Presentation on theme: "MCWEADON EDUCATION, USA"— Presentation transcript:
1MCWEADON EDUCATION, USA Meaningful E-Learning E-learning in the Arab World Challenges and Perspectives of Development Cairo, Egypt July 9, 2012.DR. BADRUL HUDA KHANMCWEADON EDUCATION, USA
2Presentation Goals A Broader View of E-Learning Process A Global Framework for E-LearningWhat’s in it for you?
3P3 TEAMS Blueprint Developed Content Design TEAMS E-Learning ModelP3PEOPLEPROCESSPRODUCTTEAMSPlanningDesignEvaluationContentDesignBlueprint DevelopedTEAMSProductionInstructionalSupport ServicesAdmin SvsMarketingContent Development -DeliveryLearning Materials Developed & Delivered
5ROLES & RESPONSIBILITIES NAMEE-LEARNING STAGESSKILLLEVELA = ExpertB = Above AverageC = Average D = Below AverageNAC O MM E N TSPlanningDesignProductionEvaluationDeliveryInstructionMarketing
6A high quality e-learning system must be meaningful to all stakeholders groups: LearnersInstructorsTechnical & Support StaffOrganization
7An e-learning system is more likely to be meaningful to learners when it is easily accessibleclearly organizedwell writtenauthoritatively presentedlearner‑centeredaffordableefficientflexible, and has afacilitated learning environment.
8When 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.
9When 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.
10Finally, 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 drop-out rate.
11Today, I would like to introduce a Framework which I believe will help us identify important criteria for quality E-Learning.
12Meaningful Learning Academic, administrative & student services Ethical considerations in e-learningOn-line and off-line resources & supportPhysical layout and navigationLearning and teaching issuesInfrastructure, hardware and softwareContent development and maintenanceAssessment of learner, evaluation of learning environmentPedagogicalInstitutionalTechnologicalMeaningfulInterfaceDesignEthicalLearningThe pedagogical dimension of E-learning refers to teaching and learning. This dimension addresses issues concerning content analysis, audience analysis, goal analysis, media analysis, design approach, organization and methods and strategies of e-learning environments. The technological dimension of the E-Learning Framework examines issues of technology infrastructure in e-learning environments. This includes infrastructure planning, hardware and software. The interface design refers to the overall look and feel of e-learning programs. Interface design dimension encompasses page and site design, content design, navigation, and usability testing. The evaluation for e-learning includes both assessment of learners and evaluation of the instruction and learning environment. The management of e-learning refers to the maintenance of learning environment and distribution of information. The resource support dimension of the E-Learning Framework examines the online support and resources required to foster meaningful learning environments. The ethical considerations of e-learning relate to social and political influence, cultural diversity, bias, geographical diversity, learner diversity, information accessibility, etiquette, and the legal issues. The institutional dimension is concerned with issues of administrative affairs, academic affairs and student services related to e-learning.ResourceSupportEvaluationManagement
13التعلم الالكتروني مؤسسي تقني أخلاقي التقويم تربوي دعم المصادر الإدارة PedagogicalتقنيمؤسسيInstitutionalTechnologicalتصميم الواجهةأخلاقيالتعلم الالكترونيInterfaceDesignEthicalدعم المصادرResourceSupportالتقويمEvaluationالإدارةManagement
18Stakeholder 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.
191. PEDAGOGICAL 2. TECHNOLOGICAL 3. INTERFACE DESIGN 4. EVALUATION 1.1 Content Analysis1.2 Audience Analysis1.3 Goal Analysis1.4 Medium Analysis1.5 Design approach1.6 Organization1.7 Methods and Strategies2. TECHNOLOGICAL2.1 Infrastructure planning2.2 Hardware2.3 Software3. INTERFACE DESIGN3.1 Page and site design3.2 Content design3.3 Navigation3.4 Accessibility3.5 Usability testing4. EVALUATION4.1 Assessment of learners4.2 Evaluation of the instruction& learning environment5. MANAGEMENT5.1 E‑Learning Content Development5.2 E-Learning Maintenance6. RESOURCE SUPPORT6.1 Online support6.2 Resources7. ETHICAL7.1 Social and Political Influence7.2 Cultural Diversity7.3 Bias7.4 Geographical diversity7.5 Learner diversity7.6 Digital Divide7.7 Etiquette7.8 Legal issues8. INSTITUTIONAL8.1 Administrative Affairs8.2 Academic affairs8.2 Student services
20PEDAGOGICALWhat types of content are appropriate to teach via e-learning versus classroom?ContentAudienceGoalsMediumDesignOrganizationMethods
21PEDAGOGICALWhat types of content are appropriate to teach via e-learning versus classroom?ContentAudienceGoalsMediumDesignOrganizationMethods
22PEDAGOGICALWhat types of content are appropriate to teach via e-learning versus classroom?ContentAudienceGoalsMediumDesignOrganizationMethods
23RECAP Instructional Method: Learning Strategy: Instructional Strategy: 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 VideoconferencingLearning Strategy:Instructional DemonstrationBut, medical students must be actively involved in hands‑on learning activity to learn how to operate on patients.Instructor-facilitated f-2-f classroomInstructional Strategy:Action LearningBy appropriately combining content appropriate to both e‑learning method and classroom based instruction, we can develop meaningful blended learning.
25PEDAGOGICAL Who are the learners? Do we have adequate information about the learners at a distance?ContentAudienceGoalsMediumDesignOrganizationMethods
26PEDAGOGICAL What is the instructor’s role? - more facilitative than didactic (instructor- facilitated)- more didactic than facilitative (instructor -led)- a combination of bothContentAudienceGoalsMediumDesignOrganizationMethods
27TechnologicalDoes the program have personnel who can assist learners to set up for starting the course?Infrastructure PlanningHardwareSoftware
28Interface Design Do Web pages look good in a variety of Web browsers? Page and Site DesignContent DesignNavigationAccessibilityUsability Testing
29Interface DesignIs the program designed to be accessible by a wider user population?(A common accessibility concern in the USA -- Is the course 508 compliant?)Page and Site DesignContent DesignNavigationAccessibilityUsability Testing
30Evaluation Assessment of Learners Does the e-learning program have a mechanism in which a learner can be truly measured and not cheat?Assessment of LearnersEvaluation of Instruction & Learning Environment
31EvaluationDoes the program have a system to accept students’ online evaluation of the following?- content- instructor- learning environment- learning resources- course design- technical supportAssessment of LearnersEvaluation of Instruction & Learning Environment
32Management Maintenance Does the administration notify students about any changes in due dates or other course relevant matters (e.g., server down) via following means?-- Twitter- announcement page- alert boxes- running footer added to a page- phone call- mail- otherContent DevelopmentMaintenance
33Resource Support Online Support Does the course provide troubleshooting (or expert technical support from specialized staff) assistance or a help line?Online SupportResources
34Resource Support Resources Does the course provide examples of previous student's work on the Web?Online SupportResources
35EthicalTo 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?Social/Political InfluenceCultural DiversityBiasGeographical DiversityLearner DiversityDigital DivideEtiquetteLegal Issues
36In Bangladesh it is a derogatory term. 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.
37EthicalIs the program offered to geographically diverse population? If yes ...Is the program sensitive about students from different time-zones (e.g. synchronous communications are scheduled at reasonable times for all time zones represented)?Social/Political InfluenceCultural DiversityBiasGeographical DiversityLearner DiversityDigital DivideEtiquetteLegal Issues
38Can’t schedule a live chat. USA (DC)5:00 PMLibya12:00 AM(midnight)Can’t schedule a live chat.
39Institutional Is the institution ready to offer online courses? Administrative AffairsAcademic AffairsStudent Services
40InstitutionalDoes e-learning provide academic quality such as one would expect in a traditional course?Administrative AffairsAcademic AffairsStudent Services
41Within 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.