3.17 introduction to E-Learning Models
3.17.5 E-Learning Action Plans
The Victorian Education Department introduced a policy that encouraged schools to develop their own individual technology or e-learning plan in the early 2000s (DEET 2001). The policy provided recommendations for an e-learning vision/plan. The aims of the e-learning vision covered the following main areas:
Foster significant learning improvements, using the most advanced and proven educational techniques.
Provide present and future students with the information and communication technology skills they will require as employees in a knowledge-based economy.
Facilitate collaborative learning experiences among teachers and students through electronically based educational projects.
Develop staff professionally by informing them of opportunities:
Presented by eLearning, and
For professional development courses to improve their skills
(DEET 2001).
The policy provided guidelines to schools on how to approach digital literacy, set up e- learning plans, provide professional development for teachers, provide resources throughout the classrooms and emphasised the support for life-long learning. In addition, the policy also provided ―SafetyNet guidelines‖ for teachers and students so that the safe use of the internet would be encouraged and followed (Softweb32
). This
32
Sofweb was the support group for educational hardware and software for Victorian schools. Website access: http://www.sofweb.vic.edu.au/internet/takecare.htm/ accessed on August 2005
policy endorsed the DEET (1999) findings for engagement, interaction and thinking for students in schools and also the ten learning qualities which were to be applied to higher order learning elements. Several of these included creativity, construction, adaptability, collaboration, autonomy and reflexivity. The main considerations on the research about thinking and learning were linked to student-centred learning, the provision of better learning frameworks and enhancement of the learning outcomes. The latter required a change of classroom practice and new practices and paradigms to incorporate e- learning. These policy recommendations are summarised in Figure 3-22 below, and the reference to high order thinking and multiple intelligences is also discussed in Chapter 4, under the Brain Model Theory section (Gardner 1983, Nelson 2001).
Figure 3-22: Teaching and Learning Framework for Victorian Schools (Source: DEET 2001)
The Victorian Government had detailed its commitment ―to creating an e-learning
environment for all Victorians, regardless of where they live and study‖ (p13, ‗skills x
knowledge = growth‘ statement on ICT Skills by the ICT Skills Taskforce33). (DEET
2000) In the e-learning definition they stressed the support for student learning with the
33
The Kirby Report.
Attributes of Effective Learning And Teaching Integrated Learning Inquiry Learning Independent and Co- operative Learning Multiple Intelligences Individual Learning Styles Authentic Assessment Motivating and Engaging Learners Higher Order Thinking Reflective Learning
integration of a range of technologies across all areas of schooling with the aim to engage in meaningful life learning experiences through collaborative learning.
What was significant here was the fact that schools were provided with an e-learning plan in the form of a blueprint that considered budgeting and implementation strategies and projects over a specified time period. The actual details of the plan were left for each school to design and incorporate in its curriculum. The plan provided scope for all stakeholders (staff, parents, school council and students) to collectively have the responsibility to work and implement the e-learning plan in their vision. Further information was provided through the Education Network of Academics (EDNA), where advice for teacher ICT competency, links to e-learning curriculum projects both local and abroad were provided as samples of e-learning practice (DEET 2002)
(http://www.edna.edu.au/schools/leadingpractice/lead_ed_sys.htm)
Several research studies (Naidu, Cunnington & Jasen 2002; Mulder, Swaak & Kessels 2002) provided evidence on how technology enhanced teaching and learning and how ICT influenced the nature of teaching and learning activities. One particular example was the engagement, thinking and development of high-order learning skills acquired via e-learning.
Australian studies reported evidence of a positive impact of ICT in education. For example White (2005), Shaddock (2007), Moyle (2005), Meiers (2009), Cuttance (2001), Freebody (2005), MCEETYA (2007), Newhouse et al. (2002), Calnin (2006) and Finger et al. (2005). In a study by Seymour (2005) and DEECD (2008), we see reference to a framework for LD and ICT similar to one from the UK. As stated earlier, I was interested to find out how effective has the ICT adoption been and also how it affected the learning outcomes of students with special learning difficulties. The Victorian Education Department report on special needs and policies, the Deakin Report (Blackmore et al. 2003), as well as an earlier national study (DETYA 2000) on technology and LD students, have all highlighted the need to research this area further. The thesis describes how the technology and e-learning plans were implemented in the two special schools in the case studies. As expected, the actors played a very significant
role in the design and implementation of the e-learning plan and the results will be discussed later in the thesis.
3.17.5.2Global Scene
The European e-learning action plan (2001-2003) (European Commission, DG Education & Culture 2007) aimed to present ways and means of implementing and supporting the e-learning initiative, shown in Figure 3-23. The aim of this plan was to involve educationist and other stakeholders (social, industrial, and economic) in order to make life-long learning the driving force behind a cohesive and inclusive society, with a competitive economy. The plan considered the following main objectives: Infrastructure and Equipment; Training; Service and Contents and Co-operation and Dialogue.
Figure 3-23: E-learning Initiative (Source: European Commission, DG Education & Culture 2007)
One of the significant projects was the DELOS34 project which designed a list of
indicators of ICT in education and training. There were approximately 400 indicators that were identified and these indicators were linked to e-learning at different levels and also to policy. A list of the 10 key policy questions is reproduced in Figure 3-24 below.
34
DELOS= Developing a European e-learning Observation System- It focused on the identification of relevant indicators of ICT in Education and Training, the definition of collaborative strategies for data collection and analysis and the establishment of a solid partnership relation among the players involved..( http://www.education-observatories.net/delos)
1. Access to Learning: Is e-Learning an effective means to improve access to learning opportunities?
2. Social Inclusion: Is e-Learning actually contributing to social inclusion/preventing social exclusion?
3. Quality of Learning: Is e-Learning contributing to quality of learning? 4. Cost-Effectiveness: Is e-Learning cost effective / paying for investment? 5. Employability: Is e-Learning making people more employable?
6. Personal Development & Citizenship: Is e-Learning contributing to personal development/socialisation citizenship?
7. ICT & Content Industry: Is e-Learning an interesting development for the ICT and content industry?
8. Organisational Change: Is e-Learning a facilitator of organisational change in users organizations (companies, public administration)?
9. Internationalisation of E&T: Is e-Learning helping the internationalisation process of education and training systems in Europe?
10. E&T Innovation: Is e-Learning supporting innovation processes in existing Education &Training organisations?
Figure 3-24: DELOS 10 key policy questions (Source: European Commission, DG Education & Culture 2007)
The table on page 45 (of the DG report) describes an overview of the ―observatory-type
services‖ projects for the various countries and partners and the proposed timeline of the
e-learning plan. The outcomes from these projects shall lead to the development of meaningful indicators and forecasting of e-learning in Europe. These indicators were used to define and validate teachers‘ and trainers‘ competencies in further projects (for example, ULEARN35 and eTTNET). The key characteristics of the eTTNET36 project
and frameworks are given in Figure 3-25 below. These projects provide scope for innovators and pioneers for the European syllabus and specifically address five core areas of competence: learning and ICT, curriculum areas and learning resources, collaboration among school actors and ICT, Professional development and school
35
ULEARN = European Lifelong Learning System on ICT in Education for Pioneer Teachers
36
innovation, and Quality, Education and ICT (European Commission, DG Education and Culture 2007).
Figure 3-25: e-TTNEt eLearning competency framework for teachers and trainers (Source: European Commission, DG & Culture 2007)
An examination of these competencies will show that similar competencies were also developed to assess the ICT and learning skills of teachers in the Victorian Education Department. This policy was named the Information Potential Policy (ePotential37) and
will be discussed further, later in the thesis. Figure 3-26 shows the relevant ICT skills that are currently considered for Victorian Teachers. The figure clearly shows the key areas that are highly regarded for ICT innovation in Victorian schools (DEECD 2008). These are categorized as follows with the skills levels of foundation, emergent,
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ePotential Policy – This policy requires all teachers to complete an online skills assessment matrix to determine their ICT readiness or standard. A sample assessment report will be displayed in Chapter 4.
innovative and transformative (the more advanced category): Learning & Teaching, Assessment & Reporting, Classroom Organisation, ICT Ethics, Resources, ICT Professional Learning, and ICT Leadership. These skills will be considered, in particular ICT leadership, later in the dissertation when the final e-learning model design is proposed.
White (2005) describes the background of Learning Theories, such as constructivism, and how these have transformed to learning in the digital age via the inclusion of ICT. He further provides a summary of studies (Siemens 2004), from DfES38 in the UK,
DEST39
in Australia, and Pennsylvania State University in the USA. These studies identify how ICT learning provides opportunities to: access digital teaching and learning resources at home and school, develop and gain recognition for skills, raise standards through innovation (DfES 2002), independent learning, network learning, classroom interactive learning (DEST 2004), learning with technology, learners as thinkers and distributing cognitive processing (Jonassen 1994).
These modes of learning comprise the main characteristics or attributes of e-learning. As mentioned above, e-learning provides an environment that transforms education and the curriculum. It empowers the learners to become thinkers, designers and managers of their own learning. Therefore, the focus and role of the teacher is shifted from an instructor and administrator, to that of facilitator of resources.
Mlitwa (2005) presented a study based on actor network theory and argued a case for ICT adoption in South African Institutions. In particular, the study highlighted the use of learning through the adoption of LMS as a socio-technical network and explained that this is a significant component for the e-learning environment.
Figure 3-27 below, illustrates my proposed model for the evolution of technology and learning, culminating to e-learning. I have constructed this model from the literature and my work with ICT in business and education from the 80s to the present time.
38
DfES = Department of Education and Skills (UK).
39
Figure 3-27: Framework for e-learning Evolution
The reader will find further information on observations of e-learning in one of the case studies in Chapter 7 of the thesis. This model was based on the ―Thinking Curriculum‖
by Clark (2005).
Given that the thesis is exploring Web-based technologies and curricula, it is relevant to discuss Web 2.0 technologies in this chapter. There was strong emphasis on the introduction and application of social networking in the curriculum at Concord, as was mentioned in Section 3.7 of this chapter, and I believe that the following discussion is necessary, as it provides the reader with the background to the discussion in Chapter 7.