|Inverness castle and River Ness|
Last week I saw some interesting and inspiring examples on this theme when I was invited as a guest on a study trip to various Scottish educational organisations with a delegation from the Danish (FLUID) and Norwegian (FuN) associations for flexible learning. I very seldom get the chance to visit my homeland in a professional role so it was an interesting experience to see things from two perspectives; as a native and an international visitor. The delegation consisted of representatives from a wide range of educational institutions: universities, vocational and online training providers, local authorities and consultancies. In only three days we met seven organisations in four cities from Glasgow to Inverness via Edinburgh and Perth.
Here are some of my impressions and reflections on the main themes of the visit.
|Glasgow Caledonian University|
Glasgow Caledonian is the only University in Scotland to offer the opportunity to gain awards by work based learning from Higher Education Certificate through to full MSc. This is achieved by using academic models and theories to frame, analyse and solve real work based problems. We offer these programmes on an individual, group and company basis and although all of these differ to some extent they share the notion that the workplace is the site of knowledge creation and that academic and work based knowledge can be integrated to enrich both the workplace and the University.
The traditional campus concept of university studies is being eroded and augmented to include a wide variety of learning arenas that include the workplace. As this happens universities need to work intensively with developing new methods to validate prior learning and practical skills rather than solely basing admission on formal qualifications. University is wherever you work.
At the other end of the scale we visited Skills Development Scotland, a national government agency who provide career and training advice and guidance for young people leaving school with a particular focus on those with few or no formal qualifications. The Scottish government guarantees everyone between 16 and 19 a place on some kind of education or training and SDS offer a range of services both face-to-face and online to help young people take charge of their own future. Via a dedicated online guidance and self-help service, My world of work, young people can search for training opportunities, apprenticeships and courses in a variety of forms, including online training. We also met representatives of Scottish Union Learning, an umbrella organisation that funds education and training for union members, sometimes in cooperation with employers but often outside working hours. This type of training is aimed at improving basic skills but is increasingly offered online given the difficulties of arranging face-to-face training in some industries.
Online learning in this area is still not completely mainstream but its further development is key to making education and training accessible to all. Face-to-face training normally requires a critical mass of students before it can be offered and many people today miss out on training opportunities because they live in the wrong place and are unable to travel to where the training is based. Online delivery means that training is more accessible regardless of location but for many there is a high threshold; they simply lack the digital and study skills to benefit from this form of training. That’s why we need more local support for online learning, learning centres or libraries where people can get practical support and encouragement.
MOOCs as a catalyst for course development
|Discussing MOOCs in Edinburgh|
The visit further confirmed my conviction that real change in the use of technology in education can only happen when the enthusiasm and energy of faculty pioneers is met by a genuine interest from the top with serious strategies and objectives. When the management clearly understand the issues and creates favourable conditions for innovation and experimentation, as at Edinburgh, things start happening. In this case there was £5 million central strategic funding dedicated to developing online learning, focusing at present on MOOCs and the development of online master’s programmes.
Producing successful MOOCs has stimulated faculty to start looking more carefully at their traditional offerings and there is now a genuine interest to integrate technology into mainstream courses that was missing before. A vital factor behind this success has been that the initiative to start developing a MOOC comes from engaged faculty rather than management asking them to develop a course. A sense of ownership is essential for success and sustainability and this cannot be created when the initiative comes from above. Teachers who want to start a course get central support but they must take charge of the project.
Mainstreaming blended learning
|Perth College, one of the UHI campuses|
|UHI Executive Office, Inverness|
Moving online learning from optional extra to recognised mainstream practice demands understanding and active support from the top management. Technology is an enabler that can widen the reach of education and can help to unite students no matter where they are based. Distance is no longer a handicap and online learning is not a "second best" option. When a university can offer courses to students in many locations using a variety of learning arenas and with both online and face-to-face support available to all we can truly say that distance is no longer an issue.