Transforming Universities for e-learning
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This document discusses e-learning and trends in online education. It defines e-learning as using technology to enhance teaching and learning. It describes the growth of distance learning programs and increasing numbers of students taking some or all courses online. It also outlines benefits of e-learning like increasing access and supporting knowledge economies. Emerging trends highlighted include rising corporate partnerships in education and universities expanding globally through online programs.
Transforming Universities for e-learning
- 1. International Conference on ICT-Initiative, Policies and Governance
- 2. E-Learning Online Learning Web-Based Learning Internet- Based Learning Technology-Enhanced Learning
- 3. What is E-Learning? E-Learning is the application of information and communication technology (ICT) to enhance teaching and learning.
- 4. E-Learning Continuum Conventional Fully Online Teaching Blended Blended Learning Learning Face- Online to- Interaction Face Content
- 5. Market Growth for ODL 2020 125 million students Distance Learning growth is about 34% annually. 2004 100 million (Clothey 2008; Kolowich 2009, Bohm, 2003) students
- 7. Enrollment in Online Universities McKinsey Report 2010
- 8. Countries Situation Strategy Huge and fast growing market, India Mass market, discount Limited rivalry, no local language adv. Priority Indonesia Small but fast growing market, Mass market, low price Limited rivalry, local language adv. Huge and fast growing market, China Intense rivalry, local language adv. Selected segments, market price Priority Vietnam Small and emerging markets, Limited rivalry, local language adv. Mass market, market price Priority Thailand Selected African Small and emerging markets, Mass market, countries Easy access, difficult to operate, no Above market prices Selected Central local language adv. Niche markets, Priority Asian countries Market prices Well developed market, GCC countries Difficult access, no local language adv. Niche markets, market prices
- 9. Trend in the United States 27.34 million students in higher education- 2010 13% took all courses online 68% took some courses online 19% took all courses in a classroom Prediction: Over 80% of all students will be taking at least some courses online by 2014, compared with 44% in 2009
- 10. Enrolment in Online Distance Universities Country % of Students Thailand 6 Indonesia 12 Malaysia 7 India 7 China 13 McKinsey Report 2010
- 11. Benefits of E-Learning / Online Learning Widening Access and Equity Democratisation & Massification Meeting Human Capital Development Getting Out of the Middle Income Trap Knowledge Economy Conventional Universities Providing Dual-Mode Option Earn While You Learn
- 12. Universities with ODL University of California Los Angeles Cornell University University of Massachusetts, Boston Indiana University, Bloomington (IUB) University of Colarado, Denver John Hopkin’s University University of Oxford University of London Monash University
- 13. global trends
- 14. Technology will continue to have significant impact on higher education. It will become a core differentiator in attracting students and corporate partners. • Online learning is gaining a firm foothold in universities around the world. Online learning key to reach of people who might otherwise not be able to access it.
- 15. Corporate-academic partnerships will form an increasing part of the university experience, Rise in student plagiarism, cheating and, due to easy and ready access to mobile technologies. Higher education is responding to globalisation. - having an overseas presence will be the norm for the majority of universities Distance education is also becoming increasingly global, universities leveraging advanced technologies to put education within reach of many more individuals around the world.
- 16. Which tools your institution currently use, and which do you think will be used within five years? (% respondents) Use new (%)This five years Don’t know/Not applicable Blogs 44 32 24 Wikis 45 30 29 Mashups 10 25 45 Video podcasts 53 32 14 Online courses 71 20 10 Social networks 56 27 17 Text messaging/notifications 64 20 14 Collaboration software 59 26 15 65 23 11 Document management 64 23 11 30 Sensor networks 17 30 53 22 Mobile broadband 49 29 22 Others please specify 13 6 81
- 17. Here’s a problem for teachers: “For the first time we are preparing students for a future we do not know.” http://communications.nottingham.ac.uk/podcasts/
- 18. Is learning simply about gaining knowledge...?
- 19. Web 1.0: Making simple links – linear learning Source: Sabin-Corneliu Buraga
- 20. “Today’s students are no longer the people our educational system was designed to teach” - Marc Prensky, 2001 Grown up with computers, videogames, digital music, social media, video conferencing, smart phones, etc.
- 21. http://flickr.com/photos/paulm/1584418819/ Like information really fast Parallel process and multi-task Prefer graphics before their text Prefer random access (hypertext) Function best when networked Thrive on instant gratification Prefer games to "serious" work
- 22. always on
- 23. Communication
- 25. Learning 1.0 “Our Digital Immigrant instructors, who speak an outdated language, are struggling to teach a population that speaks an entirely new language” - Marc Prensky, 2001
- 26. Bridging the Gap So what should happen? Should the Digital Native students learn the old ways, or should their Digital Immigrant educators learn the new? DIGITAL NATIVE – No going back! DIGITAL IMMIGRANT – No choice but forward!
- 27. 21 st Century University Lifelong Learning, requiring both a willingness to continue to learn on the part of our citizens and a commitment to provide opportunities for this lifelong learning by our institutions Anytime, anyplace Learning, breaking the constraints of time and space to make learning opportunities more compatible with lifestyles and needs
- 28. 21 st Century University Affordable, within the resources of all citizens, whether through low cost or societal subsidy Interactive and Collaborative, appropriate for the digital age, the “plug and play” generation Diversity, serve an increasingly diverse population with diverse needs and goals - James J. Duderstadt 1997
- 29. We need to blend formal and informal learning? Formal Learning Informal Learning 20% 80% Source: Cofer, D. (2000). Informal Workplace Learning.
- 31. As of April 2010, the Web consisted of over 118 million websites and at least 10 20 billion pages. this 11 network of devices allow people to produce, access, exchange, and share multimedia content and applications
- 32. “Five years from now on the web for free you’ll be able to find the best lectures in the world.....It will be better than any single university .... the best lectures in the world will no longer be at hallowed institutions, reserved only for the privileged and elite, but on the web for everyone who wants access to them” - Bill Gates, 2010
- 33. life outside the classroom
- 37. anytime personalised anyplace
- 38. Highly customized experiences
- 39. Social Connected
- 42. E-Learning Framework VIRTUAL LEARNING LEARNING ACTIVITIES PLATFORM Technology Design LEARNING Learning OUTCOMES Design Content Design E-CONTENT PRINCIPLES
- 43. LEARNING OUTCOMES What do you want learners Understand to be able to Conceptualise Apply Analyse Evaluate Construct Create Reflect
- 44. Technology Design Learning Management System (LMS) Moodle - open source LMS widely adopted worldwide. Support Tools: • Repository of documents, lessons, • Communication (forums, chat, blog, wiki) • Group work (wiki, database, forums, glossary), • Assessment (quizzes, assignments, gradebook) • Administration (groups, calendar, usage reports, gradebook, questionnaire)
- 46. Technology Design (Web Tools) • Virtual Learning Environment (VLE) • Features • Customisation • Stability • Scalability • Collaborative & Communication Tools • Synchronous • Asynchronous • Content Authoring Tools
- 47. Technology Design (Web Tools)
- 48. Content Design Content design refers to the development and aggregation of content that will promote the desired learning outcomes. Profiling the learner, stipulation of the aims, objectives & learning outcomes of the course, principles guiding selection & sequencing of content, guidelines on writing style, user-friendliness and physical layout presentation
- 49. Content Design • Design & development of Self-Instructional Modules (SIM) • Alignment with LO & assessment • Selection, sequencing & organisation • Presentation & layout • Clearly written & relevant • Up-to-date • Supported with Course & Assessment guide
- 50. Content Design (cont’d) • Copyright & fair-use • Flexibility of knowledge (Learning Objects) • Interdisciplinary • Timeliness of delivery • Open educational resources (OER)
- 52. Learning Design Learning design is the deliberate choices about what, when, where and how to teach. Getting learners to interact with the content supported by appropriate tools and technologies. • Learner-Content interaction • Learner-Learner interaction; and • Learner-Teacher interaction
- 56. Social Media use Steve Wheeler, University of Plymouth, 2011 2 Billion views/day 24 hours/minute Source: http://econsultancy.com
- 57. Learners will need new ‘literacies’ • Social networking Steve Wheeler, University of Plymouth, 2011 • Privacy maintenance • Identity management • Creating content • Organising content • Reusing and repurposing • Filtering and selecting • Self broadcasting http://www.mopocket.com/
- 59. Content-Aware U-Learning Sensor Technologies Mobile Devices Mobile Learning Wireless Communications Mobile Devices Wireless Communications E- Learning Computers Networks
- 62. Not all are computer experts, so training is required They are often initially worried because the environment is new and they seek the security of a standard lecture, handouts etc Some initially feel cheated that they are not getting what they thought they were paying for , i.e. face to face tuition They usually want to employ the facilities more intensively than many faculty are capable of They believe that their employment prospects are enhanced They are good at supporting other students and less ‘savvy’ faculty
- 63. Most faculty need laptops to be issued and training provided well before the programme goes ‘live’ Many are apprehensive and need encouragement not criticism Innovation is guaranteed Discussions on pedagogy and good teaching become more frequent Most like the new environment and their job satisfaction is increased
- 64. The involvement of all stakeholders is essential Top level support must be present A cross-disciplinary steering group is necessary Good budget planning is required Discussion with all stakeholders must occur and faculty buy-in is essential Don’t expect all faculty to adopt the technology immediately Encourage, nurture and support faculty
- 65. Many believe Technology does not replace the need for good pedagogy Quantitative evaluation of gains and improvement is difficult, but assessing satisfaction is straightforward
- 66. Standardisation of hardware and software is essential Wireless technology enhances the program and brings a new dimension to ubiquity Never underestimate the need for bandwidth Continual investment in the technological infrastructure is essential but expensive Form partnerships with vendors Use of open-access computer labs can still be high if students do not need to bring laptops to the campus
- 67. Introducing ubiquitous computing is an enormous task. All aspects of the institution’s operations are affected, and hence all the establishment’s strategies will be impacted. Good project management is required Implementation must be well planned and executed under the direction of an experience project manager.
- 68. Supported faculty will support the programme To be successful, buy-in from faculty is essential, and adequate support and development facilities must be provided. Cross-disciplinary teams must be established to ensure that all stakeholders are involved in discussions, implementation and evaluation. Students must be trained and their expectations must be managed.
- 72. THANK YOU Prof. Dato' Dr. Ansary Ahmed President@aeu.edu.my Asia e University www.aeu.edu.my