Transcript Document 7156820

Skills Challenges Experienced by Students in the
use of Educational Technology / e-learning
Some Perspectives on Skills Requirements, Needs
Analysis and Development in an e-learning context.
Paul Catherall
Aims of this Presentation
To consider...
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a brief overview of Learning Technology and e-Learning
the Agenda for Skills development in Higher Education
the role of Skills in Learning Technology
current Research on Skills requirements for e-learning
frameworks for developing / evaluating Skills requirements
a proposal for research considering Skills requirements in a Part Time
study context
1. Brief overview of Learning Technology and E-Learning :
A Brief History of Learning Technology
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Facet of educational experience for decades.
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Grown from marginal to pervasive presence throughout 90s.
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Remote study via networked facilities only recently realised with VLEs.
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Possibility of distance learning via networked facilities.
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Possibility for distributed model (conventional study supported by e-learning).
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Characterised by remote study, web-based interface, online collaboration, online
assessment & submission, online conferencing, online communities...
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Other forms of Information Technology merging with e-learning via the Web (library
management system, e-journals, commercial accounts, Student Records System,
email).
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Uncharted territory for pedagogy - relationships and processes in
online learning.
1. Brief overview of Learning Technology and E-Learning:
Definitions
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E-learning
Usually a holistic term for learning via technology, “covering... Web based learning,
computer-based learning, virtual classrooms, and digital collaboration" (Erskine 2003).
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Learning Technology
Hardware or Software facilitating education, the “black box” view (Atherton 1999).
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VLE (Virtual Learning Environment)
Typically Web based synthesis of communication, collaboration and content dissemination
features.
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Online Learning
Study via the medium of the Web, or the Internet generally.
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Blended Learning (Distributed Learning)
Study context facilitated both by learning technology and traditional teaching methods.
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Ubiquitous Learning
The computer is an essential tool that must be available on demand and wherever we
expect to support learners." (Skill and Young 2002).
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Mobile Learning
Use of hand-held Portable Digital Assistants, Pagers, Laptops and
other devices in the context of WiLAN (Wireless Local Area Network)
or Internet - via WAP (Wireless Access Protocol) or GPRS (General
Packet Radio Service).
1. Brief overview of Learning Technology and E-Learning:
Key Features
Document Management and Publishing
Basic document upload - file issues, how
widely available are viewers for document
formats? Free formats (e.g. Adobe Acrobat) vs.
commercial formats (such as Microsoft).
Advanced document upload - display
preferences, date restrictions.
Presentation Features - internal presentation
features with VLE or possibility for use of 3rd
party software.
Content Structure - Use of folders, tree
navigation etc. to manage content by module,
programme or topic.
Additional file types - multimedia files,
interactive learning resources using third part
tools, e.g. RELOAD, Macromedia Authorware.
Assessment tools, Survey tools
Synchronous Communication
Chat / Whiteboard
Asynchronous Communication
Discussion
Email
Course-Work Submission
Collaboration / Community
File exchange
Portfolios/ homepages
File storage
Integration
Library Management System
Online Journals
Student Records
'Single sign on'
Other Tools: Calendaring, 'Tasks', Address books,
Online grades display.
1. Brief overview of Learning Technology and E-Learning:
Influences on E-Learning
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Government Impetus for widening participation, innovation in course delivery and
accessibility (e.g. Dearing 1997, The Learning Age 1998).
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Closer alignment to industry & professions (e.g. 21st Century Skills 2003, The
Future of Higher Education 2004).
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Market-led (or demand-led) impetus as opposed to 'the supply side' University.
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Prevalence of home Internet access, growth in IT literacy, growing user
expectations.
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Growth of e-learning across education sector, e.g. UK E-University, World-Wide
Universities Network, Open University, NKI University (Norway) and commercial
examples (Thompson Net G).
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Growth in Part-Time / Distance-Learning student uptake.
1. Brief overview of Learning Technology and E-Learning:
Possible Benefits of E-Learning
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Wider access for non-traditional entrants
On-Line Portfolio for long-term record of achievement
Work-based remote study.
Flexible curriculum structure e.g. personal access to different subject fields.
Promoting Collaboration via discussion, chat, file upload features.
Develop student IT capabilities within learning process.
New markets, International Market (UKEu, NKI, WUN).
Provides a knowledge base or repository to facilitate study.
'Ubiquitous' access to study resources via institutional, home, work, library, third-party access;
possibility for mobile access via PDA (Portable Digital Assistant).
System Integration - seamless access to range of online services via 'single sign on' or
common institutional login. Closer integration with learning support / library systems.
Automated course administration may be possible when integrated with student records
system.
Improved interaction - online assessment with automatic scoring and reporting, course-work
submission, tracking student participation, improved integration of email features within VLE for
communication, online 'whiteboard' and chat to facilitate distance learning.
1. Brief overview of Learning Technology and E-Learning:
Problems associated with E-Learning
System / Technical
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Reliability - potential for disaster scenarios! Hardware / software failure.
Continuity – often fixed life span of companies, how easily may data be exported to
other systems via standard data protocols?
Integration issues - often difficult to achieve full integration with other systems /
institutional course, student databases.
Increased user reliance on Technical support
1. Brief overview of Learning Technology and E-Learning:
Problems associated with E-Learning
The Student
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Lack of personal Internet connection may restrict access.
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Greater reliance on self-discipline of student, e.g. self-directed study via VLE.
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Reduced face-to-face peer contact, possible impact on peer-support, collaboration,
problem solving
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Reduced face-to-face tutor contact, possibly reduced student-tutor relationship.
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Technical / User Support queries difficult to resolve in low contact context.
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Accessibility / Usability - Is there any unusual interface design or operations
requiring specialist training? Is the system tested for accessibility standards (WCAG)?
And Web standards (e.g. XHTML 1.0). Does the system function in a range of
browsers/ assistive technology.
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Off-loading of printing costs on the student, an easy alternative to handouts?
1. Brief overview of Learning Technology and E-Learning:
Problems associated with E-Learning
The Lecturer / Learning Support
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Pedagogical Effectiveness - how far is system informed by research in academic
practice? Is system company responsive to academic input? Are there issues
regarding US vs. UK academic practice, conventions, terminology? Is system
appropriate to educational level?
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Academic / User Support - possible increase for academic / learning support.
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Study / Cultural issues - Will the use of an e-learning 'repository' discourage
attendance at classes? Will the provision of a VLE discourage personal research and
traditional study methods?
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Increased availability of non-directed resources on the Web (Information
Overload), need to maintain authoritative content / links.
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Appropriateness of learning in digital context, only a limited range of subjects can
be delivered purely through multimedia - problems associated with Humanities and
Arts subjects.
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Issues of security and plagiarism.
1. Brief overview of Learning Technology and E-Learning:
How does e-learning Work? Three Models
Britain & Liber (1999) - three models for delivery of e-learning:
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Content and Support Model
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E-learning as a repository-focused resource
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Support provided by tutor support, but low interaction via system
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Conventional class teaching
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Less radical change in culture for tutors / learners.
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Wrap-Around Model
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Integration of conventional activities with system features
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Use of discussion tools to facilitate collaboration
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Often referred to as 50/50 model
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Increasing electronic submission of coursework, use of email for tutor support,
online assessments.
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Conventional tutor support available, but emphasis on electronic support.
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Integrated Model
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Course is defined by collaborative activities, discussions, group work.
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Course content is uploaded in response to group needs.
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Participation by tutors within collaboration in participatory / mentor role rather
than as a conventional teacher. (Jones and Fitzgibbon 2002).
2. The Agenda for Skills Development in Higher Education
Many definitions of 'skills' for Higher Education: Transferable skills, Key Skills, Common
Skills, Personal Skills etc.
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Dearing Report (1997): focussed on communication, numeracy, ICT and learning how to
learn, recommended that all Higher Education (HE) programmes should provide
opportunities for students to develop Key Skills and record achievements (NCIHE, 1997).
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Influence of Government Policy emphasising Key Skills: The Learning Age (1998), ICT
Skills: 21st Century Skills 2003, The Future of Higher Education (2004).
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Qualification Curriculum Authority: ‘Key Skills Descriptors' in response to Dearing:
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communication,
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application of number (numeracy),
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information and communications technology (ICT),
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improving own learning and performance,
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working with others, and problem-solving.
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Reflected in Edexcel Key Skills Framework
The National Qualifications Framework
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Framework for Higher Education Qualification levels (FHEQ), including advocacy for
common skills.
2. The Agenda for Skills Development in Higher Education
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QAA (Quality Assurance Agency for Higher Education) - Key Policies:
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Code of practice for the assurance of academic quality and standards in
higher education
B4. Collaborative provision and flexible and distributed learning (including
e-learning) Students should have access to:
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a schedule for any learner support available to them through timetabled
activities, for example tutorial sessions or web-based conferences;
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clear and up to date information about the learning support available to
them locally and remotely for their FDL programme or elements of study;
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documents that set out their own responsibilities as learners, and the
commitments of the awarding institution and the support provider (if
appropriate) for the support of an FDL programme or element of study.
Frameworks for higher education qualifications in England, Wales and
Northern Ireland, and in Scotland.
Subject benchmark statements
Key Skills are defined when discussing curricular-based skills to be assessed as
part of a programme of study.
Progress files – intended to help make the outcomes, or results of learning in
Higher Education more explicit, identify the achievements of learning, and
support the concept that learning is a lifetime activity.
2. The Agenda for Skills Development in Higher Education
Institutional, National and Departmental Interaction
National
Professional
Bodies,
Advocacy,
Frameworks
Statutory Bodies,
Reports, Legal
Transferable
Skills
Departmental
Institutional
Policy
Institutional
Based on model shown in SEDA bulletin (O’ Hagan 1995).
3.
The Role of Skills in Learning Technology
Technology Skills Facilitating Learning
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Technology Skills for e-learning ('Black Box' skills)
Keyboard, mouse, software applications, file management, use of email software, use of
Search Engines and the World Wide Web for information retrieval, use of Information
Gateways, online journals and other sources of information, use of online library catalogues
(OPACs), basic software configuration and preferences, use of removable media (Zip, 3.5 “
diskette, CD-ROM), use of Graphics, Multimedia, Video or Sound files, Use of application
formats (e.g. .doc, .ppt) and viewers, e.g. Adobe Acrobat, downloading and installing software,
Security / Virus protection, Basic PC maintenance, use of individual features within an online
learning environment (VLE).
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Organisational and Social Skills
Managing digital resources, maintaining backups, downloading, saving and printing files,
engaging in online debate or group work, developing a rapport online with tutors / peers,
communicating effectively via email, chat or discussion forums, use of online essay
submission features, assimilating core IT skills with social / system-specific skills.
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Self-Regulated Study
Zimmerman lists the following characteristics of a student who is a self-regulated learner: selfevaluation, organization and transformation, goal setting and planning, information seeking,
record keeping, self-monitoring, environment structuring, giving self-consequences,
rehearsing, memorizing, seeking social assistance, and reviewing. These characteristics
show how actively involved a self-regulated learner must be. They do not complete work and
then simply move onto the next task. They consume what they are involved with, learn it ,
know it, wait for feedback and then if necessary revise or redo it (Zimmerman 1990).
3.
The Role of Skills in Learning Technology
Self-Regulated Learning
Lidner and Harris (1993) identify six dimensions of self-regulated learning.
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Epistemological beliefs: a person's own understanding of their system of knowing.
Knowing about this gives a person the ability to see where they fit into learning or how it
influences them. It also influences confidence. The more the learner understands about a
particular situation the more success they will experience.
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Motivation: The will to learn or get better at learning has to come from internal or external
motivation. In the case of the self-regulated learner this motivation comes from recognizing
the importance of the task at hand and through personal development.
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Metacognition: Awareness of one's own thinking and learning. This fits with the use of
learning strategies. The student must know what tools they have in the tool box and how
well they use them. Learning strategies: Strategies the learner is aware of and how they
utilize them. Students need the skills to handle various learning situations.
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Contextual sensitivity: The ability to understand a particular learning situation and how to
identify the problem and solve it. This skill can be developed by showing the learner how to
identify problems. Working through examples will build this skill.
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Environmental utilization/control: Use of external resources to achieve solutions.
Personal experience and knowledge can add to a person's ability to reach a solution.
3.
The Role of Skills in Learning Technology
The Relationship between Skills and Learning via
Technology
Some Questions...
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How does teaching theory inform e-learning when the context is dissimilar from
traditional learning environment?
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Is it possible to simply translate teaching experience into the Educational technology
environment?
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Does the medium matter?
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Aren't organisational and cultural issues more important than teaching approaches?
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Is learning theory defined by systems anyway?
3.
The Role of Skills in Learning Technology
The Relationship between Skills and Learning via
Technology
A Constructivist Approach. Lebow (1993), five principles in integrating constructivism into class design:
Principle 1. Maintain a buffer between the learner and the potentially damaging effects of
instructional practices.
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Increase effectiveness on the affective domain of learning.
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Make instruction personally relevant to the learner.
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Help learners develop skills, attitudes and beliefs that support self-regulation of the learning process.
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Balance the tendency to control the learning situation with a desire to promote personal autonomy.
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Classrooms and learning should be set up to allow for success. Give more responsibility to the student.
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Make them want to take hold of the new style of learning and be successful.
Principle 2. Provide a context for learning that supports both autonomy and relatedness.
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Real-life examples relevant to the learner and their environment allow internalization. Students should
find personal meaning in what they are studying.
Principle 3. Embed the reasons for learning into the learning activity itself.
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Make the outcomes of the assignment fit into the procedure. If you are studying customs of another
country have the learners discover what they are and apply them in class for a day or week.
Principle 4. Support self-regulated learning by promoting skills and attitudes that enable the
learner to assume increasing responsibility for the developmental restructuring process.
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Create a list of skills the student should try to achieve. Include with this a set of easily implementable
steps or logical sequences. Feedback will be critical to give the learner reinforcement and correction
when needed.
Principle 5. Strengthen the learner's tendency to engage in intentional learning processes,
especially by encouraging the strategic exploration of errors.
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An oral review of mistakes or debriefing helps to increase the ability to reflect. Point out the need to
examine a problem and then determine the best strategy to use in solving it.
3.
The Role of Skills in Learning Technology
The Relationship between Skills and Learning via
Technology
Mapping Technology Skills to Learning Theory / e-learning
Theory
Description
e-learning Application /
Relevance
Situated / Social learning
(Lave, Wenger)
Based on case-studies of how
newcomers learn in various
occupational groups which are
not characterised by formal
training. Stresses gradual
acquisition of skills through
participation.
Group working, collaborative
working in an IT lab context,
group working online via chat /
file exchange.
3.
The Role of Skills in Learning Technology
The Relationship between Skills and Learning via
Technology
Mapping Technology Skills to Learning Theory / e-learning
Theory
Description
e-learning Application /
Relevance
Constructivism
(Vygotsky, Freire)
Emphasises the importance of learner –
control, learning in real-life contexts,
flexibility in learning, freedom to chose
learning resources and openness in
discussing issues." (Gulati 2004).
Includes "Cognitive Constructivism"
describing how the individual learner
understands through developmental stages
and learning styles and "Social
Constructivism" emphasising the importance
of social encounters.
Self-regulated study, distance
learning, incidental use of elearning or other e-learning
tools in social / communicative
context.
3.
The Role of Skills in Learning Technology
The Relationship between Skills and Learning via
Technology
Mapping Technology Skills to Learning Theory / e-learning
Theory
Description
e-learning Application /
Relevance
Imitation
(Blackmore)
The teacher demonstrates or models (whether or
not she is aware of so doing), and the learner
imitates. There are no "wrong" answers or dead
ends: the quality of the learning is purely in the
faithfulness of the reproduction of the action
which has been demonstrated. (Blackmore
1999)
Imitation by peers, using
complex e-learning features
within groups.
3.
The Role of Skills in Learning Technology
The Relationship between Skills and Learning via
Technology
Mapping Technology Skills to Learning Theory / e-learning
Theory
Description
e-learning Application /
Relevance
Bloom’s
Taxonomy
(Bloom)
Attempt to classify forms and levels of learning. It identifies
three “domains” of learning (see below), each of which is
organised as a series of levels or pre-requisites.
Cognitive: the most-used of the domains, refers to
knowledge structures (although sheer “knowing the facts” is
its bottom level). It can be viewed as a sequence of
progressive contextualisation of the material.
Affective: Concerned with values, and perception of value
issues, and ranges from mere awareness (Receiving),
through to being able to distinguish implicit values through
analysis.
Psycho-Motor Domain: Concerned with Manipulation and
Articulation of learning, this part of the model was never
completed. (Atherton, 1999).
Progression from basic
use of e-learning as
document repository to
selective use of
communication /
interactive features, to
more complex
communications /
electronic whiteboard /
group interactions.
3.
The Role of Skills in Learning Technology
The Relationship between Skills and Learning via
Technology
Mapping Technology Skills to Learning Theory / e-learning
Theory
Description
e-learning Application /
Relevance
Learning Motivation
(Atherton)
Motivation is either intrinsic/expressive (doing
something for its own sake) or extrinsic/
instrumental (doing something for some other
reason). Generally speaking, when people
fail to learn something which they have been
taught, the failure is attributed to one or more
of three factors:
lack of motivation
lack of ability or aptitude (including skills to
undertake effective learning.)
poor teaching.
the cost of learning.
(Atherton, 1999).
Barriers to e-learning : resource
difficulties, lack of readily
available online access, lack of
core IT skills, lack of
confidence, lack of social /
communication skills for
effective interactions, external
factors.
3.
The Role of Skills in Learning Technology
The Relationship between Skills and Learning via
Technology
Mapping Technology Skills to Learning Theory / e-learning
Theory
Description
e-learning Application /
Relevance
Learning Loss
(Atherton)
It implies the loss involved in updating knowledge
This change may be termed "supplantive learning",
to be contrasted with simple "additive learning
The natural course of such learning follows three
stages:
De-stabilisation: in which the previous way of
thinking or acting is upset
Disorientation: the "trough" in which loss of
competence and morale combine to make the
learning difficult, and there is a considerable
temptation to return to the "old way".
Re-orientation: the gradual climb out of the trough,
which follows a similar pattern to the curve of
"normal" additive learning. (Atherton, 1999).
Transition from non-IT literate to
VLE-dependent course,
transition from conventional IT
skills, static Web to interactive
Web, transition from accesslevel use of IT to advanced use.
3.
The Role of Skills in Learning Technology
The Relationship between Skills and Learning via
Technology
Mapping Technology Skills to Learning Theory / e-learning
Theory
Description
e-learning Application /
Relevance
Tacit knowledge
and
Implicit learning
(Polanyi)
Knowledge or skills that cannot be taught,
although of course there is obvious
evidence that it can be learned or acquired.
It may therefore be regarded as "knowhow", i.e. a "knack" for doing something.
(Atherton, 1999).
Social, communication and
related skills in online
interactions.
3.
The Role of Skills in Learning Technology
The Relationship between Skills and Learning via
Technology
Mapping Technology Skills to Learning Theory / e-learning
Theory
Description
e-learning Application /
Relevance
Behaviourism
(Pavlov,
Thorndike,
Skinner )
Behaviourism focuses on a new behavioural
pattern being repeated until it becomes
automatic. The theory of behaviourism
concentrates on the study of overt
behaviours that can be observed and
Measured.
Breaks down a task into parts and how each
is learned individually and incrementally
implies the dominance of the teacher
argument to explain Skill development.
Learning use of system in
planned, unit-based approach,
training for use of system
features in progressive stages
of complexity, from simple to
advanced application.
3.
The Role of Skills in Learning Technology
The Relationship between Skills and Learning via
Technology
Mapping Technology Skills to Learning Theory / e-learning
Theory
Description
e-learning Application /
Relevance
Cognitivism
(Piaget,
Donaldson)
"...the acquisition or reorganization of the
cognitive structures through which
humans process and store information."
(Good and Brophy 1990).
Broadly, cognitive theory is interested in
how people understand material,
including:
aptitude and capacity to learn
learning styles
focusing on the maturational factors
affecting understanding, e.g. Piaget.
Pacing / targeting development
depending on prior learner
experience or aptitude,
possibly based on skills
assessment.
3.
The Role of Skills in Learning Technology
The Relationship between Skills and Learning via
Technology
Mapping Technology Skills to Learning Theory / e-learning
Theory
Description
e-learning Application /
Relevance
Gestalt
(Köhler)
Concentrates on the way in
which the mind insists on
finding patterns in things, and
how this can be applied to
learning, especially the
development of novel
approaches to the use of
existing patterns, or “insight”.
Learning by example,
developing / modifying
examples to the student's
preference.
3.
The Role of Skills in Learning Technology
The Relationship between Skills and Learning via
Technology
Separation or Unity?
Can we separate....
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Basic Skills, Common Skills
Information Technology skills
Learning Technology Skills
Transferable Skills
Information retrieval skills
Study Skills
Learning Skills (learning to learn)
How can skills requirements be assessed in a neutral context to identify skill
deficiencies and provide appropriate 'training', 'teaching' etc?
4. Current Research on Skills Requirements in e-learning
Current Practice
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An evaluation of the information needs and practices of part-time and distancelearning students in the context of educational and social change through
lifelong learning (2001): suggested that change taking place in the educational
system is often symptomatic of a wider transformation of society.
Performance indicators in online distance learning courses (2004): a study of
management education; results suggest gender and age are related to performance
in distance learning courses.
Students’ perceptions of quality in higher education (2003): The main findings
are that the quality of the lecturer and the student support systems are the most
influential factors in the provision of quality education.
The Big Picture
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SOLE - Students' Online Learning Experiences (2003): An LTSN project, SOLE
investigated students’ use and understanding of Virtual Learning Environments
across five discipline areas.
JISC (Joint Information Systems Committee) User Behaviour Monitoring and
Evaluation Framework (2001): General research investigating uptake of ICT across
the Higher Education sector.
5.
Frameworks for Developing / Evaluating Skills
Requirements
Skills Analysis and Skills Assessment Models
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Content-based : provide a list of skills and, therefore, provide limited information
regarding learning outcomes or progression.
Descriptor / Outcome-based complex descriptors for learning outcomes for a variety
of skills and attributes.
5.
Frameworks for Developing / Evaluating Skills
Requirements
Content-based
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Gilbert and Woolf (1996) describe a module validation template, which asks curriculum
designers to indicate the various types of skills "developed", "practised" and/or "assessed"
in a module.
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Key Skills Online (self-evaluation application) Reflective, hierarchical model, e.g.
5.
Frameworks for Developing / Evaluating Skills
Requirements
Descriptor / Outcome-based
Educational Testing Service (ETS) – EDUCAUSE
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Selecting the best database for an information need
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Determining the sufficiency (or lack) of information in a Web site, given the information
need
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Ranking Web pages in terms of their meeting particular criteria
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Determining the relevance of postings on a Web discussion board
Key to Key skills Project - 1998-2000, Sheffield Hallam University:
Building Confidence in IT
Basic IT Skills
Writing Using a Computer
-Introduction to Word Processing
-Producing Tables
-Layout and style
Numbers and Data on a Computer
-Numbers and Spreadsheets
Computer
-Information Searching
-Gathering Information from the Web
Images on a Computer
-Using Images to Enhance your Work
File Management
-Organising your Files
Electronic Communication
-Email and Computer Conferencing
-Graphs and charts
Information Searching Using a
5.
Frameworks for Developing / Evaluating Skills
Requirements
Descriptor / Outcome-based
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University of Glamorgan: Key Skills in E-Learning Project. Compared face to face
versus on-line teaching of Edexcel common skills and Qualification Curriculum
Authority (QCA) Key Skills - challenges the view that soft skills are difficult to develop
on line (Jones and Fitzgibbon 2002).
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ECDL: provides training programme for IT skills, including Keyboard, Web,
Communication, File Management and document creation/ editing skills - has been
integrated into curriculum within some institutions.
6. A Proposal for Research considering Skills requirements in
a Part Time study context
What are the skills and learning challenges faced by students in the use
of educational technology?
Perceptions of undergraduate students studying professional courses in a part-time,
distributed study context.
6. A Proposal for Research considering Skills requirements in
a Part Time study context
General Overview
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Provide Original Research
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Contribute to existing research in the area of technology skills requirements, by
examining students' perceptions of skills requirements for study.
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To compare these perceptions with government, industry, sector and institutional
views derived from the literature review and practical research elements.
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Overview of Aims
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Define generic, discipline-specific and context-based educational technology
skills requirements.
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Define the role and importance of educational technology training / assessment
and continuous development.
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Contribute to the development of a tool to query educational technology skills
requirements within a distributed study context.
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Practical Research Element
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Conducted in the context of a Higher Education provider facilitating the UK
Government widening participation agenda via innovative strategy, teaching and
technology.
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Part-time student groups selected across a range of professional-related
disciplines.
6. A Proposal for Research considering Skills requirements in
a Part Time study context
Methods
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Literature review
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Define formal prerequisites within official bodies (Objectives 1 and 2) and a selected
Higher Education provider (Objective 3).
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To assist in categorising educational technology skills to develop a skills assessment
matrix (Objectives 5 and 6).
Student Questionnaires
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3-5 part-time, undergraduate student groups of 30-50 persons (Objective 4).
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Across several professional disciplines (e.g. Education, Nursing).
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Delivered at 3 key stages in academic year (enrolment, mid-year, end of year).
Staff Interviews (Semi-Structured)
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3-5 academic staff teaching the student survey groups, to investigate staff perceptions
of educational study skills (Objective 3).
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Open-ended comment.
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Delivered at 3 key stages in academic year (enrolment, mid-year, end of year).
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8-10 support staff will also be selected for interviewing (Objective 3) at similar stages.
Pilot
..for all questionnaires and interviews - used before deployment.
Synthesis
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Using ‘Grounded theory' (Leedy and Ormond 2005).
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To establish a theoretical framework for analysis based on trends
in the primary data.
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SPSS will be used for recording, analysis and presentation of findings.
6. A Proposal for Research considering Skills requirements in
a Part Time study context
Action Plan
Action Plan (By year, envisaged to comprise 56 years)
2004
2005
Literature review
Ongoing throughout study.
Investigative Research (Sector Perceptions
of educational skills etc.)
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2006
2007
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Academic staff Survey Design
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Support Staff Survey Design
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Practical Research Deployment
2009
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Student Questionnaire Design
Practical Research Pilot / Redesign
2008
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Practical Research Analysis / Synthesis
■
Write Up Thesis
■
7. Conclusions
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Wide range of perspectives on Skills requirements - Advocacy,
Frameworks, ‘Tools’, Training Courses.
Higher Education: Lots of advocacy, less consensus / detail.
Skills and Learning processes can be defined as separate, but
in practice, these are inseparable when considering learning
scenarios / models.
Differing learning theories can suggest new perspectives on
skills requirements.
Thank You for listening to this Presentation !
For further information see:
http://draigweb.co.uk/elearning
Bibliography / References
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