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E-learning: some issues raised by the Bologna process

E-learning: some issues raised by the Bologna process. Manuel J. Fernández Iglesias ceees@uvigo.es Commissioner for the European Higher Education Area Universidade de Vigo www.uvigo.es/ceees. Contents. Towards the European Higher Education Area European universities vs. ICT

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E-learning: some issues raised by the Bologna process

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  1. E-learning: some issues raised by the Bologna process Manuel J. Fernández Iglesias ceees@uvigo.es Commissioner for the European Higher Education Area Universidade de Vigo www.uvigo.es/ceees

  2. Contents • Towards the European Higher Education Area • European universities vs. ICT • European Higher Education Area & E-learning • Conclusion JOIN Conference 2004

  3. Bologna Process: Key Points • Student-centred education • Lifelong learning • Simplify the patchwork of qualification systems. Comparability, transferability • Improve mobility within Europe and attract students from around the world • Ensure high standards. Quality • ICT are the foundation, not just support JOIN Conference 2004

  4. Wind of change… • Why to change? • EC says so… • Globalization, changing society: information & knowledge, technology, labour relations… • University: create knowledge from information • What to change? • Methodology • Management • Resources • How to change? • …. + E-learning + … ? JOIN Conference 2004

  5. Traditional Europe’s Weaknesses • Lack of mid- and long-term strategies and policies, affecting schools and universities as well as technical training centres • Shortage of qualified staff, particularly teachers and trainers with ICT at their fingertips • Europe produces too little of the educational software, products, resources and services JOIN Conference 2004

  6. European Universities vs ICT • Front-runners (18%) • Pre-eminence in all aspects, including cooperation • Co-operating universities (33 %) • Quite advanced, but limited use of e-learning courses and digital services • Self-sufficient (36%) • Co-operation with other universities / suppliers to a minimal degree • Sceptical (15%) • Lag behind the rest. Very low proportion of e-learning courses PLS Ramboll Management. Virtual Models of European Universities. Report to the EU Commission, DG Education & Culture. 2004. JOIN Conference 2004

  7. Main findings • The basic foundation for ICT use is in place • Almost everyone has access to computers, the Internet and e-mail accounts • A ICT strategy should be developed at the management level • It is an important driver in the ICT developmental process. Historically, management has not been concerned with ICT and e-learning • Lack of an overall support structure for e-learning • Highly fragmented approaches. Many students still require basic ICT support PLS Ramboll Management. Virtual Models of European Universities. Report to the EU Commission, DG Education & Culture. 2004. JOIN Conference 2004

  8. Main findings • Incentives should be developed • Support the work of the trailblazers. Awareness of the benefits obtainable from e-learning. Extra time for teachers to develop course materials and innovative pedagogy • The use of ICT to redesign education is at the very beginning • Need to redesign educational programmes, content and curricula on the basis of novel didactic frameworks PLS Ramboll Management. Virtual Models of European Universities. Report to the EU Commission, DG Education & Culture. 2004. JOIN Conference 2004

  9. Main findings • The e-learning offer will increase largely in the next years • Most universities already offer some e-learning courses, but e-learning does not seem to be a preferred delivery mode. 65% of universities state that this will be one of their key priorities over next two years. • Lack of quality assurance teams • Quality assurance considered to be a great challenge. Only a fraction developed quality assurance teams targeted to e-learning PLS Ramboll Management. Virtual Models of European Universities. Report to the EU Commission, DG Education & Culture. 2004. JOIN Conference 2004

  10. Key obstacles • From individual initiative to university culture. A long way to go • Absence of a coherent and comprehensive management approach • Resistance to change in the university culture • Lack of knowledge • Of the potential of e-learning and ICT • Shortage of ICT resources • High quality teaching material is very costly • Regulations should be defined • Intellectual property, payment systems, assessment, grading, credit recognition.... PLS Ramboll Management. Virtual Models of European Universities. Report to the EU Commission, DG Education & Culture. 2004. JOIN Conference 2004

  11. Key challenges • Simplify e-learning adoption: adapt tools to users, minimize ICT training needs • Integral support of the learning process: management, tutoring, teaching, assessment • Specific learning methodologies • Content/Resource development • Support reuse and sharing of information and contents: interoperability, standardization • Regulations: intellectual property, payment systems, assessment, grading, credit recognition.... • Quality assurance systems JOIN Conference 2004

  12. LMS & Content • Lots of e-learning management solutions • Open source • Commercial • Proprietary • Other: Content management systems, community building software, peer2peer, collaborative work, … • Added value will be in content, not in features • Many full-featured LMS, and probably more to come • Minimum assessment criteria usually do not consider content availability, content reuse or content sharing JOIN Conference 2004

  13. LMS & Content • Content development & content reuse • Learning materials, courses are expensive. Reuse will keep overall costs reasonable. • Key information for the learning process should also be shareable: student profile, grading info, achievements, ... • Towards a solution: • Agreement upon e-learning standards • Repositories of e-learning material JOIN Conference 2004

  14. EHEA & E-learning • Student-centred education • Blended learning • Educational Modeling Languages and instructional design: IMS LD, LMML, PALO, Targeteam, TML/Netquest, … • Standards for student profiles: LTSC PAPI, IMS LIP, … JOIN Conference 2004

  15. EHEA & E-learning • Adoption of a system of easily readable and comparable degrees • Standards for student profiles: LTSC PAPI, IMS LIP, ... • European Diploma Supplement • Quality assurance JOIN Conference 2004

  16. EHEA & E-learning • Adoption of a system essentially based on two main cycles • Establishment of a system of credits • Metadata Standards: LOM, ADL MD, IMS MD, DublinCore MI, … • Competence Definitions: LTSC Competency Definitions, IMS RDCEO, CEN (European Model for Learner Competencies) JOIN Conference 2004

  17. EHEA & E-learning • Promotion of mobility: traditional mobility + virtual mobility • Standards for student profiles: LTSC PAPI, IMS LIP, … • Content aggregation & packaging: AICC Course Structure, IMS CP (Content Packaging), SCORM-CAM (Content Aggr. Model), IMS SS (Simple Sequencing), … • Runtime environments: AICC CMI/Lesson Communication, SCORM Runtime, IMS Shareable State Persistence, … JOIN Conference 2004

  18. EHEA & E-learning • Promotion of European cooperation in quality assurance • New roles (tutor, validator, consultant, content developer, …) • Content development • Content life cycle • Assessment & Evaluation methodologies • Quality standards: ISO/IEC JTC1 SC36 WG5 JOIN Conference 2004

  19. EHEA & E-learning • Promotion of the European dimensions in higher education • Promoting the attractiveness of the European Higher Education Area • Promote European e-learning solutions • Promote high-quality content development • Open software as the European stance? JOIN Conference 2004

  20. EHEA & E-learning • Lifelong learning. The use of new technologies to improve social cohesion, equal opportunities and the quality of life • One of the strongest points of e-learning • Content repositories • Learner’s profile vs. Content description and competence definitions: matching problem! JOIN Conference 2004

  21. Conclusion • Further development of an e-learning pedagogical corpus • The future is content • Production, sharing, … • The future are agreed upon standards • Student profiles, runtime, content, learning design • The future is information aggregation • Learner profiles, course metadata, competence definitions, … • Agents? Ontologies? Semantic Web? JOIN Conference 2004

  22. Questions?

  23. EUN LTSC DCMI Standardization Institutions JOIN Conference 2004

  24. Standardization Areas • Metadata • Content Aggregation • Educational Modelling Languages • Learner Information • Evaluation • Runtime Environments • Digital Repositories • Architectures and Interfaces • Accessibility • Collaboration • Glossaries and Vocabularies • Competence Definitions • Quality Assessment • … JOIN Conference 2004

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