„E-Learning Support Structures in Traditional Universities ... · 16 E-Learning / E-Teaching...
Transcript of „E-Learning Support Structures in Traditional Universities ... · 16 E-Learning / E-Teaching...
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Prof. Dr. Nicolas ApostolopoulosFreie Universität Berlin, Center für Digitale Systeme
„E-Learning Support Structures in Traditional Universities“
Prof. Dr. N. ApostolopoulosCenter for Digital Systems
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Freie Universität Berlin
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Freie Universität Berlin: Facts & Figures
12 academic departments
157 bachelor’s and master’s degree programs
21 doctoral degree programs
29,000 students
2,662 academic staff
302,2 mil. € annual operating budget
112 mil. € annual funding
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Institute for Latin American Studies
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Institute for Latin American Studies, Homepage
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A phone?
About Learning and Technologies
What is TEL?
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About Learning and Technologies
What is TEL?
A Telecom Company?
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About Learning and Technologies
What is TEL?
An acronym for „Technology-Enhanced Learning“?
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Excellence at Universities
Gerhard Casper, former President of Stanford University
Teaching
Research
Learning
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About Lifelong Learning …
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FIT: IT at Freie UniversitätPresident‘s
Office
FITCeDiS
CIO
DecentralizedIT-Units
CentralInstitutes
Departments CentralServices
OtherDivisions
CentralAdministration
IT-Plenum
IT-Security
Data Security
EmployeeRepresentatives
StC eL
Admin IT
Digital Library
Data Center
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FIT Strategic Alliance
eAS
CIO
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CeDiS – Structure
Internet Technology
Mediaand Design
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Internet Technology
Media & Design
Authoring
Learning Management
System LMS
Content Management
System CMS
Web 2.0
FU E-Learning Grants
External Grants
e-PublishingOpen Access
User Support
CeDiS – Teams
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DT in Education: Some Questions• Why is E-Learning so important?
• Why is E-Learning so difficult?
• Is there a complexity bubble?
• Is there a unique strategy?
• Will AI solve many problems?
• Will blended learning solve most of the problems?
• Will learner-centered learning solve some of the problems?
• » Make wise use of Digital Technology (DT)!« ?
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E-Learning / E-TeachingConsulting, Support & Quality Management• CeDiS provides the central online learning platform Blackboard
(ca. 28.500 students and 2.500 courses, winter semester 2013/14)• Consulting, conception and realization of Blended Learning courses• MOOC vs. MOC• Training and support for teaching staff and tutors• E-Examinations• E-Learning Grants Program
CeDiS offer integrated E-Learning solutions• Charité• Evangelische Hochschule Berlin
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SUPPORT – Teaching Quality Initiative
• E-Learning 2.0• E-Examinations• Audio and Video• Mobile Learning• OSA
• Training for new teaching staff
• Qualification formentors
• Teaching education
• inFU Days• Mentors / Coaching• Support for starting phase
of studies
• Part of the project „LEON“ with the SUPPORT-project • Financially supported by the German Federal Ministry of Education and Reserach• Third party funding for „LEON“: 4.354.703 €
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Outline II. First Steps in E-LearningII. E-Learning Engineering III. E-Learning at a Traditional UniversityIV. Coordinated Action PlanV. The Web 2.0 Initiative VI. Lessons Learned VII. Open Issues
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Multimedia “made simple“
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Fundamental Decisions for Multimedia Learning Applications • Attractive digital learning material increases learners’ motivation
and reduces the weaknesses of computer systems
• Problem-based learning (constructivism)
• Combination of theory, practice and computer-aided tools (search, animation, simulation, hyperlinks)
• Enhanced visualization of abstract topics
• Integration of video
• Active and rich interaction, personalization
• Multiple navigational assistance
• Creation of »aha«-effects
» Create humane applications «
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Basics
Models
Literature
The DIALECT Model
Computer
PracticeTheory
NavigationHyperlinks
Expert Interviews
Computer
Internet/Search
Case studiesSimulation
VisualizationSimulation
STORYMotivation/ Didactics
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Outline III. E-Learning as an Experiment II. E-Learning EngineeringIII. E-Learning at a Traditional University IV. Coordinated Action Plan V. The Web 2.0 Initiative VI. Lessons Learned VII. Open Issues
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BMBF Project New Statistics13 Departments at 10 German Universities
- European-University Viadrina Frankfurt/Oder- University of Applied Sciences Cologne- University Hagen- Freie Universität Berlin- Friedrich-Alexander University
Erlangen-Nuremberg- Humboldt University Berlin- University of Bielefeld- University of Bremen- University of Hamburg- University of Konstanz- Virtual University of Applied Sciences
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„Traditional“ versus „New Statistics“
Statistics: yesterday and today Statistics: today and tomorrow
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Statistical Lab
New Statistics: Multimedia Learning Environment
Animations
Java-Applets
Exams
Learning Modules
Case studies
Exercises
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Statistical Lab (www.statstical-lab.org)
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Authoring: Structure of Learning ModulesDidactic concept
TutorMETADATA
Exercises
Motivation
Open questions
Problems
References
Material for further study
Virtual Laboratory
Review of studymaterial
Theory and basic knowledge
Examples
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Manufacturing Learning Modules
Learning Module EditorAuthor
upload
LMSWWWRepository (SCORM)
upload
export
XML XML XML XML
learning module (XML)
preview
XSLT
transform
learning module (HTML)
integrate
request
Media Production
Glossary, Bibliography
Editing
examine
explain
XMetaLAuthor 3
Learning ModuleEditorAuthor 2
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Course creation
publish
LMS (Blackboard)Students
learning
selectingInstructor 1
composing
Course 1
Instructor 2
Course 2
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Economics of E-Learning
It‘s the economy, stupid …
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Outline IIII. e-Learning as an experiment II. e-Learning EngineeringIII. e-Learning at a traditional UniversityIV. Coordinated action plan V. The Web 2.0 Initiative VI. Lessons learned VII. Open issues
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Vision: Is E-Learning Easy to Do?!
Source: www.uni-potsdam.de/agelearning/
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E-Learning Environments
Source: www.open-academy.com/de/elearning/lernende_/index.html
A significant advantage of E-Learning is the creation of individualized learning environments.....
“Not now honey, I‘m learning online.”
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E-Learning everywhere?
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Digital Technology in Education: Future Vision…
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Digital Technology and the Reality
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Outline IVI. e-Learning as an experiment II. e-Learning Engineering III. e-Learning at a traditional UniversityIV. Coordinated action planV. The Web 2.0 Initiative VI. Lessons learned VII. Unresolved issues
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Media & Design
Media and Design
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Distributed Campus, Homepage
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ContentManagement SystemCMS
CeDiS – CMS
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Visual History Archive (VHA)Video example
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Learning Management System LMS
CeDiS - LMS
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Infor-mation
Commu-nity
Course Catalog
University Library Course Course Course
!! !
Evaluation
Learning Materials
Team workExam
Forums Self-tests Chat
Central Entry Point
LMS – a Central Learning Platform for TeachingStudent Access to the Central LMS
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- ease of use for students and teachers (maybe except Content Collection)- fairly stable operation- scalable architecture- expandability (Building Blocks concept)- large user community
- mainly instructor-centered- lack of tools for student participation / collaboration- poor technical documentation, proprietary API- old UI techniques (no deep linking possible)- lack of standard conformity e.g. SOAP, WSRP, JSR168- lack of conformity with the German data protection laws
strong points:
weak points:
Pro / Contra Blackboard LMS
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FU E-Learning Grants
FU E-Learning Grants
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Project 1 Project 2 Project n
Financial Support Multiplicator effect
StC eL
Know-How
FU E-Learning Grants - Growth
Project
Project 1 Project 2 Project n
ProjectProject
Freie Universität Departments
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Application
submission
FU E-Learning Grant Program – WorkflowStC eLInstructor
advice
GrantKnow-how
Application
recommen-dation
Application
-+decision
e-Learning Projectis growing
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DEPDEP
DEP
CI
DEP
DEP
DEP
DEP
CI
DEP
CI
DEP
DEP
DEPDEP
CI
FU-wide E-Learning DisseminationFU Berlin
depProject
CIProject
Project
dep
ProjectProject
dep
Project
depProject
CI
Project
dep
ProjectProject
dep
Project
depProject
dep
ProjectProject
depProject
Projectdep
ProjectProject
depProject
CI
Project
CI
Project
dep
Project Dean
StC eL
CeDiS
President’sOffice
CIO
Provost
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FU E-Learning Grants – Project Overview
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Institute for Latin American StudiesE-Learning Projects
Knowledge Production of Latin-American Intellectuals
Digital Sources of Athropology of the Americas
Student foreign visits (study abroad)
Women and Gender in Latin America
Video example
Video example
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Concept for Interviewing
During the seminar, the portraits of fouroutstanding female researchers werecompiled: Dora Barrancos, Marisa Belausteguigoitia, Elizabeth Jelin, Renate Rott.
Interview questions on the central topicsand key terms of the researchers‘ workwere formulated.
Following the interviews, the recordingswere cut, transcribed and titles andparagraph headings were added.
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Students‘ Experience
Media skills
Interlocking of theoretical knowledge andpractical skills
Sustainability of the knowledge gained
Routine part of teaching
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Advancing E-Learning
The FUeL project (FU e-Learning)
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FUeL – Key Issues• Establish Blended Learning in the Departments and Institutes
• Integrate the Central Learning Management System within the Freie Universität IT-Infrastructure
• Create a Central Student Portal
• Reuse e-Learning Materials (Learning Object Repository)
• Provide Expertise on the Market
Departments IT-Integration Student-Portal Materials Marketing
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Establishing Blended Learning
DepartmentsCentral InstitutesContinuing Education
e-LearningFunding Program
Evaluation
FUeL Strategy
CentralServices
Local Structuresand Expertise
InterdisciplinaryWorking Groups
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E-Learning Consulting
e-Learning Adviser one regular contact person for each department and
each teacher
Support
Central LMSBlackboard
FundingProgram
Contentcreation
(Media-) Didactics
…
Teachers
Kooperation
Deans
Colla-boration
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Library
Tutorials
Lectures
Without LMS
InformationMaterialcollection
Library
Tutorials
Lectures
Blended Learning I»Introduction«
Information
Materialcollection
Library
Tutorials
Lectures
e-Tutor
Blended Learning II»Extended«
Information
Materialcollection
Library
Tutorials
Lectures
e-Tutor
Exam preparation
Multimediamaterial
Blended Learning III»Maximum«
Information
Materialcollection
Library
Tutorials
Lectures
e-Tutor
Exam preparation
Multimediamaterial
Online-Courses
From the Traditional Classroom to BlendedLearning
Lectures
Classroom Online
Courses
Exercises
Literature
Internship
Chat ForumsE-Mail
Digital MaterialsMultimedia Self-testsTutorial
Ble
nd
edLe
arn
ing
Online Surveys
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E-Learning in Use
1 8 1 4 71 8 4 9 61 9 6 3 3
1 6 5 3 51 6 1 7 2
1 2 1 6 2
9 9 3 5
5 2 8 4
2 8 6 5
7 0 0
1 7 3 01 6 7 91 6 2 1
1 3 5 91 2 4 5
8 7 0
5 3 5
2 9 01 4 5
2 3
Summer
04
Wi nt er
04/ 05
Summer
05
Wi nt er
05/ 06
Summer
06
Wi nt er
06/ 07
Summer
07
Wi nt er
07/ 08
Summer
08
Summer
09
Courses
Degree of Utilization
Students (in 100s)
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Integrating the Central LMSwith the IT-Infrastructure of Freie Universität Berlin
IT-Integration
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SAP/CMCampus Management- courses- course participants- marks, credits
IT-Integration
Streaming Server- video- audio
FUDISFU Identity and Directory Service- student records- teacher records- authentication
Central Learning
Management System
BlackboardALEPH, Metalib- online-Catalogue- digital Media
Library
Zentrales CMS- Lernmaterial
Data Center
Central Content Management SystemInfopark NPS- learning materials
CeDiS
Admin IT
in use
in development
planning stage
CeDiS
CeDiS
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Outline V
I. e-Learning as an experiment II. e-Learning Engineering III. e-Learning at a traditional University IV. Coordinated action plan V. The Web 2.0 InitiativeVI. Lessons learned VII. Unresolved issues
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„Web 2.0” / Social Software
Content produced by usersLow threshold / easy to useThe Web as a workspaceUser self-organization Social networksLinking of content and services
Social Software
Simple creation of Web content by teachers and studentsSupporting collaboration and communicationDiscursive writing style Peer-to-peer reviewWorking together on texts Knowledge exchange through networking and linking up
Blogs and Wikis in teaching
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„Web 2.0” / Social Software
Blog availability- personal blog for all members of Freie Universität Berlin- (multi-user) blog for Blackboard courses- Selected System: WordPress
CeDiS Blog Services
Wiki availability- Wikis for all members of Freie Universität Berlin- Wikis for Blackboard courses- Selected System: Confluence
RSS feeds- Announcements from Blackboard courses
(Podcasts, Social Bookmarking, ...)
CeDiS Wiki, RSS Services
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Website that periodically has new entries (sorted chronologically) Used mostly for: Personal diaries on the Internet
Blogs (Weblogs)
„Web 2.0“: Social Software
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Collection of websites that can be edited immediatelyMost famous example: Wikipedia
Wikis
„Web 2.0“ / Social Software
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Outline VII. e-Learning as an experiment II. e-Learning Engineering III. e-Learning at a traditional University IV. Coordinated action plan V. The Web 2.0 Initiative VI. Lessons learnedVII. Open issues
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Digital Technology in Education: Involves……»computer-specific« features (storing, searching, calculating) …visualization techniques …media-enriched contents …extensive use of tutorials & help functions …multiple navigation and tracking …instructor’s »presence« …problem-based approach …»real« AND virtual (i.e. hybrid) reality …extensive customization …common-sense intelligence (things that teach)? …user-controlled privacy and security!
…»Create humane applications«
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Digital Technology in Education: Avoids …… new incomplete systems… additional complexity… incompatible environments… slow responding applications … poor design… poor interaction … »surprising« features … »deceptive« security … poor personalization
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e-Learning lessons – Summary• e-Learning is a long-term project• Executive support is necessary• Competence Center• Close collaboration with the departments• Decentralize know-how • Stepwise Migration • Offer grants and incentives • Central LMS leads to high synergy effects• Open content and commercial content helps saving costs• Multimedia authoring is challenging• The new Web 2.0 paradigm might hit central structures• Reuse of learning modules is ... • Reduce technical complexity (KIS)
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Outline VIII. e-Learning as an experiment II. e-Learning EngineeringIII. e-Learning at a traditional UniversityIV. Coordinated action plan V. The Web 2.0 Initiative VI. Lessons learned VII. Open issues
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Open Issues 1. Is learning with multimedia more effective?2. How can we evoke ‘aha’-effects?3. Are there simple and good models of evaluation?4. How to integrate the authority of the instructor?5. Design reusable content modules6. Exploit the use of games 7. High-level authoring tools for multimedia learning modules?8. How to build intelligent navigation systems?9. How to create adaptive learning environments?10. Are there such things as ‘learning-agents’ (»things that teach«)?
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Prof. Dr. Nicolas ApostolopoulosFreie Universität Berlin, Center für Digitale Systeme
Nicolas [email protected]
www.cedis.fu-berlin.dewww.e-learning.fu-berlin.de