29. E-learning Framework Considerations

The Global e-learning Framework: An Interview with Badrul Khan
James L. Morrison and Badrul H. Khan
The technology Source Archives at teh Univeristy of Carolina
May/June 2003
Available online at: http://technologysource.org/article/global_elearning_framework/

This interview article can be considered of importance as it lists a number of really good ideas about the need of frameworks, to interpret, manage and enhance e-learning. Some will follow a logic thought that will reaffirm concepts already encountered in our lit review journey to date. Others will be a bit more novel and some will imply additional complexities that will connect to the overall idea that e-learning is an effort of institutions, and that teams must work together. Instructors alone rarely achieve excellence without the collaboration of the deprtaments and institutions they work for.

Framework for E-Learning
Badrul Khan

Highlights:

1. E-learning environments must be meaningful for learners. Accessibility, design, learner-centered spaces, affordability, efficiency, flexibility and access to facilitation are required.
2. E-learning environment as inclusive of distributed learning, flexible and open-learning environments. Meet the learner where they are at, in time, space and levels. These spaces must take advantage of the Internet innate characteristics of openness, flexibility and adaptability of space and time.
3. Institutions try new paths of e-learning every day. If common knowledge where to be shared they can build together a bank of learned experiences of what works and what doesn't.
4. E-learning is a paradigm shift not only for learners, but also for instructors and institutions.
5. Khan speaks of his proposed framework, which combines a number of issues and factors into eight dimensions. This elicits questions for discussion and collaboration. (See image above)
6. His framework includes a great number of critical questions that can generate not only fruitful discussions but also new ideas to tackle the problems at hand. A few questions below:
1. Does the institution support and motivate instructors to dedicate more time to improve learner-centered activities?
2. Is simple language used consistently across the online courses?
3. What is the state of navigation and visual communication? Are images and media used in a sensitive manner?

While not all questions in each sub-dimension may apply to one's specific e-learning planning and situation, these are definitely good ideas to keep in mind and spark a discussion about e-learning at the department and institution level.