E content

E- E- contents’ development and contents’ development and evaluationevaluation

Our vision is Our vision is “inclusive e-learning contents” “inclusive e-learning contents” We define “inclusive e-learning contents” as:We define “inclusive e-learning contents” as:

those digital learning materials which are bias-free, those digital learning materials which are bias-free, pedagogically flexible, customisable, and accessible. pedagogically flexible, customisable, and accessible.

We strongly believe that:We strongly believe that: Creating strategies, methodologies and technologies for the Creating strategies, methodologies and technologies for the

development and diffusion of inclusive e-learning contents development and diffusion of inclusive e-learning contents is a step forward to ensure that all European citizens is a step forward to ensure that all European citizens regardless of their gender, race or ethnic origin, religion or regardless of their gender, race or ethnic origin, religion or beliefs, disability, age, social and economic condition or beliefs, disability, age, social and economic condition or sexual orientation have access to high quality e-learning sexual orientation have access to high quality e-learning contents.contents.

We understand that… We understand that… (e)Learning content is not a value free product (e)Learning content is not a value free product

(it always “embodies” biases)(it always “embodies” biases) (e)Learning content cannot be seen (e)Learning content cannot be seen

independently of a complex web of independently of a complex web of technological, economic, social, cultural and technological, economic, social, cultural and educational realities.educational realities.

Ageist biasAgeist bias: stereotyping of people grouped on the basis of their age.: stereotyping of people grouped on the basis of their age. Ableist biasAbleist bias: stereotyping of people grouped on the basis of their : stereotyping of people grouped on the basis of their

mental or physical abilities. mental or physical abilities. National biasNational bias: stereotyping of people grouped on the basis of their : stereotyping of people grouped on the basis of their

nationality, but also nationalistic perspectives in history, omission of nationality, but also nationalistic perspectives in history, omission of unpleasant events, undermining of other nations’ contributions in unpleasant events, undermining of other nations’ contributions in various fields of human activity etc. various fields of human activity etc.

Racial and ethnic biasRacial and ethnic bias: again stereotyping. : again stereotyping. Social class biasSocial class bias: stereotyping of people of the basis of their social : stereotyping of people of the basis of their social

class membership. This type of bias together with racial bias has class membership. This type of bias together with racial bias has also been discussed in relation to testing instruments. also been discussed in relation to testing instruments.

Religious biasReligious bias Ideological biasIdeological bias: stereotyping of people grouped on the basis of : stereotyping of people grouped on the basis of

their ideology or political affiliation, but also imbalance and their ideology or political affiliation, but also imbalance and selectivity in the presentation of different ideological and political selectivity in the presentation of different ideological and political stancesstances

Scientific biasScientific bias: omission or misrepresentation of scientific methods : omission or misrepresentation of scientific methods and findings and favourable treatment of others. and findings and favourable treatment of others.

Popular bias types in learning content…Popular bias types in learning content…"preference or inclination that inhibits impartiality, prejudice""preference or inclination that inhibits impartiality, prejudice"

Popular bias formsPopular bias forms InvisibilityInvisibility: The complete or relative exclusion of a group of people : The complete or relative exclusion of a group of people

from the contents of learning materials.from the contents of learning materials. Linguistic biasLinguistic bias: Linguistic bias is embedded in the language, in the : Linguistic bias is embedded in the language, in the

concepts and metaphors people use, the connotations of certain concepts and metaphors people use, the connotations of certain words, the choice of descriptors etc. The use of language to convey words, the choice of descriptors etc. The use of language to convey implicit or explicit biased messages.implicit or explicit biased messages.

StereotypingStereotyping: Generalizations, or assumptions about the : Generalizations, or assumptions about the characteristics of individuals solely on the basis of their belonging characteristics of individuals solely on the basis of their belonging into a group, disregarding of individual attributes and differences. into a group, disregarding of individual attributes and differences.

Imbalance and selectivityImbalance and selectivity: One-sided interpretations, omissions of : One-sided interpretations, omissions of valid counter-arguments or important information.valid counter-arguments or important information.

UnrealityUnreality: Glossing over of unpleasant or negative facts and events. : Glossing over of unpleasant or negative facts and events. Fragmentation and isolationFragmentation and isolation: Presentation of a group in an isolated : Presentation of a group in an isolated

way within the text, for example in a “special” chapter or in a side way within the text, for example in a “special” chapter or in a side box as if this group is or was isolated from other groups.box as if this group is or was isolated from other groups.

Cosmetic biasCosmetic bias: The use of attractive covers, photos, slogans etc : The use of attractive covers, photos, slogans etc which give the “illusion of equity” which only applies at surface which give the “illusion of equity” which only applies at surface level. level.

Pedagogic biasPedagogic bias

No kind of pedagogy, instructional design or No kind of pedagogy, instructional design or practice can effectively address the needs and practice can effectively address the needs and capacities of all learners capacities of all learners

No pedagogy or pedagogic practice, no learning content can No pedagogy or pedagogic practice, no learning content can be really inclusive if it ignores the social-cultural and be really inclusive if it ignores the social-cultural and

economic realities of learnerseconomic realities of learners

gender, socio-economic status, family gender, socio-economic status, family composition, race or ethnicity and religion, as composition, race or ethnicity and religion, as well as level of exposure to formal education well as level of exposure to formal education and age (particularly in the case of adult and age (particularly in the case of adult learning) are all sources of longstanding learning) are all sources of longstanding observed differences in academic performance observed differences in academic performance and academic choices of learnersand academic choices of learners

We need to know what may be the We need to know what may be the implications of not addressing exclusion…implications of not addressing exclusion…

The European benchmarks in the field of education The European benchmarks in the field of education imply that in 2010:imply that in 2010:

2 million fewer young people (18-24 yrs old) would 2 million fewer young people (18-24 yrs old) would have left school earlyhave left school early

200.000 less 15 years olds would be low performers 200.000 less 15 years olds would be low performers in reading literacyin reading literacy

2 million more would have graduated from upper 2 million more would have graduated from upper secondary educationsecondary education

All students leaving school would be able to All students leaving school would be able to communicate in two foreign languages.communicate in two foreign languages.

But recent data show that…But recent data show that…

The percentage of low reading literacy performers at The percentage of low reading literacy performers at the age of 15 in the 16 EU countries for which the age of 15 in the 16 EU countries for which comparable PISA data are available reaches almost comparable PISA data are available reaches almost 20%20%

To make this more plain, it is estimated that 1 million To make this more plain, it is estimated that 1 million out of 5 million pupils at the age of 15 can at best out of 5 million pupils at the age of 15 can at best locate a single piece of information, identify the main locate a single piece of information, identify the main theme of a text or make a simple connection with theme of a text or make a simple connection with everyday knowledge.everyday knowledge.

In order to get a wider picture of the In order to get a wider picture of the implications of these findings, the above implications of these findings, the above should be contrasted with the estimation should be contrasted with the estimation adopted by the EC that: adopted by the EC that:

over the next five years, only 15 % of newly over the next five years, only 15 % of newly created jobs will be for people with basic created jobs will be for people with basic schooling, whereas 50 % of newly created jobs schooling, whereas 50 % of newly created jobs will require workers with tertiary level will require workers with tertiary level qualifications. qualifications.

In view of the above, In view of the above, ……we urgently need to learn more about possible determinants we urgently need to learn more about possible determinants

of school failure and the role of (e)learning content in of school failure and the role of (e)learning content in addressing this problem addressing this problem

A recent report A recent report showed that tshowed that the socio-economic background he socio-economic background characteristicscharacteristics of students (PISA 2003) data explained of students (PISA 2003) data explained between 10 and 26 % of the variance in students’ mathematics between 10 and 26 % of the variance in students’ mathematics performance.performance.

The findings indicate that within the same classroom where all The findings indicate that within the same classroom where all students are exposed to the same kind and quality of teaching students are exposed to the same kind and quality of teaching and learning content, it is likely that some students will not and learning content, it is likely that some students will not perform as well as other. This is not primarily because they do perform as well as other. This is not primarily because they do not try hard enough but just because they are coming from not try hard enough but just because they are coming from families that are poor and poorly educated, from single parent families that are poor and poorly educated, from single parent families, from families that do not speak fluently the native families, from families that do not speak fluently the native language. language.

e-Learning content that combats e-Learning content that combats exclusion from education…exclusion from education…

Another finding we wish to highlight here is the large Another finding we wish to highlight here is the large variation in learner characteristics among students variation in learner characteristics among students withinwithin schools as compared to observed variation schools as compared to observed variation between schools. Practically this means that schools between schools. Practically this means that schools in most countries are likely to be consisted of in most countries are likely to be consisted of heterogeneous groups of students in terms of their heterogeneous groups of students in terms of their learner characteristics. learner characteristics.

The above are quite interesting from a pedagogic The above are quite interesting from a pedagogic point of view and also in terms of learning content point of view and also in terms of learning content design as the findings indicate that different learning design as the findings indicate that different learning strategies and different learning situations strategies and different learning situations (cooperative learning, competitive learning) are at (cooperative learning, competitive learning) are at best very weakly related to the achievement scores of best very weakly related to the achievement scores of students in mathematics and reading.students in mathematics and reading.

……by addressing variation in learner by addressing variation in learner characteristicscharacteristics

The high variation in learner characteristics that is The high variation in learner characteristics that is observed within schools calls for differentiated observed within schools calls for differentiated approaches to learning…approaches to learning…

e-Learning content that is flexible enough to adapt to e-Learning content that is flexible enough to adapt to different learning styles is likely to be much more different learning styles is likely to be much more effective than content that embodies a narrowly effective than content that embodies a narrowly defined pedagogic approach or technique. The latter defined pedagogic approach or technique. The latter may effectively introduce a kind of bias … may effectively introduce a kind of bias …

Further research from national to local level is needed Further research from national to local level is needed to identify disadvantaged student groups, their to identify disadvantaged student groups, their proportion and distribution at different levels of proportion and distribution at different levels of education and training and to develop a deeper education and training and to develop a deeper understanding of their learning needs. understanding of their learning needs.

In terms of e-Learning contents there is a need to In terms of e-Learning contents there is a need to formulate policies that will help such groups of formulate policies that will help such groups of students get access to supportive e-Learning materials students get access to supportive e-Learning materials for study at home or school that will come for free or for study at home or school that will come for free or at very low cost, as well as funding schemes that will at very low cost, as well as funding schemes that will help their families get a home pc and Internet access.help their families get a home pc and Internet access.

Lifelong learning: the case of e-Lifelong learning: the case of e-Learning contentLearning content

the distribution of participation in adult learning is the distribution of participation in adult learning is currently not in favour of those with the lowest levels currently not in favour of those with the lowest levels of initial education, older people, people in rural of initial education, older people, people in rural areas, and disabled and of course immigrants.areas, and disabled and of course immigrants.

The bottom line regarding what should be the The bottom line regarding what should be the priorities in terms of content development and priorities in terms of content development and evaluation for adult learning is, particularly for those evaluation for adult learning is, particularly for those with low skills, and low key competencies.with low skills, and low key competencies.

But what exactly is “(e-)learning But what exactly is “(e-)learning content”?content”?

“… “… content that can be used for learning in content that can be used for learning in different contexts: in formal education and different contexts: in formal education and training programmes, in non-formal general training programmes, in non-formal general education and in continuing vocational education and in continuing vocational training courses, as well as for self-learning”training courses, as well as for self-learning” ((eContentplus 2006eContentplus 2006 Work ProgrammeWork Programme))

Ideological shiftIdeological shift

being a “learner” has (to) become a way of being a “learner” has (to) become a way of living living

being a “learner as student” is just an instance being a “learner as student” is just an instance in the perpetual strive for learningin the perpetual strive for learning

The turn to the “learner” has great implications on The turn to the “learner” has great implications on how we understand “learning content”.how we understand “learning content”.

content content becomesbecomes learning content learning content as an object of their as an object of their learning activitylearning activity

content content seizesseizes to be learning content when the learner to be learning content when the learner believes (justifiably or not) that has exhausted its potentials believes (justifiably or not) that has exhausted its potentials

for learningfor learning has no prior knowledge, skills or experiences that would has no prior knowledge, skills or experiences that would

help her learn something out of ithelp her learn something out of it

The conception of the “learner” as a de-contextualised self-The conception of the “learner” as a de-contextualised self-reliant entity has relativised the concept of “learning reliant entity has relativised the concept of “learning content” to such a great extent so as to be any piece of content” to such a great extent so as to be any piece of information that is or can be used for learning.information that is or can be used for learning.

Content is what learners have to know and be Content is what learners have to know and be able to perform in order to progress into a able to perform in order to progress into a well defined system subject and skill areas, well defined system subject and skill areas, timetables, grades and exams. timetables, grades and exams.

Schoolbooks, apart from teachers of course, Schoolbooks, apart from teachers of course, are the “carriers” and “transmitters” of the are the “carriers” and “transmitters” of the content in most of the education and training content in most of the education and training areas.areas.

they still can teach us a lot about they still can teach us a lot about “learning content”.“learning content”.

explicitly respond to curriculum contentexplicitly respond to curriculum content developed and organised with the explicit developed and organised with the explicit

intention to be used as an object of learning intention to be used as an object of learning activityactivity

with a specific audience of learners in mindwith a specific audience of learners in mind is “compatible” with the wider and specific is “compatible” with the wider and specific

standards set by the respective field of action standards set by the respective field of action (in terms of actual content (in terms of actual content as well asas well as pedagogy)pedagogy)

Teachers/trainers as learning Teachers/trainers as learning content developerscontent developers

As characteristically Gerry Graham (2005) As characteristically Gerry Graham (2005) puts it, “…teachers up and down the length puts it, “…teachers up and down the length and breadth of the country [UK] and across and breadth of the country [UK] and across other countries as well, this is what they do. other countries as well, this is what they do. They create content. They’ll use other people’s They create content. They’ll use other people’s content but they’ll create their own content”.content but they’ll create their own content”.

Learner-led content creationLearner-led content creation

Learning Learning projectsprojects Lab experimentsLab experiments Design and development activitiesDesign and development activities CompositionComposition, , essay writingessay writing, , constructionsconstructions, ,

activities that depend largely on activities that depend largely on communicationcommunication

THANK YOU .THANK YOU .