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 e-Learning in an organisational context (6/9/06)

Before organisations implement an e-Learning program, they need to make many important decisions. The Australian Flexible Learning Network provides a great interactive model for designing e-Learning programs called “A Practical Guide to e-Learning for industry.” This is incredibly comprehensive with links to great resources.

http://industry.flexiblelearning.net.au/Guide/default.htm

Focus of inquiry – e-learning & the distance learner (6/9/06)

I am employed by OTEN (Open Training Education Network) which is the distance education provider for TAFE NSW. While we currently use a wide range of e-learning practices, I am very keen to explore further e-learning opportunities in order to provide learners with the best outcomes. Currently my section (Community Services) is using the following e-learning:
* Communication with students via email

* Submission of student assignments by email

* Posting announcements, current resources and links on the OTEN Learning Support (OLS) website for students to access

* Learning material on CD-rom

* Piloted a module on-line through Janison

* Piloted a web-conference with TVET students

I can see much greater applications for e-learning, which many of our learners would benefit from given the diversity of backgrounds including: rural and remote locations, caring responsibilities, work commitments, disability, detention, transportation difficulties, need for self-paced learning and preferred learning styles.

Analysing Case Studies: Searching for Case Studies (6/9/06)

Selecting appropriate information sources:

TAFE NSW International Centre for VET Teaching and Learning

http://icvet.tafensw.edu.au/index.htm

Australian Flexible Learning Framework

http://www.flexiblelearning.net.au/flx/go

Network Learning

http://www.networklearning.blogspot.com/

Google

www.google.com

Key words:

distance, e-learning, open, education, on-line, learning, OTEN

Evaluate and filter information:

Articles that focus on the delivery of distance learning through either e-learning or blended learning in Australia, in particular OTEN

Points of view vs fact:

References to external sources which are verifiable.

Reliable, credible and authentic resources:

Published within sites with a reputation for professional and up-to-date articles and information.

Biased resources:

All articles carry the bias of the author and need to be critically analysed against a range of comparable articles for an objective perspective.

Case Study 1:  E-support classrooms: from a distance (OTEN) (13/9/06)

In 2004, two virtual classroom tools (Didasko “Show and tell” and Horizon “Wimba”) were trialled by OTEN in order to explore if e-learning could “personalise and enhance the distance learning experience for learners with a disability” (Brown et al, 2005, p1) Learners used verbal and visual real-time interaction, recorded presentations in PowerPoint, undertook file transfers and instant messaging. Challenges included system and equipment installation and disability issues. Distance education requires the learner to be self-motivated and the lack of face-to-face learning opportunities can impact negatively on study for people with a disability. E-classrooms can help support learning communities. In this case study, the nature of some disabilities created a disadvantage in e-learning. The authors recommended distance e-learning providers develop support services, provide equipment and ongoing support, and consultation with the participants as part of the design process. The nature of distance delivery is flexible learning and forcing group activity can have a negative impact, so learners need to match their learning preferences to learning programs.

Case Study 2: Audio-dynamism: engaging audio for learning (20/6/06) 

As Australia’s largest distance education provider, OTEN’s educators need a range of innovative technologies to meet the diverse needs of learners. Audio-dynamism is a NSW Learnscope (a project of the Australian Flexible Learning Framework to increase the capacity of VET to use flexible learning approaches and new technologies in the delivery of training)  project that has been developed to improve educator’s technical skills and understanding of the features, functions and pedagogical uses of audio technologies within distance education. The project is currently conducting a review of existing tools, practice and research on audio-technologies and is addressing emerging opportunities for OTEN in audio-technologies to engage young learners and those who find it difficult to engage with traditional teaching methods.

Through this team’s explorations into audio techologies much sharing of information and personal reflection occurs for the purpose of professional development. In a recent post, one team member debated the not-so-user-friendly face of audio software, but concluded that we get used to technology with practice!

Comparing and contrasting the two case studies (4/10/06) 

The e-learning case studies ( e-Support Classroom and Audiodynamism) address OTENs need for a diverse range of learning options for distance students. Both projects provide access to learners with a disability and those who have difficulty in engaging in traditional learning options. E-support classroom targetted learners while Audiodynamism targets teachers/educators. The projects looked at different ways for learners to engage in the content and while Audiodynamism is still a current project and the final evaluation is not available, there is likely to be some similarities in findings to the e-support classroom project in identifying the need for support services for educators and learners, regardless of the presence of a disability and the availability of a range of learning options.

Conclusion 

E-learning presents learners and educators with a greater range of tools to achieve learning goals, not only in distance education but also in face-to-face education. When combined with support services, learner in-put in program design, skilled educational providers and appropriate motivation the learning process can be accessible, flexible and enjoyable. E-learning can enhance the learner-educator relationship by empowering stakeholders through technology. Change pushes people beyond there comfort zone and can either be embraced or denied. The time for denying the role of technology in education is long past and while it will never remove the educator for the learning process is does provide options for learners who have who have previous been locked out of education due to the barriers of personal history, disability, time and distance. Distance educators can use technology to increase their own learning network, help overcome identified learning barriers for students and to offer a range of options to their learners in supporting them to achieve their learning goals.

References

Brown, J., Downie, A., Gray, J. and Jordan Watt, M., E-support classrooms: from a distance (OTEN) Australian Flexible Learning Framework, 2005

http://www.flexiblelearning.net.au/flx/webdav/site/flxsite/shared/Inclusive%20E-learning/OTEN_e_support_classrooms_case_study_summary_06.doc

Learnscope 064: Audio-dynamism: engaging audio for learning
Manager: Carmen Vallis
Facilitator: Dilys Norrish/Anna Cunningham
http://nswlearnscope.wikispaces.com/064

Audiodynamism:Enhancing learning & teaching with audio technologies

http://www.audiodynamism.blogspot.com/