Production of Area
Guidelines
Neworkers workshop
Trondheim 19th September 2005
Thorleif Hjeltnes and Arne B. Mikalsen
Areas











1.- ODL w.traditional training
2.- Trainer competencies
3.- Collaborative learning
4.- Motivation of students
5.- Contents development
6.- Quality of learning results
7.- Certification/assessment
8.- ODL Cost-effectiveness
9.- New technologies/tools
10.- Impact of ODL on SMEs
11.- Learning organisations
Area 1 - ODL with traditional training



Robin Mason, one of the pioneers of online learning in Great Britain, observed that, compared
with technical aspects, “social and pedagogical issues play by far the bigger part in the creation
of a successful (online) learning environment.” (Mason 1994*, p. 52)
Area 1 will exploit existing material in order to find out;
- the benefits as well as the limitations of tutoring in online courses (examples of good and weak
practices)
the organisatorical preconditions that allow that all the benefits of tutoring could be achieved:
A. Online and/or face to face tutoring in ODL-courses can be seen as key drivers of
learning success.
B. Interactive interfaces with teletutors reinforcing the benefits of network-supported
learning by providing trainees with individualised support.
C. Individualised feedback regarding errors and customised input aimed at helping
trainees to progress in the course to ensure that any obstacles to learning are eliminated
in a timely manner.
Area 1 - ODL with traditional training
Blended Learning

The integration of other learning modalities with eLearning promotes the adaptation
and localisation of eLearning courses, as well as acceptance of these courses and
successful learning with them. As a result, trainees perceive these courses as being
“familiar” – even in new cultural settings. However, blended learning should not
be confused with merely stringing together online and in-person
instructional activities. Instead, the various learning modalities should be
reciprocally harmonised, and interfaces that allow for the integration of eLearning
with other learning modalities should be incorporated into eLearning course media.

Can blended learning processes support links between formal, non-formal or informal
learning?

How far are blended learning processes suitable to be integrated in individual
development scenario of learners?

How far are BL solutions suited to integrate Work situation in companies in the
learning arrangement
Area 2 Trainer competencies
The trainer competencies originally proposed in McLagan’s (1989) Models for HRD
Practice were found to provide an important basis for the pre-paration of HRD
professionals. These 25 competencies can be arranged into the following four broad
categories:
Technical competencies: adult learning understanding, career development theories
and techniques understanding, competency identification skill, computer competence,
electronic-systems skill, evaluation skill, media selection skill, objectives preparation
skill, training and development theories and techniques.
Business competencies: budget and resource management skill, business
understanding, organization behavior understanding, organization development
theories and techniques.
Interpersonal competencies: coaching skill, feedback skill, group process skill,
negotiation skill, presentation skill, questioning skill, relationship-building skill, writing
skill
Intellectual competencies: data-reduction skill, information-search skill, visioning skill
Area 2 Trainer competencies
The International Board of Standards for Training, Performance, and Instruction
(IBSTPI, 1988 & 1993) developed one of the earliest sets of competencies for etrainers. These standards are currently being examined and revised.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
Analyze course materials and learner information
Assure preparation of the instructional site
Establish and maintain instructor credibility
Manage the learning environment
Demonstrate effective communication skills
Demonstrate effective presentation skills
Demonstrate effective questioning skills and techniques
Respond appropriately to learners’ needs for clarification or feedback
Provide positive reinforcement and motivational techniques
Use instructional methods appropriately
Use media effectively
Evaluate learner progress
Evaluate delivery of instruction
Report evaluation information
Area 3 Collaborative learning
Area 3 Collaborative learning

The group focus on collaborative learning' in three dimensions :
- the "Service Provision" dimension

The product perfomance




The process perfomance




Service provision process
Applied methods / models / means
Learning processes
- the "Learning Process" dimension

Learner performance




Learner skills
Learning SMes
Learner characteristics
Facillitator perfomance




Support materials
Service availability
Service environment
Facilitator skills
Facilitator modalities
Facilitator quality
- the "Socialisation" dimension

Social performance


Developing sociability ….
Situational perfomance

Relevance …..
Area 4 – Motivation of students

Importance



When




Basic & elementary criteria
Decisive or differencing criteria (among courses)
Before
During
After
Who takes the initiative



The worker
The worker after the proposal of the enterprice
Both worker and enterprice togehter
Area 4 – Motivation of students
the Keller’s ARCS Model for Motivation, based on a synthesized research on
psychological motivation (Keller, 1987).
ARCS stands for:

Attention, where the most important aspect is gaining and keeping the learner's
attention. Keller's strategies for attention include sensory stimuli, inquiry arousal
(thought provoking questions), and variability (variance in exercises and use of
media).

Relevance. Keller knows that attention and motivation will not be maintained,
however, unless the learner believes the training is relevant. He suggests putting the
learner a question: What is in the training program for me? Benefits should be clearly
stated.

Confidence. Students must feel that they should put a good faith effort into the
program. If they think they are incapable of achieving the objectives or that it will
take too much time or effort, their motivation will decrease.

Satisfaction. Learners must obtain some type of satisfaction or reward from the
learning experience. This can be in the form of entertainment or a sense of
achievement. For example, a passing grade on a post-test might be rewarded with a
completion certificate. Other forms of external rewards would include praise from a
supervisor, a raise, or a promotion. Ultimately, though, the best way for learners to
achieve satisfaction is for them to find their new skills immediately useful and
beneficial on their job.
Area 5 Contents development
Three models of online course as defined by Mason (1998):
Content +
support
Instructorcentred
Implying some separation between
contents and a tutorship support. The
course consists in a set of structured
teaching materials, in multimedial
format, on which learners work on
their own, by assessing the level of
acquired knowledge via tests and
quizzes, except for the possibility of
referting to the tutor or content
experts in order to receive
explanation. In this instance, great
importance is assigned to content
design.
Area 5 Contents development
Wrap
around
Learnercentred
Usually contents are less structured with
respect to the content + support model.
Often materials consist in a list of
readings or Internet resources to explore,
on which discussions will take place, and
analyses will be performed later on.
The focus is only partially on the
design of materials, while much more on
the selection of resources assigned to
learners, as well as on strategies
facilitating reading and
reference/browsing work. Attention is
paid mostly to the management of
learner-learner and learner-tutor
relations. The setting is mostly seminarbased.
Area 5 Contents development
Integrated Learningteam-centred
Mostly envisaging co-operation-based
activities and moments of joint
knowledge building, based on
discussion, multi-authoring designing
and problem solving. In this case, the
presence of structured contents is
assigned a relative value: What counts
more is what can be produced during the
experience, where reference is made to
given documentation, readings or
resources. Their selection should
however derive from dialogue and
sharing of experiences within the
working group. In practice, defining
materials from the start is not necessary.
The focus is on interaction dynamic and
knowledge building.
Area 6 - Quality of learning results

Quality of learning:



Many different quality management systems


Starting from learning needs and goes all the way up
to delivery
Need to compare different existing models and
standards
Differs from country to country
Quality work will only be effective if the desire to
continually improve quality is fully embraced as
a fundamental business philosophy
Area 6 - Quality of learning results

Quality improvement methods:









Quality guidelines
Accreditation systems
Staff education
Employment and experts
Membership of associations
Competitive pressures
Refund guarantees to students
International standards
Two major aspects of quality

quality management


Internal matter of each organisation
quality assurance

External evaluation of quality
Area 7 - Certification/assessment

Learning is ultimately a process which occurs within
the learner



Measurement



Can generally only be made evident through the behaviour of
the learner
The external evidencing of learning via learner behaviour is
therefore a prelude to the measurement of this learning
Agreed standards against criteria deriving from these
standards
This measurement of learning against agreed criteria
constitutes the process of assessment of learning
Learning can and does take place in the absess of
assessment

BUT: Directed learning cannot take place without any kind of
assessment process (thesis)


Formal- or informal assessment
Self- or other-conducted
Area 7 - Certification/assessment

Assessment strategies
(not exhaustive)






Formative
Summative
Combined
Self-assessment
Peer-assessment
Combinations

Assessment methods

















Written Examination – closed book
Written Examination – open-book
Multiple choice
Written assignment
Written Essay
Laboratory/Practical/Workshop
Project work – individual
Project work – group
Case Study
Interview
Oral Presentation
Observation
Work practice
Observation- simulated activity
Role-play
Learning Diary
Learning portfolio
Area 8 - ODL Cost-effectiveness

Costs in relation to ODL may be related to





Production of ODL
Running of ODL
The use of ODL in the organisations
Cost-effectiveness could be described as
analogous to production efficiency
Two ways of being cost-effective


by maximising the effects of an educational strategy
by minimising the costs
Area 8 - ODL Cost-effectiveness

Economy of scale

Total cost function

TC(s) = F + V*s

TC=Total cost, F=Fixed costs, V=Variable costs,
s=number of students
TCE
TODL
FODL
FCE
Break even
CE = Classroom Education
ODL = Open and Distance
Learning
Area 9 - New technologies/tools

Technologies/tools for







Content presentation
Communication
Collaborative approach
Administration of learners
Evaluation/accreditation/assessment
The relation between tools and standards
Examples

Learning Management Systems (LMS)



Content Management Systems (CMS)





Lectora
Authorware
Multimedia tools



Learning Content Management Systems (LCMS)
Repositories
Collaboration tools
Author tools


A wide variety of tools
Standards try to help interoperability
Video editing software
Video presentations
Assessment/multiple choice
Area 10 - Impact of ODL on SMEs

Characteristics of European SME´s


















93% of all European enterprises have less than 10 employees
The average European enterprise employs 6 persons
Most jobs in Europe are created by micro enterprises
One third of SME`s strive to grow
SME`s also play a crucial role in the Candidate countries
The average enterprise in Candidate countries is smaller
The average new entrepreneur is 35 years old
Well educated starters use more support services
One out of five SME`s is run by a woman
The majority of SME`s get the bank loans they need
More competition on national markets due to the European integration leads to
more international contacts of SME´s
Customer service and quality are the major competitive factors
Lack of skilled labour is the main obstacle for SME`s
SME`s are important contributors to European competitiveness
University-business interaction is only successful when based on personal
relationships
Networks are indispensable for innovation
Difficult for high-tech enterprise to find financial resources
The number of SME`s with access to the Internet has grown rapidly
Area 10 - Impact of ODL on SMEs

Important question of the area:


How did the projects contribute to EC goals in the field of continuing
education of managers and employees in SME`s?
Two analysis directions

The impact of e-Learning to reduce the Liability of Restricted
Resources




To what extent and how is e-learning used in SME´s?
What were /are good practices in our projects?
What business models can we identify which meet SME`s needs under the
conditions of restricted resources Time and Finance?
Time and Finance to supply SME`s with high-skilled labour
forces




Did or does e-learning in the projects assure the acquisition of key
entrepreneurial qualifications and competences in SME`s?
How were or are the e-learning offers responding to requirements for
managers by imparting entrepreneurship within initial and continuing
training?
What were/are good practices fostering entrepreneurial competences in our
projects?
Area 11 - Learning organisations

Definitions





Senge: A learning organization is human beings cooperating in
dynamical systems that are in a state of continuous adaptation and
improvement
A Learning Organisation is one in which people at all levels, individually
and collectively, are continually increasing their capacity to produce
results they really care about
To catch the knowledge of the individuals, an organization must have to
define common objectives without loosing the individual objectives.
One Learning organization exists when it obtains greater results from
the teams using and developing the synergy of the people.
The enterprise taxonomy


A learning organisation must establish a solid description of what is
rapid change, and what is not
An enterprise taxonomy is a common and agreed upon understanding
of terms, concepts, categories and keywords that apply within that
organization, and are expected to keep applying for many years as it
grows and prospers