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E-Learning in the Future E-Learning in the Future
Professor Paul BacsichSheffield Hallam University
Great Britain
Ramkhamhaeng University28 February 2002
2
OverviewOverview
– Exemplars in the UK
– Vendor views
– Training views
– Standards views
– Research views
– Conclusions
3
eUniversities in the UKeUniversities in the UK• UK eUniversity
• UK Open University
• UK University for Industry
• Russell Group - consortia
• New universities - Virtual Campuses
• Scottish Knowledge
4
UK e-UniversityUK e-University• www.ukeuniversitiesworldwide.comwww.ukeuniversitiesworldwide.com
• Holding company collectively owned by HEIs
• Joint venture with corporate world (PPP) - Sun Microsystems
• Potential market of 100,000 students:
– UK postgraduates and CPD
– corporate universities and businesses
– selected non-UK markets – individuals, companies or governments
5
UK e-University - approachUK e-University - approach
• Web-based learning delivered via Internet to PCs across the world– includes not just e-content but also
– e-collaboration
– e-assessment
– e-navigation and advice
• Some use of f2f for teaching and examinations
6
UK Open UniversityUK Open University
• www.open.ac.ukwww.open.ac.uk
• ““We will be an e-university too” (Sir John)We will be an e-university too” (Sir John)
• 150,000 students online, via FirstClass150,000 students online, via FirstClass
• One e-course has 13,000 studentsOne e-course has 13,000 students
• Corporate University initiativeCorporate University initiative
• US Open University (not)US Open University (not)
• Relationship to eUniversity?Relationship to eUniversity?
7
University for Industry University for Industry
• www.ufiltd.co.ukwww.ufiltd.co.uk
• Classic Broker model…Classic Broker model…
• Oriented to colleges not universitiesOriented to colleges not universities– e.g. adult literacy and numeracye.g. adult literacy and numeracy
• Somewhat prescriptive approachSomewhat prescriptive approach
• Standardised technology and systemsStandardised technology and systems
• Fretwell-Downing “Learning Environment”Fretwell-Downing “Learning Environment”
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University for Industry University for Industry New DirectionsNew Directions
• Bite-sized learningBite-sized learning
• New focus on Web not CD-ROMNew focus on Web not CD-ROM
• New focus on cCollaborative learningNew focus on cCollaborative learning
• New focus on corporate marketsNew focus on corporate markets– big and smallbig and small
• Worldwide strategic partnerships?Worldwide strategic partnerships?
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Oxbridge and Russell GroupOxbridge and Russell Group
• Cambridge-OU alliance (eUniv pilot)Cambridge-OU alliance (eUniv pilot)
• Oxford with Stanford, Princeton, etcOxford with Stanford, Princeton, etc
• World University Network (WUN)World University Network (WUN)
– Sheffield, Leeds, York, Bristol, etc (eUniv pilot)Sheffield, Leeds, York, Bristol, etc (eUniv pilot)
– www.wun.ac.ukwww.wun.ac.uk
• Universitas21:Universitas21:
– Birmingham, Edinburgh, Glasgow, NottinghamBirmingham, Edinburgh, Glasgow, Nottingham
– www.universitas21.orgwww.universitas21.org
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New UniversitiesNew Universities
• Sheffield Hallam (eUniv pilot):Sheffield Hallam (eUniv pilot):– FirstClass and Blackboard; and soon Sun...FirstClass and Blackboard; and soon Sun...
• Coventry:Coventry:– first large UK WebCT sitefirst large UK WebCT site
• Robert Gordons (Scotland)Robert Gordons (Scotland)
• Middlesex (London)Middlesex (London)
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ScotlandScotland• University of Highlands and IslandsUniversity of Highlands and Islands
– consortium of colleges - consortium of colleges - www.uhi.ac.ukwww.uhi.ac.uk
• Scottish University for Industry:Scottish University for Industry:
– focus on linking learners to learning focus on linking learners to learning opportunitiesopportunities
– ““a broker and facilitator, providing a broker and facilitator, providing information, support, guidance, advice and information, support, guidance, advice and encouragement to learners”encouragement to learners”
• Scottish KnowledgeScottish Knowledge
– consortium of many Scottish universitiesconsortium of many Scottish universities
12
Selection of MLE (LMS) for Selection of MLE (LMS) for Thai universities - issuesThai universities - issues
• I will draw on a study for HEFCE UK eUniversity Planning Team (Summer 2001)
• and later work done for PWC to specify the eUniversity MLE (January 2002)
• and work for other institutions and companies (M&A etc)
13
Managed Learning Managed Learning EnvironmentsEnvironments• Pre-assessment
• Interaction with learning content
• Self-assessment
• Tutorial support
• Automated progress-chasing
• External assessment
• Group communications
• Learning support material (e-library)
14
The task was to…The task was to…
• Determine what “e-tools” are suitable for the UK eUniversity
• And what exemplars are relevant
• Looked at related areas (training etc)
• Looked at Standards
• Looked at Research
15
Vendor viewsVendor views
• Survey of 76 leading vendors for UK eUniversity; 40 responses
• Vendor orientation to universities, not training or high schools
• Generalised criteria
• Vendors included Blackboard, WebCT, Centrinity, Fretwell-Downing, SmartForce, Cisco, Sun, Microsoft
16
New Procurement ParadigmNew Procurement Paradigm• “conversation” between customer
and supplier business models, iterating to BAFO
• Generalised features:– system information (such as architecture,
scalability, standards)
– user information (such as “industrial-strength” reference sites)
– “futures” on pedagogy and technology
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Features 1 thru 6Features 1 thru 6
• Architecture
• Standards & interoperability
• Costs over life cycle
• Scalability
• User interface & compatibility
• Reference sites - relevant, big
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Features 7 thru 12Features 7 thru 12
• Reliability - 5 9’s and global
• User empowerment
• Company size and stability
• Ease of support and training
• Ability to embed new technology
• Ability to embed new pedagogy
19
Vendors - conclusionsVendors - conclusions
• Co-operative learning in most of the products
• But little grasp of new technologies e.g. wireless and ITV
• Even less grasp of new pedagogies (with some exceptions)
• IMS and standards making an impact
• But very few oriented to scalability
20
Other thoughts on Other thoughts on procurementprocurement
• TMG Corporation (US) report
– gap analysis
– “off-the-shelf (with modifications)” approach
• eArmyU (US)
– Two-stage procurement process
• SYeLP (Yorkshire)
– four e-schools pilots leading to BAFO for one
21
Suggestions for Thai Suggestions for Thai universitiesuniversities
• Form a consortium to lead Form a consortium to lead discussions with discussions with small numbersmall number of of key vendorskey vendors– leverage on bulk buying powerleverage on bulk buying power
– and multiplier effect of countryand multiplier effect of country
• Add to my analysis key features Add to my analysis key features needed for Thai environmentneeded for Thai environment– alphabet, language, culturealphabet, language, culture
22
Future of e-learning: Future of e-learning: links to corporate traininglinks to corporate training
• Increasing convergence between HEIs an and corporate training– eg Oracle and SAP MSc courses at SHU
– and SHU e-MSc offered via eUniversity
• The practice: – Training vendors
• The theory: – Hambrecht report
23
Criteria from Hambrecht Criteria from Hambrecht reportreport
• Leveraging on standards
• Scalable to any size enterprise
• Flexible technology
• Easy integration with client systems
• “Media rich”
24
Hambrecht views on e-Hambrecht views on e-trainingtraining• Higher retention of content through
personalised learning
• Improved collaboration and interactivity among students
• Live (synch) Web-based course delivery expected to surge (TV…)
• Online training is less intimidating than instructor-led courses
• Trend toward IT certification growing rapidly
25
Training - conclusionsTraining - conclusions
• Practice: – Training vendors following along ever
more closely behind university-oriented vendors in co-operative learning
– but in advance in other areas, eg personalisation and assessment
• Theory: – Hambrecht report validates group
communication!
26
Standards - views and Standards - views and conclusionsconclusions
• IMS - good work; but major untouched challenge is co-operative learning
• EU PROMETEUS work - early days
• EML (Dutch Open universiteit) - interesting
• Easy to over-focus on IMS
• UK HE approach - CETIS
27
ResearchResearch
• This may be too much of a personal view as conf. organiser, evaluator, reviewer,...
• Look at impact from EU research work
• Look at impact of work elsewhere– UK
– TL-NCE
– Australia, Singapore, New Zealand, Hong Kong….
28
Research - conclusionsResearch - conclusions• European research: FP3 set the scene;
FP4 added little, FP5 too early to judge
• Canadian work more integrated, but lacks evidence of scalable approaches
• Too much gap between computing theorists and industrial-strength pedagogic practice– theorists usually in universities not
seriously active in e-learning services
• US too synchronous and transmissive
29
Conclusions from inputConclusions from input
• Vendor views confirm co-operative learning in universities is important
• Gaining ground in e-training too
• Many exemplars confirm this
• Standards: little to say yet about collaborative learning
• Research: new paradigms not clear
30
Conclusions for researchConclusions for research• Focus on co-operative learning
– Start with basic asynch “BBS” model
– Allow new models to be supported, especially those with business potential
• Develop scalable approaches– more focus on assessment?
• Support multiple media and devices
31
Open source issuesOpen source issues
• Exemplars:– Linux, MIT, Canadian, Finnish, IMS, UK interest
• Purpose:– Challenge commercial vendors
– Facilitate research by providing flexible system
Professor Paul BacsichProfessor Paul [email protected]@shu.ac.uk