Tertiary sector organisations have developed a range of approaches around planning and implementing eLearning. This report gives an overview of some of the research literature relating to a variety of approaches.The key findings of this annotated bibliography are:Image: 'workstation' Found on flickrcc.net
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- The most common organisational approach to e-learning is where high-level objectives and supporting policies and plans are set centrally but the responsibility for implementing these is at the faculty or departmental level.
- Organisational approaches to e-learning are more likely to be successful when they are supported by institutional strategies, policies, plans, monitoring and evaluation. E-learning strategies are more likely to be effective if they take into account organisational culture and are underpinned by a rationale that has strong support from stakeholders.
- Organisations need to consider student preferences. They also need to ensure students have the skills and capabilities needed for success in e-learning. It is also important that organisations provide relevant and timely support, particularly technical, for both their students and staff.
- Organisations need to provide infrastructure that supports their e-learning objectives and meets stakeholder and learner needs. It is important that organisational ICT systems can link with each other and with students’ information technology devices.
- Staff development and support are essential if organisations are to adopt e-learning successfully. Organisations should consider providing incentives for staff to adopt e-learning and participate in associated development. Staff efforts in adopting e-learning also need to be recognised. Staff must be given time to explore and experiment when they are adopting e-learning.
- Benchmarking of e-learning capability has been used by a number of organisations. Benchmarking can be used not only for comparisons with other similar organisations but also to more clearly identify performance in an e-learning context.
- It is unclear if organisations can save money through e-learning. While it requires investment in infrastructure, staff development and the creation of supporting materials and resources, cost savings are possible. Savings are derived not only from economies of scale but also from other measures such as reuse of materials.
As a self-professed skeptic of learning analytics (I'm still not totally convinced they are great for the learner...even if they might be a great tool for education institutions), I was reassured to hear Gardner Campbell (director of professional development and innovative initiatives at Virginia Tech) speak so well. Campbell speaks of the possibility that learning analytics might 'dumb down' higher education. He also suggests that the learning analytics as a concept should support our notion of education should be, as well as reflecting positive learning experiences rather than focussing on information...especially that related to 'failure'.
The wonderful team at Cyberwise recently shared the following resources, focussed on the Millennial Generation, in NewsWise. Whether you are convinced or not that folk are 'wired differently' because of the ability to be 'connected', creative, and communicating 24/7, these resources are well worth dipping into...and the quiz is fun too :)The world has changed dramatically in the last ten years; we are plugged in and tech'd out like never before, and these changes are having a huge impact on those growing up immersed in a newly connected world. Just ask the first generation to enter adulthood having grown up digital -- a 2.3 billion-strong tribe of "Millennials" (18-29 year olds).Image: 'connectivity' http://www.flickr.com/photos/65256426@N00/839920747. Found on flickrcc.net
Research suggests these twenty-something's are markedly different in their attitudes, beliefs, and habits than any generation that has proceeded them. They are connected, informed, passionate, idealistic, technically proficient... and majorly stressed out. And guess what? They want and even need our help as they chart a course through this new world. So this week's NewsWise is dedicated to the Millennial Generation, those brave young souls who are guiding us all into the digital future. Check out our blog and all the great resources (including a quiz to find out how "Millennial" you are) we've gathered for you about Millennials, or as we like the call them, the "indicator species" of the digital age.
You may, or may not, be familiar with the Network for Learning (N4L) that is being developed in New Zealand. The potential of such a network is huge, but it requires a collaborative effort to actually make it work. It's not so much about the infrastructure, it's more about the people, the connections...the opportunities to collaborate, share, and build. How can you get involved, if you are not already? In her column While waiting for the Network for Learning we are building it! (CINZ) Niki offers some suggestions, while also adding ideas for the overall planning behind the N4L. (All quotes from the article reproduced in this post are with kind permission of Niki Davis.)Let me introduce you to the crown entity that has been established this year called the Network for Learning Ltd. (N4L). The New Zealand Government is making a significant investment in infrastructure that will deliver ultra-fast broadband (UFB) to more than 97% of New Zealand schools by 2016, including support for upgrades to schools’ internal network infrastructure (SNUP). This began as the Ultrafast Broadband in Schools (UFBiS) initiative in 2010 and the best information is probably on the Ministry of Education “Enabling e-Learning” website led by Margaret McLeod and Howard Baldwin http://elearning.tki.org.nz/. In 2011 cabinet approved a business case for a managed network with managed services for schools and decided that this “Network for Learning” would be overseen by a new Crown-owned Company, (called the “Network for Learning Ltd”/N4L; incorporated in July 2012 seehttp://www.n4l.co.nz/about.php). The Network for Learning Ltd. aims to realise the benefits of this infrastructure investment in terms of improved educational outcomes for students in line with government policy. The N4L Ltd is accountable to the Minister of Finance and the Minister of Education who have appointed N4L’s independent board to govern this crown company. The board have now appointed a chief executive and are gaining additional staff to ensure a network service is available to all schools in 2013.To conceptualise what the N4L 'looks like' in practice, Niki gives an insight into what is underway in the Cantanet and Westnet clusters, as well as activities in initial teacher education that provide significant resources and networking activity that should benefit and accelerate the growth of the N4L and its impact". Niki goes on to say
I trust that readers will therefore support the case for those involved in initial teacher education to be encouraged to actively participate in the N4L with our colleagues and their students in schools. After all, to limit access would reduce the preparation of newly qualified teachers for schooling today and block development. For that reason I have developed a discussion paper (see http://wikieducator.org/NfLandITE) and sought and received support from key agencies including the Tertiary eLearning Reference Group, TEFANZ, the VLNC Council, and DEANZ, the national association for open flexible and distance learning representing all sectors of education and training.Will you join the conversation? "Only then can the N4L emerge and grow to play its part to support increased educational outcomes and related economic benefits for all students and their communities throughout Aotearoa New Zealand".
While waiting for the Network for Learning we are building it! (HTML)Resource
Niki Davis Virtual Schooling Column (PDF)PDF document
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