1
2	Overview Introduction CanREGs (what, who, when) Policy environment (why) Quality initiative Process (choices) Content (standards) Lessons learned Paradoxes Challenges Opportunities
3	What? Canadian Recommended E-learning Guidelines (CanREGs) quality standards copyright FuturEd and CACE 2002 available at / from www.eQcheck.com
4	Who? Sponsors: Office of Learning Technologies (HRDC) Canadian Association for Community Education Partners: Canadian Association for Distance Education AMTEC Tele-Learning Research Network Commonwealth of Learning LICEF TeleUniversite SchoolNet CanLearn Interactive Alberta Online Learning FuturEd Inc.
5	FuturEd Research Study of Canada’s virtual secondary schools Study of e-learning in International Education Creation of quality standards for consumers and producers Evaluation of several e-learning projects including Open Learning Agency Applications of e-learning in adult, workplace and family literacy
6	Why? On-line learning options Increasing numbers and variety Variable quality Various costs Education/training consumers Making (informed) choices Making investments Expecting ROI Providers of e-learning products and services: planning and evaluation demonstrate effectiveness and efficiency capitalize on competitive advantage
7	How? Phase 1: Lit review and synthesis Phase 2: Building partnerships Phase 3: National consultation CanREGs Consumer’s Guide Phase 4: Dissemination Transformation tools On paper and on-line Phase 5: Implementation eQcheck certification mark
8	FuturEd Transformation Tools
9	Key Features consensus-based comprehensive consumer oriented recommended-only futuristic distinctively Canadian adaptable
10	Setting the Stage Accommodating demand – due to the success of e-learning Courseware needs - the critical success factor Personnel issues – biggest challenge Quality questions – for development and evaluation
11	Demand Issues Should demand be accommodated? Can demand be accommodated? What is the role of e-learning in provision of education? The appropriate role of technology? How are c-schooling and e-schooling the same? Different? What are the real costs? Benefits/returns? Is integration of c- and e-schooling the answer? What is the appropriate balance between e- and c-courses?
12	Courseware Questions What are the elements of good courseware? What criteria will you use to assess quality? Should you purchase or develop? Which is more cost-effective? Who should be developing courseware -- teachers or professional designers? Copyright? Can or should all courses / subjects be taught on-line? Nature of good e-subjects? Does courseware maximize e-learning or simply replicate conventional teaching? Best features of on-line learning?
13	Personnel Questions How does the role of teacher change in the e-learning environment? Contracted differently than c-teachers? What is the ideal staffing complement for an e-school? Roles? Who best can fill them? How are e-teachers evaluated? What criteria? How does teacher productivity compare between c-schools and c-schools? How is it measured? How is it rewarded or compensated? Should teachers be creating courseware?
14	Quality Questions Who defines “quality”? Who should? What level of quality: comparability? acceptability? excellence? Who assesses and certifies quality? Who should? How? What happens if quality standards are not met? What is the cost of quality assurance? To whom? What are the benefits? To whom? Should quality requirements be legislated? How?
15	Canada’s Quality Initiative 1998: Why Canada? distance education “Information Highway”
16	Quality of Outcomes and Outputs overall academic achievement change in content knowledge and learning skills overall social achievement and change in citizenship-related KSA increase in individual self-confidence and personal strengths preparation for work in the future system effectiveness and efficiency (ROI)
17	Satisfaction with Processes and Practices student management learning management use of technologies communications leadership / administration
18	Adequacy of Inputs and Resources intended learning outcomes learning materials appropriate technologies appropriate and necessary personnel the learning environment, e.g., safety, resources, access to library funding and plans
19	Consumer’s Guide to e-Learning Questions to ask System of elimination At www.FuturEd.com
20
21
22	Lessons Learned Process OK Content OK No opposition How to implement?
23	Differentiate products and services May be… a module or lesson an entire course an entire program the basis of an agency Can be… credit or non-credit free or expensive public or private sector
24	Avoid Confusion E-learning learner focused E-learning industry content design and production delivery and management of learning management of students and programs Quality standards consumer-based Industry standards, e.g., technical platforms interoperability RLOs
25	Recognize the Quality Paradox Providers must assure quality but they can’t provide quality assurance. It takes a team: both perspectives consumer: what is desirable producer: what is possible variety of expertise required evaluation / research teaching and learning technology
26	Consider the Regional Paradox e-learning provision is global learning recognition is local emerging e-learning policy is changing the nature of geographic education “regions” in Canada “distinctively Canadian” what makes you unique? e-learning industry is shaping e-regions by: content and skill level demand and resources ICT accessibility training / education public and private
27	Make Policies for the Future Recognize the power Incorporate the promise Allow for a different future Create policies that accommodate change and innovation rather than perpetuate the status quo
28	The Power of e-Learning Modularized content and delivery Interdisciplinary content Special needs Digital learning portfolios Authentic assessment Research-based development
29	The Promise of e-Learning Choice Personalized learning Problem / project based learning Reciprocal teaching Optimum learning environments Change oriented
30	The Future of e-Learning Learning-centered schooling Proficiency based Seamless “education” New edu-employment Age-irrelevant learning Convergence with media Recognition of all learning Sustainable systems
31	Summary: e-Learning Policy Imperatives Address the policy issues head on Build in the innovations inherent in e-learning Plan for quality and demonstrate accountability
32	FuturEd Inc. …helping change learning systems for the future 101 - 1001 West Broadway, pod 190 Vancouver, BC V6H 4E4 phone: 250-539-2139 e-mail: kbarker@FuturEd.com website: www.FuturEd.com