At last, a positive report on a real success story of how distance learning can really make a difference to education. Lead by the UK's most experienced distance learning organisation. Take note all - distance learning actually works if well designed (using synchronous + asynchronous modes) and very well supported.
"...The quality and consistency of support provided on distance-learning programmes is crucial to minimise dropout rates. On the OU nursing course, students are assigned a tutor for each module they take, while another supports individual students throughout their four-year period of study. OU-trained personal mentors, typically a registered nurse, support and assess students in the workplace.
"The workbooks direct your learning, but you got a tutorial every month by video link. We also met our tutor face-to-face once a month with the rest of the group," says O'May. "There were also phone tutorials, emails and online forums. It worked fantastically well."
From 2012, the OU will offer nursing degrees as part of the government's policy to make nursing training degree-standard. But entry criteria will remain the same so that healthcare workers seconded by their employers are still able to study for the degree."
I recently attended a webinar run by the elearning network + ALT entitled "Why eLearning Projects Go Wrong". The recording of the ALT/ELN Why eLearning Projects Go Wrong webinar which took place on the 17th February is now available via the ALT Open Access Repository at: http://repository.alt.ac.uk/view/divisions/projectsgowrong/2010.html
The above screencast was recorded by myself just to illustrate how Prezi can be used effectivly as a presentation tool during an online webinar. In this instance we were using Elluminate. Anyhoo back to the meat of the webinar.
Robs many years of experiences in designing and executing bespoke elearning solutions for large compaines was spot on the mark in terms of promoting a plethora of pragmatic tips to guide us through the maze of designing an e-learning "product" that satisfies a clients spec'. Rob ran through a set of pitfalls to avoid whilst running his prezi "slides";
Work closely with stakeholders, as their time to review is critical - ensure they understand the entire process,
ensure that stakeholders understand the time needed to review the project steps at critical sign-off stages. Book these review stages in their calendars, be explicit about scope and range of "agreed changes",
ensure ALL stakeholders are identified and have indepth knowledge of their required input/review at each stage of the design. Document ALL comm's with them in a central place accessible to all – Robs uses basecamp for this (web based) project management of key stages, decisions, and all project doc's,
unstuff! - use a method like Kathy More's - action mapping - identifying what needs to be acheived – which ends up at content - keeps it (planning meetings) focussed,
has the "thing"/tool/ training package/ changed behaviours - made money / increase in sales, etc? Measure the business metrics. And does it fit with marketing and other promotionals?
test on target market – it is fundamental to adopt true user centred design process – do not be tempted to shortcut this stage of the inital design process – do so at your peril!
Identify learner needs - active, real world based, skills ,etc.. put yourself in your learners shoes - identify tangible outputs - that could be measured!
Implment a multi stage (sign off) process of protoyping and final output - identify a gatekeeper at the client end, to keep everyone in the loop. Test, test, test, on a sample of target users - to feedback users comment into the final design.
Adopt a "Plain "English" approach to writing copy + screen design (rememeber less is more for the web), ie. writing for screen and for elearning efficiency & learning efficacy.
David also has many years experience of managing large scale e-learning projects. Davids tips complimented Robs;
Issues emanate mainly around execution - design and delivery - but also around the output - i.e. what's in it for me.
4 main points of going wrong Alignment, outcomes, adoption, and execution. See also the Towards Maturity research which backs this up. Alignment is key - if this is wrong, everything else is skewed and will not work (backed up by Towards Maturity research).
Most elearning is built for compliance (bigger companies) - so elearning is looked at as "boring", as most peoples experiences are primairy concerend with consuming legalities/rules, etc - not interesting!! i.e. most elearning is paper behind glass / click through pages of text + the occaisional self assessment. Dull dull dull.......
Drivers and barriers for acceptance and utilisation - need to be identified and designed in - often they are just ignored. Is e-learning the answer at all, and indeed is it a learning problem in the first instance? Is it just a communication issue?
Initiative overload - end users being bombarded by new stuff - need to decide how and if to implement.
test test test on target platforms and people!! Especially when using other vendors to built the end product.
Adoption: support from line managers to actually learn whats been created! Marketing and; relevance and; currency.
Outcomes: measuring success ,how to anaylse ROI? Evalaution evaluation evaluation is key. How has the knowledge being retained and used down stream, most elearning companies shy away from this and factor ROI around design and delivery of the project - not measuring improved business performance. n.b. again the Towards Maturity report backs this up.
Finally I pushed for any advice on the touchy subject of useful evaluation of such projects. I suggested that we could use the Kirkpatrick Model ??: But I was somewhat rebuffed as to it's usefulness. The answer I received was "it kind of works" - but at a higher level - not useful for business metrics - ie. performance improvements. So I did not really get a satisfactory answer for this, but I guess that this two companies needed to keep somethings back, to retain a competitive edge? Unless - this is such a grey area, (read expensive) - no one really knows/can afford to correctly evaluate multimedia type projects???? Answers on a postcard please :OD
Above all a really useful webinar for those who are designing, and implementing any for of elearning into a large organsiation. It struck me how the whole process was simialr to managing any multimedia projects, including websites. From a project management perspective, effective (client) communication is key, as is robust user centred design.
From an end user perspective, desinging rich engaging material is the key. In fact we discussed adopting a much more social, collaborative, reflective, real world, type of expereince. Much like Rob Hubbards own RED course, or by adopting the http://www.connectivism.ca/ approach.
Lord Mandelson’s 11th Feb Dearing speech defends the government’s record on HE funding, commits to “sustainable expansion” and urges HE to source other forms of income and consider alternative modes of provision.
Lord Mandleson, continues the debate and defends his Higher Ambitions report, by facing critics and outlining new ways that UK HE needs to respond to market trends, competition, student needs, and maintaining quality. He said...
" For universities Lord Dearing had a clear message that the institutions needed to focus on distinctive missions, diversified sources of income, a new recognition of the value of teaching, a constant focus on the quality of the service to the student." and in regards to improving flexible provision he said... "along side traditional three year full time degrees, I want to see more part time study, I want to see two year Foundation Degrees and three years Honours courses delivered intensively over two years expand as part of the mix. Not creating a single blueprint in which everyone is made to conform. We’ve got to create a mix to take higher education forward"
..."And because these flexible kinds of education and training are vital for those who miss out on higher education straight after school the push for two year degrees and wider part time or work-based study should be at the core of the wider participation agenda. Those who argue against it risk painting themselves as defending an institutional inflexibility that doesn’t serve students, and doesn’t get the most out of public investment that we make in higher education."
...."All these apprenticeships will earn UCAS points so that they act as a ladder into university."
In respect of UK HEIs diversifying to attract private investment he said..
"The first is on the need to seek out alternative sources of funding. The best university systems in the world are defined by a wide range of public and private funding and British universities need the same diversity."
..."Part time degrees, shorter and more intensive courses all offer the potential to lower student support costs, use resources more intensively and improve productivity."
And finally...
"I passionately believe universities cannot stand still. Universities must adapt to new times, to new sorts of courses, to new ways of delivering and teaching. This is where I will continue to lead the debate and policy. "
All I can say is that distance and blended learning is the answer, using the VLE, eportfolios and cloud computing methods. This mix of flexible approaches and a (less resource based) curriculum rethink will give UK Higher Ed' the edge we need. My view is backed up by Dr Tony Bates in his comments on eLearning progress in HE, Dr Bates recognises the importance of e-tutoring & sound instructional design models to move online/blended delivery to a more "active" realm of student-tutor interaction. And David Lammy also throws his two 'penneth in by stating the following at a recent conference
“Students are all on Facebook, Twitter, Bebo, i-Phones and i-Pads for their social life and their university experience is still divorced from that […] Universities have to be advancing technology.”
Tho' , as we are all well aware UK HE is a slow beast to move and react to change and forcing UK HEIs to simply adopt ICT as the panacea to cure all ills is a road well trodden and resisted 'afore. Innovative teaching, improved CPD, and adoption of flexible (blended) curriculum delivery is key, so says Drew Whitworth in his insightful comments on Should e-learning change university management blog post. And, as Drew also states in his posting, not all students are demanding unfettered access to a pletohora of social networks, as we know, poor digital literacy is an issue to be addressed by generations X,Y and baby boomers alike. As we are well aware the term digital natives is a misnomer perpetuated by the media, and JISC have done quite a bit of work in this area to try and find out how a modern student studies.
Interestingly The 2010 Horizon Report also highlights some key trends facing education across Europe, which echo some of the innovative approaches UK HE need to address, as mentioned above. They are;
The abundance of resources and relationships made easily accessible via the Internet is increasingly challenging us to revisit our roles as educators in sense-making, coaching, and credentialing.
People expect to be able to work, learn, and study whenever and wherever they want to.
The technologies we use are increasingly cloud-based, and our notions of IT support are decentralized.
The work of students is increasingly seen as collaborative by nature, and there is more cross-campus collaboration between departments.
And, not so coincidently JISC have just announced a suite of resources for universities on employing technology to support their business goals.
Ewart Woodridge CBE, Chief Executive of the Leadership Foundation for Higher Education, says, “The ‘Agile University’ is about the capacity to innovate, particularly in new business or operating models. It requires a creativity in how an institution is structured and people are equipped to lead and manage it. It also requires a strategic and entrepreneurial approach to the use of technology.”
This post covers the JISC agenda Business and Community Engagement (BCE), which is a relatively new agenda for JISC developed in response to the strategic aim 51 of the 2007-09 strategy – ‘developing and implementing a programme to support institutions' engagement with the wider community’. The BCE programme is designed to support institutions in their strategic management of relationships with commercial, public sector (including charities and trusts), cultural, social and civic organisations, in order to deliver services which benefit the economy and society.
A call for joined-up services to help businesses out of recession
Sharing business information more effectively, particularly through colleges, universities and major reference libraries, could help recession-hit companies out of crisis and stimulate innovation, according to a JISC report undertaken by the British Library Research Service.
There is also a BCE blog and a JISC Infonet infokit which covers this new agenda. BCE is explained succinctly in the JISC Advance pages "BCE consists of many different institutional strategic areas/services, some of which are highlighted in the diagram below".
see also video below
Findings from the infokit resource are based upon work carried out within our five partner institutions:
So thats two organisations from the west mids region who have been used in this new infokit! Thie idea is that you work through a diagnostic workbook, to evaluate your organisations readiness to embark upon BCE - or apprasie existing activities. I am under the impression that JISC Infonet will provide targeted consultation type of support either directly or as part of a national events programme.
This is very prescient considering the recently announced cuts in HE funding, as learning organisations will need to look at new and alternative streams of funding. And.... to show those funding people what IMPACT your HEI/college is having on the local community, and commerce. Times are changing, and it's time to react.
Looks like LMS' (VLEs) are in gradual decline in the business arena as well as education! No one really "likes" them, tho' they all feel that the LMS is here to stay, but will be part of a larger collection (cloud) of e-systems (incl' plenty of Web 2.0 apps). The word free application seems to resonate with our cash strapped training/learning and development dept's. Strangly tho' not many seem to understand that eportfolios are part of the answer!! Most seem to be gravitating towards informal learning or Presonal learning Environments (PLEs ) - aggregated social networks, etc, as an anitdote to shrinking training budgets - but not really understanding far reaching implications. And no mention of underpinning pedagogies/scaffolding.
There seems to be a collective thought that, "if we find the right tools (Yammer, Huddle, etc), they will come - and all learn informally hapily ever after!! Tho' many cite internal communities of practice - and knowledge of, are needed to drive business efficiencies. Another Web 2.0 / elearning bandwagon is being jumped on, with little thought as to why - apart from most of these tools are free!
But some are more cautious tho' - citing our frivolous trends in this rapidly changing web 2.0 world, i.e. friends re-united was hot, now it's not - is that what will happen to Facebook in a couple of years time? One company blocked access to Facebook @ work and reported an immediate 11% increase in productivity . And plenty of talk about what impact e-learning is having on business upskilling and driving efficiencies. No one seems to be evaluating past e-learning successes, to their peril, as senior managers still don't "get it" - as the strong businesses cases are not being promoted. The age of BS "smoke and mirrors" selling e-learning to business is well and truley over. Strong tangible business benefits is what SMT are only (and have always been) interested in.
IMPACT is the new mantra. Implement, anaylse, and evaluate, or die trying. If you don't do this, the bean counters are more likely to say, "why sould we pay for a new microblogging platform" when we've got email?" Unless e-learning companies or inhouse dept's can present quantitave data clearly illustrating improvement in business efficiences and cost savings, those bean counters, are quite at liberty to say.
"No thanks, we'll stick with our intranet, email, free web 2.0 tools, and less (more focussed) F2F training. "
And who could blame them? That goes for UK education as well. "Will this new web 2.0/ Open Source tool save us money ? If so how much?"
Informal learning, internal knowledge transfer, eliminating travel to training, Communities of practice are "trending" - but very few have cracked it - apart from BT's "Dare2Share" social networking portal. See also the vid below:
That's the main feeling - but e-learning business is still strong - as training dept's are being forced to use e-learning due to reduced budgets and reduced personell -and they are doing it well! Blended and distance training (webinars) are looking stronger - with good reports of trainees really taking to these new methods. Pricewaterhousecoopers ran an excellent presentation on their global training stratgey - drastically revamped to use primarily webinars. So, at last, it's taken a global recession for business to start being forced to use e-learning to make significant training and devleopment savings. With the added benefit of employees actually taking to it!! There's hope for us all, maybe the education sector is next - considering cuts in funding are iminent. HFECE has announced serious cuts today - and it's splashed all across the news. Time to blend learning UK HEIs , time to give some serious thoughts to integrating "e" solutions into F2F delivery, rather than ignoring it/us, and hoping we'll go away to play with shiny ipads - we wish!
The use of mind mapping can help promote creative thinking, visual learning preferences, and especially to help dyslexic learners. I've provided a list of mind mapping tools at the bottom of this post.
This blog post was inspired after attending a mind mapping course by a Tony Buzan (creator of mind mapping techniques) accredited trainer. We used imindmap, which I must admit blows all of the other mind mapping tools out the water for shear versatility, adherence to the mind map methods and its rich feature set. It's due to be released online soon ( to allow for collaboration), and as an iphone app' :OD.. But Mindmeister (above) comes close as a good free alternative.
By the way, I was told by our trainer, that the research of predominantly left or right brain processing is not outdated. Current research points to more of a complex trigger of neurons across both hemispehres. But there is still a great deal of research that supports the differences between left & right hemisphere differences for creative Vs logical modes of thought.
Other mind map tools to consider as alternatives to imindmap;
This post is all about initiatives to open up the silos of traditional academic research, by taking advantage of what the web can offer. I'll cover drivers, current projects and moves towards a new open way of sharing using the Web 2.0 ethos. The Times Higher supplement called "The Data Revolution" also covers this subject.
...'Supporting the science community and maintaining our excellent research base is critical to the UK's future economic growth and prosperity. This is why the government will invest a record level of almost £6 billion in UK science and research by 2011.' ......
I've collated a number of established & new Open Access / research portals and repositories to give you an idea what innovations are already in operation;
The Directory of Open Access Repositories - OpenDOAR
Science Shops are not "shops" in the traditional sense of the word. They are small entities that carry out scientific research in a wide range of disciplines – usually free of charge. The Scienceshopswales is a good examples of what can be achieved with this micro (social) research model
This 21st century open (web 2.0) ethos of sharing and collaborating is exemplified in the real world examples in the wikinomics (free ebook), of how modern business is responding and exploiting the networking afforded by Web 2.o social tools. And, if you want to get some pointers into communities of practice collaborating online, this new (free ebook) called The Art of the Community will help.
Technological innovation in universities in the UK has been supported by
the Joint Information Systems Committee (JISC). In its role as a university think-tank, million+ has investigated the impact of funding awards from JISC to 28 UK universities over a six-year period. Published October 2009. Download the report from www.millionplus.ac.uk/research/index
To overcome barriers in achieving JISC funding, it was suggested that a single named
person in each HEI be identified to ensure effective communications between the HEI
and JISC, thus offering the potential for more constructive feedback to be given over a
period of time, which could be assimilated and disseminated within that institution. For the future, it is clear from our research that collaborative working between universities
is likely to be crucial, to maximise co-learning and to ensure cost-effectiveness.
Many of the project teams were successful in obtaining further funding or generated associated projects (36% of the case studies).
• those HEIs which have a formal or co-ordinated approach to responding to calls for bids, with appropriate facilities and staff, tended to have a higher likelihood of obtaining JISC funding.
My observations : what about those who have problems in obtaining funds!! I have often been on the receiving end of comments hinting at a "closed shop", and "the same old faces"! But as one very successful JISC project bidder pointed out to me, "it's (the bid calls) not a secret - all you have to do is keep an eye on the JISC funding road map."
And more importantly he said "bid for projects to ensure that they align with existing internal project proposals. So in effect you are getting money for what was part of your ILT strategy anyway."
Often organisations fall down by not placing enough emphasis on the planning and management of sed plans , etc. i.e they either underestimate or under resource the project in hand.
" Although this study did not set out to „benchmark‟ the UK against the other study countries, it is nevertheless impossible not to consider in very broad terms the UK‟s position on the world stage. Clearly the UK enjoys several key advantages: its compact size; the English language; and the UK‟s system of powerful central government to name but three. JISC is seen by other countries as a strong centralizing force and, largely as a result of JISC‟s role, the UK is viewed as being a leading player in most areas of e-Learning and e-Infrastructure development. Various reviews of specific areas of e-Learning and e-Infrastructure identify the UK as amongst the leaders in areas such as digitisation, data repositories and co-ordinated Web 2.0 enablement strategies, paving the way for the opportunities it opens up to be successfully and consistently introduced into learning and teaching practices."
A couple of weeks ago two RSC staff held an "in-house" Second life training/awareness session for UK RSc staff. The event was very well organised, as you can see from the event images.
A whole range of basic SL skills and uses of SL were demonstrated and experienced by delegates. If you are thinking of running your own CPD sessions, contact Jane Edwards of JISC RSC West Midlands for some advice.
Jane is also responsible for a new SL project that allows our new SL island to be experimented with by local learning providers. The list of local learning providers particpating in the project is currently full, but if you need to know more please contact Jane (contact details on above wiki page).
If you want to know more about SL in the Midlands, book onto our free event on 02/12/09
RSC South East also ran an event to launch awareness of their new ISland. This island is also open to educators to use for various teaching & learning projects. Contact Harold Fricker (HE coordinator) to find out more about how you can get involved in their SL project.
The is an invaulable resource for those whishing to build up their research skills by by ensuring their CPD is research informed. We call it "scholary activity" for HE or HE in FE tutors. The RIN (supported by JISC) website and publications cover the entire specturm of communicating knowledge for UK researchers. Articles cover publishing platfroms, and collaborative papers to name but a few. A linked web portal VITAE also promotes CPD and research across the HE landscape. VITAE, has plenty of resource to download.
Now, back to Google Knol ... As Branwen states " the site enables one to post defined units of information on any topic you wish. One of the interesting things the site enables you to do is state if you trust the individual to be an expert on the topic or agree that the document cite adequate and reliable references to support its claims. These ratings get converted to a rating system, which helps you figure out if the information is accurate and worth reading. As with all things Web 2.0 one can leave comments and discussions ensue."
So this is a neat attempt to utilise web 2.0 ethos and collaborative platforms to enable a trusted system of peer reviewing knowledge. Nice idea. I'm sure there are others around?
Soundcloud
This idea is not too disimilar to the web 2.0 ethic of user participation of a new music site I stumbled across yesterday. http://soundcloud.com/ . This allows budding DJ's or artists to upoad tunes or full mixes, that can be commented upon (see image above). Now if we uploaded a lecture podcast, our students could then make comments :OD... or visa versa. Students could submit an assessment in audio firmat & it could be commented upon by peers or tutors. Neat eh?
A total of 23 statements of intent were submitted (to HEFCE) by the end-of-June deadline. These have been assessed against the criteria in the consultation.
The HEFCE Board, at its meeting on 25 September, considered the 23 statements of intent it had received. It concluded that six could be developed further. These are:
Somerset (various locations) (lead HEI – Bournemouth University)
Crawley (lead HEI – University of Brighton)
Milton Keynes (lead HEI – University of Bedfordshire)
Swindon (lead HEI – University of the West of England, Bristol)
I guess it seemed like a good idea at the time? But what about all the existing Universities dilemma who face caps on numbers, resulting in potential students being turned away? Time to give flexible/distance/blended learning a go, me thinks :O)
Mind you, if this article about UK Unversities investment into the U21Global distancel learning portal is anything to go by, we should exercise some caution. Smells similar to the £50 million loss UKeU in the making? But we live in hope that a longer term perspective can be deployed. Again, the great potential of e-learning/distance learning has been oversold.
The EduTubePlus project aims to develop a European hybrid, multilingual video-based service for schools, integrating thousands of curriculum-related video clips. The EduTubePlus service will enable users to develop, translate and share video-based learning scenarios and lessons, to search resources using terms related to their national curriculum and to use video pedagogically in the classrooms.
AlsoYouTube EDU, the Web site for video channels from universities, has recently added content from institutions in Europe and Israel. Forty-five colleges and universities from those areas, including the University of Cambridge and distance-learning institutions like the Open University of Catalonia, now have channels on the site.
Teachers TV hosts a wide rnage of informative streaming videos to watch via the web.
Investigation into the uptake and use of Microsoft SharePoint by Higher Education Institutions (HEIs) There is some evidence that interest in Microsoft SharePoint solutions is growing within the UK education and wider public sector. This new study is being funded by Eduserv under their Research Programme for two reasons: • to improve HEIs’ understanding about the level and nature of interest in SharePoint and whether it is justified in terms of accepted good practice • to enhance Eduserv’s understanding about the uptake and usage of SharePoint solutions in the UK HE community and influence their 2-3 year plans for service provision in line with their charitable mission. The final report from the study will be made freely available to the community under a Creative Commons licence. The work is being undertaken by Northumbria University and is being led by Professor Julie McLeod. It will include a mix of telephone interviews, face-to-face meetings and an online public consultation. Please see the project website for further details. http://www.northumbria.ac.uk/sharepoint_study
Eduserv is a not-for-profit IT service provider with a charitable mission to realise the benefits of ICT for learners and researchers. Eduserv is dedicated to developing effective technology solutions that meet the needs of universities, colleges and public sector organisations. http://www.eduserv.org.uk/research
The recent Times essay about the silent Chinese revolt by bloggers and millions of other online activists, who have collectively managed to scupper the flaky plans by the Chinese government to implement Green Dam, really highlights the power of social/Web2.0 tools.
Green Dam was supposed to be the latest in the long line of draconian internet censorship methods instigated by the Chinese government. It was going to take the shape of essentially a piece of spyware installed on every new PC shipped. If you want an idea just how much effort and money the Chinese government has been spending on censoring the interweb , read last year's WIRED article on the great firewall of China. It's truly shocking.
So the online masses of China issued forth, and forced a change, by using blogs, forums, youtube, twitter, facebook ,etc, etc. In a similar manner to the recent uprisings in Iran, where by video footage of crowd protests were being posted up to youtube for the whole world to witness another heavy handed state, trample over its citizens bodies and opinions. This use of online networks to allow like minded people to join up, collaborate and become bigger than the sum of it's parts is very exciting. We are witnessing the use of technologies in disruptive methods we never envisaged.
When we as trainers and educators talk about the collaborative potential of Web 2.0 we cite exemplars such as Wikipedia, and the thousands of active discussion fora we visit to harness the power of those whose experience and knowledge we want to tap into.
This new "Open Source" business model sharing and outsourcing of ideas to the "crowd" has been reported in two seminal text in recent years, the first called crowdsourcing by Jeff Howe looks at this from a new business model perspective. Read more about his book and blog, and watch the trailer below:
The other recent book that discusses this use of mass collaboration and sharing is the book and wiki, Wikinomics. I've read bits of this book, and it's very interesting from a perspective of how big business are looking to use the Open Source model to research and bring new products to market using a collaborative approach. The wiki link above is the whole book, which was the platform used to edit the book. Watch one of the editors talk about the ethos that underpins wikinomics:
Two big Californian Universities are attempting to put forward plans to create a cyber-campus. Allowing online students to recieve the same level of education as F2F delivery. Tho' the article starts off with a dramatic statement about the USA's credit crisis, and how some of the most prestigious learning organsiations can hope to stay "open". So the main driver appears to be a totally misguided comprehension that online/distance learning is very much cheaper than F2F delivery!! Oh how wrong that assumption is. Just take a look at our abismal attempt in recent years in the shape of the UK EU that fell apart before it began.
If the intention was to make flexible, engaging, acessible, and collaborative learning a reality to all of us working and wanting to up skill. Or saving teenagers the daunting propsect of a a 20K debt , by allowing them to study flexibly online, then a strong business case could be made. If it's all about the money, you'll end up with excessivly poor micro chunked "courses" of a drill and practice nature. We might as well bring Dorling Kinderlsey back, and pay them to create multimedia "learning objects" for HE! Without a trace of a collaborative/active web 2.0 tool in sight. NoOOOOOOOOOOOOOOoooooooooooooooooooooooooooooOOOOOO
"If the primary intent is to make money, then UC is following the same path as many other failed and/or failing online programs. If the primary intent is to provide more flexibility and options to students, then the money will follow."
Did you know that RSC UK have attempted to pull together all of the information held in various RSC websites. blogs and wikis? No? Well it's all here courtesy of Angela Harvey, who used a free JISC blogging tool (involve) to acheive this mammoth feat.
Posts
