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
miry@life.ku.dk
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:
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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:
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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
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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?