Online and flexible learning in trades training: the British Columbia experiment

Transcription

1 Symposium on e-learning in education and training Waikato Institute of Technology 22 September 2008 Online and flexible learning in trades training: the British Columbia experiment 1 Overview 1. Colleges in the 21st century 2. What is e-learning? 3. E-learning in North America 4. Changing students 5. E-learning in British Columbia 6. Flexible learning for trades training in BC 7. Conclusion 2 Colleges are safe! What is e-learning? Technology will not eradicate need for campus-based colleges that serve local community Most current colleges do excellent job However, changes will be needed to meet student needs: more flexibility new teaching methods My definition: all computer and Internetbased activities that support teaching and learning - both oncampus and at a distance 3 4 1

2 no e-learning faceto-face classroom aids What is e-learning? (Bates, 2005) blended learning distance education laptop programs distributed learning mixed mode (less face-toface + e- learning) fully e-learning 5 Changes in education AACC, 2006: North America: 24% students in online courses; 15% increase per annum Mainly local Generally accepted by instructors: pragmatics not principle Mandatory for some students 6 Changing students: digital natives (Prensky, 2005) I power down when I come to school Engage me or enrage me 7 Digital natives Digital natives have high skill levels in: ʻgame-playʼ: finding information, problem-solving, thinking strategies communication: finding/processing and transmitting information (that engages them) social networking: learning from peers multi-tasking 8 2

3 Canada 30 million people: 80% urban 80% within 100 kms of US border over half in Ontario + Quebec 9 British Columbia, Canada 4.4 million 3 million in SW corner Size = France + Germany Education responsibility of Province 10 Changes in BC Changes in BC Distributed Learning Bill, 2006, k DL schools created: 2007: 17,000+ students (4%) 2008: 30,000+ students Mainly Grades 10-12, urban, one course only on average Students can enrol in other schools (More) money follows student 11 Single portal: LearnNow BC Co-ordination through Virtual School Society: co-operation Exam results similar Graduation rates similar Parent, teacher, student satisfaction higher for DL 12 3

4 Changes in BC Flexible learning for trades training desperate shortage of qualified tradespeople 2007: 34,000 apprentices in 130 programs f2f programs run by 2-year colleges 42% completed programs (37% 2008) >50,000 apprentices ʻfailedʼ in last 5 years Flexible learning for trades in BC sporadic: individual instructors BC government: Industrial Training Authority (ITA) funds trades training: FTE funding to college ITOs for most industries : ITA: strategic plan for flexible learning (steering committee) province-wide strategy for FL collaborative approach via ʻvirtualʼ network (colleges/itos/employers) development of standards for FL business plan approach Goals of FL strategic plan: increase completion rate increase employer/student satisfaction rates increase overall no. of apprentices reduce barriers for trainees/ employers

5 Strategic plan accepted by govt (2007); $7.5 million over 5 years allocated; matching funding Federal govt? Projected success factors: support from ITOs/employers acceptance of FL by trainees buy-in from course providers ability to develop innovative FL materials 17 Business plan developed (2008): host organization (BCCampus) Director + assistant $1.3 million = 2 trades per year for development of learning materials + FTE funding (unchanged) 10 trades = +70% of apprentices 18 Business plan (cont.) blended learning (>50% online + local hands-on training) request for proposal (RFP) for consortium with provincial coverage one FL program per trade (f2f unchanged) FTE FL funding to consortium Business plan (cont.) consortium develops business plan (revenues + expenses) and agrees internal disbursements one principal institution in consortium responsible for registration/record-keeping consortium designs and delivers

6 Requirements for FL programs learning outcomes traditional training FL trainees same quality of support as traditional trainees all consortium partners involved in program design provincial FL standards to be met 21 Program starts October 2008 First FL program: June By 2013: 4700 FL trainees per year (8 trades) in f2f programs 2000 more trainees because of FL higher completion rates in both programs (50%+) 22 Challenges of flexible learning in the trades what should be done f2f and what online? how to provide local hands-on training developing high quality e-learning materials developing consortia and business plans 23 What teaching roles are suitable for online learning? Face-to-face or online? Academic component content assessment of knowledge instructor-student interaction student-student interaction preparation for practical work discussing best ways to do things 24 6

7 What teaching roles are suitable for online learning? Simulations Face-to-face or online? Academic component: varies from trade to trade: +/- 50% Practical component hands-on use of machinery/ equipment computerised activities simulations Simulations Simulations When to use simulations to replace ʻhands-onʼ training? More research needed, but: can reduce time ʻhands-onʼ better with ʻtrainedʼ workers than novices better when equipment scarce, dangerous or expensive 27 Up to now, two kinds of simulation: very expensive (flight simulators, nuclear reactors) very cheap: instructor doing ʻown thingʼ, poor quality Required: medium-cost, welldesigned simulations with generic use in trades training: economies of scale, marketability 28 7

8 Computerised activities A decision matrix for teaching SAIT: 12 departments; every one: trainees needed to know how to use computers in their trade: faultfinding, pipeline welding, reading gauges Computer activities can be taught online ʻvirtuallyʼ: ʻisomorphicʼ 29 Identify teaching activities (over 40 weeks) Activity f2f online hrs Academic learning Operating equipment Describing equipment Simulating equipment operation Assessing operation of equipment x x x 25 x Developing high-quality e-learning materials How to provide local hands-on training Academic teaching + simulations (+ hands-on) Consortium design team: instructors (central + local), instructional designer, web designer ʻRed Sealʼ, national standard High level of learner interaction + online support from instructor 31 Trainee must have employer Local college (equipment + instructor) through consortium or employer supervision (journeyman) paid through FTE Evenings or weekends (3 hrs a week over 40 weeks?) Assessment: employer? 32 8

9 Developing consortia and business plans Developing consortia and business plans Typical consortia: 1. large city college with design skills/experience several small local colleges ITO or individual employers 2. ITO + private e-learning company + local employers (delivery) 33 Business plans: $5 million+ budget Revenues: ITA grant ($650,000+ $2900 per FTE (+sales?) NO student fees Expenses: admin (registration, records)/course design/course delivery/learner assessment Need to know costs of development, delivery, admin, maintenance 34 Unresolved questions Conclusion 1. Will employers accept the idea? 2. Will trainees do the extra work (10-15 hours per week for 1 yr) 3. Will the colleges collaborate - or will the private sector step in? 4. Will high quality materials be made? 5. Will high standards of training be met? 35 Present system not working Flexible learning offers a possible solution Have we got the right model? What is the situation in NZ? Would a similar model work here? Thank you for your attention! 36 9

10 Further information Bates, A.W. (2005) Technology, e- Learning and Distance Education London/New York: Routledge 37 10