E content

1. E-E- contents’ development andcontents’ development and
evaluationevaluation

2. Our vision isOur 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 theCreating strategies, methodologies and technologies for the
development and diffusion of inclusive e-learning contentsdevelopment and diffusion of inclusive e-learning contents
is a step forward to ensure that all European citizensis a step forward to ensure that all European citizens
regardless of their gender, race or ethnic origin, religion orregardless of their gender, race or ethnic origin, religion or
beliefs, disability, age, social and economic condition orbeliefs, disability, age, social and economic condition or
sexual orientation have access to high quality e-learningsexual orientation have access to high quality e-learning
contents.contents.

3. 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 ofindependently of a complex web of
technological, economic, social, cultural andtechnological, economic, social, cultural and
educational realities.educational realities.

4.  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 ofnationality, but also nationalistic perspectives in history, omission of
unpleasant events, undermining of other nations’ contributions inunpleasant 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 hasclass 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 andtheir ideology or political affiliation, but also imbalance and
selectivity in the presentation of different ideological and politicalselectivity 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"

5. 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 certainconcepts and metaphors people use, the connotations of certain
words, the choice of descriptors etc. The use of language to conveywords, 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 belongingcharacteristics 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 sideway 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 surfacewhich give the “illusion of equity” which only applies at surface
level.level.

6. Pedagogic biasPedagogic bias
 No kind of pedagogy, instructional design orNo kind of pedagogy, instructional design or
practice can effectively address the needs andpractice can effectively address the needs and
capacities of all learnerscapacities of all learners

7. No pedagogy or pedagogic practice, no learning content canNo pedagogy or pedagogic practice, no learning content can
be really inclusive if it ignores the social-cultural andbe really inclusive if it ignores the social-cultural and
economic realities of learnerseconomic realities of learners
 gender, socio-economic status, familygender, socio-economic status, family
composition, race or ethnicity and religion, ascomposition, race or ethnicity and religion, as
well as level of exposure to formal educationwell as level of exposure to formal education
and age (particularly in the case of adultand age (particularly in the case of adult
learning) are all sources of longstandinglearning) are all sources of longstanding
observed differences in academic performanceobserved differences in academic performance
and academic choices of learnersand academic choices of learners

8. We need to know what may be theWe need to know what may be the
implications of not addressing exclusion…implications of not addressing exclusion…
 The European benchmarks in the field of educationThe European benchmarks in the field of education
imply that in 2010:imply that in 2010:
 2 million fewer young people (18-24 yrs old) would2 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 performers200.000 less 15 years olds would be low performers
in reading literacyin reading literacy
 2 million more would have graduated from upper2 million more would have graduated from upper
secondary educationsecondary education
 All students leaving school would be able toAll students leaving school would be able to
communicate in two foreign languages.communicate in two foreign languages.

9. But recent data show that…But recent data show that…
 The percentage of low reading literacy performers atThe percentage of low reading literacy performers at
the age of 15 in the 16 EU countries for whichthe age of 15 in the 16 EU countries for which
comparable PISA data are available reaches almostcomparable PISA data are available reaches almost
20%20%
 To make this more plain, it is estimated that 1 millionTo make this more plain, it is estimated that 1 million
out of 5 million pupils at the age of 15 can at bestout of 5 million pupils at the age of 15 can at best
locate a single piece of information, identify the mainlocate a single piece of information, identify the main
theme of a text or make a simple connection withtheme of a text or make a simple connection with
everyday knowledge.everyday knowledge.

10.  In order to get a wider picture of theIn order to get a wider picture of the
implications of these findings, the aboveimplications of these findings, the above
should be contrasted with the estimationshould be contrasted with the estimation
adopted by the EC that:adopted by the EC that:
 over the next five years, only 15 % of newlyover the next five years, only 15 % of newly
created jobs will be for people with basiccreated jobs will be for people with basic
schooling, whereas 50 % of newly created jobsschooling, whereas 50 % of newly created jobs
will require workers with tertiary levelwill require workers with tertiary level
qualifications.qualifications.

11. In view of the above,In view of the above,
 ……we urgently need to learn more about possible determinantswe urgently need to learn more about possible determinants
of school failure and the role of (e)learning content inof school failure and the role of (e)learning content in
addressing this problemaddressing this problem
 A recent reportA recent report showed that tshowed that the socio-economic backgroundhe socio-economic background
characteristicscharacteristics of students (PISA 2003) data explainedof students (PISA 2003) data explained
between 10 and 26 % of the variance in students’ mathematicsbetween 10 and 26 % of the variance in students’ mathematics
performance.performance.
 The findings indicate that within the same classroom where allThe findings indicate that within the same classroom where all
students are exposed to the same kind and quality of teachingstudents are exposed to the same kind and quality of teaching
and learning content, it is likely that some students will notand learning content, it is likely that some students will not
perform as well as other. This is not primarily because they doperform as well as other. This is not primarily because they do
not try hard enough but just because they are coming fromnot try hard enough but just because they are coming from
families that are poor and poorly educated, from single parentfamilies that are poor and poorly educated, from single parent
families, from families that do not speak fluently the nativefamilies, from families that do not speak fluently the native
language.language.

12. e-Learning content that combatse-Learning content that combats
exclusion from education…exclusion from education…
 Another finding we wish to highlight here is the largeAnother finding we wish to highlight here is the large
variation in learner characteristics among studentsvariation in learner characteristics among students
withinwithin schools as compared to observed variationschools as compared to observed variation
between schools. Practically this means that schoolsbetween schools. Practically this means that schools
in most countries are likely to be consisted ofin most countries are likely to be consisted of
heterogeneous groups of students in terms of theirheterogeneous groups of students in terms of their
learner characteristics.learner characteristics.
 The above are quite interesting from a pedagogicThe above are quite interesting from a pedagogic
point of view and also in terms of learning contentpoint of view and also in terms of learning content
design as the findings indicate that different learningdesign as the findings indicate that different learning
strategies and different learning situationsstrategies and different learning situations
(cooperative learning, competitive learning) are at(cooperative learning, competitive learning) are at
best very weakly related to the achievement scores ofbest very weakly related to the achievement scores of
students in mathematics and reading.students in mathematics and reading.

13. ……by addressing variation in learnerby addressing variation in learner
characteristicscharacteristics
 The high variation in learner characteristics that isThe high variation in learner characteristics that is
observed within schools calls for differentiatedobserved within schools calls for differentiated
approaches to learning…approaches to learning…
 e-Learning content that is flexible enough to adapt toe-Learning content that is flexible enough to adapt to
different learning styles is likely to be much moredifferent learning styles is likely to be much more
effective than content that embodies a narrowlyeffective than content that embodies a narrowly
defined pedagogic approach or technique. The latterdefined pedagogic approach or technique. The latter
may effectively introduce a kind of bias …may effectively introduce a kind of bias …

14.  Further research from national to local level is neededFurther research from national to local level is needed
to identify disadvantaged student groups, theirto identify disadvantaged student groups, their
proportion and distribution at different levels ofproportion and distribution at different levels of
education and training and to develop a deepereducation 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 toIn terms of e-Learning contents there is a need to
formulate policies that will help such groups offormulate policies that will help such groups of
students get access to supportive e-Learning materialsstudents get access to supportive e-Learning materials
for study at home or school that will come for free orfor study at home or school that will come for free or
at very low cost, as well as funding schemes that willat 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.

15. Lifelong learning: the case of e-Lifelong learning: the case of e-
Learning contentLearning content
 the distribution of participation in adult learning isthe distribution of participation in adult learning is
currently not in favour of those with the lowest levelscurrently not in favour of those with the lowest levels
of initial education, older people, people in ruralof 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 theThe bottom line regarding what should be the
priorities in terms of content development andpriorities in terms of content development and
evaluation for adult learning is, particularly for thoseevaluation for adult learning is, particularly for those
with low skills, and low key competencies.with low skills, and low key competencies.

16. But what exactly is “(e-)learningBut what exactly is “(e-)learning
content”?content”?
 “…“… content that can be used for learning incontent that can be used for learning in
different contexts: in formal education anddifferent contexts: in formal education and
training programmes, in non-formal generaltraining programmes, in non-formal general
education and in continuing vocationaleducation 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))

17. Ideological shiftIdeological shift
 being a “learner” has (to) become a way ofbeing a “learner” has (to) become a way of
livingliving
 being a “learner as student” is just an instancebeing a “learner as student” is just an instance
in the perpetual strive for learningin the perpetual strive for learning

18.  The turn to the “learner” has great implications onThe turn to the “learner” has great implications on
how we understand “learning content”.how we understand “learning content”.
 contentcontent becomesbecomes learning contentlearning content as an object of theiras an object of their
learning activitylearning activity
 contentcontent seizesseizes to be learning content when the learnerto be learning content when the learner
 believes (justifiably or not) that has exhausted its potentialsbelieves (justifiably or not) that has exhausted its potentials
for learningfor learning
 has no prior knowledge, skills or experiences that wouldhas 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 “learningreliant entity has relativised the concept of “learning
content” to such a great extent so as to be any piece ofcontent” 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.

19.  Content is what learners have to know and beContent is what learners have to know and be
able to perform in order to progress into aable 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 theare the “carriers” and “transmitters” of the
content in most of the education and trainingcontent in most of the education and training
areas.areas.

20. they still can teach us a lot aboutthey 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 explicitdeveloped and organised with the explicit
intention to be used as an object of learningintention 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 specificis “compatible” with the wider and specific
standards set by the respective field of actionstandards set by the respective field of action
(in terms of actual content(in terms of actual content as well asas well as
pedagogy)pedagogy)

21. Teachers/trainers as learningTeachers/trainers as learning
content developerscontent developers
 As characteristically Gerry Graham (2005)As characteristically Gerry Graham (2005)
puts it, “…teachers up and down the lengthputs it, “…teachers up and down the length
and breadth of the country [UK] and acrossand 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’sThey create content. They’ll use other people’s
content but they’ll create their own content”.content but they’ll create their own content”.

22. Learner-led content creationLearner-led content creation
 LearningLearning projectsprojects
 Lab experimentsLab experiments
 Design and development activitiesDesign and development activities
 CompositionComposition,, essay writingessay writing,, constructionsconstructions,,
activities that depend largely onactivities that depend largely on
communicationcommunication

23. THANK YOU .THANK YOU .