The Higher Education Funding Council for England has published ‘Enhancing learning and teaching through the use of technology – a revised approach to HEFCE’s strategy for e-learning’.

This revised approach follows an independent review of the strategy and is designed to provide further support to higher education institutions as they develop their own e-learning strategies.

The new approach is intended to support institutions in considering where they may wish to prioritise their technology-related investment over the next few years, and to develop appropriate institutional learning and teaching strategies. Support and guidance is available from the Higher Education Academy and the Joint Information Systems Committee (JISC). Findings from the review, which was carried out with the support of the Higher Education Academy and JISC, suggested the strategy has been useful in motivating institutional activity, but that some of the information has become outdated, given the current level of maturity in e-learning in the sector.

In order to assist institutions in achieving their strategic aims for enhancing learning and teaching through technology, the document suggests a framework focusing on: pedagogy, curriculum design and development; learning resources and environments; quality; and research and evaluation.

John Selby, HEFCE Director (Education and Participation), said:
‘Our emphasis is on recognising that technology has a fundamental part to play in higher education, and that it should now reflect commitment from senior management in institutions within an institutional context. Our revised approach to e-learning will contribute to the Government’s aim to position the UK at the front of technology-enhanced learning internationally, and continue to build a knowledge-based economy.’

David Sadler, Director of Networks at the Higher Education Academy, said:
‘The Higher Education Academy is pleased to have been involved in this review and the revised policy statement, and its emphasis on enhancement is one that highlights how technology can be used by practitioners to support students in their learning. It focuses on the benefits and the outcomes from using technology to support learning, teaching and assessment, which will be different in each institution, and could make a real difference to the learning experience of students across all higher education institutions.’

Malcolm Read, Executive Secretary at JISC said:
‘JISC welcomed the opportunity to work with its partners to contribute to this review, and suggest how technology can enhance teaching and learning to assist in the delivery of higher education institutions’ strategic missions.

‘Part of this strategy is already beginning to take shape through the current investment being made in the open educational resources pilot. This work aims to open access to high-quality education resources on an international scale. It shows a new approach to virtual education, and will help to maintain the UK’s position as a global leader in online learning.’

The Higher Education Funding Council for England (HEFCE) distributes public money for teaching, research and related activities. In 2008-09 HEFCE will distribute over £9 billion to universities and colleges in England. The Higher Education Academy works with universities and colleges, discipline groups, individual staff and organisations to help them deliver the best possible learning experience for students.

JISC is a joint committee of the UK further and higher education funding bodies and is responsible for supporting the innovative use of information and communication technology to support learning, teaching, and research. It is best known for providing the JANET network, a range of support, content and advisory services, and a portfolio of high-quality resources.

Source: PublicTechnology.Net

It’s been a crazy few months between banks and stock markets and the big recession that is slowly gripping the world.  In an atmosphere like this it is up to everyone to improve their employability and career prospects by learning new skills and upskilling.  You don’t need to wait until your employer arranges this or even leave it so late that your social welfare officer arranges it.  Take the initiative and seek out the training that can make a difference for you.  If you want to keep up with the times, your old skills must be continually sharpened and new ones must be acquired.

Always keep in mind the following:

• There is no such thing as “Finished Learning.” One who stops learning, stops growing.  Work hard towards sharpening your Foundation and Transferable skills.  It pays to spend some time sharpening your axe before attempting to fell a tree.
• Keep an eye open for new skills and master them. At the same time, improve the ones you already have.
• Do some research to find out what skills are and will always be most valued in your industry.  Two sites that may help you here are ‘A Career Guide to Industries’ and ‘Tomorrow’s Jobs’.

Issues that people typically have include the following:

What can I do? – You can do whatever you want to. Right from cooking to eating, you will find information pertaining to any interest that you may have.

Where to look? – Keep your eyes and ears open. There’ll always be something happening in your locality to match your interest.

Universities/Colleges: – Usually, universities and colleges have clubs, societies and student groups which bring together students with similar interests. You can be sure to fit into at least one of them and learn from those who have more experience than you and build networks.

Leisure Centers & Gyms: – These are places where you will find people who like physical activity like hiking, swimming and traveling.

Evening Classes: – Collect details of all evening courses conducted in your area. Learn a language you don’t know, or get trained to do creative things like sewing or origami.

Volunteering: – Though not as glamorous as a lot of other things, the feel-good factor is immensely high! Giving something back to society is an amazing way to boost your morale. And of course, it looks impressive on your CV too and can be used to reinforce your skills and validate new ones.

Distance and Online Learning: – If you prefer to spend more time at home and if that’s the only hindrance you are facing to learning new skills, this is perfect for you. Learn Skills is one of the places where you can start hunting for relevant information about courses and as for online courses, it is the best place to start looking for what you want with a very comprehensive range of courses that cover both skills and compliance based training.  If you have any specific needs you can contact Learn Skills.

Source: CvTips.com article “Learn New Skills”.

Ireland – 15th May, 2008 – The skills challenge facing the Irish economy was the subject of a major seminar organised jointly by the National College of Ireland (NCI) and the National Centre for Partnership and Performance (NCPP), and held in Dublin on May 15.

The ‘Learning at Work’ seminar was chaired by NCPP director Lucy Fallon-Byrne and was addressed by Minister for Lifelong Learning Seán Haughey, Leo Casey of the Centre for Research and Innovation in Learning and Teaching and Prof Chip Bruce, National College of Ireland.

Four national initiatives, designed to promote and encourage learning at work, were showcased also at the seminar, providing the 100-plus delegates with real-life examples of innovative responses to the future skills challenge.

Among the issues discussed at the seminar were:

• The role of workplace learning in driving and growing the Irish economy;
• The opportunities for, and obstacles to, workplace learning that exist in Ireland today;
• Effective ways of engaging employers and employees to ensure Ireland is equipped for the future skills challenge.

National College of Ireland president Paul Mooney said the message was simple:

“For Ireland Inc. to succeed, the barriers to workplace learning must be identified and systematically removed. To survive and prosper in a tougher global environment, we need to collectively up our game to out-think the competition.

“The highest performing companies of the future are the ones that are becoming engaged in workplace learning initiatives today. The time is now and there is zero room for complacency on this. The future is decided by those who sense change and actually start to do something to respond to this. For everyone else, the time bomb is ticking.”

A new DVD was launched by Minister Haughey. Produced by NCPP, the DVD profiles the practical experiences of five Irish public and private-sector organisations that have recognised and embraced workplace learning as an enabler of change. Their stories illustrate the value of promoting human talent and creativity in the workplace, and make a powerful business case for lifelong learning and workplace training and development.  Upskilling is now a necessity.

Copies of the DVD are available (free of charge) on request from the National Centre for Partnership and Performance.  Simply drop an email to Conor (conor@ncpp.ie) with your contact details, and he’ll post them out to you as soon as possible.

Source: Education MATTERS

USA – Oct 22 2007 – Nearly one in five higher education students now takes at least one class online, according to a new study of more than 2,500 colleges and universities nationwide. The 2007 Sloan Survey of Online Learning, released today by the Babson Survey Research Group, reveals that online enrollment rose by nearly ten percent in fall 2006, to 3.49 million students. Approximately 3.18 million students had at least one online course in fall 2005.

“The growth in online learning continues to far outpace that of the broader student population,” said study co-author Dr. I. Elaine Allen Associate Professor of Statistics & Entrepreneurship, Babson College. “Enrollment has increased at an average annual rate of 21.5 percent over the past five years compared with just 1.5 percent average annual growth for the overall higher education population.”

The fifth annual survey, a collaborative effort between the Babson Survey Research Group, the College Board and the Sloan Consortium, represents the state of online learning in the United States. The complete survey report, “Online Nation: Five Years of Growth in Online Learning” is available at www.sloan-c.org/publications/survey/index.asp.

“The survey results speak to the significance of online learning in America today,” said Frank Mayadas, Program Director, Alfred P. Sloan Foundation. “With online students making up about 20 percent of the higher education population, we are seeing – and will continue to see – online learning playing a major role in the education of America’s college students.”

The Babson Survey Research Group in the Arthur M. Blank Center for Entrepreneurial Research at Babson College conducts regional, national, and international research projects, including survey design, sampling methodology, data integrity, statistical analyses and reporting.

The College Board is a not-for-profit membership association whose mission is to connect students to college success and opportunity. Founded in 1900, the association is composed of more than 5,000 schools, colleges, universities, and other educational organizations. The College Board is committed to the principles of excellence and equity, and that commitment is embodied in all of its programs, services, activities, and concerns.

The Sloan Consortium is the nation’s largest association of institutions and organizations committed to quality online education and administered through Babson College and Franklin W. Olin College of Engineering.

Source: Sloan-C News

UK – 5th September, 2008 –  Teachers are split over the merits of Web 2.0 tools in the classroom, according to research conducted for ntl:Telewest Business. Half of teachers questioned believe that Web 2.0 applications, such as Facebook, MySpace, YouTube and Wikipedia are valuable educational tools, yet the rest felt they are a distraction with no real academic benefit.

Tech-savvy parents are the biggest advocates of Web 2.0 in schools and colleges.

This confusion over the advantages of Web 2.0 tools in the classroom can be linked to teachers being in the dark when it comes to next generation applications. A fifth of all teachers polled felt that when it came to Web 2.0 tools, they lacked the knowledge or training to integrate them into their lessons. Another key barrier to their adoption in the classroom proved to be security concerns. Almost a quarter of teachers worry about the amount of personal information that students disclose online and their behaviour when using social networking sites.

Tech-savvy parents are the biggest advocates of Web 2.0 technologies, with two thirds of parents feeling that the tools were useful for engaging and teaching children as they encouraged creativity and helped students to develop their communications skills.

Dave Alderson, Public Sector Specialist, ntl:Telewest Business, said: “Web 2.0 has really crept up on the school system as social networking sites,blogs and YouTube have become a global phenomenon in a relatively short space of time. Many of today’s pupils live and breathe this technology, using applications such as instant messaging, Facebook, MySpace and Wikipedia every day to create content, communicate and collaborate with people worldwide. Whilst security is a valid concern, there are measures that can be put in place to address this.”

“Schools and colleges need to ask themselves if they are living up to the expectations of the digital generation. The interactive and collaborative nature of Web 2.0 tools is ideal for engaging children in the classroom and nurtures the skills and enthusiasm they have developed at home.”

According to the study, next generation applications are now an integral part of children’s personal lives:
– 54 per cent of 13 to 18 year-olds use YouTube in their spare time
– Half use social networking sites
– 47 per cent use Wikipedia

When children were asked what Web 2.0 tools would be useful at school:
– 44 per cent stated Wikipedia
– 35 per cent chose instant messaging
– 34 per cent said YouTube

However, less than a fifth of teachers used Wikipedia as a resource in classrooms and only five per cent used YouTube. Even general internet information sites only scored 14 per cent of teachers’ votes, despite the fact that almost a third felt the internet had added the most value to education.

Mr Alderson added: “Our study reveals that there is a Web 2.0 chasm between the tools that children would like to see in the classroom and what teachers are actually using. The key to using these tools effectively though, is having the right infrastructure to deliver them. Schools and colleges need to have a robust Next Generation Network (NGN) in place that can provide sufficient bandwidth and resilience to support media-rich applications and offer the necessary foundation for a collaborative, digital environment.

“Some schools and colleges are in the early stages of adoption and it is only a matter of time before Web 2.0 takes on a more extensive role in the classroom. Whether using YouTube to view the latest videos from around the world in geography, or visiting Facebook sites to collaborate with other students, schools need a provider that can help them plan, design, and implement the technology required to deliver to the digital generation, the interactive education they demand.”

LM Research interviewed 1,500 teachers, parents and students nationwide. The teachers were based at secondary schools, sixth form colleges and Further Education colleges. The parents questioned had children aged 13 to 18 years old and the children surveyed were aged 13 to 18 years old.

Source PublicTechnology.Net, for all you need to know concerning UK Public Sector ICT & e-Government news.

“These results would highlight a need for teachers to expand their understanding of ICT, outside of the standard ECDL Certificate to web-based tools that are freely available today”, said Sean Griffin, Co-Founder of Learn Skills, web-based skills and compliance training company,  “and teachers should set aside some hours of CPD to address this teacher training issue.”

USA – Nov 9 2006 – The Sloan Survey of Online Learning, Making the Grade: Online Education in the United States, 2006 shows tremendous growth in online learning in America. The complete survey is available at www.sloan-c.org/publications/survey/index.asp.

“This is the largest study to date and it tells us online learning is growing without any sign of a plateau,” says Jeff Seaman, chief information officer and survey director, The Sloan Consortium. “There were nearly 3.2 million students taking at least one course online this past fall, up from 2.3 million just last year.”

The fourth annual survey is a collaborative effort between the College Board and the Sloan Consortium. It’s based upon responses from more than 2,200 colleges and universities nationwide and represents the state of online learning in U.S. higher education.

“We include Sloan questions in the College Board’s Annual Survey of Colleges to better understand the state of online learning at our country’s institutions of higher education,” said Hal Higginbotham, chief information officer, the College Board. “The insight we gain from the survey enables us to better serve those who benefit from online courses, those who traditionally wouldn’t otherwise have the opportunity to connect to college success.”

The survey also finds a larger percentage (62 percent) of chief academic officers agree the learning outcomes in online education are now as good as or superior to face-to-face instruction while 57 percent say it is critical to their institution’s long-term strategy.

In addition 73 percent agree online education reaches students not served by face-to-face programs. “Offering courses online increases enrollment particularly among populations like working adults and others who traditionally have not been able to access higher education,” says Frank Mayadas, program director, Alfred P. Sloan Foundation.

The Sloan Consortium is the nation’s largest association of institutions and organizations committed to quality online education and administered through Babson College and Franklin W. Olin College of Engineering.

The College Board is a not-for-profit membership association whose mission is to connect students to college success and opportunity. Founded in 1900, the association is composed of more than 5,000 schools, colleges, universities, and other educational organizations. Each year, the College Board serves seven million students and their parents, 23,000 high schools, and 3,500 colleges through major programs and services in college admissions, guidance, assessment, financial aid, enrollment, and teaching and learning. Among its best-known programs are the SAT®, the PSAT/NMSQT®, and the Advanced Placement Program® (AP®). The College Board is committed to the principles of excellence and equity, and that commitment is embodied in all of its programs, services, activities, and concerns.

Souce: Sloan-C News

Most companies need to provide some sort of training or instruction to their employees, customers and suppliers.  This is especially true for technology-based organisations.  Typically these companies provide needed training by sending people to colleges, holding in-house training classes, or providing manuals and self-study guides.  In some situations it is advantageous for them to use e-Learning instead of the traditional training.

“Companies need to be aware of both the advantages and disadvantages of e-Learning”, according to Sean Griffin, Co-Founder of Learn Skills, the web-based skills and compliance training company.  “e-Learning needs to be understood for employers to maximise the benefits associated with this training.”

e-Learning, has many advantages over traditional classroom training for the employees in a company, customers using a product, or students in school. These advantages include:

• Better than reading the manual – more interactive and engaging
• Cost-effective – up to 60% more cost effective than traditional training
• Practical – where employees are based countrywide or globally
• Standardized learning – more consistent delivery of training

There are some drawbacks on using eLearning:

• Need access to computer – at home or at work
• Some need access to Internet and broadband
• Must know who to use computer – user must be somewhat computer literate
• Personnel resistance – phobias concerning using computers and tecnology
• Must be well-done – else it’s like being thought by a poor teacher

Businesses make most sound decisions based on potential return-on-investment (ROI). It is assumed that the company has already determined that training their personnel and/or customers is a value-added activity.   Now, the question is whether or not e-Learning is the best route to take.

Criteria for deciding on using eLearning include:

• Cost and practicality of sending learners to class
• Availability of computers and literacy of learners
• Development cost versus number being trained

Weighing these issues, an effective and informed decision can be made.  Companies should consider using eLearning when it is cost effective and practical and when they want standardized training.  PCs must be available, students must not resist using the PCs, and the e-Learning material must be informative and engaging to provide the best results.

Reference: School of Champions website, article by Ron Curtis (revised 4 April 2004)