PROYECTOS EUROPEOS

 

EUROPEAN CENTRE OF EXCELLENCE FOR E-LEARNING – E3 

LEONARDO DA VINCI PILOT PROJECT Nº E/02/F/PP-115755

 

Organisation: BDF – Balear de Desarrollo y Formación (Project Promoter)

Managing Director: Alexandra Pavlovic

e3 project Coordinator: Grace Mayer

 

PROJECT DESCRIPTION 

1. RATIONALE

The project tackled the creation of a European centre of Excellence for Elearning, to meet changing learning needs in the Information and Knowledge Society, which have resulted in the development of a multitude of elearning resources in Europe .

The need was seen for integration and coordination mechanisms in order for these resources to be accessible in a highly-organised fashion, so that everyone can acquire the information, orientation and learning they need to further themselves professionally. This also provides eLearning professionals with new techniques and search strategies for information and documentation to improve their skills and competence.

The needs were identified through the experience of all the partners, acquired during diverse European projects in which they had participated, as also by the reports consulted.

The project promotor has wide experience in eLearning. As result of different collaborations in the field, the need was detected for a virtual environment and quality learning contents.

Clear needs are identified for:

• Identifying good practice in eLearning
• Defining methods for measuring the efficiency and educational value of the various eLearning approaches, environments and processes
• Setting evaluation criteria and accreditation systems for eLearning
• Adapting eLearning to different cultures
• Defining IPR for elearning resources
• Accessibility for the disabled
• Promoting collaboration between researchers and development companies
• Building virtual learning communities that go beyond the bounds of a single organisation

2. BENEFICIARIES

• Education and training organisations
• Local, regional and national employment and training institutions
• Social agents; development companies
• e-Learning experts
• The public at large will be a final beneficiary.

 

3. OBJECTIVES

• To identify existing eLearning resources and define quality criteria.
• To raise awareness of all those involved in eLearning of the need for a European Centre of Excellence in eLearning.
• To create a European Centre of Excellence in eLearning.
• To give professionals and users easy-access to all existing information on eLearning in Europe .
• To promote the design, refinement, trialling, evaluation and dissemination of innovative eLearning products, tools, methods and approaches.
• To refine new eLearning tools, services and products.

 

4. PARTNERS

P1 Balear de Desarrollo y Formación S.L. - BDF (ES)

P2 RKW - RACIONALISIERUNGS UND INNOVATIONSZENTRUM e.V. (DE)

P3 UIB - UNIVERSITAT DE LES ILLES BALEARS (ES)

P4 Greta-du-Velay (FR)

P5 Continuing Education Development Foundation - TAF ( LV )

P6 ICDC-Mjärdevi Science Park (SE)

P7 The MRS Consultancy Ltd ( UK )

 

5. RESULTS AND OUTPUTS

The European Centre of Excellence for eLearning offers access to project outputs to all elearning stakeholders via the www.excellencecentre.net portal. Here you will find a Catalogue of resources selected by partners and their networks throughout Europe , managed by a Database with advanced search criteria.

A Methodology for evaluing elearning resources was created, by which resources in the catalogue are rated and a tool has been implemented permitting automatic rating of new resources.

The Guide to Good Practice compiles the main quality criteria which should be applied in elearning,including standards for elearning providers and for the development of elearning materials, and gives recommendations to the different actors in elearning: experts, developers, centres and final users.

The Virtual Community area offers tools allowing different elearning stakeholders to interact using synchronous and asynchronous communications, exchanging information on different projects or discussions in the area.

The e3 portal also includes a news section, an event calendar, useful links, a glossary and a library where project outcomes can be downloaded.

The partnership extranet includes a whole project management system, for centralised document storage, project resource management and communications.

Dissemination workshops held in York , Riga , Tarragona , Linköping and Le Puy-en-Velay, and the final conference in Frankfurt , were opportunities for the partners to discuss the state of the art and future directions with elearning stakeholders in all partner countries.

Conclusions of the Guide for Good Practice in e-learning

This Guide for Good Practice in E-learning has been developed to foster the development of high quality e-learning in Europe .

An overview of existing quality approaches in education and those under development has been made. Intense efforts have been made by several expert groups and organizations to develop and agree on a quality assurance framework for education and for e-learning in particular. At the same time development of technology standards for e-learning technology background is on the way and some results have already been reached.

We have made an attempt in this Guide to draw up some best practice rules, based on existing experiences and recommendations made by several expert groups. Recommendations for e-learning providing organisations, technology experts, course designers, tutors and learners are included.

Best practice rules are related to a wide area of issues covering general organisation and technology standards, recommendations for learning materials and learner support.

This Guide does not pretend to provide universal recommendations for achieving excellence in e-learning. Nevertheless we believe that it will be a useful contribution to the overall discussion on e-learning quality issues and provide a good framework for the exchange of good practice.

It is important to develop a framework that supports pedagogical diversity and innovation, while promoting the exchange of ideas and e-learning materials. The absence of agreed and compatible ways to describe teaching strategies (pedagogical approaches) and educational goals is a constraint that will hold back the development of e-learning.

 

6. GOOD PRACTICE GUIDE FOR E-LEARNING ACTORS

Organisation Responsible: TAF, RTU, LV

Author/s: Ilmars Slaidins, TAF, LV

Alexandra Pavlovic, BDF, ES

Grace Mayer, BDF, ES

Publication date: November 2004

Copyright: All rights reserved to e3 partnership

 

6.1. Introduction

National and international organisations, academic institutions and individual experts are focused on analysing achievements in e-learning and developing new approaches and frameworks for quality assurance. Several projects and initiatives are currently active in this field. This task is very important because high quality education is a cornerstone of the new knowledge based economy, but quality standards used in other fields are not directly applicable in education. In the developing e-learning field good examples and high quality processes and products have already been created. These need to be analysed and best practice recommendations developed, which is the objective of this Good Practice Guide for all e-learning actors, drawn up after the implementation of a database of evaluated e-learning resources.

The Guide is based on previous research and analysis (WP02), the formulation of criteria and some agreed standards of excellence, described in the Final Report produced in WP02 (Allen, March, 2004). It will serve as reference material for the evaluation and selection of e-learning resources for their inclusion in the European Centre of Excellence for e-Learning catalogue.¹

As a partner in the European Centre for Excellence in e-Learning (e3) project TAF (Continuing Education Development Foundation), Latvia held responsibility for co-ordinating Work Package 03 (WP03).

7. Overview of quality issues in e-learning

To implement the EC Lisbon strategy, improvements in education and training systems are needed. E-learning is recognized to be a very important element in the evolving Information Society and a driving source behind the new knowledge based economy. Striving for excellence in elearning is very important in the context of global economic competition. It is recognised that wider implementation of e-learning could be a key factor

of success ("EU e-learning initiative") "eEurope is a roadmap to modernise our economy. At the same time, through its eLearning component, it offers everyone, but particularly young people, the skills and tools they need to succeed in the new knowledge based economy."

(Romano Prodi, President of the European Commission) The EU e-learning initiative ("EU e-learning initiative") was launched to foster positive changes in education and training systems according to the needs of the Information society. Therefore in most EU research and innovation programs e-learning is a priority. The European e-learning portal http://elearningeuropa.info serves as a promoter of e-learning and provides space for exchanging experience and best practice. E-learning has passed the stage of early development and is now developing in several directions. This situation could be characterized by a high level of innovation, experimentation and search for the best solutions.

There is also a great diversity of application cases, from small e-learning objects and advanced authoring tools for limited use, up to complex integrated, global-scale solutions.

7.1. E-learning definitions

There are several different definitions of e-learning. Some are very narrow identifying e-learning with online learning, others are covering very wide areas of application such as this one from ("Guide to e-learning solutions "): E-learning. The process of formal and informal learning and training activities, processes, communities and events via the use of all electronic media like Internet, intranet, extranet, CD-ROM, video tape, TV, cell phones, personal organizers et cetera.

A definition with a comment on the historical evolution of the term is given in ("E-learning glossary"): E-Learning. Broad definition of the field of using technology to deliver learning and training programs. Typically used to describe media such as CD-ROM, Internet, Intranet, wireless and mobile learning. Some include Knowledge Management as a form of e-learing. Took awhile for the right term to come about, circa 1995 it was all called "Internet based Training", then "Webbased Training" (to clarify that delivery could be on the Inter- or Intra-net), then "Online Learning" and finally elearning, adopting the in vogue use of "e-" during the dot com boom. The "e-" breakthrough enabled the industry to raise hundreds of millions from venture capitalists who would invest in any industry that started with this magic letter.

In this project and Guide the following characteristics of e-learning are used to distinguish the area we are going to cover (Allen, March, 2004): e-Learning is the effective learning process created by combining digitally delivered content with (learning) support and services. e-Learning : the use of new multimedia technologies and the Internet to improve the quality of learning by facilitating access to resources and services as well as remote exchanges and collaboration. (This is a definition from e-Learning initiative of the European Commission.) e-Learning is NOT a database where the student will find all information. Learning is always a process together with other students, using printed and interactive material and with a tutor available. e-Learning : Covers a wide set of applications and processes, such as Web-based learning, computer-based learning, virtual classrooms, and digital collaboration. It includes the delivery of content via Internet, intranet/extranet (LAN/WAN), audio- and videotape, satellite broadcast, interactive TV, and CD-ROM.

7.2. Quality approaches in e-learning

E-learning is a new evolving field where well established standards and recognized good practice rules do not yet exist. Especially so, as e-learning practice is changing very fast, eagerly acquiring the newest emerging technologies, applying various advanced pedagogical and organizational principles, meaning that it is very difficult to set strict rules and standards. Still there are already some clear principles, which need to be agreed upon and promoted, in order to foster successful development of e-learning practice.

Roots of e-learning lie in several fields, such as education and training, open and distance learning, information and telecommunication technologies, knowledge management, quality control and others. Therefore good practice and standards in all these fields are in many cases applicable to elearningas well. A common framework needs to be developed for quality concepts (standards or codes of conduct) related to resources (learning materials, staff etc.) and processes (information, administration, course design, tutoring etc.) in e-learning. Quality concepts and standards need to be developed and integrated within e-learning services. They should become seamless to learners but become a rule and habit for staff. All participants should be able to follow best practice rules defined for their particular role in the e-learning process. The user should not have to worry about standards and quality frameworks.

At the same time, as recognized in (Ehlers, 2004) by Ehlers there are both different meanings and different levels of quality (context-quality, structure quality, process-quality, output-quality or impact-quality.) Different actors in e-learning perceive quality in different ways. Ehlers classifies 7 fields of quality – Tutor support, Collaboration, Technology, Costs/benefits, Information transparency, Course structure, Didactics. All these aspects

have to be considered when considering quality in e-learning. Open and distance learning (ODL) as well as e-learning should be treated as a system consisting of many elements. The system approach to ODL was analysed by M. Moore in (Moore & Kearsley, 1996). It was stressed that system elements are interlinked and for the proper functioning of the system all elements must be in place and function well. From the quality perspective this means that it is not enough, for example, just to provide high quality e-learning materials, but that an appropriate support system and course administration (to learner needs and existing materials) must also be used. The evaluation and maintenance of quality in e-learning is not simple, as is stressed in ("British association for open learning (baol) quality mark"): “…the complexity and multiplicity of current open and flexible learning provision, which includes e-learning, leads to real difficulties. There are so many components to a typical open learning program used to create numerous blends that it is difficult if not impossible to offer prescriptive standards to assure the quality of learning outcomes in all situations. For example it is a common misconception that quality assuring a set of learning materials will assure the quality of the learning outcome. In practice other factors such as learner support or the overall management of the program can have a significant impact on what learners achieve. High quality materials used inappropriately do not assure success. Poorer quality materials in conjunction with high quality support may achieve the required results.”

An 8 dimensional, system-based framework for e-learning proposed by Badrul Khan (Khan, 2003) contains institutional, pedagogical, technological, interface design, evaluation, management, resource support, and ethical dimensions:

1. The institutional dimension is concerned with issues of administrative affairs (e.g., needs assessment, readiness assessment, organization and change, budgeting and return-on investment, partnerships with other institutions, marketing and recruitment, admissions, financial aid, registration and payment, graduation, and alumni affairs), academic affairs (e.g., accreditation, policy, instructional quality, faculty and staff support, workload, class size and compensation, intellectual property rights, etc.) and student services (e.g., pre-enrolment services, orientation, advising, counselling, learning skills development, services for students with disabilities, library support, bookstore, tutorial services, mediation and conflict resolution, social support network, students newsletter, etc.
2. The pedagogical dimension of e-learning refers to teaching and learning. This dimension addresses issues concerning content analysis, audience analysis, goal analysis, medium analysis, design approach, organization, and instructional methods and strategies. Various e-learning methods and strategies include: presentation, demonstration, drill and practice, tutorials, games, story telling, simulations, role-playing, discussion, interaction, modelling, facilitation, collaboration, debate, field trips, apprenticeship, case studies, generative development and motivation.
3. The technological dimension of the framework examines issues of technology infrastructure in e-learning environments. This includes infrastructure planning (e.g., technology plan, standards, metadata, learning objects, etc.), hardware and software (e.g., LMS, LCMS, etc.).
4. The interface design refers to the overall look and feel of elearning programs. Interface design dimension encompasses page and site design, content design, navigation, usability testing and accessibility.
5. The evaluation for e-learning includes both assessment of learners and evaluation of the instruction and learning environment.
6. The management of e-learning refers to the maintenance of the learning environment and the distribution of information.
7. The resource support dimension of the framework examines the online support (e.g., instructional/counselling support, technical support, career counselling services, other online support services) and resources (i.e., both online and offline) required to foster meaningful learning environments.
8. The ethical considerations of e-learning relate to social and political influence, cultural diversity, bias, geographical diversity, learner diversity, information accessibility, etiquette, and the legal issues (e.g., policy and guidelines, privacy, plagiarism, copyright, etc.).

The purpose of this framework is to help designers to think through every aspect of what they are doing during the various steps of the e-learning design process. As the scope of e-learning design expands, design projects change from one-person operations to complex team efforts. The e-learning framework can be used to ensure that no important factor is omitted from the design of e-learning, whatever its scope or complexity. The traditional division of roles between customer and service provider that applies to other services cannot be applied to e-learning or to any other learning provision. Learning is collaboration and “co-production” between the learner (customer) and the provider of the learning service (PREAU, 2002). Quality service can not be provided without the active involvement of the customer (learner). This means that there must be some agreement (contract) between the learner and the e-learning service provider on mutual responsibilities. If this is not the case, even the highest quality elearning service cannot ensure satisfactory results. If a company is interested in training its staff but does not have in-house training facilities, the situation could lead to a three-party agreement between:

• The company ordering and paying for the training
• The organisation providing the training
• The learners themselves (employees of the company ordering the training).

Each learner has their individual needs and interests and the motivation to take an e learning course could also be different. On analysing quality issues from a learners' perspective it can be seen that all learners can be classified into 4 typical groups. Classification into these 4 groups of learners with similar profiles resulted from statistical cluster analysis methodology (Ehlers, 2004):

• Individualists are very much content oriented. They appreciate high-quality study materials and prefer self-directed learning with individualized learning scenarios. Such learners do not need faceto- face (f2f) tutorials, interaction and support.
• Result oriented learners value highly work-integrated learning and learning for practical purposes. They do not need f2f tutorials, interaction and support.
• Pragmatic learners are orientated to fulfil their needs and prefer to receive a lot of information and advice from the tutor.
• Avant-gardist learners are mainly oriented towards interaction, discussion and communication. They like different media and technologies, virtual learning groups. Such learners also prefer to receive individual support, information and advice from the tutor.

As a result, we can say that the high quality e-learning course/service should be a flexible tailor-made solution fitting particular learners' needs. In this sense “good for all” does not mean “the same for all”, but rather “adjustable to the needs of particular students”. Such courses will be very complex, both pedagogically and technologically. The cost of designing, developing and delivering such courses may be very high.

The great diversity of e-learning solutions in kind and scale makes them difficult to compare. One possible solution in the search for e-learning quality is expert evaluation. One example is the Brandon Hall Quality Award. They have published material on best learning practices recognized by groups of experts. Example cases are grouped in 5 categories:

• Planning and Development (business case, content development process, connecting to business strategy).
• Enterprise-Wide Learning (large-scale implementation, training along the supply chain, conversion of classroom training to elearning).
• Course Design (blended e-learning design, course design in educational settings).
• Implementation (pilots, e-learning introduction, long-term implementation).
• Managing Learner Participation (managing e-learner progress, competency management, curriculum maps).

The Joint eQuality Committee of two international non-profit e-learning organizations reached an agreement (May 2004) on the development of comprehensive standards for quality in e-learning. These organisations are

EIfEL (European Institute for E-Learning), representing the European Union, and LIfIA (Learning Innovations Forum -Forum d'Innovations d'Apprentissage - Foro de las Innovaciones que Aprende), representing the Americas . They produced the Open eQuality Learning Standards, Guidelines abbreviated as the Open eQLs ("Open equality learning standards"), which appear to address all e-learning actors. These standards are consumer oriented, but at the same time based on consensus with providers. Standards are comprehensive and include all elements of the learning system, but at the same time are claimed to be flexible and adaptable. It is important to distinguish between technology standards and the quality of the e-learning resources/processes themselves. Technology standards are necessary to maintain functioning of infrastructure, interoperability and reusability of resources. They should be as invisible to the user as the telecommunication technology standards used in telephony. Only the companies designing and producing telecommunication equipment and technology experts in telecommunication services need to know and implement these standards. It is the normal best practice rule for them to apply agreed technology standards. Telephone users and even most telephone service provider staff members have no idea which technical standards are used or how they are applied in practice. The same applies to e-learning.

Standards models currently in use are product oriented and process oriented – as described in the CEN/ISSS workshop report on Learning Technologies – Quality Assurance Standards CWA 14644:2003 (Cen/isss workshop report on learning technologies – quality assurance standards, 2003). A new framework has been proposed for Quality Assurance in technology based learning. It contains 12 points, namely: strategic

planning, framework/programme, cooperation, course development, marketing, introduction or start of educational activities, introduction (information and training), realization, student support, teacher support, central database and evaluation.

The Framework focuses mainly on the analysis of design and development processes:

• Institutional Support,
• Course Development,
• Teaching/Learning,
• Course Structure,
• Student Support,
• Faculty Support,
• Evaluation and Assessment.

There are still doubts on the real reusability of e-learning materials. It is an intention of large companies/consortiums to raise cost efficiency in material production by combining once produced learning objects in new courses.

Application of standards is also part of the focus of this project. This project is utilizing current standards models from CEN, IMS, EifEL , ETB Quality Criteria, BAOL and DESIRE.

Quality criteria used in this project to select resources to be included in a European Centre of Excellence database are based on those used in the CEN/ISSS workshop report on Learning Technologies – Quality Assurance Standards CWA 14644:2003 standard framework.

7.3. Resource categories 

The collection of information on existing e-learning resources should focus on products, such as learning technologies, materials and learner support mechanisms that meet the determined standards of excellence and also resources that enable the processes outlined in the standards to be achieved, or which support their implementation. Resources were therefore grouped as:

• Enabling Technologies,
• Materials Production,
• Learner Support,
• Resources Enabling the Implementation of Standards.

Enabling technology is a resource which “supports the provision of education or training by providing frameworks or systems for managing or creating learning information”. Examples of this are:

• Learning management systems (LMS),
• Authoring tools,
• Learning content management systems (LCMS),
• Virtual Learning Environments.

The category of Materials Production includes:

• Learning Materials,
• Online courses,
• Bite-size learning materials and learning objects.

The Learner Support category contains:

• Courses/training with built in blended approach,
• Some Virtual Learning Environments for support,
• Learning support platforms/systems,
• Learning management systems with learner support,
• Synchronous conferencing systems,
• Resources that demonstrate learner induction, on-going support and assessment.

Resources Enabling the Implementation of Standards are “resources to enable development of high quality e-learning (process focus)”. These are:

• Associations dealing with e-learning professionals,
• Standards bodies,
• Useful databases.

Based on research (Allen, March, 2004) excellence standards were defined in this project, serving as criteria as to which e-learning resources should be selected for inclusion in the database.

 

CONCLUSIONS

Quality in e-learning must be treated as a complex issue. There are several aspects of quality and different actors have different viewpoints. Even if looking from the perspective of the learner, needs, learning styles and motivation are different and it is impossible to define one good quality standard for e-learning study materials and processes. It is important to consider e-learning as a system in which all elements (parts) are important for reaching high quality.

Quality standards for e-learning resources and processes must be distinguished from technology standards used in the provision of e-learning.

However both must become a code of practice for service providing staff, but their application must be seamless to users.

In the provision of education and training, an important aspect is that this process cannot be treated as a usual service provider– customer case. In essence it is some kind of co-production where both counterparts (training provider and learner) must agree on they are going to achieve and what will be the contribution (obligations, efforts) of each partner to reach the result.

Therefore traditional quality management and control systems cannot be applied directly to e-learning.

Some common principles and frameworks to follow in the provision of elearning could be defined, such as those proposed in the CEN/ISSS workshop report on Learning Technologies – Quality Assurance Standards CWA 14644:2003 (Cen/isss workshop report on learning technologies – quality assurance standards, 2003). This framework is applied in this project to develop the selection criteria for e-learning resources to be included in a European Centre of Excellence database. As resources differ, different criteria have to be applied to different resource groups. The following are the Resource groups that have been chosen:

•  Enabling Technologies,

•  Materials Production,

•  Learner Support,

•  Resources Enabling the Implementation of Standards.

 

8. GOOD PRACTICE IN E-LEARNING – STRIVING FOR EXCELLENCE

There are international, european and national organisations defining standards and good practice codes for companies and organisations in general and for e-learning in particular. These standards and codes are very diverse. They are applicable to organisations and companies as a whole, as well as to courses, learning materials, technologies, e-learning processes and the competences of experts involved in particular. Based on these standards and codes we present here some guidelines for organisations providing e-learning, course designers, technology experts, tutors, as well as for learners.

 

8.1. Standards for e-learning providing organizations

Different models for maintaining quality in education, and in particular in e-learning, exist in different countries but not one recognised best approach yet. Here are just a few examples on proposed models and standards which could be useful for e-learning organisations.

There are general quality standards and approaches such as, for example, Total Quality Management (TQM) for quality management in organisations and the ISO 9000 standards. Unfortunately the ISO 9000 quality standards are not specifically applicable to e-learning organisations (PREAU, 2002). They are management oriented and ensure quality of processes as well as presupposing the willingness of the service provider to improve these processes. At the same time, it does not guarantee a definite level of quality in the results of the service provided.

European Foundation for Quality Management has developed the Excellence Model ("EFQM excellence model") for organisations striving to achieve excellence. The model is based on TQM principles and contains 9 criteria: Leadership, Policy and strategy, People, Partnerships and resources, Processes, Customer results, People results, Society results, Key performance results. The most important criteria of the model are recognized to be Customer results (20% share), Key performance results (15%) and Processes (14%). Customer satisfaction needs to be systematically reviewed, measured and evaluated. The same applies to Key performance results for organisations, achieved by following the stated policy and strategy in respect to their customers. Excellent organisations have to design, manage, improve processes in order to fully satisfy, and generate increasing value for, customers and other stakeholders. Products and services have to be designed and developed based on customers needs. To provide excellent quality in all respects people involved in providing services and creating resources must have appropriate qualifications and competences in e-learning. Reviewing of results and self-evaluation on regular basis must be a key issue for every organisation striving for excellence.

The Excellence Model promoted by the European Foundation for Quality Management has been adopted as the basis for the Quality Mark ("British association for open learning (baol) quality mark") approach developed by The British Association for Open Learning (BAOL). A particular feature of the use of the Excellence Model is self-assessment. Using the adapted criteria that BAOL developed for open and flexible learning, self-assessment provides a powerful and valuable process to audit and review existing provision and the development of action plans for performance improvement. BAOL specified a second stage of onsite verification to complete the process to provide the basis for recommendations for the award of the Quality Mark.

An Expert group under the auspices of the French organisation PREAU has developed a learning path model for quality evaluation consisting of 8 consecutive phases with 24 related support activities and 116 associated rubrics (PREAU, 2002). This approach fits well within the framework proposed in (Cen/isss workshop report on learning technologies – quality assurance standards, 2003). The first two phases are prior to training. The next 5 phases are related to training delivery and the last one is an evaluation after training delivery.

The phases are the following:

1. Information . Client (individual learner or organisation) explores the training offer available in the market.
2. Negotiation . Contract between client and training body is negotiated and signed, stating client requirements and supply specifications.
3. Information for individual learner on content of training offer and training organisation.
4. Negotiation with individual learner on his/her needs, motivation, prior learning and agreement on appropriate training path.
5. Initiation . In this phase the learner receives all necessary information on the training process, learning needs and technical assistance, as well as the good practice code etc. At the end of this phase learner is able to enter the initial delivery phase.
6. Delivery of e-learning . This is usually the longest phase in the sequence. It consists of individual and collective learning activities, learning support and feedback, motivation and monitoring, formative and summative evaluation.
7. Validation audit of delivered quality. This an important final phase of delivery when the training organisation, facilitator (tutor) and learner provide an audit on whether or not the initial training proposal (contract) has been respected.
8. Evaluation . On-the-spot assessment of the training effectiveness and learner's satisfaction is evaluated. This is called “received quality”. Post-training evaluation of “perceived quality” is also provided. In this evaluation 3 parties are involved: the company or organisation ordering training for their staff, the learner and the organisation providing training.

The conclusion is that for maintaining high quality, the training process must contain all 8 phases in the right sequence where all of the following elements are present (PREAU, 2002):

• Taking into account client's request;
• Needs analysis;
• Definition of training and pedagogical objectives;
• Elaboration of a solution which takes into account all organisational, cognitive and psycho-pedagogical parameters of the learner;
• Inclusion of an evaluation procedure to accompany the learner as effectively as possible and to measure the degree to which the formulated objectives have been attained.

The Institute of IT Training (IITT) has developed and is promoting standards within the field of IT based training including e-learning. This Institute is providing accreditation of e-learning provider organisations based on the ITTT Code of Practice ("Ittt code of practice"). The Code of Practice states that the publicity and promotion of the e-learning provider organisation must be clear and true. The Client (individual learner or organisation) must be provided with comprehensive information related to the course. If a course is provided for learners within a client organisation then information on the role of the client organisation, facilities needed and other issues, must be available. The training provider must ensure that learning materials comply with IITT standards, and that course developers and tutors have the appropriate competences stipulated by the IITT. The Code of Practice also requires that the provider make the client aware of the issues and implications associated with compliance with technical standards for interoperability with learning environments. As e-learning provision is not a simple customer – service provider relation, but more like a co-production (Ehlers, 2004; PREAU, 2002), active participation of learner in the process of learning provision is very important to reach good results.

 

CONCLUSIONS

E-learning provider organisations should implement one of the quality control/management models such as, for example, BAOL Quality Mark based on self-assessment, and follow best practice guidance such as, for example, the Code of Practice promoted by the IITT. They should follow the framework described in the CEN/ISSS workshop report on Learning Technologies – Quality Assurance Standards CWA 14644:2003 (Cen/isssworkshop report on learning technologies – quality assurance standards, 2003) and the Open eQLs Guidelines ("Open equality learning standards "). Learning provider organisations must focus on client and learner needs. They must treat learners as partners in co-production of knowledge. Organisations must provide true and full information. The client/learner must be made aware of what the training will be like and what competences will be achieved.

The most appropriate learning strategy must be designed and the most appropriate technology chosen, leading to agreed learning outcomes. Enabling technology tools must be reliable, adaptable to learner needs and various pedagogical approaches. Technology must comply with agreed standards fitting into infrastructure.

The Learning provider must use high quality learning materials adaptable to individual needs and complemented with appropriate learner support and assessment systems/tools.

Organisation must have a well-trained, competent and motivated staff aiming to serve the client. Quality evaluation and control of all processes must be provided, widely applying self-assessment. Be innovative and a learning organisation.

 

9 RECOMMENDATIONS AND STANDARDS FOR TECHNOLOGY EXPERTS

E-learning is technology based learning. At the same time many experts agree that technology is just a tool used to implement a chosen teaching/learning strategy.

In this project all resource groups wishing to be included in a European Centre of Excellence database are related to technologies. Enabling technology supports the provision of education or training by providing frameworks or systems for managing or creating learning information. These are Learning Content Management Systems (LCMS), Learning Management Systems (LMS), Virtual Learning Environments, Authoring tools, etc. In the category of Materials Production several authoring tools are used, as well as LCMS and LMS containing such authoring tools. Among the tools used for material production should be mentioned multimedia development tools, tools for creating simulations, streaming audio and video, etc. In the Learner Support category stand alone Virtual Learning Environments (VLE) or VLE as a part of LMS are used. There are also other IT&T tools used in e-learning for learning support such as e-mail, telephone, computer conferencing, audio conferencing, video conferencing and many more.

There is also technology tools used for assessment, self-evaluation, feedback, etc.

Resources Enabling the Implementation of Standards may include electronic databases and other technology tools.

Users of e-learning technology tools are very diverse. These are learners, tutors, administrators, instructional designers, content experts, moderators etc. They are not necessarily technology experts and the tools must be simple in application for people with only basic IT skills and training.

Technology experts are those providing advice, assistance, training and maintenance. They are involved in selection, purchasing and installation of technology tools. Therefore they must be aware of what is needed for a good e-learning setting. They must advise managers, trainers, course designers and support staff on which technology tools can best serve their needs. They must provide training needed and assistance on how to use technology tools. Technology experts are those taking care of the maintenance and smooth running of the whole system. This is very important because e-learning is technology based and any malfunction of the technology system can disturb or even destroy the whole learning process.

Technology tools/systems used in e-learning should fit together. An elearning educational environment can be presented from a systems perspective on how it fits together in a technological sense. Hub and Jigsaw models are proposed in (Paulsen, 2003). In the Jigsaw model e-learning tools comprise a chain of four systems:

• Content Creation Tools (CCT) or Authoring tools;
• Learning Management Systems (LMS) or Learning Content management System (LCMS);
• Student Management Systems;
• Accounting Systems.

Interoperability here is a key issue. These e-learning systems may be partly overlapping, exchanging data with each other and/or working closely together.

In many real cases a LMS is a product offered by software companies as a starting point for development of an e-learning delivery system. It is very important at this stage to provide interoperability of the LMS with the most popular authoring tools and compliance with technology standards.

In many cases these systems are currently operating separately, with little or no linking together. Integration of these systems is a crucial task for future. Most software companies producing e-learning tools are working with this strategic perspective.

There are many companies offering e-learning tools and systems. An overview of Learning Management Systems and authoring tools used in 113 European institutions is made in (Paulsen, 2003). The choice is very large and the offer must be carefully analysed from several aspects.

According to recommendations, technology experts must pay attention to the six principles for accessibility in e-learning ("The way to e-learning excellence", 2004):

• Allow for customisation based on user preference;
• Provide equivalent access to auditory and visual content based on user preference;
• Provide compatibility with assistive technologies and complete keyboard access;
• Provide context and orientation information;
• Follow IMS specification and other relevant specifications, standards and/or guidelines;
• Consider the use of XML.

In this project criteria are set for the evaluation of e-learning systems and tools (Enabling Technologies) based on the CEN/ISSS workshop report on Learning Technologies – Quality Assurance Standards CWA 14644:2003 framework (Cen/isss workshop report on learning technologies – quality assurance standards, 2003). According to this framework two groups of criteria related to Infrastructure and Design are chosen.

System or technology tools must be reliable with appropriate reservation, backup and proper maintenance in place. The system must be adjustable to the needs of different target groups, learning objectives and pedagogical approaches.

There must be learning process administration, management, monitoring and control tools for all actors involved, as well as assessment and performance evaluation tools. A variety of individual and group communication tools must be available.

Systems/tools must fit the existing technical infrastructure of institution and users (hardware, software, network, bandwidth etc.). It must comply with technical standards and be compatible with other systems/tools. Upgrade opportunities and the possibility of migration to another platform must be taken into account.

Navigation and the interface of the system/tool must be user friendly, simple and intuitive with a well-designed layout. Learners must be able to interact within the learning environment with other learners and tutors.

The interface must meet accessibility criteria for special user groups and installation opportunities for special input devices.

CONCLUSIONS

A variety of technology tools are used in e-learning provision and these may be related to several resource categories (Enabling technologies, Materials production, Learner support as well as to Resources Enabling the Implementation of Standards). Technology experts maintain the technological background of e-learning and are responsible for the interoperability and proper functioning of all systems/tools. They are responsible for advising managers/designers/tutors on the choice of appropriate systems/tools compliant with technology standards, learner needs, pedagogical and administration needs. Technology experts must be aware of the application of agreed technology standards maintaining the interoperability of systems/tools, reusability of elearning resources and opportunities to migrate to an upgraded version or another system.

 

10 STANDARDS FOR LEARNING MATERIALS

Learning material is one of the cornerstones in e-learning. In many cases good e-learning is perceived simply as a well designed interactive multimedia-rich learning material available online, neglecting support and administration etc. The quality of learning materials definitely determines course quality; therefore care must be taken to produce high quality learning materials, besides other factors.

For the purposes of this project, a complete e-learning course, a bite-size learning material or a learning object are all classified as learning materials. Several organizations have developed standards and recommendations related to learning materials already and this process is continuing. Some recommendations will be formulated based on these existing documents.

The Institute of IT Training has developed standards for e-learning materials ("ITTT code of practice"). The standard focuses on 7 key areas: integral learner support; content; learning design; pre & post assessment; navigation; usability; media quality and technical quality. The e-learning materials standards are applied when assessing an applicant for accreditation under the Institute's e-learning provider programme. Integral learner support means that the learner is provided with an introduction to the course, giving the main information and instructions on using the course. Course content must be sufficient to achieve learning objectives, well structured, appropriate to the learner audience, accurate and stimulating, free of errors and not violating copyright. The learning design must satisfy the needs of learners with different learning styles, use appropriate methods and media, and built-in interactivities. Tests, exercises and assignments are included in learning materials to ensure that the learner has achieved all learning objectives. Learning materials must comply with best practice in regard to navigation and usability. The learner must be able to move forward/backward through the learning material and easily indicate location. Text must be well readable, divided in smaller chunks where appropriate. Care must be taken to maximise accessibility for learners with disabilities. Choosing images, sound, video and other multimedia files minimum specified bandwidth must be taken into account or appropriate instructions and alternatives proposed to learner. Learning material must be free of software bugs and allow proper presentation at minimum supported computer specification and display resolution. For more detail description please go to ("ITTT code of practice").

The new reference document ("The way to e-learning excellence", 2004) has been produced by the National Learning Network (NLN) Materials Team (UK) at the British Educational Communications & Technology Agency (Becta). The aim of the document is to share the procedures that are followed to ensure that e-learning materials commissioned for the NLN are of the highest quality possible. The guidelines cover pedagogy, accessibility (both design and technical requirements), technical standards and quality assurance.

It is also important to recognise that learners may have different previous knowledge and experiences, different needs and learning styles. Thus learning materials must allow adaptation and individualisation of learning as far as possible.

To design good e-learning study material there is a need for a wide spectrum of competences from pedagogy, psychology, technology, art and media, as well as needs analysis, marketing and the subject area itself. Therefore the development of learning materials is in most cases organised as teamwork between several experts from different fields.

Instructional designers are those who plan, design and implement elearning solutions. They have to (PREAU, 2002):

• plan learning – matching learning needs to learning activities;
• design learning support – matching learning activities to learning resources;
• manage provision – matching market (internal / external) to learning provision;
• manage learning resources – matching knowledge to learning resources.

Content providers are those who participate entirely in material production for e-learning. They must have competence in open and distance learning pedagogy and in diverse media features used for course production and delivery. Content providers have to be good experts in a particular subject area, and experience in pedagogy is very welcome as well.

The NLN recommends developing e-learning materials as a combination of small units (chunks) or “learning objects”. Each of these small units is planned to reach one learning objective and learning time is from 10 to 30 minutes with optimum length of about 20 minutes ("The way to e-learning excellence", 2004). Each unit must contain three elements:

• An information (content).
• An activity (exercise or task).
• Test (assessment).

These elements are used to develop a clear learning strategy but not necessarily in a linear format. The assessment component ensures that learning has actually taken place.

The Joint eQuality Committee Guidelines called the Open eQuality Learning Standards, abbreviated as the Open eQLs also include brief recommendations for learning materials ("Open equality learning standards"):

“Teaching / learning materials are prepared by qualified content experts (author identified) working with qualified design experts (identified), readily available, learner friendly, interesting in content and layout, well-organized, free of cultural, racial, class, age and gender bias, accessible to those with disabilities, free from errors, adaptable to learner needs and abilities.”

Based on recommendations from several sources and research provided in this project (Allen, March, 2004), criteria for good learning material have been formulated. These criteria are grouped under the following titles:

• Information
• Content
• Learning design
• Navigation
• Usability
• Technical and media quality
• Accessibility
• Technical specifications
• Ease of use

Every course must have introductory unit such as “Course Information” or “Introduction to the Course” with instructions on how to use the course ("ITTT code of practice"; PREAU, 2002). The learner must be able to access the introduction and instructions at any stage in the course. The introduction to the course should include at least the following [14]: the purpose of the course, target audience, prerequisites, learning objectives, structure of the course, estimated study time, technology and skills requirements, features of delivery and learner support. There must be clear instructions and/or training available on how to use learning materials and associated technologies (installation), how to get technical support and assistance.

Main criteria concerning content:

• Content of the learning material is produced by an authoritative source. It is accurate, reliable, valid, up-to-date and free of spelling and grammatical errors. It reflects impartiality and is free of intended or unintended bias.
• Material is written at a level appropriate to the specified audience. It uses vocabulary, language and cultural references appropriate to the target user.
• Material is structured into small units and arranged into a sequence and/or hierarchy that facilitates learning. All units include an overview and summary.
• Material is lively, stimulating and enjoyable.
• Learning material does not violate existing copyrights.
• Information presented is sufficient to allow the learner to reach the learning objectives.

Using a variety of approaches learning material should be learner-focused and designed to satisfy the needs of learners with different learning styles.

Adequate provision is made in the design for the learner to:

• reflect on, review and digest new learning.
• apply new knowledge and practise new skills.
• assess their progress.

Methods and media are selected appropriately according to their suitability in helping the learner to achieve the particular learning objective. Sufficient tests, exercises or assignments are included to ensure that the learner has achieved all of the learning objectives.

Opportunities for meaningful user interaction are provided regularly throughout the course, whether built-in to the materials or through communication with other learners and tutors.

Where interactivity is built-in to the materials:

• questions are set at a level appropriate to the audience and their degree of progress so far in the course
• questions are clear and unambiguous
• multiple-choice questions include plausible distractors (answers which seem like the right ones)
• feedback is comprehensive, helpful and, where possible, directly related to the learner's answer.
• Where appropriate, the materials include an optional facility for preassessment of the learner's existing knowledge, skills or attitudes.

Where pre or post assessments are employed:

• it is clear where results are stored and how they will be used.
• it is clear if the assessment is to be timed.
• the learner has the opportunity to revise their response to each question before confirming their answer.
• the tests, exercises or assignments adequately cover all of the learning objectives.
• the tests, exercises or assignments accurately measure achievement of the learning objectives.
• at the end of the assessment, the learner is provided with feedback on their results and advice on how best to proceed from that point.

The learning material should:

• provide motivating features (e.g. by allowing learners to set their own goals, or by relating the learning to their work);
• allow routing through the learning material to by-pass what is already known or is not required;
• enable learners from a variety of backgrounds to relate to the content by ensuring that portrayal of society reflects its diversity
• take the learner from the known to the new learning in appropriately sized stages
• offer opportunities to apply newly-acquired knowledge and skills in real or simulated settings
• be designed to engage the learner in participative learning
• encourage interactions and dialogue with others
• make the learning relevant to the learner, interesting, enjoyable or fun
• allow self-assessment and regular feedback
• allow learners to monitor, record and steer their progress through the package
• allow learners where appropriate to add to and contribute towards an organic learning resource…

10.1. Navigation ("ITTT code of practice")

• Units are structured in small elements so that learners can easily leave and return to the current point, using a book-marking facility or a system of menus.
• Unless otherwise notified by a managed learning environment from which the materials are accessed, the learner is provided with an indication of those units of the course that they have not yet visited, partially completed or fully completed.
• Where screens are displayed in sequence, buttons are available to permit the learner to proceed forwards and go back to previous screens, and an indication is provided of the position in the sequence of the current screen and of the total number of screens.
• Buttons are provided to allow the learner to exit the current section, move upwards within a hierarchy of menus and, from the top level, to exit the course.
• Buttons are available to provide the learner with access to help and/or hints, ideally directly but, if not, by returning to a higher level within the course.
• Where possible and appropriate, the learner is provided with the facility to play, pause, stop and restart any audio or video associated with the current screen.
• With web-based delivery, longer pages that require scrolling include a ‘back to top' button. Pages that, at normal font sizes, are longer than two screen lengths are broken into meaningful chunks and include a table of contents at the top.

10.2. Usability ("ITTT code of practice")

The course conforms to best practice with regard to readability:

• text is legible against the background
• appropriate fonts are selected
• text is at a legible size, given the most likely screen resolution and monitor size
• text is surrounded by sufficient space
• lines of text do not exceed 60 characters in width
• the material is chunked such that, normally, no more than 5-9 points are made in any one chunk
• lists and bullet points are used in preference to large amounts of prose

Care is taken to ensure the learner is not disorientated:

• there are no more than three levels of menu before reaching course content the need for scrolling is minimised, particularly horizontally (given normal font sizes)
• page layout, design and navigational controls are consistent throughout the course

 

10.3. Technical and media quality ("ITTT code of practice")

The program must be free of software bugs and broken links. At the specified minimum bandwidth:

• Video or audio (where used) must display without break-up;
• Page refresh (excluding the loading of any content graphics, animations, applets, movies, sound files or documents) is sufficiently quick so as not to risk losing the learner's attention;
• Pages must display properly at all of the supported screen resolutions;
• Images must display intelligibly at the minimum supported colour resolution;
• Where delivered as a web application, the program runs without error on all supported brands and versions of browsers and browser add-ons such as plug-ins;
• The program runs without error on all supported types of computer, at the minimum supported specification.
• At the specified minimum bandwidth, the time taken to load any image, animation, applet, movie, sound file or document is acceptable given the instructional purpose.
• If the delay is likely to exceed 10 seconds, the learner is provided with:
  o in the case of images, a thumbnail version
  o an estimate of the time needed for download
  o reasons why the download will be beneficial
  o the option, if feasible, to skip the download, or select a low bandwidth
  or offline alternative
• Audio is free from unnecessary hiss, page turns, lip smacks and other extraneous noise and is not clipped at the front or the end;
• Where animation is employed, it serves a functional purpose and is not distracting.

10.4. Accessibility

E-learning solutions must foster social inclusion for the disabled and not, in contrast, create even more discrimination with the introduction of learning technologies. It should follow the principles developed in the European Charter for social and digital inclusion elaborated by a group of experts in the framework of “e-learning for e-inclusion” project under the EC elearning initiative ("E-learning for e-inclusion. Eu e-learning initiative project"). It is stressed in several documents that special care must be taken to maintain accessibility of e-learning for disabled persons. The accessibility issue is taken into account in developing new technologies as well.

Accessibility to learning materials must be ensured also for users having outdated hardware and software at their disposal. Some minimum requirements for user hardware /software specifications must be fixed and learning materials tested in such conditions.

Standards for usability and accessibility are evolving all the time.

Technology experts and course developers are asked to comply with some guidelines and standards to enable optimum accessibility to and usability of the materials that are developed. Potential learners will include those with physical, language or cognitive disabilities, and those who are blind or visually impaired and people who are hard of hearing or deaf. Some learners may have multiple disabilities.

According to the rules of the National Learning Network (NLN) learning materials should be accessible to people with disabilities ("The way to elearning excellence", 2004):

• Be Bobby approved ("Bobby"); Conform to the W3C Web Content Accessibility Guidelines ("W3c web content accessibility guidelines"), ‘Double A' minimum, ‘Triple A' preferred;
• Recognise the working document IMS Guidelines for Developing Accessible Learning Applications ("IMS guidelines for developing accessible learning applications");
• Comply with WAI guidelines for CSS, XML or any media for the creation of material ("WAI guidelines");

Validation of materials should be carried out by a variety of methods including:

• HTML WC3 (Strict) or similar e.g. XHTML. Style sheets ("W3c css validation service");
• A range of other appropriate tools such as the Wave, Aprompt, Lift ("Evaluation tools").
• An accessibility statement in HTML (or a clear link to it) must be provided at the beginning of the learning unit.

10.5. Technical specifications

Learning materials should correspond to appropriate SCORM specifications.

From the perspective to comply with SCORM here are some guidelines for instructional designers:

• Chunk your content so that sections can be reused.
• Do not refer to a previous lesson if it appears in a different content object.
• Determine how the reusable content can be effective without context-specific information.
• Design Sharable Content Objects (SCOs) for content that requires data about the learner's experience with the SCO to be tracked.
• Design assets for content that is launched by the LMS but does not require data to be tracked about the learner's experience.
• The best way for course designers is to collaborate with technology experts familiar with SCORM to determine how to organize the content.

 

10.6. Ease of use

The learning material should be easy to use and logically sequenced. The materials should take a consistent approach to layout and interaction using menus for the shell of the learning materials and one of the following:

• menu-driven dialogues
• form-driven dialogues
• direct manipulation dialogues (e.g. for simulations) plus popup/ pull-down menus
• Easy means for the learner to return to homepage, intermediate stage or map

Learning should also offer learners the possibility of following alternative routes (see learner-centred focus above.) The NLN Materials Team uses quality controls to ensure that materials are of high quality, meet all guidelines, and are fit for purpose. These controls include ("The way to elearning excellence", 2004):

• close management of the projects,
• prototype development,
• technical and accessibility testing
• regular end-user reviews.

CONCLUSIONS

Summarising several standards and guidelines for e-learning materials, we can make the following recommendations:

• Learning material must start with “Course information” containing main information on course.
• Content of learning material is appropriate to target audience, accurate, free of errors and any bias. Material must be sufficient to reach learning objectives and structured in small units.
• Appropriate delivery media and learning strategy is used stimulating active learning with interactivities, feedback, communication with other learners and tutors, self-assessment and altogether ensuring enjoyment and motivation to learner.
• Learning materials must be learner focused and must comply with individual learner needs and learning styles.
• Assessment tools are appropriate and provide accurate evaluation on how learning objectives are reached.
• Layout and navigation must be consistent through the course, easy to use and intuitive, allowing the learner to move easily back and forth in the material, activities, tests etc. Text must be readable and complemented with narrative.
• Multimedia content must be appropriate for stated minimum bandwidth requirements, not creating disturbing delays, errors and allowing alternative choices (skip, thumbnails etc.)
• Accessibility to learning materials must be ensured for people with disabilities and those with outdated hardware and software.
• Materials must comply with agreed technology standards ensuring interoperability and reusability.

11. RECOMMENDATIONS FOR LEARNER SUPPORT

In the category of tutors could be mentioned teachers, trainers, moderators, facilitators, mentors and other staff providing learning support.

Installation and maintenance of technical (ICT) infrastructure are not included here in learner support but in the sections relating to course instructions, technical experts and organisation.

Learning support is a very important component of e-learning and very much demanded by many learners (but not all!). There must be special training on tutoring and e-moderating provided for this category of staff.

It is stressed by several authors (Salmon, 2000, 2002) that delivery of “content” or study materials is not as important as a well-designed study process, the use of appropriate pedagogical techniques and learning support. Learner support must complement study materials and other resources used in the course. The most appropriate technology tools and methods have to be selected for a particular course and learner group in terms of usefulness for reaching learning objectives, availability (hardware, software, network etc.), and affordability (cost, time, skills, experience

etc.), for both learners and tutors.

The Code of practice for e-learning tutors and competences required are described in [12]. Required competences cover a wide area and can differ from course to course. In general these competences are in the following areas:

• subject-matter,
• pedagogical,
• information and communication technology.

Lerner support activities must be planned for particular course and made known to learners. This does not exclude deviations from the plan, such as, for example, individualisation and adjustment of support activities according to particular learner needs during the course. Support activities must be designed taking into account learner skills, motivation, experience etc. If learners are not used to (have no experience in) discussions in virtual conferences and even in face-to-face settings, then it is difficult to expect their active participation.

For learner support it is important to have:

Easy to use technology – LMS, VLE, conferences (PC, audio, video);

• LMS and other technologies adjustable to appropriate pedagogic strategy.
• Organisations providing course delivery often organise special study centres and have best practice rules on dealing with learner support ("Learning centres guide from BAOL.").

Support must start with providing full information on the course for potential learners, enabling them to make a motivated decision to take the course or not. It relates to learning outcomes, course content, course duration, education strategy etc. and how all this fits to learner needs and expectations. Specific requirements on technical equipment (PC, Internet connection etc.) and appropriate computer skills needed in the course must also be clearly stated. There must be an opportunity for testing these skills and appropriate training at the beginning of the course for registered learners. Guidance and advice provided as learner support must include rules of discussion in virtual environment or 'netiquette'.

There are some specific rules of tutoring and supporting learners in virtual environments as well. In online learning a tutor providing learning support is called a moderator (Salmon, 2000) and for online activities a term “etivities” is introduced by Gilly Salmon (Salmon, 2002). A five stage model for moderation of online courses is proposed (Salmon, 2000). Each successive stage is based on the skills and expertise acquired by the learner in the previous one. Appropriate activities or e-tivities are designed for each stage enabling learners to reach planned goals. This approach is accepted and successfully used by many practitioners (Salmon, 2002). The consecutive 5 stages of this model are:

1. Access and motivation.
2. Online socialisation.
3. Information giving and receiving.
4. Knowledge construction.
5. Development.

In the first stage learners must be properly informed and trained on how to use the technology in this particular course, on how to access the virtual environment. Learning aims and objectives must be clearly stated. Support by telephone is a good alternative at this stage until the learner is logged in online. If online learning is just a supplement to traditional learning activity, learners must be motivated to overcome eventual technology related problems. This can be done by explaining the benefits of participation in online activities and discussion. This stage is finished when the learner is able to log into the course and has sent their first messages to fellow learners and/or tutors.

The next stage is an accommodation of the learner in the e-learning environment and the building of a virtual community. Socialisation and building of mutual trust is very important at this stage.

After socialisation starts the exchange of information among course participants. The availability of large information resources in web, mutual assistance and speed of information reach/transfer is opening up tremendous opportunities. Participants enjoy this process and learning is fun. The role of a moderator at this stage is to keep this process focused on and oriented towards reaching the stated learning objectives.

Knowledge construction starts after the processing of available information. Learners start to post messages on how they understand information received and answer similar messages from other learners. The learning process becomes interactive and very intense. Asynchronous technology used in online discussion allows time for reflection. The role of the moderator is to make corrections if a discussion is going in a wrong direction, summarise discussions and raise new questions.

As learners reach the development stage in their learning they are becoming more independent and self-responsible for their learning. A culture of information exchange and links has already been established.

To develop good practice in learning support a lot of useful resources on emoderating and e-tivities for practitioners can be found in (Salmon, 2000, Based on recommendations from several sources and research provided in this project (Allen, March, 2004), criteria for good learner support have been formulated. Criteria are grouped under the following titles:

• Induction,
• On-going Support,
• Assessment.

At the introductory or induction phase learners are provided with all needed information for learning and on how to access on-line support. Before starting a course, the IT skills of learners are tested and training is provided if necessary. Tutors / trainers receive training (if necessary) on how to provide on-line support.

As the course starts, tutors have to set and negotiate learning objectives with learners. Learners are informed on the support they can expect from tutors. Learner progress is regularly monitored by tutors and tutor support is also monitored. Special support may be made available for poor performers. The creation of learning groups is facilitated and guided by tutors.

Learners are provided with information on opportunities for assessment.

Assessment is designed to check how the learning objectives are reached.

CONCLUSIONS

Learner support is a very important component in e-learning provision determining the overall quality of the course and sometimes even more important than delivered “content”.

Support activities must be well planned, support staff properly trained and appropriate methodology/technology applied.

Online support or e-moderating have specific features which have to be considered. Gilly Salmon differentiates 5 consecutive stages in online course learner support and provides advice for moderators on how to act at each stage.

12. RECOMMENDATIONS FOR LEARNERS

The learner is a key actor in e-learning. As discussed earlier, every learner has his own perception of what is good for him. At the stage of selecting an e-learning course and negotiating with course providers every learner must formulate his/her needs and preferences. He/she must spend time and effort in analysing all information available on course organisation, content, cost, technologies, needed prerequisites and skills etc. Decisions on choosing a particular course must be very seriously considered from all aspects and maximum assistance from the course provider at this stage is a good practice rule.

As course is chosen, the learner must start preparations for learning. Elearning is self-paced learning. To be a successful learner in e-learning, a person must have high motivation, good time management skills and appropriate learning skills. The learner must share responsibility with the course provider on how successful he/she will be in reaching learning objectives. High motivation and responsibility for their learning can help student to overcome lack of skills and acquire needed skills.

The place chosen for learning appears to be very important. The learner must choose a place which suits them best. It is preferable to have a quiet, well-equipped (table, chair, light, technologies, reference materials etc.) room where other people will not disturb the learning process. It is important to associate this place just with learning activity. Therefore many people do not like to learn in their workplace or leisure room.

As a rule specific training, study guides and learner support is organised by course providers to enhance learner skills and motivation. Advice on how to become a good learner can also be found on the web.

For example, in Learning Circuits from American Society for Training & Development you can find tips on how to become a good e-learner ("10 tips to optimize your e-learning", "How to be an e-learner"):

• Ensure that your equipment meets the basic hardware/software requirements of the course and that you have appropriate computer-using skills.
• Learn the rules of conduct in web discussions or Netiquette and follow these rules.
• Allocate a quiet time and write a schedule for learning. If you are learning in a workplace then discuss this schedule with your manager and co-workers.
• Try not to disturb others with your learning and try to avoid learning in places where you can be disturbed by others.
• Take a break after 20-30 minutes of learning.
• Set realistic learning goals for yourself to reach.
• Be an active learner and reflect on what you have learned.
• Create a peer group with other learners. It could be face-to-face or a virtual group.
• Share what you have learned with your manager and co-workers.
• Use all available resources.

CONCLUSIONS

The learner is an active participant in learning provision and must therefore be responsible for decisions and activities taken together with the course providing organization.

Following advice, needs, skills, motivation and interest the learner must choose an appropriate course.

The learner must plan their learning time, arrange a learning place, acquire needed learning skills and be highly motivated.

 

13. GENERAL CONCLUSIONS

This Guide for Good Practice in E-learning has been developed to foster the development of high quality e-learning in Europe .

An overview of existing quality approaches in education and those under development has been made. Intense efforts have been made by several expert groups and organizations to develop and agree on a quality assurance framework for education and for e-learning in particular. At the same time development of technology standards for e-learning technology background is on the way and some results have already been reached.

We have made an attempt in this Guide to draw up some best practice rules, based on existing experiences and recommendations made by several expert groups. Recommendations for e-learning providing organisations, technology experts, course designers, tutors and learners are included.

Best practice rules are related to a wide area of issues covering general organisation and technology standards, recommendations for learning materials and learner support.

This Guide does not pretend to provide universal recommendations for achieving excellence in e-learning. Nevertheless we believe that it will be a useful contribution to the overall discussion on e-learning quality issues and provide a good framework for the exchange of good practice.

It is important to develop a framework that supports pedagogical diversity and innovation, while promoting the exchange of ideas and e-learning materials. The absence of agreed and compatible ways to describe teaching strategies (pedagogical approaches) and educational goals is a constraint that will hold back the development of e-learning.

 

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