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Background to the project Becta-funded August 2007-July 2008 Key stage 3 and Research questions –Feasibility –Models –Effectiveness and impact Research methods –Knowledge mapping –Case studies
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Models of innovation in learning online
Cathy Lewin & Nicola WhittonEducation and Social Research Institute
Manchester Metropolitan University
Overview
• Background to the project• What is formal online learning?• MILO framework• Typical models• Findings• Concluding remarks
Background to the project
• Becta-funded• August 2007-July 2008• Key stage 3 and 14-19• Research questions
– Feasibility– Models– Effectiveness and impact
• Research methods– Knowledge mapping– Case studies
What is formal online learning?
• Using networked devices to support learning, teaching and assessment
• Accredited• Face-to-face or distance• Directed or independent study
MILO framework (1)
Pedagogy Organisation
Technology
MILO framework (2)
Learner ToolsTeacher Tools
Assessment Communication
teacher-student
student-studentformative
summative
pedagogic
administrative content
activities
Typical models
• Fully online• Independent study• Added value• Flexible integration
Findings: Learners
• Supports personalised learning • Positive but favour flexible
integration and blended models• Can re-engage disaffected
learners • Self-motivation and autonomy
required for fully online and independent study
Findings: Learners
“Virtual School is like, I’m in charge. I can learn what I want to learn, I look at the page, I click what I want to learn – because [in the classroom the teacher says] ‘text book 1, page 56’, but [in the learning platform] there’s a list of lessons, and I can click which one I want to go to, and learn which one I [want to] learn . . . I’m the boss, I’m the man – I’m free!”
Year 7, Villiers High School
Findings: teachers
• Teaching needs to be re-orientated to independent learning rather than transmission models
• Need pedagogical training and support for teachers
• Positive impact overall (eg managing assessment) but perceived negative impact on role
Findings: teachers
“What I like about [portfolios on the learning platform] is that it is very structured. I think I have more control over what they’re doing, what they’re learning, where the evidence is going, finding the evidence and tracking the evidence. A lot more control over what’s going on than when it’s a paper portfolio.”
Tutor, St Helens College
Findings: institutions
• Flexible integration can address– Staff shortages– Space limitations
• Facilitates multi-site delivery• Access is an issue where online
learning is onsite: 1-1 provision would address this
• Design should focus on pedagogy not technology
Findings: institutions
“We’ve always tried to have a fairly low minimum computer spec for [our online course], this is not about whizz-factors, not about technology, this is about using the Internet, it’s about pedagogy, it’s about making things happen.”
Tutor, The Sheffield College
Concluding remarks
• There is no such thing as a ‘typical model’
• Limited pedagogic tools• Difficulty of data collection• Extension - online / offline• Report to be published soon