Definition, application and
perceived effectiveness of
‘Rapid e-Learning‘
Introducing a novel project in
higher education.
David Dowdle, Sarah Ricketts & Peter Unsworth
School of the Built Environment,
University of Salford
ECE Conference, University of Salford, September 2007
Presentation content
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Introduction
The times they are a changing …
The making of ‘Effective’ learners
Self Directed Learners/Student Centred Learning
What is e-Learning?
So what is Web 2.0 then?
e-Learning - Do we need it?
Rapid e-Learning – a definition
The e-Learning project in SOBE
A ‘guide’ for making e-Learning engaging and enjoyable
Introduction
Technologies used to assist students, or learners, in their
learning environment have been with us for several millennia.
Cuneiform on clay tablets. Long term
‘technology’, but heavy/bulky (text books!).
Egyptians, Greeks and Romans refined
the idea by using scrolls made from
papyrus and vellum.
However, 40 metre long scrolls must have
been very unwieldy!
During the first to fourth centuries the
‘Codex’ came into common use. Problem was it
took a very long time to create and thus very
expensive.
In the 15th century, Gutenberg combined a number of his
individual inventions into the first ever mechanical printing press.
Comparatively cheap and practical.
Opened up access to the written word
to the masses - allowing many people to
become better educated.
Key factor in the European Renaissance
and the later Industrial Revolution.
Technology changes
Learning technology changes
Technology changes
Recent changes in relation to ICT have been exponential!
$3.5
Initial Development…
University Networks…
Regional Networks
Early ISP,s…
World Wide Web…
$3.0
$ Trillions
$2.5
$2.0
1967
1981
1988
1992
1995
$1.5
$1.0
$0.5
$0.0
1970
1970s
1980
1980s
1990
1990s
2000
Derived from data provided by Jack M Wilson, Rensselaer Polytechnic Institute, Troy, NY. ‘Using IT to Learn IT’ (1999)
(http://www.jackmwilson.com)
So, why the history lesson?
‘The times they are a changing’: Project context
We are not against change!
Technology driven change is inevitable.
Yet there is a perceived danger in this ever changing world
of education technology ‘fads’ and ‘crazes’.
Are we moving to new ideas, new technologies, new learning
pedagogies before we have thoroughly examined and
understood those we currently have?
The whole concept of ‘Web 2.0’ is a case in point.
The rush to embrace the host of social networking,
collaboration and sharing tools such as
• ‘Blogger’, ‘Wetpaint’, ‘Flickr’ and ‘YouTube’
may possibly leave many e-Learning (Web 1.0) projects by
the wayside, the ‘champions’ have moved on – is this a good
thing?
The argument being offered is that these new tools
reflect the way most people like to learn, providing:
• communicative,
• collaborative and
• shared experiences
where problems are solved
by ‘floating’ ideas; sharing
and dissecting them within a
group of like minded individuals;
resulting in an acceptable
solution and a better
understanding of how it was
achieved.
In truth it is hard to argue against this if we were to
assume that this was the only preferred way in which
students choose to learn, but it isn’t – is it?.
In the rush to adopt Web
2.0 tools are we in danger
of ‘throwing the baby out
with the bath water’?
As Clive Shepherd said ‘If,
as a lecturer, you become
obsessed with ‘e-ness envy’,
then you’re in danger of
missing the plot. Your responsibility is for facilitating
learning, not overseeing the launch of new technologies.
(http://www.fastrak-consulting.co.uk/tactix/Features/turkey.htm)
Most students, some more than
others, like to excuse themselves
from their peer group from time to
time.
They become more self-directed and sit
down to read a text book or journal article,
search a database on a PC or indeed have a
go at an e-Learning activity…
… and just read or work through it,
reflect on it and self-assess their
understanding of its contents.
We do accept, however,
that some e-Learning is
not thought well of!
This project is about developing and evaluating
Rapid e-Learning
But, before introducing the project let
me ask you all a question …
What makes an effective learner?
Effective Learners ………
1. Have clear learning goals (outcomes);
2. Have a wide repertoire of learning strategies and
know when to use them;
3. Use available resources effectively;
4. Know about their own strengths and weaknesses;
5. Understand the learning process;
6. Deal appropriately with their feelings;
7. Take responsibility for their own learning;
8. Plan, monitor, evaluate and adapt their learning
process.
9. Are motivated
10. Receive frequent feedback - from tutors, their peers
and themselves
(Dowdle, 2006)
8
Take
Responsibility
For Their Own
Learning
7
Plan, Monitor,
Evaluate and
Adapt Their
Learning
Process
6
Deal
Appropriately
With Their
Feelings
1
Have Clear
Learning
Goals or
Outcomes
Effective
Learners
5
Understand
The Learning
Process
2
Have a Wide
Repertoire of
Learning
Strategies
3
Use
Available
Resources
Effectively
4
Know About
Their own
Strengths and
Weaknesses
Characteristics of
Effective Learners
The Learning
Wheel
Analogy
(Adapted from Dowdle et al, 2003)
The self directed learner
(student-centred learning)
"I was struck by the irony that I did an
enormous amount of reading and thinking
about education in order to prepare my
lectures, plan effective workshops and
select readings and texts for my students,
while the students did relatively little. I was
the most active learner in my class because I had total responsibility for what
was learned and how it was presented for
consumption" (Hogan 1996).
Student-centred learning
Student-centred learning emphasises student responsibility.
Students are encouraged to:
• plan their own learning,
• take the initiative in interacting with teachers and other
students,
• be involved in researching material for themselves (or as
part of a group),
• rely less on didactic teaching, and
• assess their own learning.
Student-centred learning encourages interactivity, activity
and participation. (Marshall, 2005)
We believe e-Learning can
facilitate student-centred learning
What is e-Learning?
Many things to many people – for example:
‘Learning that is facilitated by the use of digital tools and
content. Typically, it involves some form of interactivity, which
may include online interaction between the learner and their
teacher or peers’,
‘The use of network technologies to create, foster, deliver, and
facilitate learning, anytime and anywhere’,
'If someone is learning in a way that uses information and
communication technologies (ICTs), they are e-learning‘.
(Dfes 2003)
Technology Enhanced Learning?
Web 1.0?
So what is Web 2.0 then?
“Web 2.0 models the very active engagement that is
central to the learning paradigm and Web 1.0 models the
teaching paradigm.” (M. Brown, EDUCAUSE Review).
Examples of Web 2.0 ‘tools’ were mentioned earlier.
‘Blogger’,
‘Wetpaint’
‘Flickr’ and
‘YouTube’
Characteristics of Web 1.0 Vs Web 2.0
(M. Brown, EDUCAUSE Review).
Are students ready for Web 2.0?
Yes and No
Level 1 students?
Mature students?
How do we support those students who
do not wish to, or who are not able to
engage with Web 2.0 applications?
e-Learning?
e-Learning - Do we need it?
Problems with traditional delivery
~ Large cohorts - passive students
~ Multiple levels of ability
~ Full-time students are part-time!!!
~ Variety of learning styles
~ 24/7 culture
‘Good’ e-Learning is …
•
•
•
•
•
•
available 24/7/365
motivational - real life, job related
non-linear
based on sound instructional design
interactive – but not detrimentally so
media rich – audio/animation/video Vs text (not too
much)
• learner empowering - pace, time, location
• of a consistent quality - no Monday morning feeling
• developed with regular assessment and feedback
built in
Does it make a difference?
Jury is still out - see No Significant Difference website:
(http://nosignificantdifference.wcet.info/index.asp)
Rapid e-Learning …
… is the ability to produce, deliver and quantify quality
interactive material to learners in a timely and cost
effective manner
… delivers the right educational material, at the right level,
at the right time, to the right person in the right manner
with measurable outcomes.
… combines process, technology and the SME’s first hand
knowledge to quickly produce engaging and effective
learning activities at an affordable price
Affordability / JIT / Low Risk
Finally …
The e-Learning project at the
school of the Built Environment at
the University of Salford.…
The project is based around several ‘easy’
rapid e-learning authoring tools
• Course Genie
• Raptivity
• Articulate Presenter
• Flashform
• Notateit software and graphics tablet
• Podcasts
• Video digitising service / ‘Nuggets’ & streaming media
PROJECT OUTLINE
1 - Form a team of committed teaching and academic
support staff.
2 - Select a number of level one and level two modules.
3 - For each module, identify lecture ‘content’ that would
be suitable for conversion into one or more types of
‘e-Learning activity’ based on the capabilities of the
five rapid e-Learning development tools available –
‘Course Genie’, ‘Raptivity’, ‘Articulate Presenter’,
‘Flashform’ and ‘Notateit’
A minimum total of 10 e-Learning activities are to be
identified per module i.e. two per software tool or some
other combination.
4 - Allocate 2 e-learning activities to each of the five rapid
e-learning tools with the aim of ensuring a variety of
activities throughout each module e.g.
~ straight text conversion to html (Course Genie),
~ self assessment exercises (Raptivity & others),
~ Powerpoint conversion and upgrade (Articulate Presenter
& Flashform),
~ online example of calculations, processes, etc (Notateit +
audio),
~ interactive diagrams (Raptivity),
~ short courses covering one learning objective (Course
Genie, Articulate Presenter & Flashform),
~ small e-books (Raptivity) and many, many other options.
5 - Each lecturer, in collaboration with academic
support/learning technology team, to develop and/or
assist in the development of the agreed 10 e-Learning
activities. All time involved with the development of each
individual activity is to be closely monitored and recorded
by lecturers and support staff.
6 - At an agreed date all 10 activities to be made
available within the chosen modules on Blackboard.
Activities are to be promoted to students as useful
assistance to their coursework submissions and/or end
exams.
7 - At an agreed date students to be surveyed as to their
opinions on each of the activities from the viewpoint of
learning effectiveness, usability, accessibility, etc. Form
of assessment to be agreed but will probably involve an in
class paper-based survey plus programme focus groups.
8 - Final conclusions on which tool has proven to be most
appropriate in terms of staff time to develop and student
perception of effectiveness and leading to the
development of one or more academic research papers.
Suggestions required on how the project
can be improved especially its evaluation
Does anyone wish to become involved?
So what should online, self-study activities/courses
look like? To make them engaging and enjoyable:
~ Employ a modular architecture, with content organised in
relatively small chunks (2 to 5 mins?).
~ Make liberal use of stories, examples, case studies and
scenarios, all of which have been carefully chosen to be
recognisable and relevant to the learner.
~ Keep the formal content to an absolute minimum
(particularly the text?).
~ Make effective (i.e. appropriate rather than gratuitous)
use of all the media at our disposal - photographs,
diagrams, animation, audio and video.
~ Where appropriate employ humour.
~ Include plenty of opportunities for meaningful and
challenging interaction.
~ Provide helpful feedback.
~ Where possible, employ inductive/discovery strategies,
building on the learner's existing knowledge and past
experience. (larger scale/traditional e-Learning?)
~ Where appropriate, mix in game-like characteristics
and/or simulations. (larger scale/traditional e-Learning?)
But where is the interaction with tutors and
collaboration with peers you ask?
Answer – Employ a blended learning
approach that includes traditional lecture & tutorials
and introduces Web 2.0 applications
Final Note:
What price for the following?
Two good spec. laptops
1 x ‘Raptivity’ - Standard version,
2 x ‘Articulate Presenter’ Rapid E-Learning Studio
Professional 2nd Ed
2 x ‘Flashform’ - Rapid e-Learning Studio
2 x Notateit Whiteboard software applications
2 x ‘Trust Graphics tablets’ (or similar?)
University already has ‘Course Genie’ site licence
Just over £5,000
Thank you
David Dowdle
0161 295 2182
d.l.dowdle@salford.ac.uk