Sustaining student participation Åke Bjørke

1. Sustaining student participationÅke Bjørke E-course designer /convenor UNU/GVU Asst professor Agder University College

2. Recap

4. 1. generation: Correspondence-course

5. 2. generation: Electronic correspondence-school. Communication student-machine

6. 3. generation: Interactive, PBDL, CSCL, ”dual-mode” , many – many communication Community of practice in a good learning environment

7. The GVU student and tutor part of global network of practitioners The GVU partner network The virtual classroom

8. A virtual classroom • Online • Global • With collaborating peers • Tutor(s) • Learning resources • Dynamic and flexible learning for change

10. Does it work? Theories are fine • But does it work? • How about quality? • The good dialogue – is it really there? • Won’t they drop out after some time? Experience from: Kenyatta university KNUST- Ghana

11. Student of current online tutor-course: ”I am getting nostalgic already. How do we maintain contact after the course?” ”When will phase 2 of the course start?” ”When will this course, phase 1, run again? I have many in my office that have shown interest.” Olubodun Olufemi, Accra, Nigeria, 4 May 2006

12. Strategies for efficient and enjoyable learning motivating for LLL

13. Different types of knowledge Aristotle: • Episteme(To know. Empirical, intellectual, declarative) • Techne (To do. Technical skills) • Fronesis(Wisdom: understand situation at hand and decide appropriate action + ability to implement)

14. The textbook May still be there – but what comes in addition in order to make a good study?

15. High quality learning situation;”Productive interaction”: • 1. Active engagement • 2. Frequent teamwork • 3. Regular interaction and feedback • 4. Contextualisation of activities: Basis in realistic and motivating tasks • 5. Application of information to solve a problem • 6. Dynamic and adapted for change • 7. Learning as social activity

16. Collective problem solving • Precondition to solve most problems within science and within complex knowledge production.

17. Closed and open working methods • Closed: study existing (”static”)knowledge • The student must learn existing knowledge andfit this knowlegde into personal knowledge and experience. • Open: develop new knowledge (”dynamic”) • Challenge: Find balance between closed and open studies

18. CreateMeta-learning environment : • Helps beginning scholars “learn how to learn” with the new media. • Provides students with information on the structure of the course and pacing information • Focus on how to use new media to achieve learning objectives • Provide active support for new learning processes

19. Points for discussion • Choice of content: authority vs. autonomy. Predetermined content only may be seen as authoritarianism and imposition of frameworks inappropriate for local and individual cultures. • Individual choice encourages independence, learner activity, gives room for own understanding and needs. • How use the students’ own experience at least to some extent!

20. Points for discussion • Do activities suit students?Access and flexibility.Independent and flexible studies sine qua non for online learning. However, total independence not feasible in longer studies. • Pacing.Freedom & autonomy vs. interaction, collaboration and completion of course in reasonable time. • How to build a good learning environment? How do we create something in cyberspacethat can replace the function of a campus and physical peers in real time?

21. Learner-centred education Reflection Study guides Libraries Learning resources LMS councelling Tutors Professors F2F PBL Objectives CoP & ZPD Peers Results & feedback WWW Reification The learner’s needs, choices, interaction with, and learning; at the center for flexible, LLL, to obtain knowledge, skills and attitudes needed

22. A system for maintaining interest: The GVU course Four main elements: • A course description with 27 points giving a standard framework • A Study Guide with aims, measurable objectives, learning outcomes, tasks, activities, workload estimate and pacing, reflections, evaluations, grading system • Learning Resources, e.g.: books, articles, self-instructional courses, video-taped lectures, websites, online library, learning objects such as graphics, animations, videos • Access to LMS with student support: tutors, peers, access to professors.Student support system level may vary according to needs and financial resources.

23. Using various ”learning tools” for a good learning environment, from individual learning to....

24. ... collaboration in CoPs need detailed planning and design

25. Visions for future e-learning • Accepted as a natural part of education, across borders • May open for ’Blended solutions: combination of e-learning and f-2-f education • Development of e-pedagogy • National and international networks • for exchange and virtual mobility of students and staff, expertise and material • Sufficient understanding and economy for necessary support and guidance

26. In focus: Globalised, open, flexible, lifelong learning in international networks