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E-Learning Today

Helen Mongan-RallisUniversity of MN, Duluth

ASTD, Radisson HotelMarch 27, 2007www.centuryuniversity.edu/application.html

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Your Background & Interests

• When you think of E-Learning, what comes tomind?

• What have been yourexperiences with E-Learning?

• What do you most want toknow about E-Learning?

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Overview• What is E-Learning?• Why consider E-Learning?• When is E-Learning appropriate?• Why choose E-Learning over F2F? (benefits)• Why not choose (potential barriers)• Time-saving tips• Testing approaches• Point to ponder• Your questions?

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Example: Audio Learning

[Source: http://www.sarathomsen.com/choirsongs.htm]l

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Example: Self Paced Content

Example: Breaking Task IntoParts

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What is E-Learning?

• Education in any electronic form• Typically over the Internet, intranet, stand-

alone computer, or other electronic deliverymethod (e.g. MP3 player)

• Many tools: course management systems(CMS), blogs, wikis, podcasting, audio &video conferencing, online discussionforums, virtual worlds, photo sharing, socialnetworking, online assessment & gradingtools

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Course/Learning ManagementSystems e.g. Moodle, WebCT

• Customization• Uploading files (e.g.

Word docs, PowerPoint,audio files)

• Linking to external websites (e.g. syllabus oninstructor’s site; library)

• Restricted access

• Discussion forum• Synchronous chat

Quizzes, tests• Drop box for

assignments• Course calendar• Grades• Monitoring learner

participation• Copy course over from

semester

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Discussion ForumWritten,asynchronousonline discussion:

• Photo (or avatar)of participant nextto post

•Entire discussioncan be read (allposts visible), withindents to showthreads/nestedview [ This is from a Moodle forum]

Chat (synchronous)

Moodle chat has basic text chatfunctions, plus photos/avatars;also can save chat transcript forlater viewing

WebCT chat hasbasics plus: whiteboard, raise hand,view & print chatlog.

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Video Chat (synchronous)

iChat

Skype

Multi-Media Synchronous:Breeze

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Multi-Media Synchronous:Elluminate

Why Consider E-Learning?• Changing demands:

– Learners– Instructors– Education institutions– Employers– Market competition & collaboration– Global society

• It is now possible technologically– Internet– Hardware & software advances– Availability of computers

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When is E-Learningappropriate?

If E-Learning is:• Better than or equal

to face-to-face (f2f)and/or

• If f2f is less feasible

[Source: http://www.sarathomsen.com/choirsongs.htm]l

Why Choose E-Learning OverF2F?

• Study & teach any time, anywhere• Flexible pacing, sequencing, style of learning• Easy and anytime access (resources,

library,instructors)• Increased accessibility for students with disabilities &

speakers of other languages• Interaction with and among students from diverse

backgrounds and regions (state, national, global)• Students not pre-judged by each other on their

physical characteristics• Geared to lifelong learning

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Why Choose (Continued)• Greater potential for interaction among students &

between students & instructor• Constructivist approach enhanced because of ease

of responding to individual student interests & needs(customize delivery, resources)

• If blended/hybrid, class time can then be used forcritical analysis of what students have learned online(rather than using class time for providing info)

• Archiving of student responses electronically enableseasier assessment of student work (and of instructorteaching)

Why Not Choose? PotentialBarriers

• Acceptance as viable alternative• Cost of development• Concern about loss of interaction, contact• Access to technology & to the Internet• Self-discipline & online skills needed• Time consuming:

– Learning new skills (tech & teaching)– Redesigning old or creating new courses

• Concern about compromising existing highstandards & reputation of institution

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Time Saving TipsIdentify up front:• what needs to be accomplished (& do those things

first)• skill & knowledge level (instructors & learners) -->

plan with these in mind (e.g. training, support)• time available to work on task and then stick to this

timeline.• what delivery options are available --> then which are

quickest, easiest & still accomplish goals• what has already been done & can be used? (don’t

reinvent wheel). Google is your friend!• who can help: share ideas & skills (divide up work)

Testing Approaches

• Formative? Summative?• Computer scored• Written: open ended, discussion

forums, glossary• Journal, blog, wiki• Work sample sharing (e.g. Moodle

Workshop), E-Portfolios

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Points to Consider• Being an effective teacher F2F does not

guarantee online teaching success• Prepare students & instructors for their roles• Need to have system to support technology,

instructors & students• One size doesn’t fit all: consider context

(desired learner outcomes; appropriate matchwith students, instructor, and DE supportsystem).

• Even simple online tools, used correctly, canbe highly effective

Points to Consider (Cont)• Use online technology to go beyond rather than merely try to

replicate F2F strategies• Be realistic, adopt new techniques in manageable chunks

– Design for sustainability after initial euphoria has worn off• Hold ourselves accountable to high standards (as we would for

F2F)• Technology is not the point: learning is (or: technology is merely

a tool to enhance teaching & learning, and not an end in and ofitself)

• No model dictates rigor, support, accessibility and quality. Theinstitution, instructors & learners in the program determine this.

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Resources• Adkins, S. (n.d.) Data file: Real-time collaboration. ASTD. Retrieved March 25,

2007. http://www.learningcircuits.org/2007/0207adkins.htm• Allen, I.E. & Seaman, J. (2006) Making the Grade: Online education in the

United States, 2006. Needham, MA: Sloan Consortium.• eLearners.com (n.d.) eLearners Advisor: Survey of Readiness for Online Study.

Retrieved March 24, 2007.http://www.elearners.com/advisor/index.asp?cm_sp=test-_-advisor-_-tab

• Haavind, S., Rose, R., Galvis, A., & Tinker, R. (2002). Online courses thatwork…and some that don’t: Not all courses are created equal. The ConcordConsortium, 6, 1-3. Retrieved January 13, 2007http://www.concord.org/publications/newsletter/2002winter/online_courses.html

• Kassop, M. (2003). Ten ways online education matches, or surpasses, face-to-face learning. The Technology Source Archives, May/June 2003. RetrievedJanuary 13, 2007http://technologysource.org/article/ten_ways_online_education_matches_or_surpasses_facetoface_learning/

Resources• McKenzie, B. K., Mims, N., Bennett, E. K., & Waugh, M. (2000). Needs,

concerns and practices of online instructors. Online Journal of DistanceLearning Administration, 3 (3), Winter 2000. State University of West Georgia,Distance Education Center. Retrieved January 13, 2007http://www.westga.edu/~distance/ojdla/fall33/mckenzie33.html

• Turoff, M. (1999). An end of student segregation: no more separation betweendistance learning and regular courses. Invited plenary for the Telelearning 99meeting in Montreal, Canada, Nov. 1999. Retrieved January 13, 2007http://eies.njit.edu/%7Eturoff/Papers/canadapresent/segregation.htm

• Yick, G, Y., Patrick, P. & Costin, A. (2005). Navigating distance and traditionalhigher education: Online faculty experiences. International. Review of Researchin Open and Distance Learning. 6(2). Retrieved January 13, 2007http://www.irrodl.org/index.php/irrodl/article/view/235/320