Meaningful e Learning UMM ALQURA UNIVERSITY DECEMBER 19
Meaningful e. Learning UMM AL-QURA UNIVERSITY DECEMBER 19 & 20, 2009 MINISTRY OF HIGHER EDUCATION DEVELOPMENT OF CREATIVITY AND EXCELLENCE OF FACULTY MEMBERS AT UNIVERSITIES DR. BADRUL HUDA KHAN http: //www. Badrul. Khan. com/ MCWEADON EDUCATION, USA
A National Initiatives Predictions for 2009 ELearnin g is global. ELearnin Australia. . . Open Training and Education Network Open Universities Australia B Belgium. . . BIS Universidade Virtual Publica do Brasil Open University of Brazil Bulgarian Virtual University C Canadian Virtual University Colombia. . . Universidad Nacional Abierta y a Distancia D Dutch Digital University E Estonian e-Learning Development Centre F Finnish Virtual University France. . . Campus Numériques Centre National d'Enseignement à Distance Fédération Interuniversitaire de l'Enseignement à Distance G Germany. . . Bavarian Virtual University Greece. . . Hellenic Open University I India. . . National Programme on Technology Enhanced Learning Indira Gandhi National Open University J Japan. . . NIME K Korea Virtual Campus L Lithuanian Virtual University N Norway Opening Universities P Pakistan Virtual University S Spain. . . Universidad Nacional de Educación a Distancia Open University of Sudan Swedish Net University Swiss Virtual Campus T National Science and Technology Program for e-Learning in Taiwan T cont. Open University of Tanzania The National E-learning Center Tiger University Program U United Kingdom. . . Enhancement Academy Gwella Interactive University NHSU National College for School Leadership Online Learning Innovation Fund Open University National Role Pathfinder Programme UKe. U United States. . . Community Colleges Online V Vietnam. . . I am currently editing a Special Issue of the Educational Technology Magazine entitled “E-Learning in the Middle East. ” Slide 2
E-Learning will not be successful if we do not understand “What does it take to provide flexible learning environments for learners worldwide? “ I found that numerous factors help to create a meaningful flexible learning environment. Today, I would like to discuss: • A Global Framework for E-Learning • Global E-Learning Initiatives (Digital Bangladesh – A new initiative) • Q and A Slide 3
A high quality e-learning system must be meaningful to all stakeholders groups: • Learners • Instructors • Technical & Support Staff • Organization Slide 4
An e-learning system is more likely to be meaningful to learners when it is • easily accessible • clearly organized • well written • authoritatively presented • learner‑centered • affordable • efficient • flexible, and has a • facilitated learning environment. Slide 5
When learners display a high level of participation and success in meeting a course's goals and objectives, this can make e-learning meaningful to instructors. Slide 6
When learners enjoy all available support services provided in the course without any interruptions, it makes support services staff happy as they strive to provide easy -to-use, reliable services. Slide 7
Finally, e-learning is meaningful to an organization when it has a sound return-on-investment (ROI), a moderate to high level of learners' satisfaction with both the quality of instruction and all support services, and a low dropout rate. Slide 8
Today, I would like to introduce a Framework which I believe will help us identify important criteria for quality E-Learning. Slide 9
Academic, administrative & student services Assessment of. Physical learner, evaluation of learning environment On-line Content Infrastructure, Ethical Learning and development considerations off-line layout and hardware teaching resources and navigation in and maintenance e-learning issues software & support Pedagogical R e Su so pp urc or e t Management Interface Design Ethical In st itu tio na l l ca gi lo no ch Te Meaningful Learning n it o ua l a v E Slide 10
Stakeholder Focused E-Learning Put each stakeholder group (learners, instructors, technical staff, etc. ) at the center of the octagon and ask questions along the eight dimensions. By doing this exercise, you will be able to understand critical e-learning issues for each group. Slide 12
1. PEDAGOGICAL 1. 1 Content Analysis 1. 2 Audience Analysis 1. 3 Goal Analysis 1. 4 Medium Analysis 1. 5 Design approach 1. 6 Organization 1. 7 Methods and Strategies 2. TECHNOLOGICAL 2. 1 Infrastructure planning 2. 2 Hardware 2. 3 Software 3. INTERFACE DESIGN 3. 1 Page and site design 3. 2 Content design 3. 3 Navigation 3. 4 Accessibility 3. 5 Usability testing 4. EVALUATION 4. 1 Assessment of learners 4. 2 Evaluation of the instruction & learning environment 5. MANAGEMENT 5. 1 E‑Learning Content Development 5. 2 E-Learning Maintenance 6. RESOURCE SUPPORT 6. 1 Online support 6. 2 Resources 7. ETHICAL 7. 1 Social and Political Influence 7. 2 Cultural Diversity 7. 3 Bias 7. 4 Geographical diversity 7. 5 Learner diversity 7. 6 Digital Divide 7. 7 Etiquette 7. 8 Legal issues 8. INSTITUTIONAL 8. 1 Administrative Affairs 8. 2 Academic affairs 8. 2 Student services http: //Books. To. Read. com/framework/dimensions. htm Slide 13
What types of content are appropriate to teach via e-learning versus classroom? • • Content Audience Goals Medium Design Organization Methods Slide 14
RECAP As you can see Videoconferencing can be used by medical students and professionals to observe how a surgeon performs the surgery. Instructional Method: E-Learning Videoconferencing Learning Strategy: Instructional Demonstration But, medical students must be actively involved in hands‑on learning activity to learn how to operate on patients. Instructional Method: Instructor-facilitated f-2 -f classroom Instructional Strategy: Action Learning By appropriately combining content appropriate to both e‑learning method and classroom based instruction, we can develop meaningful blended learning. Slide 15
Content Suitability Testing • Content • • • Audience Goals Medium Design Organization Methods STABLE Content DYNAMIC Content Slide 16
Who are the learners? • Content • • • Audience Goals Medium Design Organization Methods Do we have adequate information about the learners at a distance? Slide 17
What is the instructor’s role? • • Content Audience Goals Medium • Design • Organization • Methods - more facilitative than didactic (instructor-led) - more didactic than facilitative (instructor facilitated) - a combination of both Slide 18
Does the program have personnel who can assist learners to set up for starting the • Infrastructure course? Planning • Hardware • Software Slide 19
Design Do Web pages look good in a variety of Web browsers? • Page and Site Design • Content Design • Navigation • Accessibility • Usability Testing Slide 20
Design Is the program designed to be accessible by a wider user population? (A common accessibility concern in the USA -- Is the course 508 • Page and Site Design • Content Design • Navigation compliant? ) • Accessibility • Usability Testing Slide 21
• Assessment of Learners Does the e-learning program have a mechanism in which a learner can be truly measured and not cheat? • Evaluation of Instruction & Learning Environment Slide 22
Does the program have a system to accept students’ online evaluation of the following? • Assessment of Learners • Evaluation of Instruction & Learning Environment - content - instructor - learning environment - learning resources - course design - technical support Slide 23
Does the administration notify students about any changes in due dates or other course relevant matters (e. g. , server down) via following means? • Content Development • Maintenance - e-mail - Twitter - announcement page - alert boxes - running footer added to a page - phone call - mail - other Slide 24
Does the course provide troubleshooting (or expert technical support from specialized staff) assistance or a help line? • Online Support • Resources Slide 25
Does the course provide examples of previous student's work on the Web? • Online Support • Resources Slide 26
• Social/Political Influence • Cultural Diversity • Bias • Geographical Diversity • Learner Diversity • Digital Divide • Etiquette • Legal Issues To improve cross-cultural verbal communication and avoid misunderstanding, does the course make an effort to reduce or avoid the use of jargon, idioms, ambiguous or cute humor, and acronyms? Slide 27
The “thumbs up” gesture meaning well done in the US, represents an obscenity meaning in Iraq, Iran, and Thailand. In Bangladesh it is a derogatory term. Slide 28
Is the program offered to geographically diverse population? If yes. . . • Social/Political Influence • Cultural Diversity • Bias • Geographical Diversity • Learner Diversity • Digital Divide • Etiquette • Legal Issues Is the program sensitive about students from different timezones (e. g. synchronous communications are scheduled at reasonable times for all time zones represented)? Slide 29
USA (DC) 2: 00 PM Bangladesh 1: 00 AM Can’t schedule a live chat. Slide 30
Is the institution ready to offer online courses? • Administrative Affairs • Academic Affairs • Student Services Slide 31
• Administrative Affairs • Academic Affairs Does e-learning provide academic quality such as one would expect in a traditional course? • Student Services Slide 32
Within the scope of today’s presentation, I have presented few learning issues in the form of questions that you can ask yourself when planning, designing, evaluating or implementing meaningful E-Learning. Slide 33
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References Website: http: //badrulkhan. com/ Email: khan@mcweadon. com Slide 35
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Meaningful e. Learning UMM AL-QURA UNIVERSITY DECEMBER 19 & 20, 2009 MINISTRY OF HIGHER EDUCATION DEVELOPMENT OF CREATIVITY AND EXCELLENCE OF FACULTY MEMBERS AT UNIVERSITIES DR. BADRUL HUDA KHAN http: //www. Badrul. Khan. com/ MCWEADON EDUCATION, USA
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