1. Technologies for Flexible Learning Brian Mulligan Institute of Technology Sligo Chairperson, Irish Learning Technology Association Carlow, January 2003

2. Topics An Overview of Learning Technologies A View of Flexible Learning A Suggested Strategy

3. The Technologies Multimedia/CBT Electronic Communication Assessment Management of Information

4. Multimedia/CBT Combination of Text, graphics, video, audio, animation Trying to emulate a ‘private tutor’ Includes interactivity aimed at making the student think Must assess and react to their understanding Very expensive to produce Unrealistic to produce in-house Off-the-shelf CBT can be used immediately for ‘high-volume’ topics and works. Not widely available for the lower-volume problem subjects (mechanics etc) – This should change in the future. Simple interactive web-pages could be considered to be low level multi-media, but can be effective. (HTML)

5. Electronic Communication Distribution of learning materials Text, multimedia, video, audio By email, websites, CDROMs Synchronous communication Chat (text, voice, video) Video conferencing / lectures Asynchronous communication Email, group email, bulletin boards Mostly used in distance learning and flexible learning, but also in full time campus based courses. Very successful in the humanities, including management, but not as yet in technical subjects.

6. Assessment Automated Objective Testing (CAA) Creation of objective tests and questions CAA Management software Submission of Assignments and Feedback

7. Management of Information Virtual Learning Environments (VLEs) eg. WebCT For managing resources and activities. Easy access for student and lecturer. Must logon – security + individualisation Includes: individual communication, group communication, access to learning materials, management of assignments, objective testing, monitoring of student activity, storage of assessment marks Remote access via web. One Stop Shop – does not include CBT

8. “Managed Learning” Managed Learning Environments (MLEs) A VLE integrated with a Management Information System (MIS) Allows general institutional information be be passed to the VLE (and vice versa) Student registration and fee paying information generates data for specific subjects that lecturers are teaching Specified student grades may be passed from the VLE to the MIS

9. Flexible Learning The ability to quickly organise and deliver learning in whatever mode suits the student best. Independent learning Distance learning Face-to-face learning Blended learning Any more? Which is the most demanding to provide?

10. A Strategy for Development 1. Collaborate on development 2. Design Syllabi bearing in mind all possible delivery modes. 3. Design alternative learning exercises for each mode 4. Design materials that can be easily used for all modes (flexible materials)

11. Flexible Materials Objective: A set of materials that lecturers everywhere can draw on to deliver a course in any mode(s) at any time.

12. Types of Materials Books Lectures (eg. PowerPoint) Handouts (MS Word) Web pages Multimedia/CBT Videos Learning Exercises Assessments/Assignments Anything else?

13. Getting Materials to the Student Print Everyone prefers this. Necessary where student PC access is poor More efficient with face-to-face classes Most efficient for large amounts of stable materials CDROM Cheap where students have PC access but poor Internet access Not necessarily cheap or convenient for student. Web Flexible Cheap Access to huge amount of other materials Can be developed and maintained collaboratively Always up to date. Can be used to generate both Print and CDROM

14. Getting Materials to the Lecturer A ‘pull’ system is best. Anytime Anywhere A website is the most effective. Flexible Cheap Access to huge amount of other materials Can be developed and maintained collaboratively Always up to date. Can be used to generate both Print and CDROM

15. Website for each subject Syllabus Learning activities for each mode Materials HTML Original form Links to materials on other sites Individual lecturer’s World Wide Web Assessments and Assignments Multimedia/CBT Simple homegrown CBT in Web format. Commercial CBT may not be accessible this way.

16. Training Requirements Materials Development Simple web page and web site development Conversion of existing documents to HTML Elementary Instructional Design Delivery Email Use of Virtual Learning Environments

17. Thank You! www.itsligo.ie/staff/bmulligan/elearning