Enabling Higher Education to compete in the online CPD market

Project PartnersOpen University, Centre for Professional Learning and Development,University Cambridge, Institute for Continuing Education,University of Derby, Derby Corporate and Innovation 4 Learning, University of London External System Eastman Dental InstitutePARN (Professional Associations Research Network)

Keith Williams (k.williams@open.ac.uk)

Institutional ReadinessCPD operates at the margins of HE activity,Many aspects of CPD activity are managed through “exceptional arrangements”Participants reported problems in responsiveness in:

• Market scoping and decision making • Business appraisal• Course Approvals• Participant registration • Fee payment by employers

Targets for online registration, anytime start difficult to achieve within existing systems.Sector wide CPD portal could act as a marketing presence and business transaction intermediary on behalf of the sector.

Outcomed Based Credit VehicleEmployer and Professional Body interest is focused on professional outcomes in an employment context.APEL systems are complex and costly for small volumes of learning associated with CPD ( ~30 hours per annum).Development of Indicators of Credit Readiness in CPD and work based professional learning regarded as desirable.

Ongoing work at the Open University in association with National Skills Academy –Nuclear is exploring the use of the Qualifications and Credit Framework as a means of recognising professional competence

This model has beendeveloped by PARN to express effectiveness of CPD activity withinphases of a KOLB learning cycle

Flexible routes to credit must be capable ofintegrating many work based and formal learning episodes ultimately demonstrating HE level outcomes

Trial ModulesDesigned to explore both interactivity and communications dimensions of e-learningPartners developed 8 trial modulesUniversity Cambridge Institute of Continuing Education:

• Online CPD Module for Teachers of English: Chaucer • Online CPD Module for Teachers of English: Tragedy

These modules were planned to extend the reach of current f2f programmes linkingUniversity academics with practicing teachers expanding their subject knowledge.

The modules were presented over a fixed period and dependent on interactionbetween course tutor and group members.

University of Derby:• Risk Management for Managers • Supply Chain Dynamics

These modules linked academics and interactive designers in Innovation 4 Learner in application of games based techniques to the development of learning materials for employer related programmes

University of London External System/ Eastman Dental Institute;• Digital Dental Photography

The Photography module was a high quality simulation package aimed at improving use of photographic techniques by practising dentists. The module will be used to expand Eastman’s current programme of face to face CPD provision.

• Dental Bites - CPD podcasts The podcasts were designed to test a low cost approach in a new CPD market for Dental Care professionalsOpen University

• Executive Book Group-The Future of the Internet The Executive Book Group explored academic led online discussionof a management “must read” text as a mechanism for engagement between worlds of business and academia

• Creating Sustainable Communities The Creating Sustainable Communities module tested the use of Elluminate, the OU’s online conferencing tool as a means of conducting interactive workshop activities with distributed work based groups. The screenshots show outputs from online group discussion. The modulerequired participation in five workshop events demonstrating the capability of current systems to support online in depth group interaction. .

Market Research; Qualitative research on views of employers was commissioned from IFF and PARN managed an online survey of 5,000 members from a variety of professional bodies. Headline findings areExperience of on line CPD:

o E-learning and online provision is an established part of employment related training and development, though the majority of experience is with unsupported provision rather than the supported programmes offered by universities. (IFF)

o A majority (~60+ %) of respondents have some experience of online CPD and of these it is a minority who have experience of supported systems. (PARN)

Market Factors, cost, funding, availability,:o customers expect online courses to be cheaper than equivalent face to face provision. 50% of the face to

face cost representing good value (PARN)o Utility and relevance predominate over cost as key factors in selecting courses (IFF)o Employers are the prime funders of professional development for their employees and in the majority of

cases determine the source of the courses taken. (IFF & PARN) o Course needs are predominantly identified through appraisal processes and rapid availability of courses is

regarded as an important feature. (IFF & PARN)

Universities;o Universities are regarded as potential providers of professional development courses but difficulties in

identifying courses, a tendency to adopt academic stances and poor customer services detract from otherwise high reputation of the HE sector. (IFF)

o Award of credit is a low priority for employers but it is recognised that it is a benefit to employees.(IFF & PARN)

o A minority (~45%) of respondents report having used Universities as a source of CPD.(PARN) o Universities need to prove their effectiveness in the delivery of work relevant short courses in addition to

their well acknowledged expertise in the delivery of degree programmes. (IFF)

A Sector Portal:o A portal offering a single information point on courses available from the HE sector would counter the

current negative perceptions of HE service provision (IFF).o Of services and features that might be offered via a portal single point information on courses, and booking

services are the key core services. Library and Information sources lead the ranking of services additional to course provision with 75% indicating they would use a free service though few (9%) would pay .(PARN)

The launch of the Qualification and Credit Framework (QCF) improves alignment between competence based qualifications and HE credit systems.QCF works with the same 1-8 Levels of achievement and the same credit volume, 10 hours learning =1 credit, as HE systems.Dual track routes to QCF registered credit may be possible.Sector Skill Councils and National Skills Academies act as intermediaries in defining industry requirements, defining qualifications and identifying providers.HE CPD provision aligned to industry defined qualifications offers credit award for small study volumes outside the constraints current university systems

Integration of industry determined QCF registered qualifications within study paths for HE awards is seen as a mechanism for maximising the value of employer driven learning to the individual. Credit gained from work related programmes may contribute to study shaped by personal motivation and allow for progression to existing or emerging Post Graduate qualifications.

Prototype Sector Portal

The project scoped content and systems for a Sector Portal that might act as a gateway to online CPD provision drawn from providers across the HE sector, identified requirements were:

- provide effective service to learners, whether registering as individuals or under employer sponsorship- provide for continuity of an individual’s record through transfer from employer to employer- offer the capability to search for courses from all participating institutions- undertake registration, learner management and basic business functions on behalf of institutions - consolidate business transactions with partners- allow for partner organisations to manage sub sections of the site updating their own data- manage course delivery and learner support.

A prototype portal was developed to demonstrate features and services that could be realised in an operational system.The home page indicates service packages for employers, individuals and the participating HE institutitions.Whilst offering a sector wide selection of courses partners preference was for retention of institutional identity. A selection of institutional boutiques operating within a sector wide shopping mall!

As employer course selection is shaped by work place competence and performance we developed a system that would allow for indexing courses by competence enabled thus enabling either corporate or individual users to search by course content or competence sought. Employers could use the facility to assemble competence frameworks for specific roles or functions

To facilitate submission of claims for credit for prior or experiential learning the JISC funded e-Apel system was adapted and embedded within the prototype portal.

An e-portfolio system was integrated within the system to allow individual users to maintain a transferable record of their learning and development activities.The prototype used MOODLE as its backbone and the project developed enhancements to the standard MOODLE MIS systems to improve monitoring of student use of course components.

The project scoped the use of other types of core systems such as Talent management and search focused systems.