eLearning%20Trends%20and%20Challenges

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eLearning Trendsand Challenges

• John Beaumont, CEOUK eUniversities Worldwide
• Monday 14 April 2003

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Agenda
eLearning context Generation of eLearning UKeUs
positioning and progress
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eLearning
it deserves its poor reputation historically
Technology Instructional design and
content Service support
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What is eLearning for?

• To meet unmet educational needs

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First GenerationeLearning

• 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

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Second GenerationeLearning

• 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

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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

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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
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Mission and values
To deliver the best of UK university education
online across the world

• Customer focus
• Quality driven
• Integrity
• Shareholder value
• Innovation

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Business overview
World-class Learning Environment World-class
course content Worldwide service
provision Effective marketing, sales and
distribution globally
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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
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Services architecture a logical model
Portal
Database(s)
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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

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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)

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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

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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

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Course structure
Program of study
Modules
Units
Sessions
Learning objects
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Programme clusters
Our offering Variety of undergraduate and
postgraduate degrees Continuing Professional
Development courses Subject areas
include Business and management Science and
technology Health English language Teacher
training Environmental studies Law
Market led
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Some existing university partners
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The course team

• Academic staff
• Course specifies
• Content creators
• Reviewers
• Tutors
• Techno-pedagogic staff
• Learning technologists
• Web developers / media specialists
• Graphic designers
• Editors

• Project management
• Quality Assurance

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Varying commercial relationships with universities

• Upfront investment
• Course development, instructional design and
  production
• Ongoing services
• eLearning platform operation and service support
• Marketing

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Research Centre
Applied research on eLearning practice Monitoring
and evaluation of student experiences Disseminati
on of findings
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Operational infrastructure (24 x 7)

• Janet connectivity
• Internet connections
• Data centre services
• Help desk

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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

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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
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Managed service
eLearning integral to campus life
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• In service!

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How can we collaborate?
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JRBeaumont_at_UKeU.com