Quelle (Originalformat): Brocke, J. vom (2005), Multi-Channel-Based Dissemination of E-Learning Systems - A Reference Process Model for the Design of Applications, Technologies, Methods, and Organisations, in: Proceedings of the 4th International Symposium on Information and Communication Technologies, Cape Town, South Africa, January 3rd-6th, 2005, ACM Press, S. 8-13.
Multi-Channel-Based Dissemination of E-Learning Systems – A Reference Process Model for the Design of Applications, Technologies, Methods, and Organisations Jan vom Brocke European Research Center for Information Systems (ERCIS) University of Muenster, Department of Information Systems, Germany
[email protected]
Abstract New technologies offer promising opportunities for the improvement of world-wide learning processes. However, the appropriate dissemination of both e-learning technologies and applications has not taken place yet. Academic research has brought up innovative approaches that are partly implemented in some leading countries. Yet, these approaches fail to be used in practice world-wide. With this paper, I take an information-systems perspective on this problem. Against the setting of a comprehensive framework for the design of e-learning applications, special requirements for dissemination processes are being analysed. Then a multi-channel-based approach for the design of elearning systems will be presented that highly supports the dissemination of e-learning applications. On the basis of a process model for the multi-channel-based dissemination of e-learning systems is derived. The model shows major tasks for the dissemination with respect to applications, technology, methods, and organisations.
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Requirements for the Dissemination of E-Learning Systems
E-learning systems have to be orientated towards the needs of learners [3]. Apart from software applications, multiple aspects of system design have to be taken into account, including organisation, technology, and methodology. These aspects should to be designed in view of the pragmatic use of the system considering relevant interdependences between them. Fig 1 gives a general framework for an appropriate requirements analysis that leads to a so-called “fit of design”. E
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Fig. 1: Framework for the Design of E-Learning Systems
For the dissemination of e-learning systems, the following requirements can be derived from the framework. - Application: For dissemination purpose, learning applications have to be adapted to different needs of learners in various countries [1][5][10]. Such a process is referred to as “localisation”. It ranges from translating texts, changing colours and pictures to the adaptation of applications to different regional learning styles [11][12] (e.g. South Korea is known for its strong learning discipline, which is partly missing in other countries). - Method: Apart from knowing about the intercultural demands, methods are needed that help to manage localisation processes efficiently. One major task is to find means for offering maximum adaptability by, at the same time, keeping a minimum of standardisation of learning applications. This is needed to coordinate learning processes world-wide. - Technology: In order to disseminate e-learning systems, regional differences concerning the technological state-of-the-art also have to be taken into account (compare e.g. the market shares, operating systems hold in Europe and Asia). When addressing world-wide learning processes, different stages of development especially have to be taken into account (compare e.g. the infrastructure in the US and in the developing countries). - Organisation: Institutional arrangements are necessary in order to implement dissemination processes of e-learning applications in practice. These arrangements involve a wide range of stakeholders, including communities of developers, authors, and learners as well as national and international associations. Apart from providing e-learning applications for several regions, the overall-aim should be to connect these regions in order to form a world-wide learning network. In order to fulfil these requirements, a multi-channel-based (MCB) approach seems to be promising. 2
Potentials of a Multi-Channel-Based Approach for the Dissemination of E-Learning Systems
According to the MCB approach, learning applications are built in a way that they consist of specific learning channels the learner can choose spontaneously [3]. With each channel, the content of an application is represented along special design principles that are appropriate for a specific context of learning processes. That way, the media-mix applied in the system is taken as a means to efficiently meet the demands of the learner. The MCB approach is illustrated by an excerpt of the underlying data model in fig. 2. On the basis of this data model, the MCB approach has been implemented in both OpenSource e-learning platforms FreestyleLearning and OpenUSS [7]. The platforms are hosted at sourceforge.net. Statistics show that they have been downloaded around four thousand times from different countries word-wide [6]. Up to now, extensive experience has been gained using these platforms to build MCB learning systems for students of management accounting at various universities throughout Germany. In these projects on- and off-line channels have been implemented. Examples are channels that are known as “slide show”, “learning by doing”, “check up”, “text study”, “link list”, and “discussion board”. The evaluations of these projects from didactic science highlight the positive effect of the MCB approach for individual learning processes [8].
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Fig. 2: Except of the Data Model for Multi-Channel-Based E-Learning Systems In the following passage, the potentials of the MCB approach for the dissemination of elearning systems will be analysed in detail. The analysis will start with respect to design principles in the field of methodology that serve as an enabler for dissemination work in the other fields. - Method: The MCB design helps to specify regional demands towards e-learning applications. From a didactical perspective, it can be analysed what kind of learning channels seem to be appropriate in order to meet the learner’s demands in a certain regional learning context. In America for example, case-studies might play a major part in applications, whereas in Germany text studies are considered to be the basis for most learning units [5][11]. From a cultural perspective, specific regional effects of the media used in each channel can also be specified (e.g. compare people to be displayed in photos in Russia, Africa, and Asia). - Technology: The MCB approach offers the opportunity to use appropriate technological platforms in each channel. Apart from combining special techniques as to their didactical value (e. g. online channels for communication, offline channels for self-assessment), they can also be selected regarding the technological state-of-the-art of a certain region. In order to do so, learning channels can be adapted to different technological requirements by at the same time reusing major parts of the content and its didactical design (e. g. increasing the compression rate of videos used in a channel so that it can also be used in regions of lower technological standard). - Application: On the basis of precise specifications of regional demands, the MCB approach additionally offers efficient ways to adapt e-learning applications. Some channels can be reused identically in applications for various regions (e.g. chat and newsgroups). Other channels can be reused by modifying specific aspects according to regional needs (e.g. changing text and pictures in a multiple-choice training channel). Finally, even in cases where channels have to be mostly rebuilt, corresponding channels of other regions can serve as patterns (e.g. structure of a slide show or the plot of a video). - Organisation: The MCB approach sets a good basis for the efficient involvement of various stakeholders. On the developer’s side, experts can concentrate on the adaptation of
learning channels from a focussed regional point of view. Local associations as well as standardised certificates may serve to raise trust and identification. The greatest effect, however, might be achieved on the learner’s side. MCB systems offer an infrastructure to connect learners of various regions in world-wide learning networks. In these networks, learners develop their knowledge by using localised channels and, at the same time, interact with students of different regions by using standardised communication channels. This supports the exchange of knowledge as well as intercultural competences [5][13]. In order to apply these findings in practice a process model is needed that shows how to carry out the dissemination work on a multi-channel bases. 3
Reference Process Model for the Multi-Channel-Based Dissemination of E-Learning Systems
In the following section a reference process model for the MCB dissemination of e-learning systems is presented. By providing a reference model [4] general work steps are described that can be applied in various dissemination processes in practice. The model is displayed in fig. 3. Organisation
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Analyse the regional educational system.
Analyse the regional impact of the field of knowledge.
Analyse the regional learning culture and market.
Analyse the regional technological state-of-the-art.
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Specify the regional target context of the e-learning system.
Specify the regional appropriate content of the e-learning system.
Specify the design principles of regional appropriate learning channels .
Specify the regional appropriate media mix for the learning channels .
Implementation
Establish reliable rules for the use oft the learning system.
Integrate regionally shaped learning channels and replenish the application.
Assemble pieces of media in order to build learning channels.
Shape the content of the e- learning system in each learning channel .
Deployment
Establish communication processes that facilitate the use of the e-learning system.
Build semantic links to relevant ressources in the domain of the elearning system.
Identify relevant ressources hat should be interlinked to the e-learning system.
Create preconditions for the interoperability of the e-learning system.
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Fig. 3: Reference Process Model for the Dissemination of E-Learning-Systems The model expresses that special tasks for work in the areas of organisation, application, methodology, and technology are necessary in order to disseminate e-learning systems. Aiming at a fit between these areas, it is also suggested to structure these tasks into different types of work that have to be done in each area. This leads to a matrix structure of the process model, which is helpful to manage complex design problems [9]. Regarding the relationships between the tasks, mainly two work cycles are particularly evident. Analysis & Design-Cycle In the Analysis and Design-Cycle the requirements for a special dissemination project are analysed. Beginning with an analysis of the organisation, it is necessary to achieve an ongoing “appropriation” towards the most suitable implementation of the learning system. - Organisation: In the field of organisation a general analysis of the regional educational system should be undertaken. It is then possible to specify the context in which the learning system should be applied. - Application: For further development the field of knowledge has to be analysed in order to specify the learning content. With respect to the MCB approach, this is primarily achieved
by extracting subjects and defining objectives that seem to support the target situation reasonably. - Method: In order to specify the design of appropriate learning channels, both the preferences of the learners as well as the range of learning material that is available have to be analysed. With the analyses of the learning preferences, regional differences in learning methodology and culture should be taken into account. Additionally the market sphere has to be analysed, in order to realise a maximum of reuse and interoperability in the channel design. - Technology: To assure an appropriate implementation of learning channels, the technological state-of-the-art that is relevant in the target region should to be examined. Against this setting an adequate media-mix has to be specified for each learning channel. As can be seen in the data model for MCB-Systems, this comprises the specification of requirements considering the platform, such as operating systems or the average bandwidth of connections to the internet. Implementation & Deployment-Cycle In the Implementation and Deployment-Cycle, the requirements that have been analysed and specified are incrementally put into practical application. This cycle starts with the implementation work on the technological level and is characterised by an ongoing integration of the learning system. - Technology: The core of the implementation work lies in the shaping of the content regarding the design principles of the learning channel, using the selected type of media for the regional demands in the target context. This is mainly operative work on the production and adaptation of text, graphic, and video as well as software programs. Additionally, the interoperability of the system to other resources in the domain has to be enabled, in order to support its future deployment. For this reason the support of standards like XML and OAI plays an important role. - Methodology: The medial representation of the content has to be assembled in order to build the learning channels that have previously been specified. Most of the work is carried out by interlinking pieces of media, with some additional replenishment work. With regards to the deployment of the system, it is necessary to identify special resources in the domain of the future learning system that should be interlinked. In the field of higher education and research, such resources might be learning materials that are available in e-science networks. In the field of enterprise applications, links to ERP Systems have to be provided in order to support ad hoc learning on the job. - Application: Once the learning channels are built, the application has to be completed. This essentially means connecting learning channels through means such as links that are placed between corresponding subjects. Moreover additional features of the learning system can be added that replenish the learning channels, such as glossaries. For dissemination purpose, the outer linkage of the application has to be implemented according to subject matter. For this purpose semantic links to specific parts in other learning units throughout e-science networks as well as to tasks in ERP-Systems should be built. - Organisation: In order to facilitate the practical use of the learning system, special implementation and deployment work should also be carried out on the organisation. With the implementation of the organisation, comprehensive rules for the use of the learning system have to be established. Following the different institutional arrangements, this comprises a range of measures such as contracting as well as incentive setting. For deployment purpose additional communications processes should to be provided that serve to teach and coach the partners involved in the system. Furthermore, in order to support the sustainability of
the learning systems a relationship management process should be established. This process serves to permanently observe the user satisfaction and to initiate improvement work. The process of dissemination has to be maintained constantly. Supplementary to the relationship management process that provides feedback information, a regular update of the analysis in the special fields of dissemination work has to be undertaken in order to gain so called feedforward information. This method ensures the continued improvement of the adaptation of the e-learning system. This flexibility seems to be of great importance, not least because regional demands are subject to steady change. 4
Conclusion and Further Research
With this paper, requirements for the dissemination of e-learning systems have been analysed against the setting of a comprehensive framework. In order to meet these requirements, a multi-channel-based approach for the design of e-learning systems has been presented regarding its potentials for dissemination purpose. For the practical use of the findings, a reference process model was provided, showing how to manage the dissemination process on a multichannel basis. From a methodological perspective, constructivist research was presented in this paper [2]. The reference model formalises theoretical findings in the fields of information systems, cultural, and didactic science. With this model a guideline is given for empirical research that will be focussed on in the future. In this work, the model can be applied in order to find out about the specific requirements of different regions. In addition to regional focussed work, interregional research should be pursued [5][11]. In the context of increasing globalisation, challenges such as cross cultural learning and standardisation are of growing importance. The approach provided with this paper may help to cope with these challenges. References [1] [2] [3] [4] [5] [6] [7] [8] [9] [10]
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