DR. BADRUL HUDA KHAN MCWEADON EDUCATION, USA
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Transcript of DR. BADRUL HUDA KHAN MCWEADON EDUCATION, USA
DR. BADRUL HUDA KHAN MCWEADON EDUCATION, USA
DR. BADRUL HUDA KHAN MCWEADON EDUCATION, USA
MeaningfulE-Learning
E-learning in the Arab WorldChallenges and Perspectives of Development
Cairo, EgyptJuly 9, 2012.
Slide 2
Presentation GoalsPresentation Goals• A Broader View of E-Learning Process• A Global Framework for E-Learning• What’s in it for you?
Slide 3
PROCESS
ContentDesign
Content Development -
Delivery
PRODUCTPEOPLE
E-Learning ModelP3
TEAMS• Planning• Design
• Evaluation
TEAMS• Production• Instructional Support Services
• Admin Svs • Marketing
Blueprint Developed
Learning Materials Developed & Delivered
Slide 5
ROLES & RESPONSIBILITIES
Plan
nin
g
ROLE NAME E-LEARNING STAGES SKILL
LEVEL
A = Expert
B = Above Average
C = AverageD = Below Average
NA
C O M
M E N T
S
Desig
n
Pro
du
ction
Evalu
ation
Delivery
Instru
ction
Marketin
g
Slide 6
A high quality e-learning system
must be meaningful to all stakeholders groups:
• Learners• Instructors• Technical & Support Staff• Organization
Slide 7
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.
Slide 8
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.
Slide 9
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.
Slide 10
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.
Slide 11
Today, I would like to introduce a Framework which I believe will help us identify important criteria for quality E-Learning.
Slide 12
Eth
ical
Eth
ical
Inst
itutio
nal
Inst
itutio
nal
Resource
Resource
Support
Support
On-line and off-line resources & support
ManagementManagement
Meaningful
PedagogicalPedagogical
Evalu
atio
n
Evalu
atio
n
Technological
TechnologicalIn
terfaceIn
terfaceD
esign
Desig
n
Learning and teaching issuesInfrastructure, hardware and software Physical layout and navigation Content development and maintenanceAcademic, administrative & student services Ethical considerations in e-learningAssessment of learner, evaluation of learning environment
Learning
Slide 13
Eth
ical
Eth
ical
Inst
itutio
nal
Inst
itutio
nal
Resource
Resource
Support
Support
ManagementManagement
PedagogicalPedagogical
Evalu
atio
n
Evalu
atio
n
Technological
TechnologicalIn
terfaceIn
terfaceD
esign
Desig
nي
قال
خأ
يقال
خأ
يس
سمؤ
يس
سمؤ
دعم دعم
صادرالم
صادرالم
اإلدارةاإلدارة
االلكتروني التعلم
تربويتربوي
ويمتق
ال
ويمتق
ال
يتقن
يتقن
م مي
صت
م مي
صت
ةهج
واال
ةهج
واال
Slide 18
Stakeholder Focused E-LearningPut 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.
Slide 19
5. MANAGEMENT5.1 E‑Learning Content
Development5.2 E-Learning Maintenance
6. RESOURCE SUPPORT6.1 Online support6.2 Resources
7. ETHICAL7.1 Social and Political
Influence7.2 Cultural Diversity7.3 Bias7.4 Geographical diversity7.5 Learner diversity7.6 Digital Divide7.7 Etiquette7.8 Legal issues
8. INSTITUTIONAL8.1 Administrative Affairs8.2 Academic affairs8.2 Student services
1. PEDAGOGICAL1.1 Content Analysis1.2 Audience Analysis1.3 Goal Analysis 1.4 Medium Analysis1.5 Design approach1.6 Organization1.7 Methods and Strategies
2. TECHNOLOGICAL2.1 Infrastructure planning2.2 Hardware2.3 Software
3. INTERFACE DESIGN3.1 Page and site design3.2 Content design3.3 Navigation3.4 Accessibility 3.5 Usability testing
4. EVALUATION4.1 Assessment of learners4.2 Evaluation of the instruction
& learning environment http://BooksToRead.com/framework/dimensions.htm
Slide 20
PPEDAGOGICALEDAGOGICAL
• Content• Audience• Goals • Medium • Design • Organization • Methods
What types of content are appropriate to teach via e-learning versus classroom?
Slide 21
PPEDAGOGICALEDAGOGICAL
• Content• Audience• Goals • Medium • Design • Organization • Methods
What types of content are appropriate to teach via e-learning versus classroom?
Slide 22
PPEDAGOGICALEDAGOGICAL
• Content• Audience• Goals • Medium • Design • Organization • Methods
What types of content are appropriate to teach via e-learning versus classroom?
Slide 23
By appropriately combining content appropriate to both e‑learning method and classroom based instruction, we can develop meaningful blended learning.
Slide 24
PPEDAGOGICALEDAGOGICAL
• Content• Audience• Goals • Medium • Design • Organization • Methods
Content Suitability Testing
STABLE Content
DYNAMIC Content
Slide 25
PPEDAGOGICALEDAGOGICAL
• Content
• Audience• Goals • Medium • Design • Organization • Methods
Who are the learners?
Do we have adequate information about the learners at a distance?
Slide 26
PPEDAGOGICALEDAGOGICAL
• Content• Audience• Goals • Medium
• Design • Organization • Methods
What is the instructor’s role?
- more facilitative than didactic (instructor-
facilitated)- more didactic than
facilitative (instructor -led)
- a combination of both
Slide 27
TTechnologicalechnological
• Infrastructure Planning
• Hardware • Software
Does the program have personnel who can assist learners to set up for starting the course?
Slide 28
InterfaceInterfaceDesignDesign
• Page and Site Design
• Content Design• Navigation• Accessibility • Usability Testing
Do Web pages look good in a variety of Web browsers?
Slide 29
InterfaceInterfaceDesignDesign
• Page and Site Design• Content Design• Navigation
• Accessibility • Usability Testing
Is the program designed to be accessible by a wider user population?
(A common accessibility concern in the USA -- Is the course 508 compliant?)
Slide 30
EEvaluationvaluation
•Assessment of Learners• Evaluation of
Instruction & Learning Environment
Does the e-learning program have a mechanism in which a learner can be truly measured and not cheat?
Slide 31
EEvaluationvaluation
•Assessment of Learners• Evaluation of
Instruction & Learning Environment
Does the program have a system to accept students’ online evaluation of the following? - content - instructor - learning environment - learning resources - course design - technical support
Slide 32
MManagementanagement
• Content Development
• Maintenance
Does the administration notify students about any changes in due dates or other course relevant matters (e.g., server down) via following means?- e-mail- Twitter- announcement page- alert boxes- running footer added to a page- phone call- mail- other
Slide 33
RResource esource
SSupportupport
•Online Support• Resources
Does the course providetroubleshooting (or expert technical support from specialized staff) assistance or a help line?
Slide 34
RResource esource
SSupportupport
•Online Support
• Resources
Does the course provide examples of previous student's work on the Web?
Slide 35
EEthicalthical
•Social/Political Influence
•Cultural Diversity•Bias•Geographical Diversity•Learner Diversity•Digital Divide•Etiquette•Legal Issues
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?
Slide 36
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.
Slide 37
EEthicalthical
•Social/Political Influence•Cultural Diversity•Bias
•Geographical Diversity•Learner Diversity•Digital Divide•Etiquette•Legal Issues
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)?
Slide 39
IInstitutionalnstitutional
•Administrative Affairs•Academic Affairs•Student Services
Is the institution ready to offer online courses?
Slide 40
IInstitutionalnstitutional
•Administrative Affairs
•Academic Affairs•Student Services
Does e-learning provide academic quality such as one would expect in a traditional course?
Slide 41
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.