Sustaining student participation Åke Bjørke

E-course designer /convenor UNU/GVU Asst professor Agder University College

Recap

1. generation: Correspondence-course

2. generation: Electronic correspondence-school. Communication student-machine

3. generation: Interactive, PBDL, CSCL, ”dual-mode” , many – many communication Community of practice in a good learning environment

The GVU student and tutor part of global network of practitioners The GVU partner network The virtual classroom

A virtual classroom

• Online • Global • With collaborating peers • Tutor(s) • Learning resources • Dynamic and flexible learning for change

Does it work?

Theories are fine • But does it work?

• How about quality?

• The good dialogue – is it really there?

• Won’t they drop out after some time?

Experience from: Kenyatta university KNUST- Ghana

Student of current online tutor-course:

”I am getting nostalgic already. How do we maintain contact after the course?” ”When will phase 2 of the course start?” ”When will this course, phase 1, run again? I have many in my office that have shown interest.” Olubodun Olufemi, Accra, Nigeria, 4 May 2006

Strategies for efficient and enjoyable learning motivating for LLL

Different types of knowledge

• • • Aristotle:

Episteme

(To know. Empirical, intellectual, declarative)

Techne

(To do. Technical skills)

Fronesis

(Wisdom: understand situation at hand and decide appropriate action + ability to implement)

The textbook

May still be there – but what comes in addition in order to make a good study?

High quality learning situation; ”Productive interaction”:

• 1. Active engagement • 2. Frequent teamwork • 3. Regular interaction and feedback • 4. Contextualisation of activities: Basis in realistic and motivating tasks • 5. Application of information to solve a problem • 6. Dynamic and adapted for change • 7. Learning as social activity

Collective problem solving

• Precondition to solve most problems within science and within complex knowledge production.

Closed and open working methods

• Closed: study existing (”static”)knowledge • The student must learn existing knowledge and fit this knowlegde into personal knowledge and experience.

• Open: develop new knowledge (”dynamic”) • Challenge: Find balance between closed and open studies

Create Meta-learning environment

:

• Helps beginning scholars “learn how to learn” with the new media.

• Provides students with information on the structure of the course and pacing information • Focus on how to use new media to achieve learning objectives • Provide active support for new learning processes

Points for discussion

– Choice of content: authority vs. autonomy. Predetermined content only may be seen as authoritarianism and imposition of frameworks inappropriate for local and individual cultures.

– Individual choice encourages independence, learner activity, gives room for own understanding and needs.

– How use the students’ own experience at least to some extent!

Points for discussion

– Do activities suit students?

Access and flexibility.

Independent and flexible studies sine qua non for online learning. However, total independence not feasible in longer studies.

–

Pacing.

Freedom & autonomy vs. interaction, collaboration and completion of course in reasonable time.

– How to build a good

learning environment

? How do we create something in cyberspace that can replace the function of a campus and physical peers in real time?

Learner-centred education The learner’s needs, choices, interaction with, and learning; at the center for flexible, LLL, to obtain knowledge, skills and attitudes needed

A system for maintaining interest:

The GVU course

• • • • Four main elements:

A course description

framework

A Study Guide

with 27 points giving a standard with aims, measurable objectives, learning outcomes, tasks, activities, workload estimate and pacing, reflections, evaluations, grading system

Learning Resources

instructional courses, video-taped lectures, websites, online library, learning objects such as graphics, animations, videos , e.g.: books, articles, self-

Access to LMS

with student support: tutors, peers, access to professors.

Student support system level may vary according to needs and financial resources.

Using various ”learning tools” for a good learning environment, from individual learning to....

... collaboration in CoPs need detailed planning and design

Visions for future e-learning • Accepted as a natural part of education, across borders • May open for ’Blended solutions: combination of e-learning and f-2-f education – Development of e-pedagogy • National and international networks – for exchange and virtual mobility of students and staff, expertise and material – Sufficient understanding and economy for necessary support and guidance

Globalised, open, flexible, lifelong learning in international networks

In focus: