Good practices and challenges in e-learning. From training to lifelong learning. A transformative approach to e-learning

Good practices and challenges
in e-learning
From training to lifelong learning
A transformative approach to e-learning
Current trends in professional development of civil servants
Employment, Support, Counselling to Meet Labour Market Needs (ESCape)
Tbilisi, 14/11/2022
Ismael Peña-López

If people (have to) learn their whole lives…
What will happen when “I am not there”?
Two sets of strategies
 While “I am here”: fostering learning to learn
 When “I am not there”: scaffold lifelong learning
How can e-learning and ICT technologies in general
contribute to it?
3

Outranging formal training
4
Structured
Teaching
Planned
Learning
Unplanned
Learning
Non-
Structured
Teaching
Formal Autodidactic
Informal
Non-Formal
A subject in a
University Degree
Developing an application
from some handbooks
Participating in a
workshop about a
current issue
Innovating a process
in the workplace

5
While “I am here”:
Fostering learning to learn

Outranging formal training (revisited)
Turn educational institutions expendable
Ten strategies that sum up as
 Foster a heutagogic model of learning
 Help learners to build their own personal learning
environments
6

The School
 Opening up space
 Opening up time
E.g.
 Virtual campuses
7

The Classroom
 Promote the creation of community
 Enable proactivity
 Allow the entry of information from ‘the outside’
 Allow information from ‘the inside’ to go out
 Blur barriers with informal learning
E.g.
 Social networks
 xMOOCs
8

The Textbook
 Promote the update of content
 Boost creativity through the creation of resources
 Support to collaborative work
 Analyze replicability and traceability of changes
E.g.
 Open educational resources
 Informal non-educational-purposed resources
 Collaborative documents / wikis
9

The Library
 Improve the capacity of synthesis
 Foster the capacity of analysis
 Promote the quality of a work by exposing it
 Establish open debates between authors
E.g.
 Personal bibliographies/collections
 Content-based social networks
10

The Syllabus
 Have an active role in determining the syllabus
 Foster a feeling of closeness or presence
 Develop immediacy by adapting the repertory
 Capitalize on the mobility of the learner
E.g.
 Vertical social networks
 Classmate-generated content
11

The Schedule
 Shift from content to capabilities and skills
 Bridge formal education and non-formal and
informal education
E.g.
 Asynchronous learning
 Flipped classroom
12

The Teacher
 Incorporate new actors
 Experience-based learning
 Simulation of real environments, real cases
 Engage with others, sense of the shared and
collaborative construction
E.g.
 Classmate-generated content
 Communities of learning / practice / cMOOCs
13

Evaluation
 Incorporate strategies to monitor surroundings
 Configure one’s personal learning environment
 Foster critical learning by situating the student on
the other side of the mirror
 Peer-to-peer evaluation
E.g.
 cMOOCs
 Open evaluation
14

Certification
 Certification vs. relevance
 Work on informal indicators of quality or interest
E.g.
 Informal credentials for reputation
15

The Curriculum
 What is known vs. what can be applied
 Stocks vs. flows
E.g.
 ePortfolio
 Personal Learning Environment (PLE)
16

An ecology of learning tasks (I)
 Provide the context within which learning takes
place.
 Identify spaces in which exchange, collaboration
and cooperative work can take place.
 Promote interaction so that these spaces, in
these contexts, can be oriented towards learning.
17

An ecology of learning tasks (II)
 Provide the necessary tools to draw a correct
diagnosis one’s learning stage in relation to
others and, particularly, in relation to oneself.
 Identify learning goals, which in fact correspond
to new spaces to occupy in relation to how we
have defined the future.
 Promote the design of learning paths as a nexus
between diagnosis and learning goals. Incorporate
the necessary resources into this design to
catalyse interaction and bring together the results.
18

19
When “I am not there”:
Scaffolding lifelong learning

Outranging learning spaces
 Create learning spaces
 Validate spaces as learning ones
 Facilitate spaces, participate, bring resources in
20

Outranging learning objects
 Create learning objects
 Validate objects as learning ones
 Promote third parties’ informal learning objects by
cataloguing, archiving, disseminating
21

Outranging learning objects
 Become a mentor when ceasing to be a teacher
 Be a knowledge benchmark in the field
 Be reachable, responsive, at hand
 Spotlight and give voice to other (informal) actors
 Articulate and facilitate communities
 Catalyze knowledge constructs as handy learning
objects
22

Outranging learning methodologies
 Create and freely release methodologies and
instruments. Give up the monopoly of knowledge.
 Contribute to the interoperability of learning
instruments.
 Create standards of reference.
 Co-create methodologies.
 Work for learnability, meta-cognition. Create
spaces and instruments about learning.
 Work for learning ecosystems: platforms, codes,
methodologies, instances.
23

Further reading
Peña-López, I. (2018). “Translearning: unfolding
educational institutions to scaffold lifelong networked
learning”. In Zorn, A., Haywood, J. & Glachant, J.
(Eds.), Higher Education in the Digital Age. Moving Academia
Online, Chapter 3, 55-82. Northampton, MA: Edgar Elgar.
Peña-López, I. (2015). “The networked educator — an
approach from distributed leadership”. In ICTlogy, December
2015, (147). Barcelona: ICTlogy.
25

To cite this document :
Peña-López, I. (2022). Good practices and challenges in e-learning. From training
to lifelong learning. A transformative approach to e-learning. Current trends in
professional development of civil servants. 14 November 2022. Tbilisi: Civil Service
Bureu Georgia, ESCape / European Commission
http://ictlogy.net/presentations/20221114_ismael_pena-lopez_-_training_lifelong_learning_transformative_approach_e-learning.pdf
To contact the author :
ismael.pena@gencat.cat
@ictlogist
All the information in this document under a
Creative Commons license:
Attribution – Non Commercial
More information please visit
http://creativecommons.org/licenses/by-nc/4.0/

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