IT Learning Centre – Faculty of Science Implementation of e-learning BSU Networking and Planning Workshop Hotel Comwell Roskilde 27-29 August - 2012 Michael Rytkønen Project Manager [email protected] IT Learning Centre Faculty of Science University of Copenhagen IT Learning Centre – Faculty of Science Challenges A conceptual framework for e-learning in developing countries Individual challenges Course challenges Student: 1. Motivation 2. Conflicting priorities 3. Economy 4. Academic confidence 5. Technological confidence 6. Social support (from home/employees) 7. Gender 8. Age Course design: 1. Curriculum 2. Pedagogical model 3. Subject content 4. Teaching and Learning Activities 5. Localization (culture/language/religion) 6. Flexibility (mode of delivery) Teacher: 1. Technological confidence 2. Motivation and commitment 3. Qualification and competences 4. Time Support provided: 1. Student support 2. Faculty support (staff/teachers) Contextual challenges Technical challenges Organisational: 1. Knowledge management (e-learning unit) 2. Economy and funding 3. Training of teachers and staff 1. 2. 3. 4. Access Cost Software and interface design Localization (culture/language/religion) Cultural: 1. Role of teachers and students 2. Attitude towards e-learning 3. Rules, regulation, copyright Source: Anderson, A., Grönlund, Å. (2009): A conceptual framework for e-learning in developing countries: A critical review of research challenges . EJISDC Vol. 38 (link) IT Learning Centre – Faculty of Science Challenges The framework is created by review of 278 papers about e-learning implementation in developed and developing countries Research questions: 1. What has existing research identified as the major challenges for e-learning? 2. What differences, if any, are there between developing countries and developed countries in this respect? Result: • A list of 30 specific challenges for e-learning, grouped in four categories, equally valid for developing and developed countries Conclusions: • That the challenges for e-learning are more or less the same in developing and developed countries -> Possible to share “Good Practises” • That e-learning intervention needs a multi-stringed approach, addressing the whole spectrum of challenges to be successful in the long run. Source: Anderson, A., Grönlund, Å. (2009): A conceptual framework for e-learning in developing countries: A critical review of research challenges . EJISDC Vol. 38 (link) IT Learning Centre – Faculty of Science Empirical evidence Analysis: E‐learning capacity at the East African STRAPA universities Overall finding: …that the e-learning produced at the universities was hardly used by the teachers and students, and many teachers have lost their faith in e-learning… Main challenges: • • • • • E-learning was highly prioritized in policy papers, but not backed by action plans and specific budgets to execute the strategy E-learning was a top-down decision and a “one size fit all” solution was used No focus on e-learning pedagogy and how to activate and motivate the students No feedback/evaluation from students on the e-learning material Narrow bandwidth and power blackouts was a challenge for the contact to the outer world Overall conclusion: …that an e-learning intervention needs a multi-stringed approach, targeting the whole spectrum of challenges to be successful in the long run Source: Rasmussen, P.S., Rytkønen, M. (2010): E‐learning capacity at the East African STRAPA universities ‐ Pre‐appraisal on a e‐learning project. (link) IT Learning Centre – Faculty of Science 5 Historical overview Period Approach Comments Before 2001 Individual Individuals working on their own. Small support grants. Drivers: Boost the teaching, internationalize the educations, attract students. First pilot projects 2001 – 2005 Planned Departmental commitment and collaboration. Larger support grants. First departmental strategies emerge. 2005 – 2010 Integrated Faculty level commitment. Policy for “IT in education” + targets w. ministry. Faculty support (pedagogy, LMS). Take off… 2010 – Organizational Faculty Steering Committee for e-learning established. First faculty strategy and action plan. Status at the former faculty of LIFE Sciences: All courses are IT supported, 1/3 are blended, 9 distance learning courses IT Learning Centre – Faculty of Science Results Analysis of the distance courses showed: • • • • Over 90 % of the enrolled students completed the courses The students was highly motivated and took an active part in the courses The students got high grades, slightly better than average Over 70% of the students were satisfied with the courses Source: ITLC (2009): Analyse af udbyttet af onlinekurser på det biovidenskabelige fakultet (in Danish) (link) IT Learning Centre – Faculty of Science Lessons learned • • • • • • • • • It takes time to implement e-learning Management support is crucial Voluntarily approach for implementation. You can lead a horse to water… Allow experimentation. One size does not fit all… Focus on “learning” (pedagogy) and not the “e” (technology) Think in differentiated solutions. Push/pull and demands Central support facilities are essential Online teaching can be good quality teaching A stable and coherent infrastructure is essential IT Learning Centre – Faculty of Science Project ideas # Idea Target and approach 1 Education network w. joint platform for delivery of online courses and training within BSU Joint crosscutting online approach 2 Joint generic online courses for individual capacity building, e.g. PhD courses Joint crosscutting online approach 3 Joint crosscutting online approach 4 Joint generic online courses for institutional capacity building, e.g. courses in E-learning, PBL, Pedagogics, PhD adm … Training/workshops in “use of various e-learning tools” 5 Training/workshops in “how to teach distance and blended courses” Local or joint crosscutting (online) approach 6 Training/workshop in “how to integrate PBL in e-learning” Local or joint crosscutting (online) approach 7 E-learning Needs Assessment to identify steps to be taken for progress Local. Distribution of Good Practices 8 Counselling and Training Of Trainers to build up local e-learning support facilities/units Local. Distribution of Good Practices 9 “A to Z” development of specific online/blended courses as pilot projects Local. Distribution of Good Practices Local or joint crosscutting (online) approach 10 Strategic counselling. Development/adjustment of policy papers and action plans Local. Distribution of Good Practices 11 Specific Technical Needs Assessment, training of IT staff, implementation of hard- and software,… Local. Distribution of Good Practices This is not a complete or prioritized list, but ideas to projects that addresses the challenges for e-learning and where we in the ITLC, together with the other Danish counterparts, have the abilities to provide assistance IT Learning Centre – Faculty of Science Any questions?