Re-designing the Traditional University: an Answer to learning-on-demand for employees

1. [ED+ict] Education and ICT, Research Unit Sebastiaan Jans (sebastiaan.jans@khlim.be) Valère Awouters (valere.awouters@khlim.be) Re-designing the Traditional University: an Answer to learning-on-demand for employees

2. Not only the regular ones between 18 and 22 years. • But still more and more adults (22-…) • They have speciaal status: • Working conditions • Family … • Other formations, diploma’s • Learning not for diploma’s, but just for interests Who is our student?

3. Existing offered courses at traditional universities are often not personalized enough for learners, while individual designed courses are too expensive. • Individual learners need – as is already known – just in time and to-the-point learning. • Research showed that the highest cost for learning for employee’s is not the cost of the learning activities, but the cost of being absent and non-productive. • Otherwise didn’t e-learning, in the meaning of offering content through the internet – not the desired solutions. Personal contact, discussing, socializing, … are even as important as knowledge transfer. How about cost-effectiveness?

4. Research – project: 3 years • Financed by the Flemish government • Experiences with e-learning didn’t meet expectations! • If libraries could do the job, why would we need universities? • If content is king, then context is queen! • Context is king, content is just another part of the learning environment! How to open knowledge in a traditional university college?

5. Instructional Models in eLearning and Blended Learning • A Toolbox for Knowledge-Organization and Design-Support(Hans-Dieter Haller, University of Göttingen in cooperation with Jutta List, Leena Freitag, Tim Scholze, BUPNET-Team and blinc based on the works of Karl-Heinz Flechsig) Goettingen catalogue of instructional models

6. The didactic method is the key point in learning

7. 5 departements: • Teacher training • Industrial engineering • Health Care • Spanish language • Accountancy • Learning at the workplace • In service employees • Students with special status Test cases

8. For some formations learning materials, offered by teachers, are essential. In case there is a surplus value: it is offered online: e.g. flash-movies • For some formations, students construct together their learning materials: WEB 2.0, as wiki’s, online office applications are worked out. Learning materials

9. Support – when it is needed – will be offered as much as possible. • In this case blended learning scenario’s will be offered. Blended learning will not be the interpretation of blended teaching. Learning support

10. Cost effectiveness! • Learning cost in relation with being as much as possible at the workplace. Business Model

11. Formation for lecturers • Postgraduate e-learning: 4 modules: • Innovation in education • Technology • How to deal with resistance • Project with implementation and results Lecturers

12. Key-issue in opening knowledge within university for the region is ‘didactics’. • Resistance is a reality, dealing with resistance is the challenge. • Formations for lecturers are necessary. Conclusion