Browsing by Author "Janssens-Bevernage, Anouk"

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    Open Access
    Facilitated e-Learning in sub-Saharan Africa
    (2006-10) Janssens-Bevernage, Anouk
    PCF4 // This paper describes an e-learning initiative made possible by improved electronic communications and computer skills of staff in Africa, and not just in the capital city. // The analysis of climatic data is important in many development sectors including agriculture, food security, health, water supply, building and flood prevention. National Meteorological Services in Africa are decentralising their climatic activities, a change made possible by the wide availability of computers and improved communications infrastructure. The staff in the individual Met stations need training in data analysis, as do the many potential users of climatic data. // A training course, called SIAC, Statistics in Applied Climatology, is designed to support producers and users of climatic data to develop their skills in the analysis of the historical records. Since 2005, part of this training has been given as a facilitated e-learning course. The paper describes the importance of a "virtual community of practice" for sustained learning and how an online platform can offer the opportunity and space to engage with other climatologists across the continent. It narrates the challenges of an online course for professional development in Africa and the positive impact of e-SIAC on motivation and collaborative on-line problem solving. // Paper ID 325
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    Open Access
    How Do We Design Inspiring Online Vocational Courses?
    (2008-09) Janssens-Bevernage, Anouk; Dark, Sue
    PCF5 Sub-theme: Cross-cutting Themes // There are many in the education and training sector who continue to be pessimistic about the effectiveness of e-learning for vocational education and training, and it is with good reason. Packaged course content and hyperlinked text, all masquerading as “learning experiences”, go some way toward explaining the continuing frustrations. So what are the reasons for this ongoing “poor perception” of the effectiveness of e-learning and why don’t we seem to be learning from the issues raised? // Research on adult distance learning and the factors that make for successful learning design is abundantly available (Mayes & de Freitas, 2007). However, we don’t see these theories being employed significantly by instructional designers in e-learning courseware. In this paper we explore some of the key reasons why we think e-learning often isn’t working for vocational adult education. These reasons include: the focus on content rather than on authentic contextualised activities, which support the development of practical “real-life” skills; the failure to design good online facilitation to support collaborative online team work; uninspiring learning experiences; and a lack of good scaffolding to support and orient learners in their learning journey. // We suggest that a continuing gap in online adult education is the lack of good instructional design guidelines that focus on the pedagogy and are meaningful to an educational or training practitioner. We invite the reader to consider six simple design principles based on our synthesis of good practice in the available literature and on the authors’ experiences in designing and facilitating e-learning for adult learners. // Paper ID 577