Guide 1 Online Learning Centre Model EXECUTIVE SUMMARY

The SOLE Project has planned to outline a Learning Centre Model able to prepare, deliver and certify training courses integrating on-line and work-linked training and, furthermore, identify suitable on-line training methodologies and related technical solutions.
A broad definition of a Learning Centre is that of an entity or organisation which is aimed at providing learning/training services. Human resources, infrastructure, learning methodologies, processes and products are all structured in order to deliver learning services to specific audiences, the so-called learners or targeted groups of learners.
The Guide “Learning Centre Model” concentrates on network-based (on-line) learning services and aims to support the establishment of an online learning service provider; it portrays the parameters and factors, which constitute an effective organisational and operational model.

The Guide describes a generic model of a Learning Centre, which employs innovative learning styles, innovative tools and communication media, digital modular content and flexible organisational forms to enable the implementation of a wide range of learning services, in different contexts. The adjustment of the generic model to serve real learning settings would require the selection and harmonisation of those methodologies, techniques and tools, organisational structures and management schemes that correspond to particular learning/training needs and objectives, target groups and learning cultures. In other words, a learning centre model definition should allow for various implementations and alternative technological solutions that facilitate the learning service implementation and course delivery in a life-long learning perspective.
Services refer to human interactions which support the learners’ experience, such as instruction, mentoring and technical support for learners; they also refer to support for the operators and managers of the learning activities, including content and courseware development, administration and monitoring. The model of the Learning Centre described in this Guide employs ICTs to implement on-line services within an lifelong learning context. The services provided by such a Learning Centre can be distinguished in three major categories: (a) Learning Management Services, (b) Course Delivery Services, (c) Support Services.

The effective implementation of on-line services employs advanced and usually expensive infrastructure facilities, i.e. all the necessary hardware, software and telecommunications, that ensure service delivery in a minimum data transfer rate. In compliance with the aforementioned services, infrastructure facilities aim to support information handling, communication services, access to databases of learning resources, the online course delivery and the collaborative work between the tutors and the learners, as well as between the learners themselves.
The goal of implementing learning activities through virtual environments along with monitoring learners’ progress through various learning materials, tacking grades and facilitating interaction fall to a class of software applications known generically as instructional management systems or learning management systems (LMS). The learning management tools integrate the online learning environment and administrative tools used by the learning managers.

Apart from the LMS, which are analysed in detail, the Guide also refers to content development (authoring) and collaborative learning tools that allow managers and tutors to develop and use innovative learning practices and interactive material. The selection of the appropriate tools should not only consider their features and technical specifications but also how these features are integrated to facilitate learning and administration.
As for the learning resources and materials provided by and/or through the on-line learning centre, the Guide underlines diversity: materials should be diverse in order to support the learning methodologies selected by the tutors / learning managers and meet the learning styles of targeted learners. Several resources such as online databases, online journals, online applications, remote software libraries hosted by technology providers, education and research institutes, can effectively support online learning and reinforce learners in selecting their individual learning paths.

Furthermore, the establishment and operation of a Learning Centre is dependent on the human resources, which primarily affect the delivery of services, course implementation and monitoring. A wide range of roles and expertise are involved in the everyday performance of the learning service provider: experts, tutors/trainers, facilitators, instructional designers, media producers, leaders, technical support staff and administrative staff are implicitly and explicitly involved in particular tasks and activities.

Cost-effectiveness of online learning is also a crucial factor that determines viability and development of a learning organisation such as the online learning centres. However, cost-effectiveness is too complex an issue to be considered on a strictly economic basis; additional factors such as organizational structure of the institutions involved, the learning objectives, the infrastructure available, the expected outcomes (short- and long-term), and the social benefits have to be considered if cost-effectiveness is to be evaluated.

This is a product of the SOLE Project partnership, developed by Lambrakis Research Foundation (Athens – Greek): George Tsakarissianos, Athena Sidiropoulou.

English version provided by LRF and checked by Cork College of Commerce (Ireland)

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