Sarah
Thanks for this.
Quick skim through.
I think most practitioners in FE want easily accessible 'resources' that can enhance existing delivery. Whether it's a simulation that can be used as part of a classroom session or an assignment that uses collaboration tools.
I also think that a top down approach to e-learning from a course or topic perspective is the wrong way round. The developments in the use of e-learning tools within learning will come from engaging the staff in the 500 colleges (and is dependent on access and ease of use)
There is suspicion of solutions coming from 'experts'.
We also can discuss and research all we want but unless FE staff can be given some space within their 26 hours per week class room contact time I fear that any real application of innovational tools is to nought.
All the best.
Clive
-----Original Message-----
From: e-learning and Pedagogy Experts Group on behalf of Sarah Knight
Sent: Thu 01/04/2004 17:42
To: [log in to unmask]
Cc:
Subject: FW: Feedback from the experts' meeting
Posted on behalf of Helen Beetham:
Dear colleagues
Attached is a slightly amended version of the feedback that Sarah put on the web site earlier in the week, incorporating resopnses to the questionnaire we circulated at the LTSN conference. I've ordered responses to try and help make sense of them.
Reading through this version, I am struck by an apparent contradiction. On the one hand, there is a call for outcomes to be 'bite-sized', 'accessible', easy to use, readily and quickly incorporated into existing practice (especially tips and toolkits). But on the other hand there is some suspicion of toolkits, 'ready' answers and customised or personalised solutions where the 'thinking' seems to have been done for the practitioner by a designer or expert system. There is also a sense of really valuing contact with more expert practitioners, e.g. mentors, developers and collegues, and the 'rich' representations or stories that they have to tell. This ties in with findings of a survey I did a couple of years ago, where practitioners (especially those starting out with learning technologies) expressed a desire for a 'database of tips and tricks' that would magically 'come up with the answer' for their particular situation, in terms of appropriate technologies and approaches. However, when I asked about what had *actually* had an impact on their choices about use of e-learning they invariably cited a colleague or mentor who had shown them 'the real thing', along with a descriptive narrative about their experience - 'what happened, what went wrong, how they survived'.
Is this a case of different people wanting different things? Of the same people wanting different things at different points in their development? Or of people not really knowing what they want?? ;-)
Helen
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