cognitive and Learning style Communication Style Learning History Preferences and Learning Culture JustForMe Learning 12 Transforming Learning A Transformational VLE – Student perspective Student Accessibility: • Instead of struggling to find a computer, Tom enjoys high speed WiFi access all over campus. Most of his course materials can even be accessed via his laptop offline so Tom catches up on reading on the bus or train or fills in the survey his professor requested in order to check current understanding about next weeks topic. Tom can easily sign up for new courses online. Student Collaboration/Flexibility: • Tom is accustomed to virtual collaboration using IM, VoIP conferences, shared doc workspaces, virtual whiteboards and online submission of work. Due to work committments, Tom can‘t always attend lectures f2f and therefore utilises the synchronous classroom application within the Uni Portal to be presented with a resizable videa screen of the professor 2000 miles away and the lecture slides. Tom takes part in the ad-hoc e-polls innitiated by the professor to assess collective understanding in real time & also submits a question to the group via the VoIP bridge relayed to the Professor Student Enhancement: • Many Professors conduct real-time annotations to slides during lectures which participants receive instantaneously on their own screens and can also add to. Tom feels that this improves his engagement as does knowing his relative score position against his peers. Tom also appreciates the actions of staff to attach repository references to slides that further enhance learning of a particular topic, which saves him time searching the net. 13 Transforming Learning A Transformational VLE – Professor perspective Professor Accessibility: • Kate enjoys being able to share her developed course material across faculties and has access to a large online repository of course content. She uses an hour in the evening to plan a lecture with extracts of current events and a video link to the news article she‘s just seen on TV. Kate uploads the lecture material from home to the VLE for her students and grades the online test she issued her students a few days ago. The next morning on the bus, Kate re-schedules a deadline in the students calender using her PDA. Since the VLE, Kate‘s back pain caused from carrying mountains of paper, has dramatically improved! Student/Professor Collaboration : • Kates‘ face to face time with her students is minimal and shes caught on to the ‚blogging‘ trend – a great way to inform her students about her current thinking of course content and her hints for assignments etc. Like all Professors, she holds surgery hours, but does not expect her students to make a special trip onto campus for a 5 minute discussion – Kate offers her surgery hour via IM, VoIP, or Video Conference and can still make the majority of her appointments if she‘s ill. To be an effective learner, the student must be in tune with their professors. 1 or 2 hours a week, shared with many other students, does not facilitate a relationship. Professor Enhancement: • Kates use of ad hoc e-polling, induvidualized tests and student tracking, allow her to understand where each member of her class are at. She subsequently often changes her teaching content and methods accordingly and students never miss deadlines or important notices because they are so engaged in what is happening, almost in real-time. Her delivery of rich content engages even less motivated students in the subject and she achieves very high pass rates, making her course one of the better performing in the university. 14 Transforming Learning Section 3 of 4 Implementing eLearning Transforming Learning Transitions: Lessons Learned Source: Blackboard EXPLORATORY SUPPORTED STRATEGIC MISSION TRANSFORMATIVE CRITICAL 1. Timeline: 3 – 5 years INSTITUTIONAL GROWTH INSTITUTIONAL • All stages cannot be digested in 1 or 2 academic cycles 2. Planning • Successful deployments rely on strategic planning at Dean/Rector level • Ensure a clear vision and definition of the end-state for Phase 5 3. Early adopters 4. Pragmatists • IT Innovators • Rank and file faculty • Focused on features and • Different needs than early adopters: focused on technology problemFrom solving Supportedand ease of use to Strategic: • Decision Makers: CIO level • DecisionSingle makers: most deans, difficult rectors,
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