Digitalization in Higher Education Knowledge Management

Digitalization in Higher Education
Knowledge Management

Djadja.Sardjana,
Djadja.Sardjana, S.T., M.M.
Djadja@bapinger.web.id
www.slideshare.net/djadja
Comslab-
Comslab-ITB Higher Education
26-Jan-11
26-Jan- Knowledge Management 1

About me
EDUCATION
Indonesia Education University (www.upi.ac.id)
2011 expected
Doctoral Candidate, Majoring on Education Management
with concentration on Knowledge Management & e-Learning/E-Learning.

Telkom Management Institute (www.imtelkom.ac.id)
MBA on Telecommunication Business (Biztel), Cum Laude Graduate (3.71 from 4.0)
with Theses “Role of Grameen Telecom Stakeholder at Bangladesh on Strategic Management”

National Technology Institute (www.itenas.ac.id)
May 30, 1990
Bachelor on Telecommunication Engineering, with Theses “Simulation of Automatic Direction Finder on Airplane”
EXPERIENCE
Council Member | Gerson Lehrman Group
May 2009 - Now
DIVISION HEAD | SAMPOERNA TELEKOMUNIKASI INDONESIA
May 2008 – April 2009
SENIOR MANAGER | MOTOROLA, INC.
November 2002 – April 2008
SENIOR MANAGER | MWEB, INC.
June 2001 – October 2002
IT MANAGER | Ariawest International
January 1997- May 2001
SUPERVISOR, CTS | AT&T/Lucent Technologies Indonesia
JUNE 1994 – JANUARY 1997
Lecture| Sekolah Tinggi Telekomunikasi Telkom (STTTelkom)
February 1991 – May 1994
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INTRODUCTION
Profil
Peserta
25Jan11

A_Vision_of
Students_Today-
4m44

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Education Challenges in Indonesia

The main vehicle in the development of human resources is education and
training.

But when watching the situation geography, socio-economic and cultural
diversity of Indonesia, it is clear that it was not adequate anymore (not
practical) when only relying on the ways of traditional solutions alone.

Therefore, various alternative strategies relating to the problem needs to
explored, studied and applied.

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Information Necessity on Education

Information is already a 'commodity' as like
other economic goods. Without runaway
from “ Philosophy of Education “

The role of information become increasingly
large and visible in the modern world it is today
including on education.

This is understandable because the public now
to the era of information society (information
age) or community knowledge (knowledge
society)
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NEW MEDIA LEARNING
IN HIGHER EDUCATION

Mobile
learning-
1m14

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The Significance of New Media!
student-
Can improve student-student, Can promote participation,
student- staff-
student-staff and staff-staff collaboration and active learning
communication

Can enhance student motivation,
enjoyment and learning

A combination of synchronous or asynchronous strategies
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New Media – A Definition

PCMAG.COM (2008) define new media as:

“A generic term for the many different forms of electronic [digital] communication
that are made possible through the use of computer technology. The term is in
relation to “old” media forms, such as print newspapers and magazines, that are
static representations of text and graphics.” PCMAG.COM (2008)

Content Communication – Multimedia, Interactive Multimedia
co-
Human Communication – Interaction, collaboration, co-operation
Cutting Edge New Media – Web 2.0, Social Software

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New Media -its Relationship to E-Learning

New Media facilitates Active Learning - Active Learning is preferable to
isolated independent study.

Palloff and Pratt (1999) suggest that:

“for E-Learning that an active learning model is the model of choice especially given
the separation between Lecturer and student. They suggest also that the Lecturer’s
role is to devise learning activities that promote interaction and collaboration,
facilitate active discussion, promote the development of critical thinking and research
skills”

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New Media – Applications to Learning

Social Bookmarking
Blogs Connections to useful websites and
other online resources

Social Networking
Connections to people and
Reflection resources

Wikis
Online Media
Interaction with multimedia
content . Examples include
youtube (video), flickr (photos),
itunes (podcasts) plus self
Collaboration produced media
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Web 2.0
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26-Jan- Social Software
Knowledge Management Read/ Write Web10

Transitional Strategies
Consideration of economic, logistical, instructional, technological, historical and
political factors.
Consideration of each particular student cohort and their needs.

Strong explanation as to why new online ways of
learning (contributing, participating) are beneficial

Clear Expectations
and Ground Rules Lecturer Facilitation,
Encouragement and
Leading by example Good Quality
Student Inductions

Staff Training Introductory tasks
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Disruptions in pedagogical spaces - 2003

Voices of policy – official Voices of Lecturers – professional
initiatives and programmes and curriculum interests

The
construction
of the ICT
curriculum

Voices of ICT – interests of Voices of pupils –
software developers out of school use of ICT
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Robertson et al., 2003

E-LEARNING MODEL-BASED
MODEL-
IN HIGHER EDUCATION

Computer
Assisted
Learning-3m

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Learning Explanations and Examples
Campus Based Programmes
Normal face to face teaching Blackboard for additional support

Distance Learning Programmes
Additional
Minimal face to face Block teaching Blackboard for core Additional Postal Additional Lecturer
Administrative
contact Weeks support Correspondence Phone Support
phone support

Blended Learning Programmes
in theory 25-50% May include additional
Blackboard for May include additional
delivered via e-learning Block teaching weeks Administrative phone
additional/core support Lecturer Phone Support
technology support

E-Learning Programmes
Different needs for different programmes
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History of E-Learning
E-
Independent
Study
First Generation (late 19th, early 20th century)
Print based correspondence courses.

Second Generation (1960’s through to the 1980’s)
Radio and TV broadcast technology.

Third generation (1980’s to early 90’s)
Computer based learning, teleconferencing, videoconferencing, audio/video tapes,
teleconferencing,
multimedia CD-ROM’s.
CD-

Fourth Generation (early 90’s to late 90’s)
Interactive multimedia, Access to Internet resources and computer mediated
communications (e.g. asynchronous discussions).

Fifth Generation (late 90’s to mid 2000’s)
In addition to fourth generation delivery technologies, this generation includes the use of
automated response systems (e.g. email, online tests) and Virtual Learning Environments to
access institutional processes and resources.

Sixth Generation (mid 2000’s – current)
Web 2.0, Mobile and Synchronous technology: Much improved communications. A diverse
set of tools to facilitate more active, participatory and collaborative learning. Connectivity

Active Participation Comslab-
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Implications of E-Learning
E-
There is still a place for ‘old’ media. Opportunity to Build on current good
practices.

Great opportunities, but it is a time for transition. There is a need to
experiment in order to progress. New media needs to be introduced
gradually.

For students more emphasis on active learning, participating and
collaborating could be scary – guidance and time to orientate to a new
approach is essential.

For Lecturers – it’s new too, they will need support to decide how best to
use ‘new media’ and how to change teaching strategies.

Cutting edge ‘New media’ technology is not controlled by the institution,
this could be an issue at times. Best alternatives within current
institutional online spaces may need to be found.

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Profile of e-Learning Participants
e-
Has a self-learning motivation high
and has a commitment to study
seriously for learning responsibility
entirely on self-learning participants
themselves
(Loftus, 2001)

Have failed in certain subjects at
school and need a replacement to
Love to learn and conduct studies,
conventional, or who require specific
like reading for self development
subject matter that is not served by
continuously, and who enjoys
local conventional schools and who
freedom
want to accelerate their graduation
(Tucker, 2000).

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THE ROLE OF E-LEARNING IN
E-
KNOWLEDGE MANAGEMENT

Merica+Garam
experiment.36s

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Rosenberg (2008) three basic
criteria contained in e-learning
e-

E-learning is delivered
E-learning is a network,
to users through a E-learning is focused
which allows him to
computer using on the views of the
improve quickly, save
standard Internet most extensive
or bring back,
technology. CD ROM, learning, learning
distributing, and
Web TV, Web Cell solutions beat
sharing of learning and
Phones, Pagers, and traditional paradigm in
information absolute
aids other personal training
requirement.
digital devices.

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Cisco’s E-learning
E-
Management Strategies
E-learning is the delivery of information,
communication, education, training of on-line

E-learning provides a set of tools that can enrich the
value of learning in the conventional (conventional
learning models, the study of text books, CD-ROMs,
and computer-based training) in order to answer the
challenges of globalization development

E-learning is not meant to replace conventional
learning models in the classroom, but to strengthen
the model of learning through content enrichment
and development of educational technology

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Future Paradigms in the Education

The structure of
vocational skills and
Strong impact of the knowledge to support
For that requires
birth of globalization changing lifelong
knowledge of
will result in a change learning and
education and
in management continuous learning
learning methods are
strategy of education that serves to prepare
new
and training workers to meet the
demands or industry
interests

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E-LEARNING POLICY IN
HIGHER EDUCATION
KNOWLEDGE MANAGEMENT

Light an
Educational Fire
1m15

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26-Jan- Knowledge Management (Leithwood, et al.,23
1998)

Current Target of E-learning Policy
E-
in Indonesia Higher Education
ICT literacy (ability to access, utilize and use the radio,
television, computers and the Internet) of the students
and faculty with strengthening on Governance,
Accountability, and Public Image

Enhanced capacity of higher education unit conducted
through competitive grant programs run by
governments such as competitive grant programs,
partnership programs, research grants, education
development center and instructional activities

Management capacity building will also be supported
by the application of Information and Communication
Technology (ICT), such as the development of higher
education information system

Source: Education Strategic Plan of the Ministry of Education 2009-2014
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Operational E-learning Policy
E-
The accreditation document (BOOK IIIB) point 6.4.1 (Information Systems) as follows:
"Describe the management information systems and facilities of ICT (Information and
Communication Technology) used the Faculty / School for the academic administration
and administration (eg SIAKAD, SIMKEU, SIMAWA, SIMFA, SIMPEG and the like),
including distance / e-learning. Explain utilization in decision-making processes in the
development of institutions

In Book VI - ACCREDITATION ASSESSMENT INSTRUMENTS FOR GRADUATE
PROGRAM STUDY also described in detail the policy "Access and utilization of
information systems in managing data and information on the implementation of
academic programs in the course of study”

Source: The accreditation document of the Ministry of Education - 2008
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Operational E-learning Policy
E-

Source: The accreditation document of the Ministry of Education -2008
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E-learning shortcomings
(Bullen, 2001, Beam, 1997)
Bullen,
Lack of interaction
between Lecturers and The tendency to ignore
students or even among aspects of the academic The process of learning
the students themselves. or social aspects and and teaching tend
Lack of this interaction instead encouraging the toward training than
could slow the formation growth of the business / education
of values in the process commercial
of learning and teaching

The changing role of
Lecturers from the Not all the available
original master internet facilities (this
Students who do not
conventional learning may be related to the
have a high learning
techniques, are now also problem of availability of
motivation tended to fail
required to know the electricity, telephone or
learning techniques that computer);
use ICT
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E-learning in Higher Education
Policy Framework Propose
Policy Area Key Issues

Calendar, Course integrity, Transferability, Transcripts, Student/Course evaluation,
Academic Admission standards, Curriculum/Course approval, Accreditation, Class cancellations ,
Course/Program/Degree availability, Recruiting/Marketing

Governance / Administration Tuition rate, Technology fee, Administration cost, State fiscal regulations, Tuition
/ Fiscal disbursement, Space, Single versus multiple board oversight, Staffing

Compensation and workload, Development incentives, Faculty training, Congruence
Faculty
with existing union contracts, Class monitoring, Faculty support, Faculty evaluation

Legal Intellectual property, Faculty, Student and institutional liability

Advisement, Counseling, Library access, Materials delivery, Student training, Test
Student Support Services
proctoring, Videotaping, Computer accounts, Registration, Financial aid, Labs

Systems reliability, Connectivity/access, Hardware/software, Setup concerns,
Technical
Infrastructure, Technical support (staffing), Scheduling, Costs

Adoption of innovations, Acceptance of on-line/distance teaching, Understanding of
Cultural
distance education (what works at a distance), Organizational values
Comslab-
Comslab-ITB Higher Education Gellman-Danley and Fetzner (1998)
26-Jan-11

Policy Analysis Framework Propose on
E-learning in Higher Education
Policy Area Description

Rewards (e.g., stipends, promotion and tenure, merit increases, etc.); Support
Faculty (including Continuing
(e.g., student help, technical assistance, training, etc.); Opportunities to learn
Education and Cooperative
about technology and new applications (e.g., release time, training, etc.);
Extension)
Intellectual property (e.g. ownership of materials, copyright, etc.)

Support (e.g., access to technology, library resources, registration, advising,
financial aid, etc.); Requirements and records (e.g., residency requirements,
Students/Participants
acceptance of courses from other places, transfer of credit, continuing education,
etc.)

Tuition and fee structure; Funding formula; Collaboration (e.g., with other
Departments, units, institutions, consortia, intra-and inter-institutional, service
areas, etc.); Resources (e.g., financial resources to support distance education,
Management and Organization equipment, new technologies, etc.); Curricula/individual courses (e.g., delivery
modes, course/program selection, plans to develop, individual sequences,
course development, entire program delivery, interactivity requirements, test
requirements, contact hour definitions, etc.)

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The Policy Construction
Process (Weimer & Vining)

Analyze • We need to develop a strategy for
doing analysis;
yourself first • Analysis of the analysis

• Linear thinkers tend to solve
Linear and problem by moving sequentially
through a series of logical steps.
• Nonlinear thinkers tend to view
Non-linear problems configuratively, moving
back and forth over steps

• Linear thinkers should adopt
Never a right or nonlinear thinking strategies and
vice versa
• Analyst should simultaneously utilize
a wrong answer linear and nonlinear thinking when
conducting policy analysis.

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Seven Stages Policy Design Process
Stage
Setting goals and Formulation of the
assessment
policy objectives model
issues

Determination of
Assessment of Formulation of
alternative policy
policy alternatives policy alternatives
selection criteria.

Formulation of
policy William N. Dunn (2008)
recommendations

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PROBLEM ANALYSIS (Weimer & Vining, p.205)
1. Understanding the
problem
a) Receiving the
problem: SOLUTION
assessing the ANALYSIS
symptoms. 4. Choosing
b) Framing the evaluation criteria
problem: 5. Specifying policy
analyzing market alternatives COMMUNICATION
and government 6. Evaluating: Conveying useful
failures. predicting impacts Advice to client
c) Modeling the of alternatives and
problem: valuing them in
identifying policy terms of criteria
variables. 7. Recommending
2. Choosing and
actions.
explaining relevant
goals and constraints
3. Choosing a solution
method. A summary of
Steps in the
INFORMATION GATHERING
Rationalist
Identifying and organizing relevant data, theories and facts; using facts as Mode
evidence about future consequences of current and alternative policies.
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Choosing a Solution Methods
(Weimer & Vining, p.219)
Yes
No Benefit Cost
Efficiency Can Efficiency Analysis
Only Monetized
Qualitative
Benefit Cost
No Analysis
Other Goals Yes Efficiency Yes Can Other
Yes “Modified”
in Addition to Plus Others Goals
Benefit Cost
Efficiency Goal Monetized
Analysis
Can Efficiency &
Other Goals Cost
Quantified No Effectiveness
Yes No
Efficiency Analysis
+ 2 Others
Goal Multi-Goal
Analysis
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Conclusion

Focus on
Solution not
Problem-1m12

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Higher Education E-Learning
E-
E-Learning
will be used
or not depends on
government policy
in education and
how users view
or assess the e-learning.

Generally the use of these technologies depends on:
(1). Is the technology was already a requirement?, (2).
Is adequate supporting facilities?, (3). Is supported by
adequate funding?, and (4). Is there support from
policy makers?

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E-Learning Prerequisites
Many people often try to launch e-learning without
careful consideration and use it to look prestigious
without Management Policy and Strategy Education.

Therefore one thing to note before using the Internet
for learning, the policy analysis to answer whether it
requires e-learning.

In this analysis would have included whether it is
technically and non-technical e-learning can be
carried out this analysis regarding the availability of
People, Process and Technology.

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E-Learning Social Economic Analysis

Economic analysis Social Analysis Resistances

• Economic analysis • Furthermore • Because
such as Cost Benefit whether socially, the sometimes, although
(B / C) ratio, the use of e-learning the usage of e-
Internal Rate of must be accepted by learning for learning
Return (IRR), Net the community has been prepared
Present Value (NPV) (socially properly and operate
or Return on acceptable). quality is also good,
Investment (ROI) people can not
can be used as a accept it because
measuring tool. they consider the
ways of
conventional
education is
considered better.

Comslab-
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Thank you very much
for your attention

Educational
Philosophy-1m48

Djadja.Sardjana,
Djadja.Sardjana, S.T., M.M.
Djadja@bapinger.web.id
www.slideshare.net/djadja
Comslab-
26-Jan-11

Digitalization in Higher Education Knowledge Management

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