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Birzeit University Experience in Designing, Developing and Delivering e-enabled Courses Palestine 17-18 December,2005 Dr. Osama Mimi, Birzeit University omimi@birzeit.edu
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Outline I.Background II.Center for Learning Innovation Mission Objectives III. Projects
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Background
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Background Three Types of Academic Institutions -Brick Universities (face to face instruction) -Click Universities ( virtual universities) -Click and Brick Institutions (combination) (e- enabled approach)
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E- enabled Approach- Why? Activates learners. Exposes learners to real world information( realistic data, images…). Meets learners cognitive preferences ( Multiple modes of knowledge representation ( visual, graphical, pictorial, textual, analytical, audio). Provides immediate feedbacks to learners.
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Center for Learning Innovation- CLI
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Mission Enhance the quality and efficiency of learning and teaching in Palestinian formal and non formal educational systems through implementing pedagogical best practices empowered by technology
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Main Objectives 1.Improve the quality of learning at Birzeit academic programs. ( Faculty staff, Academic Courses) 2.Improve the quality of learning at Birzeit non academic programs. ( Professional Trainers, Training Courses) 3.Establish a learning research networks locally and internationally. 4.Initiate and participate in projects pertaining to the development of quality of learning at a national level.
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Projects
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(1) MedForist ( EUMEDIS Program) Scope Developing e- Business programs and integrating e- enabled learning in the process of capacity building and course development. List of the developed courses –E-Commerce –Enterprise Resource Planning (ERP) –Customer Relations Management (CRM) –Supply Chain Management (SCM)
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(2) The Mediterranean Virtual University ( MVU) 12 partners Each partner developed 3-4 e- enabled courses BZU developed the following courses: System Programming Programming for the World-Wide Web Introduction to the World Wide Web Information Theory and Coding The courses will be piloted during the 2 nd semester of 2005/ 2006 academic year.
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(3) BIZREH List of the e- enabled courses developed Two school chapters were developed Chemistry for 9 th grade Mathematics for 9 th Grade 2. Two undergraduate courses were developed English for Journalists English Communications 3. One post graduate course was developed Computer Modeling of Water Distribution Systems
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Design and Development Methodology Using a team approach Subject Matter Specialist Instructional Designers (Education team) Multimedia Specialists
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Using a systematic approach Planning/ Analysis Stage Clear description of requirements and resources required Design Stage Objectives, instructional strategies, materials, delivery methods are identified. Development Stage The materials and delivery systems are created. Implementation/ Delivery Stage The course is delivered to learners. Evaluation Stage Gathering information to be used in making changes in the course that will eliminate problems or lead to improvement
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Main Principles Learners centric. Learners cognitive styles. All the course material is e-enabled. The courses are delivered ( f 2 f and online). Online is mainly for the input and practice. F2F is mainly for application- group discussions- case studies.
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Research Activity Objectives Identify the level of the learners’ satisfaction regarding the use of e- enabled approach during the learning process Reveal the advantages and the disadvantages of using the e- enabled approach from the learners’ perspective. Reveal the advantages and the disadvantages of using the e- enabled approach from the teachers’ perspective. Identify the role of adopting the e- enabled approach in the learners’ academic performance.
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Research Tools Questionnaire ( closed and open questions). Interviews ( Teachers and students). Observation. Exams ( Control and Experimental Groups).
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Preliminary Research Results
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Students Reflections “I felt free in studying, I could review the lessons many times at any time”. “I enjoyed learning by myself ”. “ Using graphics and animations encouraged me to study and understand the subject.” “I had the opportunity to participate more during the face-face classes through the open discussion than the traditional classes” “I would like to participate in other courses that use the same approach in the future”.
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Students Reflections “Most of the problems I faced where technical ones”. “ It took a long time to study the material by myself “. “The e- enabled approach is very good for courses in the humanities departments”. “The e-enabled courses is very good for the courses in the scientific departments”.
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Teachers Reflections “Students that learned using the e-enabled content, asked significant questions during the face-face meetings” “A mother of one of my students told me that she could help her son in explaining some topics”. “I learned a lot while developing the e-enabled courses and found very interesting and useful materials and resources.” “ Problems were mainly technical ones”.
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Students Performance The experimental groups performed significantly higher than the control groups in the tests they conducted. This result is applied to all of the piloted courses.
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(4) SEEC Goal: Seeding the Development of e- enabled Curricula for the Palestinian Education System. Partner: UNDP Scope: Development of e- enabled school curricula Designing, developing and delivering a training course for teachers to be able to develop e-enabled courses.
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(5) PoWER International Partnership for Water Education and Research 18 international Universalities 15 Countries Joint Water and Environment Modules
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Thank You Thank You
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