The Four Stage Model of engaging with e-learning

This is a model based how people adopt new technology and how learning skills are developed using the ICE model of Fostaty-Young and Wilson (2000) and adaptation of the SOLO taxonomy of Biggs and Collis (1985)

Model Stages

There are four stages in the model:

Familiarisation

At this stage the tutor is gaining experience with the technicalities of how to use the hardware and software. They might be learning how to upload material to WebCT, how to develop an online quiz or set up a discussion area.

All of these technical issues are supported by workshops run through ILS. Please contact eos@worc.ac.uk if you want some help with this.

Adoption

This level may be associated with the “Ideas” level of the ICE model where the technology is being used by tutor to essentially replicate what they do in a face to face environment. A common example of this is when a VLE such as WebCT is used to house information about a module which would normally be distributed in print. In fact a simple example of this is a link to a word document containing, for example, the module contract. It might be argued that users at this level are using the technology appropriately by widening access to materials.

Integration

This level may be associated with the “Connections” level of the ICE model where the characteristics of electronic learning environments are used to manipulate and present information in a way which might not be so easily done in other learning environments. An example of this might be providing links to on-line activities on other peoples web sites and getting rapid feedback on these activities through the use of technology.

Innovation

This level may be associated with the “Extensions” level of the ICE model where the tutor might be doing something which could not be done without electronic support. A simple example of this might be the extension of a seminar activity outside the face to face classroom by the use of asynchronous discussion. The technology provides a means of students contacting one another without the necessity of meeting face to face. The innovation comes in devising a methodology which will make this sort of activity work.

Want to see where you are on this continuum?

Download this short questionnaire , fill it in and send it back to me at r.gallop@worc.ac.uk. I will contact you to discuss your responses.

References

Biggs, JB, and Collis, KF (1982). Evaluating the Quality of Learning: the SOLO Taxonomy. New York, NY: Academic Press.

Fostaty-Young, S and Wilson, RJ (2000). Assessment and learning: The ICE approach. Winnipeg:MAN. Portage and Main Press.