Production of Area Production of Area GuidelinesGuidelines

Neworkers workshopNeworkers workshop

Trondheim 19th September 2005Trondheim 19th September 2005

Thorleif Hjeltnes and Arne B. Thorleif Hjeltnes and Arne B. MikalsenMikalsen

AreasAreas 1.- ODL w.traditional training 1.- ODL w.traditional training 2.- Trainer competencies 2.- Trainer competencies 3.- Collaborative learning 3.- Collaborative learning 4.- Motivation of students 4.- Motivation of students 5.- Contents development 5.- Contents development 6.- Quality of learning results 6.- Quality of learning results 7.- Certification/assessment 7.- Certification/assessment 8.- ODL Cost-effectiveness 8.- ODL Cost-effectiveness 9.- New technologies/tools 9.- New technologies/tools 10.- Impact of ODL on SMEs 10.- Impact of ODL on SMEs 11.- Learning organisations 11.- Learning organisations

Area 1 - Area 1 - ODL with traditional trainingODL with traditional training

Robin Mason, one of the pioneers of online learning in Great Britain, observed that, Robin Mason, one of the pioneers of online learning in Great Britain, observed that, compared with technical aspects, “social and pedagogical issues play by far the bigger compared with technical aspects, “social and pedagogical issues play by far the bigger part in the creation of a successful (online) learning environment.” (Mason 1994*, p. 52)part in the creation of a successful (online) learning environment.” (Mason 1994*, p. 52)

Area 1 will exploit existing material in order to find out;Area 1 will exploit existing material in order to find out;- the benefits as well as the limitations of tutoring in online courses (examples of good - the benefits as well as the limitations of tutoring in online courses (examples of good and weak practices)and weak practices)

the organisatorical preconditions that allow that all the benefits of tutoring could be the organisatorical preconditions that allow that all the benefits of tutoring could be achieved:achieved:

A. A. Online and/or face to face tutoringOnline and/or face to face tutoring in ODL-courses can be seen as key in ODL-courses can be seen as key drivers of drivers of

learning success.learning success.

B. B. Interactive interfacesInteractive interfaces with teletutors reinforcing the benefits of network- with teletutors reinforcing the benefits of network-supported supported

learning by providing trainees with individualised support.learning by providing trainees with individualised support.

C. C. Individualised feedbackIndividualised feedback regarding errors and customised input aimed at regarding errors and customised input aimed at helping helping trainees to progress in the course to ensure that any obstacles to learning are trainees to progress in the course to ensure that any obstacles to learning are eliminated eliminated in a timely manner.in a timely manner.

Area 1 - Area 1 - ODL with traditional trainingODL with traditional training

Blended LearningBlended Learning

The integration of other learning modalities with eLearning promotes the The integration of other learning modalities with eLearning promotes the adaptation and localisation of eLearning courses, as well as acceptance of adaptation and localisation of eLearning courses, as well as acceptance of these courses and successful learning with them. As a result, trainees these courses and successful learning with them. As a result, trainees perceive these courses as being “familiar” – even in new cultural settings. perceive these courses as being “familiar” – even in new cultural settings. However, blended learning should not be confused with merely However, blended learning should not be confused with merely stringing together online and in-person instructional activitiesstringing together online and in-person instructional activities . . Instead, the various learning modalities should be reciprocally harmonised, Instead, the various learning modalities should be reciprocally harmonised, and interfaces that allow for the integration of eLearning with other and interfaces that allow for the integration of eLearning with other learning modalities should be incorporated into eLearning course media. learning modalities should be incorporated into eLearning course media.

   Can blended learning processes support links between formal, non-formal Can blended learning processes support links between formal, non-formal

or informal learning? or informal learning?    How far are blended learning processes suitable to be integrated in How far are blended learning processes suitable to be integrated in

individual development scenario of learners? individual development scenario of learners?

How far are BL solutions suited to integrate Work situation in companies in How far are BL solutions suited to integrate Work situation in companies in the learning arrangement the learning arrangement

Area 2 Trainer competenciesArea 2 Trainer competencies

The trainer competencies originally proposed in McLagan’s (1989) Models The trainer competencies originally proposed in McLagan’s (1989) Models for HRD Practice were found to provide an important basis for the pre-for HRD Practice were found to provide an important basis for the pre-paration of HRD professionals. These 25 competencies can be arranged paration of HRD professionals. These 25 competencies can be arranged into the following four broad categories:into the following four broad categories:

Technical competenciesTechnical competencies: adult learning understanding, career development : adult learning understanding, career development theories and techniques understanding, competency identification skill, theories and techniques understanding, competency identification skill, computer competence, electronic-systems skill, evaluation skill, media computer competence, electronic-systems skill, evaluation skill, media selection skill, objectives preparation skill, training and development selection skill, objectives preparation skill, training and development theories and techniques.theories and techniques.

Business competenciesBusiness competencies: budget and resource management skill, business : budget and resource management skill, business understanding, organization behavior understanding, organization understanding, organization behavior understanding, organization development theories and techniques.development theories and techniques.

InterpersonalInterpersonal competenciescompetencies: coaching skill, feedback skill, group process : coaching skill, feedback skill, group process skill, negotiation skill, presentation skill, questioning skill, relationship-skill, negotiation skill, presentation skill, questioning skill, relationship-building skill, writing skillbuilding skill, writing skill IntellectualIntellectual competenciescompetencies: data-reduction skill, information-search skill, : data-reduction skill, information-search skill, visioning skill visioning skill

Area 2 Trainer competenciesArea 2 Trainer competenciesThe International Board of Standards for Training, Performance, and The International Board of Standards for Training, Performance, and Instruction (IBSTPI, 1988 & 1993) developed one of the earliest sets of Instruction (IBSTPI, 1988 & 1993) developed one of the earliest sets of competencies for e-trainers. These standards are currently being competencies for e-trainers. These standards are currently being examined and revised.examined and revised.

1.1. Analyze course materials and learner information Analyze course materials and learner information 2.2. Assure preparation of the instructional site Assure preparation of the instructional site 3.3. Establish and maintain instructor credibility Establish and maintain instructor credibility 4.4. Manage the learning environment Manage the learning environment 5.5. Demonstrate effective communication skills Demonstrate effective communication skills 6.6. Demonstrate effective presentation skills Demonstrate effective presentation skills 7.7. Demonstrate effective questioning skills and techniques Demonstrate effective questioning skills and techniques 8.8. Respond appropriately to learners’ needs for clarification or feedback Respond appropriately to learners’ needs for clarification or feedback 9.9. Provide positive reinforcement and motivational techniques Provide positive reinforcement and motivational techniques 10.10. Use instructional methods appropriately Use instructional methods appropriately 11.11. Use media effectively Use media effectively 12.12. Evaluate learner progress Evaluate learner progress 13.13. Evaluate delivery of instruction Evaluate delivery of instruction 14.14. Report evaluation information Report evaluation information

Area 3 Collaborative learningArea 3 Collaborative learning

Area 3 Collaborative learningArea 3 Collaborative learningThe group focus on collaborative learning' in three dimensions :The group focus on collaborative learning' in three dimensions :

- the "Service Provision" dimension- the "Service Provision" dimension The product perfomanceThe product perfomance

Support materialsSupport materials Service availabilityService availability Service environmentService environment

The process perfomanceThe process perfomance Service provision processService provision process Applied methods / models / meansApplied methods / models / means Learning processesLearning processes

- the "Learning Process" dimension- the "Learning Process" dimension Learner performanceLearner performance

Learner skillsLearner skills Learning SMesLearning SMes Learner characteristicsLearner characteristics

Facillitator perfomanceFacillitator perfomance Facilitator skillsFacilitator skills Facilitator modalitiesFacilitator modalities Facilitator qualityFacilitator quality

- the "Socialisation" dimension - the "Socialisation" dimension Social performanceSocial performance

Developing sociability ….Developing sociability …. Situational perfomanceSituational perfomance

Relevance …..Relevance …..

Area 4 – Motivation of studentsArea 4 – Motivation of students

ImportanceImportance Basic & elementary criteriaBasic & elementary criteria Decisive or differencing criteria (among Decisive or differencing criteria (among

courses)courses) WhenWhen

BeforeBefore DuringDuring AfterAfter

Who takes the initiativeWho takes the initiative The workerThe worker The worker after the proposal of the enterpriceThe worker after the proposal of the enterprice Both worker and enterprice togehterBoth worker and enterprice togehter

Area 4 – Motivation of studentsArea 4 – Motivation of students

the the Keller’s ARCS Model for MotivationKeller’s ARCS Model for Motivation, based on a synthesized , based on a synthesized research on psychological motivation (Keller, 1987). research on psychological motivation (Keller, 1987).

ARCS stands for:ARCS stands for: AttentionAttention, where the most important aspect is gaining and keeping the , where the most important aspect is gaining and keeping the

learner's attention. Keller's strategies for attention include sensory stimuli, learner's attention. Keller's strategies for attention include sensory stimuli, inquiry arousal (thought provoking questions), and variability (variance in inquiry arousal (thought provoking questions), and variability (variance in exercises and use of media).exercises and use of media).

RelevanceRelevance. Keller knows that attention and motivation will not be . Keller knows that attention and motivation will not be maintained, however, unless the learner believes the training is relevant. maintained, however, unless the learner believes the training is relevant. He suggests putting the learner a question: He suggests putting the learner a question: What is in the training program What is in the training program for me?for me? Benefits should be clearly stated. Benefits should be clearly stated.

ConfidenceConfidence. Students must feel that they should put a good faith effort . Students must feel that they should put a good faith effort into the program. If they think they are incapable of achieving the into the program. If they think they are incapable of achieving the objectives or that it will take too much time or effort, their motivation will objectives or that it will take too much time or effort, their motivation will decrease.decrease.

SatisfactionSatisfaction. Learners must obtain some type of satisfaction or reward . Learners must obtain some type of satisfaction or reward from the learning experience. This can be in the form of entertainment or a from the learning experience. This can be in the form of entertainment or a sense of achievement. For example, a passing grade on a post-test might sense of achievement. For example, a passing grade on a post-test might be rewarded with a completion certificate. Other forms of external rewards be rewarded with a completion certificate. Other forms of external rewards would include praise from a supervisor, a raise, or a promotion. Ultimately, would include praise from a supervisor, a raise, or a promotion. Ultimately, though, the best way for learners to achieve satisfaction is for them to find though, the best way for learners to achieve satisfaction is for them to find their new skills immediately useful and beneficial on their job.their new skills immediately useful and beneficial on their job.

Area 5 Contents developmentArea 5 Contents development

Content + Content + supportsupport

InstructorInstructor-centred-centred

Implying some separation Implying some separation between contents and a between contents and a tutorship support. The course tutorship support. The course consists in a set of structured consists in a set of structured teaching materials, in teaching materials, in multimedial format, on which multimedial format, on which learners work on their own, by learners work on their own, by assessing the level of acquired assessing the level of acquired knowledge via tests and quizzes, knowledge via tests and quizzes, except for the possibility of except for the possibility of referting to the tutor or content referting to the tutor or content experts in order to receive experts in order to receive explanation. In this instance, explanation. In this instance, great importance is assigned to great importance is assigned to content design.content design.

Three models of online course as defined by Mason (1998):

Area 5 Contents developmentArea 5 Contents development

Wrap Wrap around around

Learner-Learner-centredcentred

Usually contents are less structured Usually contents are less structured with respect to the content + with respect to the content + support model. Often materials support model. Often materials consist in a list of readings or consist in a list of readings or Internet resources to explore, on Internet resources to explore, on which discussions will take place, which discussions will take place, and analyses will be performed later and analyses will be performed later on.on.

The focus is only partially on the The focus is only partially on the design of materials, while much design of materials, while much more on the selection of resources more on the selection of resources assigned to learners, as well as on assigned to learners, as well as on strategies facilitating reading and strategies facilitating reading and reference/browsing work. Attention reference/browsing work. Attention is paid mostly to the management is paid mostly to the management of learner-learner and learner-tutor of learner-learner and learner-tutor relations. The setting  is mostly relations. The setting  is mostly seminar-based.seminar-based.

Area 5 Contents developmentArea 5 Contents development

IntegrateIntegratedd

Learning-Learning-team-team-centredcentred

Mostly envisaging co-operation-Mostly envisaging co-operation-based activities and moments of based activities and moments of joint knowledge building, based on joint knowledge building, based on discussion,  multi-authoring discussion,  multi-authoring designing and problem solving. In designing and problem solving. In this case, the presence of this case, the presence of structured contents is assigned a structured contents is assigned a relative value: What counts more is relative value: What counts more is what can be produced during the what can be produced during the experience, where reference is experience, where reference is made to given documentation, made to given documentation, readings or resources. Their readings or resources. Their selection should however derive selection should however derive from dialogue and sharing of from dialogue and sharing of experiences within the working experiences within the working group. In practice, defining group. In practice, defining materials from the start is not materials from the start is not necessary. The focus is on necessary. The focus is on interaction dynamic and knowledge interaction dynamic and knowledge building.building.

Area 6 - Area 6 - Quality of learning resultsQuality of learning results

Quality of learning:Quality of learning: Starting from learning needs and goes all the Starting from learning needs and goes all the

way up to delivery way up to delivery Need to compare different existing models and Need to compare different existing models and

standards standards Many different quality management Many different quality management

systemssystems Differs from country to countryDiffers from country to country

Quality work will only be effective if the Quality work will only be effective if the desire to continually improve quality is fully desire to continually improve quality is fully embraced as a fundamental business embraced as a fundamental business philosophy philosophy

Area 6 - Area 6 - Quality of learning resultsQuality of learning results Quality improvement methods:Quality improvement methods:

Quality guidelines Quality guidelines Accreditation systems Accreditation systems Staff education Staff education Employment and experts Employment and experts Membership of associations Membership of associations Competitive pressures Competitive pressures Refund guarantees to students Refund guarantees to students International standardsInternational standards

Two major aspects of qualityTwo major aspects of quality quality managementquality management

Internal matter of each organisationInternal matter of each organisation quality assurancequality assurance

External evaluation of quality External evaluation of quality

Area 7 - Area 7 - Certification/assessmentCertification/assessment

Learning is ultimately a process which occurs Learning is ultimately a process which occurs within the learner within the learner Can generally only be made evident through the Can generally only be made evident through the

behaviour of the learnerbehaviour of the learner The external evidencing of learning via learner The external evidencing of learning via learner

behaviour is therefore a prelude to the measurement behaviour is therefore a prelude to the measurement of this learning of this learning

MeasurementMeasurement Agreed standards against criteria deriving from these Agreed standards against criteria deriving from these

standardsstandards This measurement of learning against agreed criteria This measurement of learning against agreed criteria

constitutes the process of constitutes the process of assessmentassessment of learning of learning Learning can and does take place in the absess Learning can and does take place in the absess

of assessmentof assessment BUT: Directed learning cannot take place without any BUT: Directed learning cannot take place without any

kind of assessment process (thesis)kind of assessment process (thesis) Formal- or informal assessmentFormal- or informal assessment Self- or other-conductedSelf- or other-conducted

Area 7 - Area 7 - Certification/assessmentCertification/assessment

Assessment Assessment strategies strategies (not exhaustive)(not exhaustive) FormativeFormative SummativeSummative CombinedCombined Self-assessmentSelf-assessment Peer-assessmentPeer-assessment CombinationsCombinations

Assessment methodsAssessment methods Written Examination – closed Written Examination – closed

book   book    Written Examination – open-book Written Examination – open-book

       Multiple choice   Multiple choice    Written assignment   Written assignment    Written EssayWritten Essay Laboratory/Practical/WorkshopLaboratory/Practical/Workshop Project work – individualProject work – individual Project work – groupProject work – group Case StudyCase Study InterviewInterview Oral PresentationOral Presentation ObservationObservation Work practiceWork practice Observation- simulated activity   Observation- simulated activity    Role-playRole-play Learning DiaryLearning Diary Learning portfolio Learning portfolio 

Area 8 - ODL Cost-effectivenessArea 8 - ODL Cost-effectiveness

Costs in relation to ODL may be related toCosts in relation to ODL may be related to Production of ODLProduction of ODL Running of ODLRunning of ODL The use of ODLThe use of ODL in the organisations in the organisations

Cost-effectiveness could be described as Cost-effectiveness could be described as analogous to production efficiency analogous to production efficiency

Two ways of being cost-effectiveTwo ways of being cost-effective by maximising the effects by maximising the effects of an educational of an educational

strategy strategy by minimising the costsby minimising the costs

Area 8 - ODL Cost-effectivenessArea 8 - ODL Cost-effectiveness

Economy of scaleEconomy of scale Total cost functionTotal cost function

TC(s) = F + V*sTC(s) = F + V*s TC=Total cost, F=Fixed costs, V=Variable costs, TC=Total cost, F=Fixed costs, V=Variable costs,

s=number of studentss=number of students

FCE

FODL

TCE

TODL

Break even

CE = Classroom EducationODL = Open and Distance Learning

Area 9 - Area 9 - New technologies/tools New technologies/tools Technologies/tools forTechnologies/tools for

Content presentationContent presentation CommunicationCommunication Collaborative approachCollaborative approach Administration of learnersAdministration of learners Evaluation/accreditation/assessmentEvaluation/accreditation/assessment The relation between tools and standardsThe relation between tools and standards

ExamplesExamples Learning Management Systems (LMS)Learning Management Systems (LMS)

A wide variety of toolsA wide variety of tools Standards try to help interoperabilityStandards try to help interoperability

Content Management Systems (CMS)Content Management Systems (CMS) Learning Content Management Systems (LCMS)Learning Content Management Systems (LCMS) RepositoriesRepositories

Collaboration toolsCollaboration tools Author toolsAuthor tools

LectoraLectora AuthorwareAuthorware

Multimedia toolsMultimedia tools Video editing softwareVideo editing software Video presentationsVideo presentations

Assessment/multiple choiceAssessment/multiple choice

Area 10 - Impact of ODL on SMEsArea 10 - Impact of ODL on SMEs Characteristics Characteristics of European SME´s

93% of all European enterprises have less than 10 employees The average European enterprise employs 6 persons Most jobs in Europe are created by micro enterprises One third of SME`s strive to grow SME`s also play a crucial role in the Candidate countries The average enterprise in Candidate countries is smaller The average new entrepreneur is 35 years old Well educated starters use more support services One out of five SME`s is run by a woman The majority of SME`s get the bank loans they need More competition on national markets due to the European integration

leads to more international contacts of SME´s Customer service and quality are the major competitive factors Lack of skilled labour is the main obstacle for SME`s SME`s are important contributors to European competitiveness University-business interaction is only successful when based on

personal relationships Networks are indispensable for innovation Difficult for high-tech enterprise to find financial resources The number of SME`s with access to the Internet has grown rapidly

Area 10 - Impact of ODL on SMEsArea 10 - Impact of ODL on SMEs

Important question of the area:Important question of the area: How did the projects contribute to EC goals in the field of

continuing education of managers and employees in SME`s? Two analysis directions

The impact of e-Learning to reduce the Liability of Restricted Resources

To what extent and how is e-learning used in SME´s? What were /are good practices in our projects? What business models can we identify which meet SME`s needs

under the conditions of restricted resources Time and Finance? Time and Finance to supply SME`s with high-skilled

labour forces Did or does e-learning in the projects assure the acquisition of key

entrepreneurial qualifications and competences in SME`s? How were or are the e-learning offers responding to requirements

for managers by imparting entrepreneurship within initial and continuing training?

What were/are good practices fostering entrepreneurial competences in our

projects?

Area 11 - Area 11 - Learning organisations Learning organisations

DefinitionsDefinitions Senge: ASenge: A learning organization is human beings cooperating in learning organization is human beings cooperating in

dynamical systems that are in a state of continuous adaptation dynamical systems that are in a state of continuous adaptation and improvementand improvement

A Learning Organisation is one in which people at all levels, A Learning Organisation is one in which people at all levels, individually and collectively, are continually increasing their individually and collectively, are continually increasing their capacity to produce results they really care aboutcapacity to produce results they really care about

To catch the knowledge of the individuals, an organization must To catch the knowledge of the individuals, an organization must have to define common objectives without loosing the individual have to define common objectives without loosing the individual objectives.objectives.

One Learning organization exists when it obtains greater results One Learning organization exists when it obtains greater results from the teams using and developing the synergy of the people.from the teams using and developing the synergy of the people.

The enterprise taxonomyThe enterprise taxonomy A learning organisation must A learning organisation must establish a solid description of what establish a solid description of what

is rapid change, and what is notis rapid change, and what is not An enterprise taxonomy is a common and agreed upon An enterprise taxonomy is a common and agreed upon

understanding of terms, concepts, categories and keywords that understanding of terms, concepts, categories and keywords that apply within that organization, and are expected to keep applying apply within that organization, and are expected to keep applying for many years as it grows and prospersfor many years as it grows and prospers