E-learning workshopE-learning workshop

20132013

Programme OverviewProgramme Overview

Introduction and background to e-Introduction and background to e-learninglearning

Current status of e-learning @UnizuluCurrent status of e-learning @Unizulu Implementation Strategy and Plan for Implementation Strategy and Plan for

UnizuluUnizulu Introduction to Learning Management Introduction to Learning Management

Systems (LMSs)Systems (LMSs) Introduction to MoodleIntroduction to Moodle Q&A’s Q&A’s

Introduction and Introduction and Background Background

• Shift happens: Education 3.0• Reference: Shift Happens: Education 3.0. 2009.

Newly Revised Edition Originally Created by Karl Fisch, modified by XPLANE and Edited for this workshop. Answers the question, "What are we doing about the shift?“ . [Online] http://www.youtube.com/watch?v=I4FJMJtt8dk. Accessed: 31/08/2010

Introduction and Introduction and BackgroundBackground

With these shifts With these shifts there are changing there are changing expectations from expectations from learners based on learners based on their learning their learning experiences. experiences.

Fox (2005:13)Fox (2005:13)

Introduction and Introduction and BackgroundBackground

In the 21In the 21stst century learners century learners expectations are expectations are changing.changing.

Introduction and Introduction and BackgroundBackground

In the 21In the 21stst century learners century learners expectations are expectations are changing.changing.

Introduction and Introduction and BackgroundBackground

The move from The move from linear linear toto multi- multi-threaded learningthreaded learning

Introduction and Introduction and BackgroundBackground

The move from The move from staticstatic to to dynamicdynamic informationinformation

Introduction and Introduction and BackgroundBackground

The move from The move from contentcontent to to experienceexperience

Introduction and Introduction and BackgroundBackground

DemonstrationDemonstration to to inferenceinference

Introduction and Introduction and BackgroundBackground

Objectives Objectives toto goals goals

Introduction and Introduction and BackgroundBackground

Uniformity Uniformity toto diversity diversity

Introduction and Introduction and BackgroundBackground

Receipt Receipt toto responsibility responsibility

Introduction and Introduction and BackgroundBackground

Consumption Consumption toto contribution contribution

Introduction and Introduction and Background Background

Research recommends that Research recommends that institutions of HE need to follow institutions of HE need to follow global education trends in global education trends in technology and innovation.technology and innovation.

Introduction and Introduction and BackgroundBackground

IntructivistIntructivist ConstructivistConstructivist Experiential Experiential

learning learning Problem based Problem based

learning (PBL) learning (PBL) Engagement theory Engagement theory ConnectivismConnectivism

Need to change our learning theories to Need to change our learning theories to promote participation, collaboration and promote participation, collaboration and interaction between learnersinteraction between learners :: OutOut InIn

Introduction and Introduction and Background Background

Image reference: http://lh6.ggpht.com/philippe.boukobza/R9esWOb-1nI/AAAAAAAAA30/FTgIHlOi5oc/image%5B5%5DImage reference: http://lh6.ggpht.com/philippe.boukobza/R9esWOb-1nI/AAAAAAAAA30/FTgIHlOi5oc/image%5B5%5D

Introduction and Introduction and Background Background

E-learning is a term broadly used to E-learning is a term broadly used to describe any type of learning that describe any type of learning that utilises ICTs and IS to assist in utilises ICTs and IS to assist in learning. learning.

Identified four types of e-learning, Identified four types of e-learning, namely:namely: InformalInformal Self-pacedSelf-paced Leader-ledLeader-led Performance support toolsPerformance support tools

Introduction and Introduction and Background Background

Informal:Informal: learners access a web site or join an online learners access a web site or join an online discussion. discussion.

Self-paced: Self-paced: learners access computer based (CBT) learners access computer based (CBT) or Web-based (WBT) training materials at their own or Web-based (WBT) training materials at their own pace. pace.

Leader-led:Leader-led: differs from the latter in that there is differs from the latter in that there is always an instructor, tutor or facilitator leading the always an instructor, tutor or facilitator leading the learning process.learning process. synchronoussynchronous asynchronousasynchronous

Performance support tools:Performance support tools: which refers to which refers to materials that learners access to help perform a task, materials that learners access to help perform a task, e.g., using a wizarde.g., using a wizard

Broadbent (2002:10)Broadbent (2002:10)

Introduction and Introduction and Background Background

Rich Rich hybridshybrids of e-learning would of e-learning would be formed from combining any of be formed from combining any of the four types described above.the four types described above.

BlendedBlended learning combines learning combines conventional learning methods with conventional learning methods with e-learning methods.e-learning methods.

Introduction and Introduction and BackgroundBackground

Community Outreach

Face to Face

Research

Mentoring

Experiential

Learning

Blended learning approach

E-learning e.g. LMS, Blog , Quiz, Wiki, Email, Chat, multimedia etc.

Introduction and Introduction and BackgroundBackground

E-learning comes with its own E-learning comes with its own opportunities and challenges opportunities and challenges for the for the four key stakeholders in the process, four key stakeholders in the process, namely:namely:

the learner, the learner, the academic, the academic, the online developer and the online developer and

instructional designerinstructional designer and management. and management.

Introduction and Introduction and BackgroundBackground

ICT skills ICT skills Just in timeJust in time

TechnophobiaTechnophobia Portability Portability

Opportunities and challenges for tOpportunities and challenges for the he learner:learner:

Introduction and Introduction and BackgroundBackground

Pre-packaging of Pre-packaging of essential essential information. information.

Allows for more Allows for more feedback.feedback.

Creating course Creating course content can be content can be labour intensive.labour intensive.

Specialised skills Specialised skills required.required.

Opportunities and challenges for tOpportunities and challenges for the he academic:academic:

E-Learning: Current E-Learning: Current StatusStatus

No formal e-learning program in No formal e-learning program in place at Unizuluplace at Unizulu

Most staff and students don’t have Most staff and students don’t have access to e-learning on campus yetaccess to e-learning on campus yet

E-Learning Task team established E-Learning Task team established and assisted by WUZULU project.and assisted by WUZULU project.

E-learning@Unizulu: E-learning@Unizulu: Current StatusCurrent Status

E-learning Task TeamE-learning Task Team

Represented by all Faculties, ICT and Represented by all Faculties, ICT and Academic development.Academic development.

Activities so far:Activities so far: Engaged with other Universities for Engaged with other Universities for

advice, linkages and support.advice, linkages and support. Conducted SWOT analysis.Conducted SWOT analysis. Presented Road show.Presented Road show. Drew up an E-learning Implementation Drew up an E-learning Implementation

Strategy and Plan for UZStrategy and Plan for UZ..

Engaged with other Engaged with other UniversitiesUniversities

Many thanks to UJ for the invitation Many thanks to UJ for the invitation to participate in the Developmental to participate in the Developmental study towards effective practices in study towards effective practices in TAL and to all participants for their TAL and to all participants for their input.input.

Using the study’s Using the study’s “lenses” for self-“lenses” for self-evaluation and review and evaluation and review and benchmarking these with other benchmarking these with other institutions was very constructive.institutions was very constructive.

SWOT AnalysisSWOT Analysis Strengths Strengths (what Unizulu can do)(what Unizulu can do)

Establish an e-learning portal. Establish an e-learning portal. Install Moodle LMS on campus.Install Moodle LMS on campus. Host workshops/discussion groups.Host workshops/discussion groups. Establish/upgrade other technical Establish/upgrade other technical

services:services: E-learning centreE-learning centre Internal computer mediated communication Internal computer mediated communication

(student email, chat, sms service, blogs, (student email, chat, sms service, blogs, wiki’s, RSS feeds etc.)wiki’s, RSS feeds etc.)

Can effectively make use of internet Can effectively make use of internet resources (skype, gmail, online courses).resources (skype, gmail, online courses).

SWOT AnalysisSWOT Analysis Weaknesses Weaknesses (what Unizulu can not do)(what Unizulu can not do)

Cannot roll out e-learning campus Cannot roll out e-learning campus wide.wide.

Cannot provide extensive assistance Cannot provide extensive assistance to academic staff (content to academic staff (content development and instructional development and instructional design).design).

SWOT AnalysisSWOT Analysis Opportunities Opportunities (potential favourable (potential favourable

conditions for Unizulu)conditions for Unizulu)

High bandwidth to Internet.High bandwidth to Internet. Well developed intranet on campus.Well developed intranet on campus. Very high staff to PC ratio.Very high staff to PC ratio. Podium PC’s & digital projectors in many lecture Podium PC’s & digital projectors in many lecture

venues.venues. Spare server capacity in ICT department.Spare server capacity in ICT department. High quality open source software (Moodle, Joomla , High quality open source software (Moodle, Joomla ,

Ubuntu and Dspace /Duraspace).Ubuntu and Dspace /Duraspace). Knowledgeable task team that can help establish e-Knowledgeable task team that can help establish e-

learning.learning. Other resources already in place e.g. IR & various Other resources already in place e.g. IR & various

web servers.web servers.

SWOT AnalysisSWOT Analysis Threats Threats (potential unfavourable (potential unfavourable

conditions for Unizulu)conditions for Unizulu)

Limited PC’s for students.Limited PC’s for students. Severe shortage of technical and support staff Severe shortage of technical and support staff

including content developers and instructional including content developers and instructional designers.designers.

Bottom up approach to e-learning on campus.Bottom up approach to e-learning on campus. Island style development of current e-learning Island style development of current e-learning

systems.systems. Low computer literacy among many academic Low computer literacy among many academic

staff members.staff members. No incentives for staff to change their existing No incentives for staff to change their existing

teaching styles. teaching styles.

E-learning Implementation E-learning Implementation Strategy and PlanStrategy and Plan

Road map a sustainable e-learning Road map a sustainable e-learning program at UZ.program at UZ.

Current status: Adopted by Senate Current status: Adopted by Senate on 17on 17thth November 2009. November 2009.

Identified five critical success Identified five critical success factors for the successful factors for the successful development of e-learning at UZ.development of e-learning at UZ.

5 Critical success factors5 Critical success factors

1.1. A cohesive vision and services across A cohesive vision and services across faculties and service departments to faculties and service departments to support e-learning.support e-learning.

2.2. Funding for and investments to support Funding for and investments to support the implementation of e-learning.the implementation of e-learning.

3.3. Policies and procedures conducive to Policies and procedures conducive to offering e- learning.offering e- learning.

4.4. Student access to e-learning resources Student access to e-learning resources and support.and support.

5.5. Technology infrastructure to support a Technology infrastructure to support a mission critical e-learning programme. mission critical e-learning programme.

To get the ball rolling – To get the ball rolling – Phase I – Requirements analysisPhase I – Requirements analysis

The Task Team proposes a phased The Task Team proposes a phased approach to implementing an e-learning approach to implementing an e-learning programme.programme.

Phase I – Requirements analysisPhase I – Requirements analysis a) a) Conduct interviews with Faculty Deans, Conduct interviews with Faculty Deans,

lecturing staff, academic development, lecturing staff, academic development, and any other stakeholders of e-learning and any other stakeholders of e-learning to determine the: to determine the:

Expectation of an e-learning system Expectation of an e-learning system Requirements of an e-learning system Requirements of an e-learning system Training needs Training needs Policy and procedural changes needed to Policy and procedural changes needed to

support e-learning.support e-learning.

To get the ball rolling – To get the ball rolling – Phase I – Requirements analysisPhase I – Requirements analysis

b) Acceptance of a conceptual e-learning model b) Acceptance of a conceptual e-learning model This would act as a mechanism to put the vision into This would act as a mechanism to put the vision into

practice. An initial conceptual model was proposed with practice. An initial conceptual model was proposed with the following objectives: the following objectives:

1.1. Provide faculty with tools and training that facilitate the Provide faculty with tools and training that facilitate the teaching and learning process (i.e. podium computers teaching and learning process (i.e. podium computers and digital projectors in venues, a LMS and an e-and digital projectors in venues, a LMS and an e-learning laboratory). learning laboratory).

2.2. Emphasize the core asset of the university (faculty Emphasize the core asset of the university (faculty knowledge), not the emergence of new delivery knowledge), not the emergence of new delivery mechanisms. mechanisms.

3.3. Integrate operations with the three major university Integrate operations with the three major university areas; teaching and learning, research, and community areas; teaching and learning, research, and community outreach. outreach.

4.4. Use technology to bring teaching and learning, research Use technology to bring teaching and learning, research and outreach closer together within an integrated and outreach closer together within an integrated blended hybrid model. blended hybrid model.

Learning Management Learning Management SystemsSystems

UsersUsers CoursesCourses

Course pageCourse page Resources (content)Resources (content) ActivitiesActivities ToolsTools

Learning Management Learning Management SystemsSystems

BlackboardBlackboard http://www.blackboard.com http://www.blackboard.com

WebCT Vista - now BlackboardWebCT Vista - now Blackboard http://www.blackboard.comhttp://www.blackboard.com

eCollegeeCollege http://www.ecollege.comhttp://www.ecollege.com

Desire2LearnDesire2Learn http://www.desire2learn.comhttp://www.desire2learn.com

ATutorATutor http://www.atutor.ca/http://www.atutor.ca/

SakaiSakai http://www.sakaiproject.orghttp://www.sakaiproject.org

MoodleMoodle http://www.moodle.orghttp://www.moodle.org

Why Moodle?Why Moodle?

MatureMature DynamicDynamic Flexible/OpenFlexible/Open Feature RichFeature Rich CommunityCommunity Critical MassCritical Mass Project leader - Martin DougiamasProject leader - Martin Dougiamas

Thank you for your Thank you for your attention.attention.

E-learning portalE-learning portal MoodleMoodle