1 / 19

SUMMARY OF THE DELILAH PROJECT

SUMMARY OF THE DELILAH PROJECT. Joe Cullen, The Tavistock Institute, London. Target Population. Excluded learners (e.g. women returners; black and ethnic minority groups) Corporate learners (how work-based learning operates)

fadey
Download Presentation

SUMMARY OF THE DELILAH PROJECT

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. SUMMARY OF THE DELILAH PROJECT Joe Cullen, The Tavistock Institute, London MERLIN Workshop,Barcelona, May 2002

  2. Target Population • Excluded learners (e.g. women returners; black and ethnic minority groups) • Corporate learners (how work-based learning operates) • Policy-makers (particularly how to design and evaluate policies to promote social inclusion) MERLIN Workshop,Barcelona, May 2002

  3. Statement of problem • Not enough is known about the actual and potential contribution of advanced learning technologies (ALT) to promoting learning outcomes • Especially for socially excluded groups • And therefore policy to promote access is not sufficiently informed • And evaluation tools to assess outcomes not good enough MERLIN Workshop,Barcelona, May 2002

  4. Goals • To synthesise existing research on new ways of learning, particularly ODL and ALT) in different settings, and identify theoretical and empirical gaps in current understanding. • To critically assess the contribution of different institutional and organisational settings to learning, and the potential of ODL and new ALT within these settings • to explore ways of raising the skills levels of individuals and organisations and widening access to learning opportunities, particularly for less favoured and excluded groups. MERLIN Workshop,Barcelona, May 2002

  5. Objectives • to investigate the potential of 'new forms of learning arrangements' for improving access to education and training opportunities and learning outcomes for different user groups, particularly excluded groups. • focus on the actual and potential contribution of Open and Distance Learning (and in particular the use of Advanced Learning Technologies) to education and training • consider socio-cultural contextualisation of education and training innovations • promote transferability of innovations across geographical and cultural learning environments • explore new roles and organisational setting implied by such innovations MERLIN Workshop,Barcelona, May 2002

  6. Research questions • what are the gaps in state of the art? (cross-cultural issues, learning patrimony and transferability; pedagogic models; the economics of education and training innovation, and evaluation). • what can know-how and research findings tell us about what works for who and under what circumstances? • what are the key pedagogic and organisational issues affecting learning outcomes in five paradigmatic types of 'learning arrangements': corporate, higher education, schools, SME's and excluded groups? • how can we develop frameworks and tools for the design, support and evaluation of new learning environments and new education and training products? MERLIN Workshop,Barcelona, May 2002

  7. Methodology • studies of key social, cultural, economic, organisational and pedagogic factors involved in both 'traditional' and telematics-based learning, with particular reference to ‘learning patrimony’ • (Develop models, methodologies and tools for supporting and evaluating education and training innovations, particularly using new technologies • validate models, methodologies and tools, within an action research, user-led environment in four test sites. • virtual Open University campus (Universitat Oberta del Catalunya) • schools (European Schools Project) • corporate (Isvor-Fiat) • excluded groups (Manchester ‘electronic village halls’) MERLIN Workshop,Barcelona, May 2002

  8. Role of ISTs • Cultural Logic of ISTs (Virtual Open University; Virtual Classroom; ‘Home-Alone’ Learner) • Myth: open up access; promote LLL • Reality: metaphors for traditional pedagogies; increase social exclusion; lack social context and relevance MERLIN Workshop,Barcelona, May 2002

  9. New Role for ISTs • Collaborative Knowledge production • Interchangeable Knowledge producers and Knowledge consumers • Socially contextualised • Peer validation and review • Enriched Document Systems - promote shared ‘sensemaking’ MERLIN Workshop,Barcelona, May 2002

  10. Example: DELILAH project ‘Lea Valley Experiment’ • DELILAH: EC TSER project on 'new forms of learning arrangements' for improving access, particularly for excluded groups. • Focus on ODL and ALT; socio-cultural context and ‘collaborative’ learning • Methodology: • review of state of the art • synthesis of studies • focused case studies in five types of 'learning arrangements': corporate, higher education, schools, SME's and excluded groups. • seven EU countries • build tools to help design and evaluation of new forms of learning • action research in four innovative 'test sites' MERLIN Workshop,Barcelona, May 2002

  11. Lea Valley Experiment • High School in N. London - declining industry; multi-ethnic; poor performance • Involved in DELILAH in ESP project - participant in ‘Energy on the Move’ • Objective: open up access to ‘richer learning opportunities’ with EU peers and experts • Evaluate outcomes and impacts MERLIN Workshop,Barcelona, May 2002

  12. Features of experiment • Competition between 30 EU schools to design energy strategy for Europe • Access via Internet to ESA, ESOC, Torus, CERN, ESRF • Teacher support from ESP • Evaluation of experiment: pre-test/post test exam results; observation; interviews MERLIN Workshop,Barcelona, May 2002

  13. Quantitative Results/1 MERLIN Workshop,Barcelona, May 2002

  14. Quantitative results/2 MERLIN Workshop,Barcelona, May 2002

  15. Quantitative Results/3 MERLIN Workshop,Barcelona, May 2002

  16. Student perceptions MERLIN Workshop,Barcelona, May 2002

  17. Conclusions from DELILAH • ESP pedagogy emphasises self-managed and distributed learning • Lea Valley shows conflicts when LL is transplanted into ‘transmissive’ context • Had positive outcomes, but mainly for minority • Shows need to embed IL and LL in REAL organisational and community life MERLIN Workshop,Barcelona, May 2002

  18. Main Learning Issues tackled • Lifelong Learning needs ‘Real Life’ • Top-down approach and human capital methods of limited value • Transitions, mobility and skills socially contextualised - synchronic and diachronic dimensions • Need more sophisticated data capture and evaluation methods MERLIN Workshop,Barcelona, May 2002

  19. Innovative aspects • Notion of ‘cultural logic’ • Elaboration of learning patrimony concept • Techniques to enable ‘pedagogic audit’ to be developed • Development of policy guidelines and tools to promote social inclusion MERLIN Workshop,Barcelona, May 2002

More Related