1. © Tony Bates Associates Ltd 1 Tecnologia para e- learning: la importancia de poner la tecnologia al servicio de la educación VIRTUAL EDUCA BILBAO 2006 V Foro e-Learning

2. © Tony Bates Associates Ltd 2 Overview 1. Introduction 2. What is e-learning? 3. The context for e-learning: serving a knowledge-based society 4. What are the goals for e-learning? 5. The importance of flexible delivery 6. Planning for e-learning 7. Conclusions

3. © Tony Bates Associates Ltd 3 What is e-learning? My definition: all computer and Internet-based activities that support teaching and learning - both on-campus and at a distance

4. © Tony Bates Associates Ltd 4 What is e-learning? (Bates, 2005) face- to- face no e-learning fully e-learning class- room aids mixed mode (less face-to- face + e- learning) dis- tance edu- cation distributed learning blended learning lap- top pro- grams

5. © Tony Bates Associates Ltd 5 Making choices For any programme: Where on the continuum of e-learning should this course or programme be? Who should make this decision: the teacher, the academic department or the institution as a whole? To answer these questions, we must look at the reasons for e-learning

6. © Tony Bates Associates Ltd 6 Different economies Rural: land-based, local, self-sufficient, unskilled or craft, feudal Industrial: urban, national, factories, division of labour, economies of scale, specialist skills, hierarchical Knowledge-based: ‘virtual’, global, networked, multi-skilled

7. © Tony Bates Associates Ltd 7 The shift to knowledge-based societies Industrial economies: mass employment: labour major cost High wage industrial economies cannot compete with low wage economies (outsourcing) Knowledge-based economies: based on intellectual capital: high level of education, higher wages All three economies in parallel

8. © Tony Bates Associates Ltd 8 Shifting economy 20052000199519871990 % share of Canadian industrial employment Services Goods Source: Globe and Mail, 27 April 2006, B9

9. © Tony Bates Associates Ltd 9 Economics, lifelong learning and e- learning New learners: from high school, but numbers will drop from high school, but numbers will drop in-migrants but may not have skills in-migrants but may not have skills those unskilled already in workforce (up-skilling) those unskilled already in workforce (up-skilling) Those in workforce = school leavers!

10. © Tony Bates Associates Ltd 10 Economics, lifelong learning and e- learning Those in workforce: lifelong learners How will universities and colleges serve these learners: older with families older with families working full-time working full-time can’t get to campus easily BUT can’t get to campus easily BUT employers/learners willing to pay employers/learners willing to pay

11. © Tony Bates Associates Ltd 11 Skills of knowledge-based workers problem solving, critical thinking problem solving, critical thinking communication skills communication skills computing/Internet skills computing/Internet skills independent learnersindependent learners entrepreneurial, initiative entrepreneurial, initiative flexibility flexibility team-work/networking team-work/networking AS WELL AS subject expertise

12. © Tony Bates Associates Ltd 12 A knowledge-based society research universities are main developers of new knowledge research universities are main developers of new knowledge but research universities serve lifelong learners badly but research universities serve lifelong learners badly lifelong learners are new and important market lifelong learners are new and important market lifelong learners need flexibility and different programs lifelong learners need flexibility and different programs

13. © Tony Bates Associates Ltd 13 New programs for lifelong learners Modules, certificates, professional masters Inter-disciplinary, ‘topic-based’ New knowledge since they graduated Flexibly delivered: Part-time Blended (face-to-face + online) Fully distant

14. © Tony Bates Associates Ltd 14 Implications for universities and colleges new teaching methods: from information transmission to knowledge management: information management, creative thinking, critical thinking, problem- solving, collaborative learning new teaching methods: from information transmission to knowledge management: information management, creative thinking, critical thinking, problem- solving, collaborative learning resulting in learning how to learn (after college/university) resulting in learning how to learn (after college/university) with flexible delivery with flexible delivery

15. © Tony Bates Associates Ltd 15 Why e-learning? E-learning supports skills needed in knowledge-based societies: e.g. to seek, organise, analyse, apply information appropriately Using technology for learning prepares students for knowledge- based work Particularly good for lifelong learning

16. © Tony Bates Associates Ltd 16 Real rationale for e-learning e-learning is a catalyst for change in teaching and learning: e-learning supports new methods of teaching and learning that meet the needs of the workforce in an information-based society The move to e-learning is a strategic not a technological decision

17. © Tony Bates Associates Ltd 17 Propor- tion of courses using each type of e- learning No tech- nology Class- room aids Lap- tops in class Mixed mode Fully distance 80% <1% 10% <1% 10% Current proportion of different types of e- learning in North America + Europe

18. © Tony Bates Associates Ltd 18 Why technology is not enough Just putting in technology will NOT provide the learning needed in a knowledge-based society teaching has to change new programs and methods of delivery New operational systems, such as registry, timetabling, and use of classrooms must change

19. © Tony Bates Associates Ltd 19 The ‘natural’ development of e-learning 1. Lone Rangers - all alone 2. Grants for Lone Rangers 3. Rapid expansion; low quality 4. A strategic plan 5. Focused, sustainable, high quality e-learning

20. © Tony Bates Associates Ltd 20 Why strategic planning is needed Third stage: rationale for e-learning not clear rationale for e-learning not clear concerns about poor qualityconcerns about poor quality duplication duplication faculty (and student) workload increasesfaculty (and student) workload increases increasing costsincreasing costs disillusion grows, growth stopsdisillusion grows, growth stops

21. © Tony Bates Associates Ltd 21 The importance of academic departments in change and innovation Two typical approaches to change: top down: Presidents or governments decide a strategy then try to implement it top down: Presidents or governments decide a strategy then try to implement it universities like graveyards; autonomy of the faculty member bottom up: early adopters; Lone Rangers bottom up: early adopters; Lone Rangers

22. © Tony Bates Associates Ltd 22 The critical role of academic departments Academicdepartment Administration

23. © Tony Bates Associates Ltd 23 The importance of the academic department Academic departments determine programs and curriculum Bridge between autonomy of faculty and institutional objectives Place where consensus can be built Academic departments determine the success or failure of e-learning

24. © Tony Bates Associates Ltd 24 Determining the role of e-learning e-learning is one way of teaching where does it fit in the department? what new markets can we serve? what new programs do we need? how will e-learning change the way we teach? what do we need to support e- learning

25. © Tony Bates Associates Ltd 25 Planning goal for academic departments Academic departments: Each program will develop a vision and plan for teaching and learning, including the appropriate use of e-learning

26. © Tony Bates Associates Ltd 26 Propor- tion of courses using each type of e- learning No tech- nology Class- room aids Lap- tops in class Mixed mode Fully distance 60% <1% 5% 20% 15% Academic department goals for e-learning

27. © Tony Bates Associates Ltd 27 The planning process inclusive process: involve key stakeholders: faculty members faculty members students students educational technology specialists educational technology specialists student service departmentsstudent service departments employers? employers?

28. © Tony Bates Associates Ltd 28 Academic planning process Each faculty/department to develop a three year curriculum and teaching plan markets to be served markets to be served what programs will be offered what programs will be offered how they will be delivered how they will be delivered resources required resources required E-learning to be an integrated component of the plan

29. © Tony Bates Associates Ltd 29 Three ways to help professors move to e- learning Professional support (e.g. project management) Faculty development Pre-service qualifications ALL THREE ARE NEEDED!

30. © Tony Bates Associates Ltd 30 Faculty development e-learning raises the skill level most faculty unready for e-learning: lack of understanding of new teaching/learning methods Ph.D. training for research, not teaching; college instructors skilled workers training of faculty needs to be systematised

31. © Tony Bates Associates Ltd 31 Professional development Professional development should be part of regular work of faculty more regular/flexible delivery of training in teaching for faculty workshops, online modules annual professional development plan for each faculty member

32. © Tony Bates Associates Ltd 32 mass DE or e-learning? economics of e-learning different from mass distance education: economies of scope, not scale Mass DE E-learning higher access lower access lower quality higher quality lower cost higher cost

33. © Tony Bates Associates Ltd 33 The place of technology in distance education teaching key issue: do students have access to ICTs? in most developed economies and for middle class: yes, but… but not for the poor thus mass media of print/ broadcasting still important for many target groups

34. © Tony Bates Associates Ltd 34 E-learning, education and the economy e-learning less relevant for industrial or agricultural economies who is your target group? what learning outcomes? is e-learning what you want?

35. © Tony Bates Associates Ltd 35 Possible strategies Differentiate market: open access: rural and poor open access: rural and poor print + face-to-face no Web-based option knowledge workers: urban and middle class knowledge workers: urban and middle class fully online, f2f?, higher fee

36. © Tony Bates Associates Ltd 36 Conclusions e-learning requires fundamental changes to way teaching offered e-learning requires fundamental changes to way teaching offered dependent on re-training of faculty and re-organization of teaching dependent on re-training of faculty and re-organization of teaching lifelong learning market huge, but needs flexible delivery lifelong learning market huge, but needs flexible delivery

37. © Tony Bates Associates Ltd 37 Conclusions (cont.) e-learning essential for economic development in many countries e-learning essential for economic development in many countries thus move to e-learning strategic not technical thus move to e-learning strategic not technical

38. © Tony Bates Associates Ltd 38 Further information Bates, A. (2000) Managing Technological Change San Francisco: Jossey-Bass Bates, A. and Poole, G. (2003) Effective Teaching with Technology in Higher Education San Francisco: Jossey-Bass Bates, A. (2005) Technology, e-Learning and Distance Education London: Routledge