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http://ww
w.nki.no
Online Flexible Distance Education or Internet Based E-Learning – The Evolutionary Development of the NKI Internet College
eLearning ProjectExemplo - ElexConference: Rome, December 15th-16th 2005
Torstein Rekkedal
Director Research & Development
NKI Distance Education
Norway
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The NKI Case: Overview
NKI Distance Education, E-Learning and Online Education 4 “generations” of development Basic philosophies when developing the system for m-learning Some focal pedagogical challenges Flexibility and cooperative learning Student support Universal accessibility Mobile learning Converting a distance teaching institution into a cost-efficient e-learning
provider
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NKI and Online Education
NKI Distance Education/NKI Internet College Online distance teaching since 1987 In continuous operation Integrated research/educational development/technological
development ’Mainstream’ technology
6,600 students in 40 countries
430 courses/70 study programmes
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4 phases of development
The Development of NKI Internet College – 4 ’Generations’ of Systems
1987 -1994: 1. Generation – based on the ’EKKO’ conferencing system
1994 -1995: 2. Generation – ’The Open Electronic College’: Philosophy: Constructing a
system as ’open’ as possible in relation to external networks and services, based on the Internet, e-mail and Listserve conferencing system
1996-2000: 3. Generation – ’from small scale to large scale’ and permanent operation based
on the WWW
2001- : 4. Generation – Introduction of a fully integrated system for development and
administration of teaching/learning, logistics, invoices and salaries to handle ten thousands of students in flexible learning on hundreds of courses, programmes and tutors
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NKI - Integrated IT Systems
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NKI Internet College: Enrolment figures
Number of enrollments in online courses per year at NKI
0
2000
4000
6000
8000
10000
12000
1997 1998 1999 2000 2001 2002 2003 2004 2005
Q4
Q3
Q2
Q1
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Demands on a ‘virtual school’
The Electronic College:
It should emulate all the main tasks of a school: teaching, administrative and social.
It should be generally available concerning geography, technology, economy and student competence.
It should be independent of time, i.e. continuously available and accept asynchronous communication.
It should emulate the different needs of human communication, one-to-one, one-to-many and many-to-many.
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Aspects increasing quality
Efficient distribution of updated information Two-way communication between tutor/counsellor/administration
and student A substitute for face-to-face teaching, introduction of group
discussions and project work and cooperative learning The public tutorial Peer counselling and support Free-flow discussion, academic and social meeting places The electronic library Registration, administration, teacher conferences etc. Team development of teaching materials User directory with lists of class members and fellow students
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Elements of Internet based learning
The elements of the distribution and communication system of Internet based learning
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Flexibility in distance education
Models of teaching and learning Distance Education:
Individualised Flexible Teaching
or Teaching in ’The
Extended Classroom’
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Flexibility in distance education
Asynchronous communication offers much individual flexibility in time
Much flexibility:
E-mail Forum
Synchronous communication makes students dependent on each other
Little flexibility: Chat Video conferences Telephone conferences Face-to-face classes
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NKI basic philosophies concerning online learning
Student autonomy and flexibility
Flexible and individual distance teaching with the student group as social and academic support for learning
Overall didactical solution:
Individual studies, exercises and emphasis on tutor support Support from the learner group through Forum interaction Social constructivist learning theory? Learning is a socially supported individual process Colleagues, friends, family and other resource persons as support for learning Great need for support and continuous concern for students
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Flexibility - Cooperative learning - Collaborative learning
Challenge: How to provide individual flexibility and a community for learning?The hexagon of cooperative freedom (Paulsen 1993, 2003)
Six Dimensions of Flexibility
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NKI basic philosophies concerning online learning
Learning could be Individual, Cooperative or Collaborative
Individual learning provides much individualflexibility, but little learning community
Cooperative learning provides much individualflexibility and access to a learning community
Collaborative learning requires participation in alearning community, but limits individual flexibility
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NKI basic philosophies concerning online learning
NKI Distance Education facilitates individual freedom within a learning community in which online students serve as mutual resources without being dependent on each other.
We build on adult education principles and seek to foster benefits from both individual freedom and cooperation in online learning communities.
Cooperative learning is based on voluntary participation in a learning community
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Flexibility and cooperation
Different learning environments based on the dimensions of participation in a learning community and individual flexibility (Paulsen 2005)
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Learning in cooperative freedom
The three pillars of cooperative learning at NKI (Paulsen 2005)
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Learning in cooperative freedom
Main means to facilitate cooperative learning are: Cooperative Forums Student catalogues Cooperative assignments Cooperative assessment/peer assessment Cooperative gating (COG) Cooperative Learner Information Profile (CLIP)
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Individual Progressions Schedules
NKI’s LMS supports individual progression plans
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Individual Progressions Schedules
NKI’s LMS supports individual progression plans
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Information to tutors
Information from teacher’s start page:
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Information to tutors
Information from teacher’s start page:
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Information on fellow students
Student catalogue with cooperative information aboutnext submission number and planned submission date
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Student interface for submission of assignments
Submitted in cooperation with:Ann Andersson,Knut Evensen
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NKI’s forum structure for cooperative learning
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CLIP - Cooperative Learner Information Profile
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Student support
John Bååth:
”We have four categories of students; there are
students who need student support services but don’t want them students who need student support services and want them students who don’t need student support services but want them students who neither need nor want student support services.”
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Student Support in the NKI Online Distance Education System
Prospective phase – information/guidance
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Student Support in the NKI Online Distance Education System
Start-up phase
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Student Support in the NKI Online Distance Education System
Learning phase
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Student Support in the NKI Online Distance Education System
Graduation and after graduation
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Survey
Needs for and satisfaction with support services
Research methodology:Qualitative and quantitative survey
Data collection
Selection of interviewees
Data processing and interpreting answers
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Survey
Needs for and satisfaction with support services
Results: Prospective phase Direct personal contact with advisors important
Registration/start-up phase Technical support services important, but little used, introduction to study techniques important and should be improved
Learning phase Most important quality of feedback/quick turn-around time
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Survey - Statistics
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Survey - Statistics
Relationship between “Usefulness/Importance” of the support elements and“Satisfaction” with the support elements.
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Conclusions
The students find all support services provided to be important, and they are generally satisfied
Recommendations:Priory should be given to:
Close follow up and support during the start-up phase concerning how to get started and how to make personal progression plans.
Introduction to efficient techniques for online learning, specifically for students with little experience from independent learning.
Follow-up and guidance of tutors who do not satisfy requirements concerning turn- around time and quality of comments/feedback to students.
Developing course forums to function better for students who want more interaction with fellow students, without requiring too much participation for students who prefer more individual studies.
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Universal Accessibility
Standards for accessibility W3C's Web Accessibility Initiative (WAI) (http://www.w3.org/WAI/) Introduction to Web Accessibility (http://www.webaim.org/intro/intro2)
Navigation solutions for people with disabilities
Electronic versions of textbooks
Speech synthesis
All solutions ought to benefit all users
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Speech synthesis
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Designing the Environment for Mobile Learners - mLearning 1 & 2
NKI is now starting its 3rd EU project on mobile learning
mLearning 1:
Technology: Content and communication:Pocket PC/PDA Learning content to be downloaded
Mobile phone Online access to forums for reading/writing
Portable keyboard E-mail communication with attachments
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mLearning 1: Students’ and tutor’s use of technology when mobile
When mobile the students must be able to:
Study the course materials Make notes Write assignments Access Forum to read Access Forum to submit contributions Send e-mail to fellow students Receive e-mail from fellow students Submit assignments by e-mail including attachments Receive assignments corrected and commented on by the tutor
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mLearning 1: Conclusions
Mobile technology may increase the flexibility of distance teaching The technology functioned according to expectations Participants’ views varied – from enthusiastic to quite reserved The students expressed very different views concerning reading from a small screen Institutional challenges for systems development to cater for mobile and not mobile learners Technical problems exist, but are continuously reduced through software and hardware developments Portable keyboard is necessary for efficient use of the PDA as a teaching and learning tool We need better solutions for browsing web pages Mobile communication is still expensive – especially from abroad We are uncertain whether a future solution for mobile learning is solved by
Mobile phone and pda Hybrid (pocket phone/computer) Laptop with mobile connection Other solutions (?)
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mLearning 2: Basic assumptions
Continue research on m-learning with PDA Develop generic solutions independent on user-end devices Cost-effectiveness - Same course for mobile and not-mobile students Online access to course materials - “Always online environment” Interactive multi media materials and assignments Graphical materials and multi-media should be included Trying out the environment for future mobile learners who are always
online via wireless networks at affordable and acceptable costs
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Second year: Developing the mLMS
Aspects of an always-online solution that would possibly increase the quality of the services for mobile learners:
High bandwidth gives fast downloading of course content and use of audio, video and advanced graphics
Independence of synchronization with desktop PC Access to resources on the Internet at all times Easy access to e-mail at all times Possibilities for online assessment and assignments Options for easier co-operation with fellow students Possibilities for synchronous communication, chat and IP telephony ADSL or free access to WLAN give control over costs
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mLearning2: Conclusions The NKI developments and research on mobile learning in
connection with the two EU Leonardo projects have resulted in better solutions for serving distance online learners in general
Cost efficiency considerations do not allow for developing parallel versions of courses
Courses must be developed, presented and distributed in ways that allow both mobile and not mobile learners to participate in the same course
Course materials can be accessed both by standard and mobile technology with acceptable quality of all content elements
Interaction with course content and multi-media materials and communication with tutors and fellow students must also function adequately both through standard and mobile technology
It is still a question of what the “ideal” device and solution for mobile learning really is. Probably is the answer a result of the learner’s individual preferences
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Research, evaluation and quality assurance
NKI Research Department established 1970 Media and technology research and development Survey research Course and programme evaluation
NADE Quality Standards Quality Standards for Norwegian Distance Education since 1992
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Why have we succeeded?
High Level of Competence in Distance Education and IT Enthusiasts Believing in the Idea Applying Standard Available Technology Flexibility Based on Students’ Needs and Priorities Individualised Start and Progression Schedules Cost-Efficient Teaching and Administration Research/Development – National/International Projects with External
Funding Flexible and Adaptive Organisation Broad and Comprehensive Catalogue of Courses and Study Programmes Collaboration Credibility and Trust by The Educational Market and Legal Authorities Internet Development and Teaching Fully Integrated in an Operative
Distance Teaching Organisation Evolutionary Development of Personnel, Organisation and Administrative
Systems
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Thank you!
NKI Internet College: http://www.nettskolen.com/
Torstein Rekkedal home page: http://home.nettskolen.nki.no/~torstein/
Presentation: Slides: http://home.nettskolen.nki.no/~torstein/Rome2005.ppt Document:
http://home.nettskolen.nki.no/~torstein/Rome2005.doc