E-Learning Concept for University: Sharing with Atmajaya Catholic University

1. E-LEARNING : Information Technology and Education „Dealing with the New Paradigms of Learning“ PROF. RICHARDUS EKO INDRAJIT [email_address] 9 Jun 2011

5. Generation Characteristics 09/06/11 VETERANS < 1946 BABY BOOMERS 1946-1964 XERS 1965-1980 MILLENIALS >1981 Dedicated to a job Live to work Work to live Live in the moment Respectful of authority Sense of optimism Contract Technology savvy Duty before pleasure Champions of causes Pragmatic world Consistent expectations Patience is a virtue Go into debt Self-reliant Street smart Honor and integrity Team and process oriented Attached to the edge Fun is a must Reluctant to change Personal gratification Authority is casual Give respect if they are respected Patriotic Nostalgic of youth Versatility of skills Diverse in nature

6. Worlds and Environment of the Generation 09/06/11 VETERANS < 1946 BABY BOOMERS 1946-1964 XERS 1965-1980 MILLENIALS >1981 HOME HOME HOME HOME SCHOOL SCHOOL SCHOOL PUBLIC PUBLIC INTERNET

12. The HR and Technology Halaman National Competitive Advantage Quality of Human Resource Advance of Knowledge and Competencies Speed and Characteristics of Learning Model Ability on Accessing and Managing Information as Source of Knowledge Effective Use of Information and Communication Technology The effective use of ICT determines the quality of human resource developed to gain national competitive advantage …

13. The Learning Ecosystem Paradigm Halaman reshaping Human Resource redefenine Learning reinvent Institution reconceive Education The ecosystem to increase human resource quality is emerged. is institutionalised and systemised through formal and non formal is delivered effectively through the existence of is formed because of the intellectual asset collection of is performed by its quality of Demand Supply ICT Value

14. HR-ICT Development Approach Halaman Parallel approach should be taken into consideration in developing HR. People Institution Environment

15. Visioning HR, Learning, and ICT Halaman Implementing LIFE-LONG LEARNING concept to increase people’s quality of life Promoting ICT as the main enabler to implement LIFE-LONG LEARNING concept Information and Communication Technology (ICT) is used as tool to meet the unmet learning process … Vision Mission “ To learn is to become capable of doing things that we were unable to do before…”

16. Scharffenberger’s “Three S’s” Halaman Technology can be brought to the SCHOOL OF LIFE to SUSTAIN what is already being done there SUPPLEMENT what is being done there SUBVERT what is done there The impact of technology will depend on our being either CONSERVATIVE , or REFORMATIVE , or then REVOLUTIONARY Technology induces change if accompanied by changes in ideas, in the way people view things …

17. Negroponte’s Law Halaman The introduction of technology into SCHOOL OF LIFE (e.g. education institutions) will probably be much more innovative and transformative in places where the present quality of the education is perceived as quite bad Even for good institutions, the time to change is NOW and change must not be merely reformative: it needs to be truly transformative (and that means: revolutionary) Change has to be achieved first in the field of ideas, in people “mindsets”.

18. ICT Roles in Life-Long Learning Halaman align with individual life project (context) promote active interaction use modular approach material enable just-in-time learning needs increase practical competencies match with unique personal learning style Information and Communication Technology

19. Life-Long Learning is for Everybody Halaman Generation Cohorts Individual Type Veterans Pre-1946 Baby Boomers 1946-1964 The Xers 1965-1981 Millenials 1982-beyond Dominant Influencing Steady Cautios

22. Issues in Developing Country Halaman Since the majority of the world population had remained untouched by the ICT revolution, concern was expressed that the huge potential of ICT for advancing development of the developing economies has not been fully captured, thus manifesting the DIGITAL DIVIDE For bridging the digital divide, it is imperative to put ICT firmly in the service of development, for which urgent and concerted action at the national, regional and international levels is required It is everybody’s job in the world to bridge the digital gap encountered.

23. Digital Gap Definition Halaman INEQUALITY in the ICT network infrastructure and distribution of the ICT knowledge, skills and resources necessary to access online services and information among different sections of a modern society Digital Gap Communication infrastructure, computer availability, Internet access and availability of alternative access, e.g. through cable, satellite and digital TVs are Basic to the issue at the country level, and, availability of content in the local language is an important factor too The digital divide among households appears to mainly depend on two factors, viz. INCOME and EDUCATION ; higher the incomes and the level of education, it is more likely that more number of individuals will have access to ICTs HR-ICT strategy should be developed within the educational system.

24. WSIS Target on ICT-HR Halaman 0-5 years old INFANCY AGE 5-17 years old SCHOOL AGE 15-64 years old PRODUCTIVE AGE 65-up years old SENIOR AGE PRE-SCHOOL PRIMARY SCHOOL SECONDARY SCHOOL HIGH SCHOOL INDUSTRY COLLEGE AND UNIVERSITIES GOVERNMENT SECTOR BIG COMPANIES SMALL AND MEDIUM ENTERPRISES COMMUNITIES AND ORGANISATION INDIVIDUALS AND CONSUMERS COLLEGE AND UNIVERSITIES GOVERNMENT SECTOR BIG COMPANIES SMALL AND MEDIUM ENTERPRISES COMMUNITIES AND ORGANISATION INDIVIDUALS AND CONSUMERS INDUSTRY 65.8% 28.8% 5.4% By year 2015, 50% of national inhabitants should become ICT-Literate people.

25. The Demand vs. Supply of Learning Activities Halaman reshaping Human Resource redefenine Learning reinvent Institution reconceive Education The Wheel of HR Competencies as Demand Oriented Requirements The Eight Pillars of ICT Excellence as Supply Oriented Capabilities

26. The Wheel of HR Competencies Halaman Source: Robert W. Eichinger and Michael M. Lombardo HR Organisation Skills Courage Individual Excellence Strategic Skills Operating Skills Results

27. Change in Learning Process Halaman teacher-centered instruction single-sense stimulation single-path progression single media isolated work information delivery passive learning factual knowledge-based reactive response isolated artificial context student-centered instruction multisensory stimulation multipath progression multimedia collaborative work information exchange active/inquiry-based learning critical thinking informed decision making proactive and planned action authentic From… To… real-world context

28. Change in Learning Institution Halaman studying once a life ivory towers single-mode institutions broad scope institutions isolated institutions single-unit curricula broad basic studies curricula-oriented degrees term-oriented learning linear curricula content-based learning supply-oriented programs life-long learning competitive markets multiple-mode institutions profiled institutions cooperating institutions inter-unit curricula just-in-time basic studies knowledge certificates learning on demand learning spaces competencies-based learning From… To… demand-oriented programs

29. The 8 Pillars of ICT Excellence Halaman Learning Infrastructure and Superstructure Integrated Learning Administration and Resource Management System Learning Performance Analysis Tool Knowledge Source and Repositories Delivery Support Devices Transformative Enablers Agent Capabilities Center of Excellence 1 2 3 4 5 6 7 8 Applications Facilities Institution

30. ICT Role #1: Knowledge Source Halaman Knowledge is dynamically growing so fast. Update the scholars with state-of-the-art knowledge. Great teachers are everywhere around the world. Learn from the masters through modern communication models. Books and references are continually updated. Download the sources periodically at the most affordable way. Innovations require group-base thinking. Connect with the community of interests. Learning consumes too much time to acquire knowledge. Undergo LOD (Learning-On-Demand) mode in a very fast and entertaining way. Driving Principles ICT Values

32. ICT Role #1: Knowledge Source (continue) 09/06/11

33. ICT Role #2: Delivery Support Halaman Knowledge delivery should consider the use of real world context. Simulate the real world situation and bring it into the class. The more the illustrations are being given, the faster the process of knowledge acquisition. Develop multimedia presentations to create astounding animations. The students are expected to explore more of what they already know independently. Offer various CBT software for conducting “what-if” scenarios. The acquisition of knowledge are coming from the interaction among students and teachers. Use digital-based communication commonly known by many people. Ratio between the number of teachers and students really makes difference on facilitation process. Leverage the technology applications to mimic one-to-one relationship. Driving Principles ICT Values

36. ICT Role #2: Delivery Support (continue) 09/06/11

37. ICT Role #3: Transformative Enabler Halaman In learning, “the sky is the limit” philosophy should be emphasised. Allow a 24/7 learning activities in an anywhere, anytime, and anyhow mode. The number and quality of library and laboratory have positive and significant impact on education. Access a great number of e-library and e-laboratory provided within the internet. Limited physical resources shall not become the burden of delivering good education. Implement virtual class and e-learning system through distance educational learning mode. Strategic resources and product(s)/ service(s) should be improved in number and quality. Join an inter-educational institution network. Managing IPRs are considered as a very expensive effort. Share and collaborate with the IPR owners in various arrangements. Driving Principles ICT Values

39. ICT Role #3: Transformative Enabler (continue) 09/06/11

40. ICT Role #4: Agent Capabilities Halaman Every stakeholder should have competencies, skills, and passion in using technology for education. Increase the e-literacy level of stakeholder in a gradual-based mode. “ Information is the raw materials of knowledge paradigm” should be well understood by teachers. Help the teachers to exchange information among scholars all over the world. Share of knowledge within the archipelago continent of Indonesia is a must-to-do activity. Offer high speed yet affordable communication lines. “ Learning how to learn” is for the students, teachers, and other stakeholders. Provide with easy to use devices that make learning process entertaining and enjoyable. Learning is a process of a lifetime and belongs to everybody. Enable the activities required by people who are willing to learn. Driving Principles ICT Values

43. ICT Role #4: Agent Capabilities (continue) 09/06/11

44. ICT Role #5: Performance Tool Halaman Every individual has its own talents and characteristics in learning. Allow teachers and parents (sponsors) to keep track on individual learning development in a very effective way. Teachers should improve their competencies and skills in various field of study. Help the management to monitor teachers performance in a timely basis. Resources are limited, the effective management of such assets should be in place. Support the executives and managers with tools to govern institution assets and resources. Institution should grow from time to time in terms of its scope and quality. Provide management with institution performance dashboards system. Government should have the knowledge about education institution profiles. Ease the government in monitoring and supporting all education institutions. Driving Principles ICT Values

46. ICT Role #5: Performance Tool (continue) 09/06/11

47. ICT Role #6: Resource Mngt. System Halaman Each individual needs unstoppable learning support everyday. Manage all individual needs through cyberspace in a 24/7 mode. Interactive interaction and transaction among all education stakeholders require strong back office management. Perform asynchronous processes and activities to serve all education stakeholders. Quality of services in managing education administration should be improved gradually. Leverage assets and resources for increasing institution efficiency. People are the most valuable yet limited resources in the institution. Assign the human resources in the best optimum possibility. Inter-organisational educational system emerges to exist. Enable cross administration system among different institutions. Driving Principles ICT Values

49. ICT Role #6: Resource Mngt. System (continue) 09/06/11

50. ICT Role #7: Infrastructure Halaman Today’s books are stored in the digital format. Enable keeping the knowledge resources in multi-storing devices. Students and lecturers are more active and very mobile. Use range of digital products as learning devices. Learning should be done from any place at anytime with anyhow mechanism. Provide broadband infrastructure to enable multimedia presentation of communication. Physical geographical differences should not be the constraints of learning. Install affordable network for better richness and reachness. “ The network is the school” paradigm should be well introduced as new concept. Gain competitive advantage for the new learners over the others. Driving Principles ICT Values

52. ICT Role #7: Infrastructure (continue) 09/06/11

53. ICT Role #8: Center of Excellence Halaman All people should have an access to any educational institution node. Enable every individual in the country to attach and to access any educational institution. Education should be able to produce innovations for the betterness of the society. Support all inventor candidates with resources they need regardless their limitation. “ Long life learning” paradigm should be implemented in the society. Provide the society with 24/7 learning-enabled activities. Knowledge-based society is the ultimate targeted profile of the humanitarian. Become the center of community gathering to acquire knowledge. Quality education should be provided to all people regarding their economy status. Ensure the benefits gained from the economic of scale phenomena. Driving Principles ICT Values

55. ICT Role #8: Center of Excellence (continue) 09/06/11

56. The Phases on Developing Institution Halaman Phase One Prepare Phase Two Deliver Phase Three Excel Phase Four Share

57. The Main Stakeholders of Education 09/06/11

58. Maturity Level of Stakeholders 09/06/11 Maturity Level Parents Students Teachers Owners Employees Management Government Society 0 ignore Do not care about it Do not care about it Do not care about it Do note care about it Do not care about it Do note care about it Do not care about it Do not care about it 1 aware Know about it, but do not take into account Know about it, but do not demand such existence Know about it, but do not use it Know about it, but do not decide to allocate resources Know about it but do not use it Know about it, but do not use it Know about it, but do not do anything significant Know about it, but do not do anything significant 2 Plan Know about it and advise the candidates Know and demand for the implementation Know about it, and prepare for implementing it a.s.a.p. Know about it and decide to do some investment Know about it and prepare for changing work environment Know about it and agree to implement it Know about it and have develop master plan as roadmap Know about it and have significant demand from it 3 Execute State as the main mandatory requirements Use it in the class for learning purposes Use it for teaching devices in the class Build and Develop the facilities for institution Acquire and use various applications for daily activities Acquire and use it for various decision making purposes Build the technology for widely use by education institution Require to be connected by using technology 4 Measure Compare and benchmark one institution to another Frequent use inside and outside the class Often use it for teaching inside and outside the class Invest more money based on cost-benefit analysis Agree to insert it as one criteria for performance indicators Decide all matters based on the indicators analysis Aim for cheaper, better, and faster access by the society Measure the performance of technology 5 Excel Select for the best recognized institution Go for “one student-one tool” environment Equip themselves with complete set of teaching devices Periodically allocate money for maintaining state-of-the-art technology Fully use all features of the applications effectively Implement expert and intelligence system Define and classify technology as public goods Expect to be part of the world of knowledge

59. National Web of Learning Nexus Halaman The challenge is to build a national learning nexus for all people …

60. Public Private Partnership Requirement Halaman Limited resources post crisis should be well allocated to cover nationwide needs. Most of the problems lie upon building effective strategy to handle scalability and sustainability. To achieve significant impacts, revolutionary yet fundamental approch should be taken. Workable governance and business model should be established to satisfy multiple stakeholders. PUBLIC PRIVATE PARTNERSHIP

61. Replication Mode within the Nation Halaman S C A L A B I L I T Y UTILITY SHARED SERVICES MODEL S U S T A I N A B I L I T Y 2 1 2 3 Connect the COE to form the National Learning Nexus Gateway Build or Choose Center of Excellence Entity to be used as Neuron Model Connect to the Next Level Institutions as the Downstreamers Use both Physical and Logical Clusters as the Learning Web

62. Process Illustration Halaman Cluster COE COE Downstreaming Cluster Downstreaming 4 1 2 3 1 2 2 3

63. Characteristics of Utility Model Halaman Consist full array of learning contents and materials; 2 Provide complete range of learning tools, devices, features and capabilities; 1 Operating within a shared-services environment; 4 Invested by private sectors within the educational industry that meet certain standards; 3 Adopt pay-per-use mechanism as main business model; 6 Consist of modular technology that can be easily tailored to the personal needs; 5 Offered widely to any individual or learning entities on demand mode. 8 Governed by self-regulated agency accredited by national government; and 7

64. PPP Mechanism Model Halaman The Learning Nexus COE COE COE COE COE COE Government Private Sectors Cluster Cluster Cluster b invest d pay per use c built and shared d pay per use d pay per use a subsidise e return investment f pay tax

65. Start with the Existing COE Candidates Halaman EDUCATION GOVERNMENT INDUSTRY COMMUNITIES Community Access Point National ICT Center District Tele Center Vocational School OSOL Center Campus Learning Gateway Training Center Warnet Business Incubator Community Development Center Interest Group Center Mobile ICT Center

67. Remember Satria … 09/06/11 We are ready, are you?

68. The End Q&A and Discussion RICHARDUS EKO INDRAJIT [email_address] 9 Jun 2011