1. Responding to the challenges and opportunities of borderless education Jonathan Darby Chief Architect UK eUniversities Worldwide

2. My background First used computers in teaching – 1975 Joined Oxford University – 1980 Computers in Teaching Initiative – 1988 to 1996 Director of Technology-Assisted Lifelong Learning (TALL) – 1996 to 2002 Chief Architect, UK eUniversities – from May 2002

3. Neil Postman, media ecologist “What is the problem to which headlamp washer-wipers are the solution?” Educom Conference 1992

4. Neil Postman, media ecologist “What is the problem to which headlamp washer-wipers are the solution?” Educom Conference 1992 “What is the problem to which e-learning is the solution?”

5. Sir Christopher Ball, Oxford don “I don’t want to take a course. I want to be helped to understand. I want to be able to do things I don’t know how to do.”

6. Sir Christopher Ball, Oxford don “I don’t want to take a course. I want to be helped to understand. I want to be able to do things I don’t know how to do.” MORI State of the Nation Poll – 1999 >80% of the UK adult population would like to continue their education <30% thought they were at all likely to take a course in the next 12 months

7. Sir Christopher Ball, Oxford don “I don’t want to take a course. I want to be helped to understand. I want to be able to do things I don’t know how to do.” MORI State of the Nation Poll – 1999 >80% of the UK adult population would like to continue their education <30% thought they were at all likely to take a course in the next 12 months Is the tertiary education sector failing 50% of adults?

8. What is e-learning for?

9. To meet unmet educational needs

10. Getting serious about e-learning Figure out what it’s for

11. The Oxford experience The tutorial system: a tradition of problem- based learning Department for Continuing Education: 150 years of outreach Technology-Assisted Lifelong Learning (TALL) established 1996 research-led approach – eg development and testing of theoretical online course models prior to implementation all courses funded via business plan very fine-grained learning object approach

12. First Generation e-learning Online courses as direct analogues of conventionally-delivered courses replicating course structure, elements and delivery mode incorporate existing support materials (though may be modified or augmented) delivery dependent on course originator not scalable always inferior to original course “horseless carriages”

14. Second Generation e-learning Online courses equivalent to conventionally-delivered courses but 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

16. Third Generation e-learning Online education that does not adhere to course conventions the 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

18. Getting serious about e-learning Figure out what it’s for Sort out the pedagogy

19. UK eUniversities: the big picture eUniversities aims to make UK higher education a winner in the new era of borderless education

20. Background Big market for e-learning at university level – speaking English UK losing overseas market share Need for more e-learning delivery in UK Government investment of £62m Encouragement of Private Public Partnership

21. What is eUniversities? A vehicle for all UK universities (except Scotland) Delivery primarily by electronic means A platform designed for remote adult learners Appropriate support for a plethora of learners Light touch quality regime Sales and marketing, including via overseas partners and cash (eg £1m for a Masters program)

22. Getting serious about e-learning Figure out what it’s for Sort out the pedagogy Invest sensibly Work in partnership

23. UKeU course development aims Discourage 1 st Generation Encourage 2 nd (and 3 rd ) 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

24. Why a new platform? Limitations of virtual campus products eg Blackboard, WebCT Limitations of corporate training learning environments eg Saba, Docent Designed for remote adult learners Support for development teams Open systems architecture Scalability

25. Getting serious about e-learning Figure out what it’s for Sort out the pedagogy Invest sensibly Work in partnership Find a platform that you can work with not for

26. Adopted e-learning 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)

27. 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 an eUniversities accessibility roadmap

28. Getting serious about e-learning Figure out what it’s for Sort out the pedagogy Invest sensibly Work in partnership Find a platform that you can work with not for Pay attention to standards

29. Student e-learning strategies Linear (following default sequence) ~ 30% Text-led (printed all texts and used as course framework) ~ 30% Aural (played all audiographics before referring to texts) ~ 20% Assignment-orientated (prioritised all course elements based on relevance to assignment) ~ 20% (Oxford University online course students – 1998)

30. Design principles Design courses from first principles Support multiple modes of learning Allow students to chart their own pathways Use simplest technological solution to each learning requirement Build for adaptability and reuse Never use a “Next” button

31. Course structure

33. 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 QA

34. Why learning objects? Facilitates a construction kit approach Allows integration of varied media elements Simplifies modification and updating but Learning object standards (IMS/SCORM, etc) more informed by Pavlovian than constructivist thinking

35. So what’s the problem? Reusability – at the heart of SCORM and IMS Who’s clamouring for it? At what educational cost (dependencies prohibited)? Should be a consequence not a prerequisite Learning assumptions – SCORM dictates all learning objects (SCOs) should include assessment Learning materials have multiple uses Most learning should not be assessed Sequencing – programmed learning back again! Should we be building systems that think they are smarter than students? Orientation not dictation

36. SCORM Sharable Courseware Object

37. UKeU Learning Object

38. SCORM-based online course

39. UKeU Learning Object-based online course

40. … or this

41. So what do we need? Learning object definition The smallest element of a “course” that defines a learning activity A practical e-learning design and construction kit A Lego set A practical architecture Ability to make connections Navigation Simple sequencing and EML both miss the point Need to facilitate student choices Provide maps not sets of directions

42. Getting serious about e-learning Figure out what it’s for Sort out the pedagogy Invest sensibly Work in partnership Find a platform that you can work with not for Pay attention to standards Use learning objects but not uncritically

43. Getting serious about e-learning Figure out what it’s for Sort out the pedagogy Invest sensibly Work in partnership Find a platform that you can work with not for Pay attention to standards Use learning objects but not uncritically Keep an open mind!

44. Further information Jonathan Darbyjdarby@ukeu.com Websitewww.ukeu.com