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http://www.BadrulKhan.com/ McWeadon Education, USA
Meaningful e-Learning KING SAUD BIN ABDULAZIZ UNIVERSITY January 9, 2010 Dr. Badrul Huda Khan McWeadon Education, USA
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E-Learning is here to stay.
National Initiatives 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 UKeU United States... Community Colleges Online V Vietnam... Hanoi Open University Predictions for 2009 E-Learning is global. E-Learning is here to stay. I am currently editing a Special Issue of the Educational Technology Magazine entitled “E-Learning in the Middle East.”
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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 Q and A
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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
Physical layout and navigation On-line and off-line resources & support Ethical considerations in e-learning 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 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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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) 2:00 PM Bangladesh 1:00 AM 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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Website: http://badrulkhan.com/
References Website:
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