© Tony Bates Associates Ltd 1 Tecnologia para e- learning: la importancia de poner la tecnologia al servicio de la educación VIRTUAL EDUCA BILBAO 2006

© Tony Bates Associates Ltd© Tony Bates Associates Ltd11

Tecnologia para e-Tecnologia para e-learning: learning:

la importancia de la importancia de poner la tecnologia al poner la tecnologia al

servicio de la servicio de la educacióneducación

VIRTUAL EDUCA BILBAO 2006VIRTUAL EDUCA BILBAO 2006V Foro e-LearningV Foro e-Learning


OverviewOverview

1. Introduction1. Introduction2. What is e-learning?2. What is e-learning?3. The context for e-learning: serving a 3. The context for e-learning: serving a

knowledge-based societyknowledge-based society4. What are the goals for e-learning?4. What are the goals for e-learning?5. The importance of flexible delivery5. The importance of flexible delivery6. Planning for e-learning6. Planning for e-learning7. Conclusions7. Conclusions


What is e-learning?What is e-learning?

My definition:My definition:

all computer and all computer and Internet-based Internet-based

activities that support activities that support teaching and learning teaching and learning - both on-campus and - both on-campus and

at a distanceat a distance


What is e-learning?What is e-learning?(Bates, 2005)(Bates, 2005)

face-face-to-faceto-face

no e-learningno e-learning fully e-learningfully e-learning

class-class-room room aidsaids

mixed mixed mode mode

(less face-to-(less face-to-face + e-face + e-learning)learning)

dis-dis-tance tance edu-edu-

cationcation

distributed distributed learninglearning

blended blended learninglearning

lap-lap-top top pro-pro-

gramsgrams


Making choicesMaking choices

For any programme:For any programme:Where on the continuum of e-learning Where on the continuum of e-learning should this course or programme be?should this course or programme be?Who should make this decision: the Who should make this decision: the teacher, the academic department or teacher, the academic department or

the institution as a whole?the institution as a whole?To answer these questions, we must To answer these questions, we must

look at the reasons for e-learninglook at the reasons for e-learning


Different economiesDifferent economies

Rural:Rural: land-based, local, self-sufficient, land-based, local, self-sufficient, unskilled or craft, feudalunskilled or craft, feudal

Industrial: Industrial: urban, national, factories, urban, national, factories, division of labour, economies of scale, division of labour, economies of scale, specialist skills, hierarchicalspecialist skills, hierarchical

Knowledge-based: Knowledge-based: ‘virtual’, global, ‘virtual’, global, networked, multi-skillednetworked, multi-skilled


The shift to knowledge-based societiesThe shift to knowledge-based societies

Industrial economies:Industrial economies: mass mass employment: labour major costemployment: labour major cost

High wage High wage industrial economiesindustrial economies cannot compete with low wage cannot compete with low wage economies (outsourcing)economies (outsourcing)

Knowledge-based economies:Knowledge-based economies: based based on intellectual capital: high level of on intellectual capital: high level of education, higher wageseducation, higher wages

All three economies in parallelAll three economies in parallel


Shifting economyShifting economy

2005200019951987 1990

% share of Canadian industrial employment% share of Canadian industrial employment

ServicesServices

GoodsGoods

Source: Globe and Mail, 27 April 2006, B9


Economics, lifelong learning and e-Economics, lifelong learning and e-learninglearning

New learners:New learners:

• • from high school, but numbers will from high school, but numbers will dropdrop

• • in-migrants but may not have skillsin-migrants but may not have skills

• • those unskilled already in those unskilled already in workforce (up-skilling)workforce (up-skilling)

Those in workforce = school leavers!Those in workforce = school leavers!


Economics, lifelong learning and e-Economics, lifelong learning and e-learninglearning

Those in workforce: lifelong learnersThose in workforce: lifelong learners

How will universities and colleges How will universities and colleges serve these learners:serve these learners:

• • older with familiesolder with families

• • working full-timeworking full-time

• • can’t get to campus easily BUTcan’t get to campus easily BUT

• • employers/learners willing to payemployers/learners willing to pay


Skills of knowledge-based workersSkills of knowledge-based workers

• • problem solving, critical thinkingproblem solving, critical thinking• • communication skillscommunication skills• • computing/Internet skillscomputing/Internet skills•• independent learnersindependent learners• • entrepreneurial, initiativeentrepreneurial, initiative• • flexibilityflexibility• • team-work/networkingteam-work/networkingAS WELL AS subject expertiseAS WELL AS subject expertise


A knowledge-based societyA knowledge-based society

• • research universities are main research universities are main developers of new knowledgedevelopers of new knowledge

• • but research universities serve but research universities serve lifelong learners badlylifelong learners badly

• • lifelong learners are new and lifelong learners are new and important marketimportant market

• • lifelong learners need flexibility and lifelong learners need flexibility and different programsdifferent programs


New programs for lifelong learnersNew programs for lifelong learners

Modules, certificates, professional Modules, certificates, professional mastersmasters

Inter-disciplinary, ‘topic-based’Inter-disciplinary, ‘topic-based’New knowledge since they graduatedNew knowledge since they graduatedFlexibly delivered: Flexibly delivered:

Part-timePart-timeBlended (face-to-face + online)Blended (face-to-face + online)Fully distantFully distant


Implications for universities and collegesImplications for universities and colleges

• • new teaching methodsnew teaching methods: from : from information transmission to information transmission to knowledge managementknowledge management: : information management,information management, creative creative thinking, critical thinking, problem-thinking, critical thinking, problem-solving, collaborative learningsolving, collaborative learning

• • resulting inresulting in learning how to learn learning how to learn (after college/university)(after college/university)

• • with with flexible deliveryflexible delivery


Why e-learning?Why e-learning?

E-learning supports E-learning supports skillsskills needed in needed in knowledge-based societies:knowledge-based societies:e.g. to seek, organise, analyse, apply e.g. to seek, organise, analyse, apply information appropriatelyinformation appropriately

Using technology for learning Using technology for learning prepares students for knowledge-prepares students for knowledge-based based workwork

Particularly good for Particularly good for lifelong learninglifelong learning


Real rationale for e-learningReal rationale for e-learning

e-learning is a catalyst for change in e-learning is a catalyst for change in teaching and learning: teaching and learning:

e-learning supports new methods of e-learning supports new methods of teaching and learning that meet the teaching and learning that meet the

needs of the workforce in an needs of the workforce in an information-based societyinformation-based society

The move to e-learning is a The move to e-learning is a strategicstrategic not a technological decisionnot a technological decision


Propor-Propor-tion of tion of courses courses using using each each type of type of e-e-learninglearning

No No tech-tech-

nologynology

Class-Class-room room aidsaids

Lap-Lap-tops in tops in classclass

Mixed Mixed modemode

Fully Fully distancedistance

80%80%

<1%<1%10%10%

<1%<1%10%10%

Current proportion of different types of e-Current proportion of different types of e-learning in North America + Europelearning in North America + Europe


Why technology is not enoughWhy technology is not enough

Just putting in technology will NOT Just putting in technology will NOT provide the learning needed in a provide the learning needed in a knowledge-based societyknowledge-based society

teachingteaching has to change has to changenew new programsprograms and and methods of methods of

deliverydeliveryNew New operational systems,operational systems, such as such as

registry, timetabling, and use of classrooms registry, timetabling, and use of classrooms must changemust change


The ‘natural’ development of e-learningThe ‘natural’ development of e-learning

1.1. Lone Rangers - all aloneLone Rangers - all alone

2.2. Grants for Lone RangersGrants for Lone Rangers

3.3. Rapid expansion; low qualityRapid expansion; low quality

4.4. A strategic planA strategic plan

5.5. Focused, sustainable, high Focused, sustainable, high quality e-learningquality e-learning


Why strategic planning is neededWhy strategic planning is needed

Third stage:Third stage:• • rationale for e-learning not clearrationale for e-learning not clear•• concerns about poor quality concerns about poor quality • • duplicationduplication•• faculty (and student) workload faculty (and student) workload

increasesincreases•• increasing costsincreasing costs•• disillusion grows, growth stopsdisillusion grows, growth stops


The importance of academic departments The importance of academic departments in change and innovationin change and innovation

Two typical approaches to change:Two typical approaches to change:• • top down:top down: Presidents or Presidents or

governments decide a strategy governments decide a strategy then try to implement itthen try to implement ituniversities like graveyards; universities like graveyards;

autonomy of the faculty memberautonomy of the faculty member• • bottom up: bottom up: early adopters; Lone early adopters; Lone

RangersRangers


The critical role of academic departmentsThe critical role of academic departments

Academic Academic departmentdepartment

AdministrationAdministration


The importance of the academic The importance of the academic departmentdepartment

Academic departments determine Academic departments determine programs and curriculumprograms and curriculum

Bridge between autonomy of faculty Bridge between autonomy of faculty and institutional objectivesand institutional objectives

Place where consensus can be builtPlace where consensus can be built

Academic departments determine Academic departments determine the success or failure of e-learningthe success or failure of e-learning


Determining the role of e-learningDetermining the role of e-learning

e-learning is one way of teachinge-learning is one way of teachingwhere does it fit in the department?where does it fit in the department?what new markets can we serve?what new markets can we serve?what new programs do we need?what new programs do we need?how will e-learning change the way we how will e-learning change the way we

teach?teach?what do we need to support e-learningwhat do we need to support e-learning


Planning goal for academic departmentsPlanning goal for academic departments

Academic departments:Academic departments:

Each program will develop a Each program will develop a vision and plan for teaching vision and plan for teaching and learning, including the and learning, including the

appropriate use of e-learningappropriate use of e-learning


Propor-Propor-tion of tion of courses courses using using each each type of type of e-e-learninglearning

No No tech-tech-

nologynology

Class-Class-room room aidsaids

Lap-Lap-tops in tops in classclass

Mixed Mixed modemode

Fully Fully distancedistance

60%60%

<1%<1% 5%5%20%20%

15%15%

Academic department goals for e-learningAcademic department goals for e-learning


The planning processThe planning process

inclusive process: involve key inclusive process: involve key stakeholders: stakeholders:

• • faculty membersfaculty members

• • studentsstudents

• • educational technology specialistseducational technology specialists

•• student service departmentsstudent service departments

• • employers?employers?


Academic planning processAcademic planning process

Each faculty/department to develop a Each faculty/department to develop a three year curriculum and teaching three year curriculum and teaching planplan

• • markets to be servedmarkets to be served• • what programs will be offeredwhat programs will be offered• • how they will be deliveredhow they will be delivered• • resources requiredresources required

E-learning to be an integrated E-learning to be an integrated component of the plancomponent of the plan


Three ways to help professors move to e-Three ways to help professors move to e-learninglearning

Professional support (e.g. project Professional support (e.g. project management)management)

Faculty development Faculty development

Pre-service qualificationsPre-service qualifications

ALL THREE ARE NEEDED!ALL THREE ARE NEEDED!


Faculty developmentFaculty development

e-learning raises the skill level e-learning raises the skill level most faculty unready for e-learning: most faculty unready for e-learning:

lack of understanding of new lack of understanding of new teaching/learning methodsteaching/learning methods

Ph.D. training for research, not Ph.D. training for research, not teaching; college instructors skilled teaching; college instructors skilled workersworkers

training of faculty needs to be training of faculty needs to be systematisedsystematised


Professional developmentProfessional development

Professional development should be Professional development should be part of regular work of facultypart of regular work of faculty

more regular/flexible delivery of training more regular/flexible delivery of training in teaching for facultyin teaching for faculty

workshops, online modulesworkshops, online modules

annual professional development plan annual professional development plan for each faculty memberfor each faculty member


mass DE or e-learning?mass DE or e-learning?

economics of e-learning different economics of e-learning different from mass distance education: from mass distance education: economies of scope, not scaleeconomies of scope, not scale

Mass DEMass DE E-learningE-learning

higher accesshigher access lower accesslower access

lower qualitylower quality higher qualityhigher quality

lower costlower cost higher costhigher cost


The place of technology in distance The place of technology in distance education teachingeducation teaching

key issue: do students have access key issue: do students have access to ICTs?to ICTs?

in most developed economies and in most developed economies and for middle class: yes, but…for middle class: yes, but…

but not for the poorbut not for the poorthus mass media of print/ thus mass media of print/

broadcasting still important for broadcasting still important for many target groupsmany target groups


E-learning, education and the economyE-learning, education and the economy

e-learning less relevant for industrial e-learning less relevant for industrial or agricultural economiesor agricultural economies

who is your target group? what who is your target group? what learning outcomes?learning outcomes?

is e-learning what you want? is e-learning what you want?


Possible strategiesPossible strategies

Differentiate market:Differentiate market:• • open access: rural and pooropen access: rural and poor

print + face-to-faceprint + face-to-faceno Web-based optionno Web-based option

• • knowledge workers: urban and middle knowledge workers: urban and middle classclassfully online, f2f?, higher feefully online, f2f?, higher fee


ConclusionsConclusions

• • e-learning requires fundamental e-learning requires fundamental changes to way teaching offeredchanges to way teaching offered

• • dependent on re-training of faculty dependent on re-training of faculty and re-organization of teachingand re-organization of teaching

• • lifelong learning market huge, but lifelong learning market huge, but needs flexible deliveryneeds flexible delivery


Conclusions (cont.)Conclusions (cont.)

• • e-learning essential for economic e-learning essential for economic development in many countriesdevelopment in many countries

• • thus move to e-learning thus move to e-learning strategicstrategic not technicalnot technical


Further informationFurther information

Bates, A. (2000) Bates, A. (2000) Managing Technological Managing Technological ChangeChange San Francisco: Jossey-Bass San Francisco: Jossey-Bass

Bates, A. and Poole, G. (2003) Bates, A. and Poole, G. (2003) Effective Effective Teaching with Technology in Higher Teaching with Technology in Higher EducationEducation San Francisco: Jossey-Bass San Francisco: Jossey-Bass

Bates, A. (2005) Bates, A. (2005) Technology, e-Learning and Technology, e-Learning and Distance EducationDistance Education London: Routledge London: Routledge

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© Tony Bates Associates Ltd 1 Tecnologia para e- learning: la importancia de poner la tecnologia al servicio de la educación VIRTUAL EDUCA BILBAO 2006