Transcript No Slide Title

eLearning Trends
and Challenges
John Beaumont, CEO
UK eUniversities Worldwide
Monday 14 April 2003
Agenda
eLearning context
Generation of eLearning
UKeU’s positioning and progress
eLearning:
it deserves its poor reputation historically
Technology
Instructional design
and content
Service support
What is
eLearning for?
To meet unmet educational needs
First Generation
eLearning
Online courses as direct analogues of
conventionally-delivered courses
 Replicating course structure, elements and delivery
 Incorporate existing support materials
 Delivery dependent on course originator
 Not scalable
 Always inferior to original course
 “Horseless carriages”
Second Generation
eLearning
Online courses purpose designed for medium
 Same top-level learning outcomes
 Educationally derived, precept-driven design methodology
 Team developed not faculty led
 Course requires mentoring not teaching when delivered
 Fully scalable
Third Generation
eLearning
Online education that does not adhere to
course conventions
 Course is an artificial construct born of practicality –
old constraints no longer apply
Examples
 Learning pathways through knowledge management
systems
 Personalised curricula
 Just-in-time education
UK eUniversities:
Strategic response by
UK
Government
Objective
Widen access to UK higher education
through global delivery of
courses online
Status
Not a university
Licenced by UK universities to deliver
globally their higher education courses online
A company with shareholders
UK Government funded
To deliver
the best of
UK university
Mission
and values
Customer focus
education
Quality driven
online across
Integrity
the world
Shareholder value
Innovation
Business overview
World-class Learning
Environment
World-class course content
Worldwide service provision
Effective marketing, sales
and distribution globally
Why develop a new
Learning Environment?
Drivers
A new generation of eLearning
Learner centric
Comprehensive and integrated
requirements
Design objectives
Pedagogically prioritised feature set
Connectivity with university
administration systems
Modular and standards based
Scalability
24 x 7 operational availability
Services architecture:
a logical model
Portal
User
Management
LCMS
Collaboration
LMS
Event
Management
Assessment
Database(s)
Administration
Course development aims
Discourage first Generation
Encourage second (and third) Generation
Support broad spectrum of students
 Culture
 Learning preferences
 Special needs
Follow international standards
(including IMS, SCORM, WAI)
Adopt a fine grain object-oriented approach to course design
Adopted
eLearning standards
IMS
 Content packaging
 Metadata
 Question and test interoperability
 Learning architecture
 Watching other standards
SCORM 1.2
 Assets but not sharable courseware objects
Also tracking Open Knowledge Initiative (OKI)
Accessibility
Working to offer support for
 Blindness
 Partial sight
 Colour blindness
 Deafness
 Fine motor skills
 Dyslexia
Following best practice guidelines
 W3C Web Accessibility Initiative Guidelines
 Advice from national agency TechDis
 SENDA (UK equivalent of US Section 508)
Planning a UKeU accessibility roadmap
Student
eLearning strategies
Linear
(following default sequence) ~ 30%
Text-led
(printed all texts and used as course framework) ~ 30%
Aural
(played all audio-graphics before referring to texts) ~ 20%
Assignment-orientated
(prioritised all course elements based on relevance to assignment) ~ 20%
Course structure
Program of study
Modules
Units
Sessions
Learning objects
Programme clusters
Our offering
Variety of undergraduate and
postgraduate degrees
Continuing Professional
Development courses
Subject areas include
Market led
Business and management
Science and technology
Health
English language
Teacher training
Environmental studies
Law
Some existing
university partners
University of Oxford
The course team
Academic staff
Project management
 Course specifies
 Quality Assurance
 Content creators
 Reviewers
 Tutors
Techno-pedagogic staff
 Learning technologists
 Web developers / media specialists
 Graphic designers
 Editors
Varying commercial relationships with
universities
Upfront investment
Course development,
instructional design and
production
Ongoing services
linked to student fees
eLearning platform operation
and service support
Marketing
Research Centre
Applied research on
eLearning practice
Monitoring and
evaluation of
student experiences
Dissemination of
findings
Operational
infrastructure (24 x 7)
Janet connectivity
Internet connections
Data centre services
Help desk
Course delivery matching
customer demand
Student
Accreditation for established
universities
Modular programmes achieving
variety of qualifications
Robust student support systems
Corporate
Single access for all corporate
eLearning programmes
Customisation
Continuing Professional Development
Marketing and Sales:
the key
Initial target
markets for volume
English language competence
Some affinity with UK education
Inadequate supply by state sector
to market demand
High status of international
qualification
Willingness to pay for education
Necessary infrastructure
Managed service
eLearning
integral to campus life
In service!
How can we
collaborate?
[email protected]