Celebrating Eiffel Corp – a culmination of 20 years

Celebrating Eiffel Corp – a culmination of 20 years

"We stand on the brink of a technological revolution that will fundamentally alter the way we live, work, and relate to one another. In its scale, scope, and complexity, the transformation will be unlike anything humankind has experienced before…

We do not yet know just how it will unfold, but one thing is clear: the response to it must be integrated and comprehensive, involving all stakeholders of the global polity, from the public and private sectors to academia and civil society.” Klaus Schwab, World Economic Forum 2016

In May 2018 Eiffel Corp hosted our 20 years of excellence celebrations, from 1998 – 2018.  And while often with celebrations we reflect on the past, these celebrations also shed a bright light into the future.

In his opening statements, co-founder Andre van der Merwe quoted Hans Georg Gadamer as follows: “Understanding begins when something addresses us.” Simply put, this means we only try and grasp our environment when it affects us personally.

In 2018 one of the greatest realities we are faced with is the exponential speed at which technology has developed over the past 20 to 40 years. Today we face endless possibilities, with billions of people connected by smartphones, an increase in online storage capacity, access to knowledge like never before and not to forget the breakthroughs in Artificial Intelligence.

When Eiffel Corp was founded, the World Wide Web was at its infancy, with Google starting its operations this year and Nokia launching its first cell phone with Internet access two years prior. It is quite evident that the magnitude of the World Wide Web or Internet had not completely penetrated our local or the global Education system yet.  But it was obvious that this virtual access to knowledge would have a major impact on a global scale. So the question was what would the impact on Education be and how would we harness this major technological development to optimise learning and teaching. WebCT was one of the first products that facilitated this integration of online access to Education by students and lecturers. As technology advanced, so the role of WebCT grew and changed, later to be adopted by Blackboard, offering a fully integrated suite of technologies to manage a Higher Education Institute, opening up the opportunity for learning to be available and accessible at any time and place.

Twenty years down the line, we are now asking how technology and blended learning can advance education into previously impenetrable circumstances. The tools on offer are no longer about accessing information but offer an exchange  - submitting and accessing information. It has become a real-time opportunity for not only virtual education, but for incorporating face-to-face education with the virtual realm for both teaching and learning. Referred to as blended learning, it is the “thoughtful integration of classroom face-to-face learning experiences with online learning experiences,  [with] considerable complexity in its implementation with the challenge of virtually limitless design possibilities and applicability to so many contexts.” (Garrison & Kanuka 2004).

In simple terms, what this means is technology has integrated into virtually every aspect of our daily lives. It is no longer a point of access to knowledge, but part of our general knowledge or tools for tackling practicalities of our everyday habits. This, therefore, brings up the next fundamental question – how do we rethink and redesign teaching and learning approaches and the relationships involved to fit into this new reality within the 21st Century?

This is a question we are already addressing with solutions, and foresee ourselves taking leadership in over the next 20 years, just as we have done for the past 20 years. The proof has not been in our successes, but in the success stories of how technological solutions have made a difference in the lives of the nearly 10 million students, we have been involved with through our clients over the past 20 years.

We have been and will remain fanatical about learning, finding and developing technological solutions that not only work for Higher Learning Institutions but also address the importance of efficiently integrating these technologies by enabling lecturers as well as students. Because we believe in this momentum of technological advancement, we can only develop and implement digital solutions successfully if we play a part in developing the leadership to play their part in applying these tools successfully.

Have a look at how we celebrated this momentous occasion:

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Self Direction

Self Direction:

Getting every student to take responsibility for their own learning and why it will become one of the most important skills in the automated economy of tomorrow.

 

Okay, a show of hands. Who’s taken a MOOC (Massively Open Online Course) recently?

Not bad. About 58m people signed up for open online courses in 2016 (Shah, 2016) through the top five most popular open course platforms like Coursera, edX, and Futurelearn. Excellent progress then as the number of course offerings and sign-ups is still increasing ever since the MOOC phenomenon showed up around six years ago.

Okay, but wait. How many of those students actually completed those courses they signed up for? The answer is few. Very few in fact. The numbers are hard to confirm but it sits somewhere between 3% – 10%.

These figures have been the bane of the MOOC movement for some time and there is an ongoing process of innovation amongst OER (Open Educational Resource) developers to improve the numbers.

However, what is really behind the poor completion rate we see here and how does this compare with completion rates in traditional courses that universities and colleges offer?

In the new world of education that is increasingly dominated by a culture of technology application to achieve the learning aims the fostering of self-direction and self-motivation to complete courses and programmes of learning is becoming ever more important than before and extends beyond the influence of the undergraduate university student all the way to the professional development that every worker needs to undergo as well.

For the some the transition has been difficult to accept, but, it is becoming quite apparent that the skills for teaching and the way in which we gather and learn new things is changing drastically. No longer can the subject matter expert dominate the class like they once did in the lecture hall, booming out theorems to a throng of learners who fill their venue because there was nowhere else to acquire the knowledge required for the final exam (unless you paid some poor sap to do your summary notes for you).

The large majority of quality based modern learning programmes require students to engage in a significant amount of asynchronous learning completed through the resources and lessons created online. This means hours of sitting by oneself reading, interacting and developing understanding alone or as part of a physically removed community of learners online. For many, this is an entirely alien experience and takes time for adjustment. Schooling doesn’t typically teach this type of skill either and it isn’t part of their traditional delivery (not yet anyway) so why are we surprised that many students don’t cope well with online learning straight out? And are educators not aware that by improving self-direction we could put a massive dent in the dropout failure rates we see every semester in South African universities and colleges.

Self-direction and the ability to self-motivate can be greatly encouraged in learners if the right approaches are used in developing the online components in courses.

Firstly, educators need to provide a solid structure to their online delivery. Well set out and described learning units, weekly or bi-weekly activities, regular communication and updates from the lead educator and the tutors demonstrates to learners that there is a living presence behind the course and that care is being taken to ensure they feel supported and guided in their learning. Students also need to be provided purpose in the completion of activities online (Garrison, 2003). If they know that reading this particular chapter on historical economic models, for instance, will help them to understand the modern global economy proves to them that making the effort is worth the time taken to consume it – the energy expended must pay off (the typical millennial consumes mountains of data each day but is quickly distracted if the value proposition isn’t immediately apparent)

Secondly, learners must be able to detect a clear path in their online learning development and see each step and where the end of the learning journey lies. Unclear outcomes and unplanned for expectations that require effort beyond what they were prepared to provide will give them every reason to begin questioning the value in completing certain tasks or even the entire course. This is particularly important in the online space as students have to spend more energy reaching out to their contacts and communities in a course to gauge reaction and/or plan their reactions.

Other ways of fostering self-direction could be a simple as setting basic ground rules of engagement and interaction. In traditional face to face environments, the educator could state that a certain exercise should take 1 hour to complete, like a quiz or reading etc. Attaching these types of values and expectations to learning outcomes online greatly assists learners in planning their daily activities and gives them a structure they have seen before. And importantly, make them achievable and understandable. Inundating learners with too information or too many activities can be as arduous as having nothing at all.

Other factors such as rewards, recognition and community development are equally important. By using these factors in the creation of assessments learners can easily gauge their progress and mastery of the subject matter which in turn builds confidence in the online medium and how they are adapting to it. Start with light testing and recognition (tie this into the development of the online course communities and groups i.e. open, unchallenging, reflection on the results and what to improve on) so that learners feel that they share commonality with the other online learners undergoing the same experience and possibly tackling self-motivated learning for the first time.

Using tools such as retention alerts and rules will also enable the lecturer and tutors to identify, early on, those learners who have missed cues to engage with critical content or to continue past a particular point in the course and cue a one-to-one conversation or an automated set of reminders.

Once learners have been encouraged and supported to achieve a developed sense of self-direction it becomes much easier for them to cope with changes and disruptions to their courses and programmes and imparts on them the ability to be far more agile in their own learning (owning it, taking responsibility, call it what you will..). From that point on they can be relied on to complete their learning outcomes on their own, question the value the learning critically and, most importantly, develop faster and more efficient reflexive skills required to function at the higher levels of maturity demanded in high quality online programmes and communities of learning.

And why is this skill so important? It turns out that it’s not just useful while studying before entering the workplace..

With the coming 4th revolution often bandied about in the press and the growing threat of automation of most jobs existing today the ability of professionals and workers to reskill themselves before they are replaced by a more efficient machine or algorithm should be taken very seriously. People will have to be imbued with the skill to drive themselves with reskilling and theoretical development at a much faster pace than before without the luxury of traditional face to face or even one-on-one classes.

Businesses too will need to find ways to reskilling and redeploying potentially thousands of workers who can no longer fulfill a profitable role within the company unless they are self-directed enough to develop beyond their existing skill set. It may even result in fast forwarding the move to the gig-economy model where workers are contracted only for their specific talents one job at a time.

Thinking only a little further, when this context is applied to the South African economy where we already have millions of unskilled participants in the existing labour pool with no means to acquire these new capabilities and who are already so far behind the future scenarios one can begin to draw are rather, lets be honest here, rather frightening.

Providing the means by which to develop self-direction in young learners and for individuals, taking responsibility for ones one future learning and skill development, has never been more important and should be given the focus it deserves due to the far-reaching consequences it may one day have.

References:

GARRISON, D.R., 2003. Cognitive presence for effective asynchronous online learning: The role of reflective inquiry, self-direction, and metacognition. Elements of quality online education: Practice and direction, 4(1), pp. 47-58.

ONLINE COURSE REPORT, 2017-last update, State of the MOOC 2017: A Year of Privatized and Open Education Growth [Homepage of Online Course Report], [Online]. Available: http://www.onlinecoursereport.com/state-of-the-mooc-report/ [07/05, 2017].

ONLINE COURSE REPORT, 2016-last update, State of the MOOC 2016: A Year of Massive Landscape Change For Massive Open Online Courses [Homepage of Online Course Report], [Online]. Available: http://www.onlinecoursereport.com/state-of-the-mooc-2016-a-year-of-massive-landscape-change-for-massive-open-online-courses/ [07/05, 2017].

SHAH, D., 26/12/2016, 2016-last update, By The Numbers: MOOCS in 2016 [Homepage of Class Central], [Online]. Available: https://www.class-central.com/report/mooc-stats-2016/ [07/05

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The Building Blocks of Creativity and Spontaneity in Online Design

The Building Blocks of Creativity and Spontaneity in Online Design

 

Despite many years of evolving theories and research, and the development of a wide variety of learning management systems, apps and other software, online learning design has seen very little change and innovation over the years. In the main, educational technology is used to dump face-to-face learning materials into a virtual space, usually onto a platform such as a learning management system (LMS), relegating the role of the LMS to that of a glorified document repository.  Why should this be?

 

We need first to look to educators’ and decisionmakers’ expectations of technology. People perceive technology as something that should ‘automate’ stuff and allow us to do things in a more speedy and efficient way. Educational technology has, inadvisably, long been touted as some sort of magical panacea that will do it all for you. This creates an expectation that the technology, in and of itself is going to transform learning and teaching and magically improve results and student throughput, without any effort on the part of the teacher. When that expectation is not met, the teacher’s and other stakeholders’ trust in the technology is undermined. Technology is perceived as something that doesn’t work, is a waste of time and a gimmick. This is a story that plays out across the world on a regular basis and is, in my opinion, one of the fundamental reasons why so many learning platforms become document repositories.

 

There are, of course, other variables involved such as the reliability of IT infrastructure, but the fundamental reality is that a teacher who is used to teaching in a face-to-face environment is usually not equipped to move quickly and seamlessly into a blend of the face-to-face and online environment or into a fully online environment. This is a factor that is constantly overlooked in the technology acquisition process at many educational institutions. Instructors need to take a number of variables into consideration when deciding to employ technology in their classrooms. Koehler and Mishra’s Technological Pedagogical Content Knowledge (TPACK) framework provides a helpful illustration of this process.

 

Three factors should come into play when considering the use of technology in the classroom. A teacher who begins to move into this environment needs to a balanced blend of the following:

 

  • Content knowledge – a teacher’s knowledge of a subject needs to be sound so that they have the ability to build a curriculum that produces students who are able to demonstrate an acceptable level of competency at the expected cognitive levels in that subject.

 

  • Pedagogical knowledge – a teacher should have basic knowledge of a range of learning theories such as behaviorism, cognitivism, constructivism and connectivism and how their use in curriculum development can enhance a student’s access to and assimilation of the material to be taught.

 

  • Technological Knowledge – a teacher should be comfortable with the day-to-day use of a range of technology and understand how it can be used to enhance the overall learning experience through its correct application in a particular subject field.

 

When these three aspects are in place and are working in concert, the transition to a virtual environment becomes much easier for the teacher. If there is a weakness in one of these elements, the resulting experience with educational technology will likely be negative for the teacher, the students and, ultimately, the institution. A balanced mix of these elements produces a teacher who is able design a curriculum that uses technology effectively in their subject field, can respond innovatively to new technological developments and is able to produce and reconfigure online learning interventions quickly and with relative ease.

(Failure to allow for professional development in any of these three spheres will result in a less than optimal experience for both the institution and their instructors but, especially more so if the pedagogical technological knowledge component is weak or missing. Eiffel Corp addresses this skills gap though its Digital Teaching and Learning series. Instructors are taken through series of three certified courses that address the theories and approaches applicable in online learning, the practical use of technology and the advanced application of the knowledge gained.)

Reference: Koehler, M. and Mishra, P., 2009. What is technological pedagogical content knowledge (TPACK)?. Contemporary issues in technology and teacher education, 9(1), pp.60-70.

 

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From Here to There: Students’ Perceptions on Feedback Goals, Barriers and Effectiveness by turnitin.com

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Things to consider when budgeting for an SIS

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The Changing Landscape for Higher Education

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Don’t Be Duped by Online Learning Promises — Questions to ask before enrolling

Fools Rush In

Driving (or should we say crawling) on any the congested highways around Gauteng or the Western Cape one can’t help but be practically beaten over the head by the number of massive billboards, signs and posters advertising a mushrooming number of new private educators who are keen to enrol learners and students onto their ‘innovative’ technology enabled learning programmes. Lashed with flashy slogans like ‘Success through eLearning’, ‘Online Achievement’ and ‘Accredited Web Based Learning’ smiling, happy students hug each other while brandishing their free, shiny new, China mall tablets and four year old laptops.

While the #FeesMustFall movement has been a proverbial atom bomb for public institutions, private providers of education have been enjoying a delicious bout of schadenfreude while they watched the turmoil unfold across traditional campuses around the country. Student enquiries at private institutions of higher learning were probably higher this year than at any time in the past and it’s all down to learners not wanting to have to dodge rocks, tear gas and marauding protesters just to get to Economics class on time. Likewise, the parents who pay their study fees want value for money, for their kids to graduate in one piece but mostly so they can finally kick them out of the house for good once their certificate has arrived.

The large majority of students, be it rich or poor, likely also just want to just get on with their studies without all the social injustice and free education protesting. It’s been stated over and over that many many students support the call for free tertiary education, it is a noble quest for any country particularly South Africa, but most likely don’t think that burning down the chemistry block is the right way to go about it. And doubly, they don’t what to sacrifice their personal achievement and chance of being employed one day for it either. So it’s not surprising that even some of the very poorest of learners will still strive to enrol and pay for private education in order to avoid the strife. Idealism can be great and all but it sure doesn’t get you a job unless radical politics is you chosen career path and at this rate it probably means some jail time. Uh, no thanks.

However, for those lucky enough to be able to afford or be sponsored for private education programmes, which many perceive to be somehow better because its offered in some digital format or ‘online’, it pays to be discerning.

Online programmes, it must be said, are not all created equal. Too many times have learners and parents been duped into paying over large sums for learning content which is simply pasted on line and branded eLearning and which is no better than paper behind glass. These types of experiences are often accompanied by old or poor quality course content, little or no communication from lecturers (who probably possess limited skills for teaching in a digital environment) and a distinct lack of support or moderation. The sudden rush by new students to private educators is revealing just how shoddy many online enabled programmes have been pedaled in the past and the trend is set to continue unless the consumers of this type of learning delivery take a more pragmatic approach and apply some common sense consumer rights (Isabel Jones, please hear us now)

Many a private college, school and professional education provider are giving technology enabled learning a very bad wrap but what is worse is that the quality of the education itself and skills provided is likely to be suffering at the same time. You know how graduates seem totally unprepared for the work place even though they graduated with distinctions – yeah, that stuff.

If you’ve already enrolled, or are thinking of doing so, in a university or private college that has punted eLearning as a medium of instruction and you want to know if they’re not just flying by night then ask the following set of questions:

How does the various course or subject outcomes align with the use of the technology? If it’s good, then you should be able to detect that digital learning activities and exercises are tied together with skills or knowledge development outcomes. For instance, you may be asked to view a video and then share your views with others in a teacher moderated online discussion or live forum that delves deeper into the subject or principle. Alternatively, you could be asked to create a digital representation of your work and submit it online. If the lecturer is just posting notes online that’s not eLearning – that’s Dropbox.

Are you being tested or assessed online or through a digital medium? Writing tests sent via email and submitting hard copy assignments sent to you on the online platform isn’t eLearning either. There are a multitude of ways to be tested and checked for competency using the web including online quizzes and tests, digital evaluations and surveys, creating your own collaborative video or audio submission or using existing third party platforms to assess developed skills. Look for and ask for evidence of creativity in assessment (it’s your right to demand originality dammit!).

But be fair when it comes to final or summative assessments like exams as these have strict rules around facilitation and which need to be adhered to so can’t always be accommodated in a digital format. The capability to do them does exist but it is resource intensive and can add significantly to the cost of a study programme. However, you should see more of this in years to come, in fact, why don’t you suggest it?

Collaboration, sharing, communication and social networks on fire (er, the good kind). One of the best markers of a great elearning programme is the level and maturity of interaction between learners, lecturers and each other in the online learning space. In repeated studies it has been proven that collaborative study is brilliant for individual performance and knowledge development. With its ability to provide an easy means to establish connections technology does this really well. Looks for signs of regular, vibrant, involved online discussion and commentary that feeds the learning process, is respectful and inclusive of all participants and which, most importantly, adds value to your learning. If you’re assessing a school or college, ask for evidence of this or ask to speak to a lecture who’s good at it. You’ll soon notice who’s only been doing this since yesterday…

The avenues to learning are becoming more and more plentiful for most people, and that’s a great thing. MOOC’s and OERS are evidence of that. But it’s up to you or whoever pays the bill to ensure that you’re getting your money’s worth when it comes to eLearning.

Don’t be easily impressed by the promise of a poor quality tablet or stories of being able to study on the beach. While you’re potentially paying more for this mode of learning you may actually be funding and antiquated and poorly developed technology.

Make sure you ask the hard questions before you enrol so that you can graduate with the confidence that your chosen college or school is really as innovative as they say they are and more than just the advertising on their M1 billboard.

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Discover the power of X-Ray Learning Analytics to provide key insights leading to improved student retention

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