Further thoughts How does e-Learning relate to instruction? How - - PowerPoint PPT Presentation

Ideas from group

 What is the difference between learning and training?  What is the difference between learning and education?  Where does learning take place?  Who learns?  What is the role of instruction in learning?

Further thoughts

 How does e-Learning relate to instruction?  How does eLearning change teaching?

Further thoughts – role of eLearning

 School or college?  Training unit in a company or business where primary

business is not education or training?

 Outside of training unit in a company or business

where primary business is not education or training?

 Which is more important the ‘e’ or the ‘learning’?

 Is knowledge a pre-packaged chunk or a creative

conversation?

 If it was regarded as a creative conversation does that

change what we do, how we do it?

 A culture is the sum of the distinctive behaviours, intentions,

and values that people develop over time to make sense of the

• world. It includes the shared history, expectations, written and

unwritten rules, values, relationships, and customs that affect everyone’s performance.

(Schein,1997, 2010).

 Culture is not a thing – it is in the relationship of people.

The way we do things around here

(McKinsey)

It is the set of the set of beliefs, values, and norms, together with symbols like dramatized events and personalities, that represents the unique character of an organization, and provides the context for action in it and by it.

(Gareth Morgan)

A pattern of shared basic assumptions that the group learned as it solved its problems that has worked well enough to be considered valid and is passed on to new members as the correct way to perceive, think, and feel in relation to those problems. (Edgar Schein)

Surface

Level 1 Surface Manifestation Level 2 Values Level 3 Basic Assumptions Culture is both enabled and reinforced through visible appearance and behaviours.

Culture is manifested by beliefs and values,

• rganisation values give a guidance and direction

for organisational behaviour. Culture is manifested through our long learned, automatic responses and established opinions. The assumptions that lie behind the values determine the behaviour patterns.

• 1. Stories - The past events and people talked about inside and outside the company. Who and

what the company chooses to immortalize says a great deal about what it values, and perceives as great behavior.

• 2. Rituals and Routines - The daily behavior and actions of people that signal acceptable
• behavior. This determines what is expected to happen in given situations, and what is valued by

management.

• 3. Symbols - The visual representations of the company including logos, how plush the offices

are, and the formal or informal dress codes.

• 4. Organizational Structure - This includes both the structure defined by the organization chart,

and the unwritten lines of power and influence that indicate whose contributions are most valued.

• 5. Control Systems - The ways that the organization is controlled. These include financial

systems, quality systems, and rewards (including the way they are measured and distributed within the organization.)

• 6. Power Structures - The pockets of real power in the company. This may involve one or two

key senior executives, a whole group of executives, or even a department. The key is that these people have the greatest amount of influence on decisions, operations, and strategic direction.

Johnson and Scholes' Cultural Web

 An e-learning culture is a learning culture where leaders at all

levels are enthusiastically engaging one another through available technologies to learn and prosper in an increasingly turbulent world.

 Neil Postman (1995) argues that while ICT may provide gains

they also involve losses. After all, anyone who has studied the history of technology knows that technological change is always a Faustian bargain: “Technology giveth and technology taketh away, and not always in equal measure. A new technology sometimes creates more than it destroys. Sometimes, it destroys more than it creates. But it is never one-sided” (Postman 1995: 22-48)

 Culture  Champions  Communication  Change

 Building a learning culture is hard work!

• Make coach or direct manager responsible for learning
• Focus at the enterprise level
• Integrate learning into work
• Design well and certify where appropriate
• Pay for knowledge
• Everyone’s a teacher
• Get rid of the training noise
• Eliminate the ability to pay as a gatekeeper
• Make access as easy as possible

 Building an eLearning culture requires senior management

commitment!

• Build a sound business case
• Use success stories
• Educate executives
• Coach executives
• Overcome prior perceptions
• Work the politics
• Ignore the disbelievers

 Consolidate your strategy development  Start fresh  Use the web to communicate  Avoid selling and focus on value  Communicate value from the top down  Build support with coaches/trainers/teachers first  Build and promote an initial win  Control external messages  Encourage web savvy

 All of the above requires a systematic change strategy – change management  Change management

• ensures that an organisation and its people are committed and capable of

executing a business plan.

• Establishing an environment for change, enabling high performance

 It is about moving an organisation toward its goals by improving its

performance, productivity, speed, flexibility, and motivation of the workforce and about building the capabilities of business leaders to lead sustainable change (p. 200).

 Change Management approaches discussed in next session.

 Determine readiness

• Are people supportive or will they create roadblocks?
• Looks at reasons for resistance

 Competence

• Have people skills and knowledge to engage?

 Resources

• Access to technology



I say to you today, my friends, so even though we face the difficulties of today and tomorrow, I still have a dream. It is a dream deeply rooted in the American dream.



I have a dream that one day this nation will rise up and live out the true meaning of its creed: "We hold these truths to be self-evident: that all men are created equal."



I have a dream that one day on the red hills of Georgia the sons of former slaves and the sons of former slave owners will be able to sit down together at the table of brotherhood.



I have a dream that one day even the state of Mississippi, a state sweltering with the heat of injustice, sweltering with the heat of oppression, will be transformed into an oasis of freedom and justice.



I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character.



I have a dream today.



I have a dream that one day, down in Alabama, with its vicious racists, with its governor having his lips dripping with the words of interposition and nullification; one day right there in Alabama, little black boys and black girls will be able to join hands with little white boys and white girls as sisters and brothers.



I have a dream today.



I have a dream that one day every valley shall be exalted, every hill and mountain shall be made low, the rough places will be made plain, and the crooked places will be made straight, and the glory of the Lord shall be revealed, and all flesh shall see it together.

 A vision is a dream, a source of direction and a first step in

planning and setting goals.

 Great leaders have the ability to articulate a dream that they then

share with other people i.e. they give direction or an indication

• f what the future might look like.

 A distinct characteristic of all great leaders is their ability to

articulate a compelling vision (future) and to get others to buy into this future.

IKEA The IKEA vision is to create a better everyday life for the many

• people. We make this possible by offering a wide range of well-

designed, functional home furnishing products at process so low that as many people as possible will be able to afford them.

 Other example Vision statements?

 Get a feel for vision/mission statements  Make separate lists of the following:

• Services - What you do and how well you do it!
• Technology - Your use of Technology
• People involved in your establishment

 People who attend your establishment  The Community

• Your Values and Philosophy
• Your Vision - future plans with aims and objectives

 Pick out the most important points  Obtain input from other people

• List some positive words - words of aspiration and inspiration for Vision

statements

 Select your most important words and combine in one sentence or put

your most important sentences together which must be combined in

• ne short paragraph

 A Vision Statement is a sentence or short paragraph providing a

broad, aspirational image of the future.

 A Mission Statement is a sentence or short paragraph which

reflects the core purpose, identity, values and principle business aims.

 A Vision can be defined as 'An Image of the future we seek to

create'.

 A Mission can defined as 'Purpose, reason for being‘

• "Who we are and what we do".

 Vision is usually the first step in long term planning. To reach

the vision you have set, it is necessary to set out goals, objectives and activities (tasks) to reach the vision and monitor progress through indicators (KPIs).

 This is called strategic planning. A strategic plan can be

thought of as a roadmap to reaching the vision.

 Goals tend to be broader, with a more long term perspective

and may be difficult to measure precisely.

 Objectives are narrower, usually of short to medium term

perspective, easy to measure and realistic.

 Does the organisation’s policy promote a vision and

strategy for e-Learning?

 A statement of what the organisation wants to become.  Does your organisation have a vision statement?

 The purpose and objectives of the organisation.  Does your organisation have a Mission statement?

 A plan e.g. government, business intended to determine

decisions and actions.

 Does your organisation have a policy that includes e-

learning?

 A plan identifying where the organisation wants to be at some

point in the future and how it is going to get there.

 ‘Strategic’ - attention to changes in the organisation and its

external environment.

 Does your organisation have a strategy for eLearning?

 SWOT analysis – a strategic planning method used to evaluate

the strengths, weaknesses, opportunities, threats of a project.

• Strengths: attributes of the organisation that are helpful to

achieving the objective.

• Weaknesses: attributes of the organisation that are harmful to

achieving the objectives.

• Opportunities: external factors that are helpful to achieving

the objective.

• Threats: external factors which could do damage to the
• bjective.

Strengths

Identify areas where ICT is currently used to provide benefits to learners, practitioners and

• rganisation.

Weaknesses

Identify areas of current practice which need improvement in order to achieve the desired outcomes.

Opportunities

Identify ways that technologies could be used within the learning process that are not being used.

Threats

Identify problems re: the introduction of ICT in your particular work context.

 Activity on your own organisation…..

 What is the rationale for ICT or eLearning in your

school, workplace…?

 Since schools prepare students for life, they should prepare them

to deal with computers

• therefore, all students should have courses on Computer

Awareness

 Computer education should be related to future jobs

• Programming: confidence in their ability to control computers,

and may be a foundation for a job in computing

• Computer Applications programs: may be useful to them as

students and possibly when they move into jobs

 If CAL (eLearning?) offers advantages over other methods,

students should be able to use computers in learning other subjects

 Computers help students become less dependent on the teacher

as expert

 Computers encourage students to learn by collaborating rather

than competing with other students

 We want to build a strong IT industry

• Hardware: Develop products to suit local markets
• Software: Build a highly skilled workforce, capable of

undertaking contract work here and for other countries

 Educational software is available that can do the job as

well, if not better than teachers.

 Students who are sensorially or physically disabled,

benefit greatly from using computers, which can motivate slow learners and compensate for disabilities

Hawkridge, D, Vincent, T., & Hales, G. (1985).

 Learning theory

• Maturation stage – biological and mental development
• Some theories refer to the student’s readiness at various ages to grasp

concepts of concrete and formal thought (Learning theories session)

 Business

• State of preparedness of persons, systems, or organisations to meet a

situation and carry out a planned sequence of actions

 Bryan J Weiner

• Organisational readiness for change is a multi-level, multi-faceted
• construct. As an organization-level construct, readiness for change refers

to organisational members' shared resolve to implement a change (change commitment) and shared belief in their collective capability to do so (change efficacy).

 Bryan J Weiner (2009) ‘A theory of organizational readiness for

change’ in Implementation Science 2009, 4:67

• http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2770024/

 eLearning tool kit

• http://www.elearningreadiness.org/

References

Bourdieu, P. (2000) State Nobility: Elite Schools in the Field of Power, ( trans. Lauretta C. Clough, foreword Loic J. D. Wacquant) Palo Alto, Ca: Stanford University Press Bourdieu, P. and Passeron, J. (1990) Reproduction in Education, Society and Culture, 2nd edn. (trans. R. Nice). London: Sage Publications. Boyett, I. (1996) "New leader, new culture, “old” university", Leadership & Organization Development Journal, Vol. 17 , 5, pp.24 - 30 Brown, J.S. and Duguid, P. (2000) The social life of information. Boston: Harvard Business School Press. Brown, J.S. and Duguid, P. (2002) ‘Local Knowledge – innovation in the networked age’ in Management Learning 33(4) 427-437 Conner M.L. and Clawson, J.G., Creating a Learning Culture: Strategy, Practice & Technology (Cambridge, May 2004) eLearning tool kit http://www.elearningreadiness.org/ Elliott, J. (1998) The Curriculum Experiment: Meeting the Challenge of Social Change (Buckingham, Open University Press). Harvard Business Review, Aligning technology with strategy. Boston, MA: Harvard Business Review Press Hawkridge, D, Vincent, T., & Hales, G. (1985). What is new information technology? In New Education Technology in the Education of Disabled Children and Adults (pp. 41-52). San Diego, CA: College-Hill Press Illich, I. ([1970] 1995) Deschooling Society. London: Marion Boyars Publishers. Jones, Valdez, Nowakowski, and Rasmussen http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te4lk16.htm Johnson, G & Scholes, K. (1999). Exploring Corporate Strategy. (5th ed). Prentice Hall. Morgan, G. (1996) Images of Organisations, Sage. Postman, N. (1995). The End of Education. Accessed at http://brilliant-learning.com/wp-content/uploads/downloads/2013/04/Neil- Postman-The-End-of-Education.pdf Ramsden, P. (1992) Learning to Teach in Higher Education, London: Routledge. Rosenberg, M.J. (2001) E-learning: strategies for delivering knowledge in the digital age. New York: McGraw-Hill. Schein, E.H. (2010) Organizational culture and leadership. San Francisco, 4th edn. CA: Jossey-Bass Schön, D. (1991) The Reflective Practitioner. California: Jossey-Bass Inc. Senge, P. (1990) The Fifth Discipline. London: Century Business. Weiner, Bryan J (2009) ‘A theory of organizational readiness for change’ in Implementation Science 2009, 4:67