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MCWEADON EDUCATION, USA
Meaningful E-Learning E-learning in the Arab World Challenges and Perspectives of Development Cairo, Egypt July 9, 2012. DR. BADRUL HUDA KHAN MCWEADON EDUCATION, USA
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Presentation Goals A Broader View of E-Learning Process
A Global Framework for E-Learning What’s in it for you?
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P3 TEAMS Blueprint Developed Content Design TEAMS
E-Learning Model P3 PEOPLE PROCESS PRODUCT TEAMS Planning Design Evaluation Content Design Blueprint Developed TEAMS Production Instructional Support Services Admin Svs Marketing Content Development - Delivery Learning Materials Developed & Delivered
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ROLES & RESPONSIBILITIES
NAME E-LEARNING STAGES SKILL LEVEL A = Expert B = Above Average C = Average D = Below Average NA C O M M E N T S Planning Design Production Evaluation Delivery Instruction Marketing
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A high quality e-learning system must be meaningful to all stakeholders groups:
Learners Instructors Technical & Support Staff Organization
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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.
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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.
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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.
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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 drop-out rate.
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Today, I would like to introduce a Framework which I believe will help us identify important criteria for quality E-Learning.
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Meaningful Learning Academic, administrative & student services
Ethical considerations in e-learning On-line and off-line resources & support Physical layout and navigation Learning and teaching issues Infrastructure, hardware and software Content development and maintenance Assessment of learner, evaluation of learning environment Pedagogical Institutional Technological Meaningful Interface Design Ethical Learning The 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. Resource Support Evaluation Management
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التعلم الالكتروني مؤسسي تقني أخلاقي التقويم تربوي دعم المصادر الإدارة
Pedagogical تقني مؤسسي Institutional Technological تصميم الواجهة أخلاقي التعلم الالكتروني Interface Design Ethical دعم المصادر Resource Support التقويم Evaluation الإدارة Management
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Your Organization
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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.
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1. PEDAGOGICAL 2. TECHNOLOGICAL 3. INTERFACE DESIGN 4. EVALUATION
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
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PEDAGOGICAL What types of content are appropriate to teach via e-learning versus classroom? Content Audience Goals Medium Design Organization Methods
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PEDAGOGICAL What types of content are appropriate to teach via e-learning versus classroom? Content Audience Goals Medium Design Organization Methods
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PEDAGOGICAL What types of content are appropriate to teach via e-learning versus classroom? Content Audience Goals Medium Design Organization Methods
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RECAP 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 Videoconferencing Learning Strategy: Instructional Demonstration But, medical students must be actively involved in hands‑on learning activity to learn how to operate on patients. 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.
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PEDAGOGICAL Content Suitability Testing STABLE DYNAMIC Content Content
Audience Goals Medium Design Organization Methods
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PEDAGOGICAL Who are the learners?
Do we have adequate information about the learners at a distance? Content Audience Goals Medium Design Organization Methods
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PEDAGOGICAL What is the instructor’s role? - more facilitative than
didactic (instructor- facilitated) - more didactic than facilitative (instructor -led) - a combination of both Content Audience Goals Medium Design Organization Methods
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Technological Does the program have personnel who can assist learners to set up for starting the course? Infrastructure Planning Hardware Software
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Interface Design Do Web pages look good in a variety of Web browsers?
Page and Site Design Content Design Navigation Accessibility Usability Testing
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Interface Design Is 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 Design Content Design Navigation Accessibility Usability Testing
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Evaluation Assessment of Learners
Does the e-learning program have a mechanism in which a learner can be truly measured and not cheat? Assessment of Learners Evaluation of Instruction & Learning Environment
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Evaluation Does the program have a system to accept students’ online evaluation of the following? - content - instructor - learning environment - learning resources - course design - technical support Assessment of Learners Evaluation of Instruction & Learning Environment
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Management 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 - other Content Development Maintenance
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Resource Support Online Support Does the course provide
troubleshooting (or expert technical support from specialized staff) assistance or a help line? Online Support Resources
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Resource Support Resources
Does the course provide examples of previous student's work on the Web? Online Support Resources
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Ethical 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? Social/Political Influence Cultural Diversity Bias Geographical Diversity Learner Diversity Digital Divide Etiquette Legal Issues
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In 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.
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Ethical Is 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 Influence Cultural Diversity Bias Geographical Diversity Learner Diversity Digital Divide Etiquette Legal Issues
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Can’t schedule a live chat.
USA (DC) 5:00 PM Libya 12:00 AM (midnight) Can’t schedule a live chat.
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Institutional Is the institution ready to offer online courses?
Administrative Affairs Academic Affairs Student Services
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Institutional Does e-learning provide academic quality such as one would expect in a traditional course? Administrative Affairs Academic Affairs Student Services
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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.
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Let’s Play a Game
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Website: http://badrulkhan.com/
References Website:
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