Production of Area Guidelines

Production of Area Guidelines Neworkers workshop Trondheim 19th September 2005 Thorleif Hjeltnes and Arne B. Mikalsen

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

Area 1 - ODL with traditional training • 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 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;- the benefits as well as the limitations of tutoring in online courses (examples of good and weak practices) • the organisatorical preconditions that allow that all the benefits of tutoring could be achieved: A. Online and/or face to face tutoring in ODL-courses can be seen as key drivers of learning success. B. Interactive interfaces with teletutors reinforcing the benefits of network-supported learning by providing trainees with individualised support. C. Individualised feedback regarding errors and customised input aimed at helping trainees to progress in the course to ensure that any obstacles to learning are eliminated in a timely manner.

Area 1 - ODL with traditional training Blended Learning • The integration of other learning modalities with eLearning promotes the adaptation and localisation of eLearning courses, as well as acceptance of these courses and successful learning with them. As a result, trainees perceive these courses as being “familiar” – even in new cultural settings. However, blended learning should not be confused with merely stringing together online and in-person instructional activities. Instead, the various learning modalities should be reciprocally harmonised, and interfaces that allow for the integration of eLearning with other learning modalities should be incorporated into eLearning course media. • Can blended learning processes support links between formal, non-formal or informal learning? • How far are blended learning processes suitable to be integrated in individual development scenario of learners? • How far are BL solutions suited to integrate Work situation in companies in the learning arrangement

Area 2 Trainer competencies The trainer competencies originally proposed in McLagan’s (1989) Models for HRD Practice were found to provide an important basis for the pre-paration of HRD professionals. These 25 competencies can be arranged into the following four broad categories: Technical competencies: adult learning understanding, career development theories and techniques understanding, competency identification skill, computer competence, electronic-systems skill, evaluation skill, media selection skill, objectives preparation skill, training and development theories and techniques. Business competencies: budget and resource management skill, business understanding, organization behavior understanding, organization development theories and techniques.Interpersonalcompetencies: coaching skill, feedback skill, group process skill, negotiation skill, presentation skill, questioning skill, relationship-building skill, writing skill Intellectualcompetencies: data-reduction skill, information-search skill, visioning skill

Area 2 Trainer competencies The International Board of Standards for Training, Performance, and Instruction (IBSTPI, 1988 & 1993) developed one of the earliest sets of competencies for e-trainers. These standards are currently being examined and revised. • Analyze course materials and learner information • Assure preparation of the instructional site • Establish and maintain instructor credibility • Manage the learning environment • Demonstrate effective communication skills • Demonstrate effective presentation skills • Demonstrate effective questioning skills and techniques • Respond appropriately to learners’ needs for clarification or feedback • Provide positive reinforcement and motivational techniques • Use instructional methods appropriately • Use media effectively • Evaluate learner progress • Evaluate delivery of instruction • Report evaluation information

Area 3 Collaborative learning

Area 3 Collaborative learning The group focus on collaborative learning' in three dimensions : • - the "Service Provision" dimension • The product perfomance • Support materials • Service availability • Service environment • The process perfomance • Service provision process • Applied methods / models / means • Learning processes • - the "Learning Process" dimension • Learner performance • Learner skills • Learning SMes • Learner characteristics • Facillitator perfomance • Facilitator skills • Facilitator modalities • Facilitator quality • - the "Socialisation" dimension • Social performance • Developing sociability …. • Situational perfomance • Relevance …..

Area 4 – Motivation of students • Importance • Basic & elementary criteria • Decisive or differencing criteria (among courses) • When • Before • During • After • Who takes the initiative • The worker • The worker after the proposal of the enterprice • Both worker and enterprice togehter

Area 4 – Motivation of students the Keller’s ARCS Model for Motivation, based on a synthesized research on psychological motivation (Keller, 1987). ARCS stands for: • Attention, where the most important aspect is gaining and keeping the learner's attention. Keller's strategies for attention include sensory stimuli, inquiry arousal (thought provoking questions), and variability (variance in exercises and use of media). • Relevance. Keller knows that attention and motivation will not be maintained, however, unless the learner believes the training is relevant. He suggests putting the learner a question: What is in the training program for me? Benefits should be clearly stated. • Confidence. Students must feel that they should put a good faith effort 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 decrease. • Satisfaction. Learners must obtain some type of satisfaction or reward 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 be rewarded with a completion certificate. Other forms of external rewards 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 their new skills immediately useful and beneficial on their job.

Area 5 Contents development Three models of online course as defined by Mason (1998):

Area 5 Contents development

Area 6 - Quality of learning results • Quality of learning: • Starting from learning needs and goes all the way up to delivery • Need to compare different existing models and standards • Many different quality management systems • Differs from country to country • Quality work will only be effective if the desire to continually improve quality is fully embraced as a fundamental business philosophy

Area 6 - Quality of learning results • Quality improvement methods: • Quality guidelines • Accreditation systems • Staff education • Employment and experts • Membership of associations • Competitive pressures • Refund guarantees to students • International standards • Two major aspects of quality • quality management • Internal matter of each organisation • quality assurance • External evaluation of quality

Area 7 - Certification/assessment • Learning is ultimately a process which occurs within the learner • Can generally only be made evident through the behaviour of the learner • The external evidencing of learning via learner behaviour is therefore a prelude to the measurement of this learning • Measurement • Agreed standards against criteria deriving from these standards • This measurement of learning against agreed criteria constitutes the process of assessment of learning • Learning can and does take place in the absess of assessment • BUT: Directed learning cannot take place without any kind of assessment process (thesis) • Formal- or informal assessment • Self- or other-conducted

Assessment strategies (not exhaustive) Formative Summative Combined Self-assessment Peer-assessment Combinations Assessment methods Written Examination – closed book Written Examination – open-book Multiple choice Written assignment Written Essay Laboratory/Practical/Workshop Project work – individual Project work – group Case Study Interview Oral Presentation Observation Work practice Observation- simulated activity Role-play Learning Diary Learning portfolio Area 7 - Certification/assessment

Area 8 - ODL Cost-effectiveness • Costs in relation to ODL may be related to • Production of ODL • Running of ODL • The use of ODL in the organisations • Cost-effectiveness could be described as analogous to production efficiency • Two ways of being cost-effective • by maximising the effects of an educational strategy • by minimising the costs

Area 8 - ODL Cost-effectiveness • Economy of scale • Total cost function • TC(s) = F + V*s • TC=Total cost, F=Fixed costs, V=Variable costs, s=number of students TCE CE = Classroom Education ODL = Open and Distance Learning TODL FODL Break even FCE

Area 9 - New technologies/tools • Technologies/tools for • Content presentation • Communication • Collaborative approach • Administration of learners • Evaluation/accreditation/assessment • The relation between tools and standards • Examples • Learning Management Systems (LMS) • A wide variety of tools • Standards try to help interoperability • Content Management Systems (CMS) • Learning Content Management Systems (LCMS) • Repositories • Collaboration tools • Author tools • Lectora • Authorware • Multimedia tools • Video editing software • Video presentations • Assessment/multiple choice

Area 10 - Impact of ODL on SMEs • 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 SMEs • 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 - Learning organisations • Definitions • Senge: A learning organization is human beings cooperating in dynamical systems that are in a state of continuous adaptation and improvement • A Learning Organisation is one in which people at all levels, individually and collectively, are continually increasing their capacity to produce results they really care about • To catch the knowledge of the individuals, an organization must have to define common objectives without loosing the individual objectives. • One Learning organization exists when it obtains greater results from the teams using and developing the synergy of the people. • The enterprise taxonomy • A learning organisation must establish a solid description of what is rapid change, and what is not • An enterprise taxonomy is a common and agreed upon understanding of terms, concepts, categories and keywords that apply within that organization, and are expected to keep applying for many years as it grows and prospers

Production of Area Guidelines