Presentation from the UOU International ICT Conference held on 28-29 November 2011 in Dehradun

1. International Conference on
ICT-Initiative, Policies and
Governance

2. E-Learning
Online Learning
Web-Based Learning
Internet- Based Learning
Technology-Enhanced Learning

3. What is E-Learning?
E-Learning is the
application of
information and
communication
technology (ICT) to
enhance teaching
and learning.

4. E-Learning Continuum
Conventional Fully Online
Teaching
Blended Blended
Learning Learning
Face-
Online
to-
Interaction
Face
Content

5. Market Growth for ODL
2020
125 million
students
Distance Learning
growth is about
34% annually.
2004
100 million (Clothey 2008; Kolowich 2009,
Bohm, 2003)
students

6. McKinsey Report 2010

7. Enrollment in Online Universities
McKinsey Report 2010

8. Countries Situation Strategy
Huge and fast growing market,
India Mass market, discount
Limited rivalry, no local language adv.
Priority
Indonesia Small but fast growing market, Mass market, low price
Limited rivalry, local language adv.
Huge and fast growing market,
China Intense rivalry, local language adv.
Selected segments, market price
Priority
Vietnam
Small and emerging markets,
Limited rivalry, local language adv.
Mass market, market price
Priority
Thailand
Selected African Small and emerging markets, Mass market,
countries Easy access, difficult to operate, no Above market prices
Selected Central local language adv. Niche markets,
Priority
Asian countries Market prices
Well developed market,
GCC countries Difficult access, no local language adv. Niche markets, market prices

9. Trend in the United States
27.34 million students in higher education- 2010
13% took all courses online
68% took some courses online
19% took all courses in a classroom
Prediction:
Over 80% of all students will be taking at least
some courses online by 2014, compared with 44%
in 2009

10. Enrolment in Online Distance Universities
Country % of Students
Thailand 6
Indonesia 12
Malaysia 7
India 7
China 13
McKinsey Report 2010

11. Benefits of E-Learning / Online Learning
Widening Access and Equity
Democratisation & Massification
Meeting Human Capital Development
Getting Out of the Middle Income Trap
Knowledge Economy
Conventional Universities Providing
Dual-Mode Option
Earn While You Learn

12. Universities with ODL
University of California Los Angeles
Cornell University
University of Massachusetts, Boston
Indiana University, Bloomington (IUB)
University of Colarado, Denver
John Hopkin’s University
University of Oxford
University of London
Monash University

13. global
trends

14. Technology will continue to
have significant impact on
higher education. It will
become a core differentiator
in attracting students and
corporate partners.
• Online learning is gaining a
firm foothold in universities
around the world. Online
learning key to reach of
people who might otherwise
not be able to access it.

15. Corporate-academic partnerships
will form an increasing part of the
university experience,
Rise in student plagiarism, cheating
and, due to easy and ready access to
mobile technologies.
Higher education is responding to
globalisation. - having an overseas
presence will be the norm for the
majority of universities
Distance education is also becoming
increasingly global, universities
leveraging advanced technologies to
put education within reach of many
more individuals around the world.

16. Which tools your institution currently use, and which do you think will be used within five years?
(% respondents)
Use new (%)This five years Don’t know/Not
applicable
Blogs
44 32 24
Wikis
45 30 29
Mashups
10
25 45
Video podcasts
53 32 14
Online courses
71 20 10
Social networks
56 27 17
Text messaging/notifications
64 20 14
Collaboration software
59 26 15
65 23 11
Document management
64 23 11
30
Sensor networks
17 30 53
22
Mobile broadband
49 29 22
Others please specify
13 6 81

17. Here’s a problem for
teachers:
“For the first time we
are preparing students
for a future we do not
know.”
http://communications.nottingham.ac.uk/podcasts/

18. Is learning simply
about gaining
knowledge...?

19. Web 1.0: Making
simple links – linear
learning
Source: Sabin-Corneliu Buraga

20. “Today’s students are no longer the people our
educational system was designed to teach”
- Marc Prensky, 2001
Grown up with computers, videogames, digital
music, social media, video conferencing, smart
phones, etc.

21. http://flickr.com/photos/paulm/1584418819/
Like information really fast
Parallel process and multi-task
Prefer graphics before their text
Prefer random access (hypertext)
Function best when networked
Thrive on instant gratification
Prefer games to "serious" work

22. always
on

23. Communication

24. Collaboration
is everything

25. Learning 1.0
“Our Digital Immigrant instructors, who
speak an outdated language, are
struggling to teach a population that
speaks an entirely new language”
- Marc Prensky, 2001

26. Bridging the Gap
So what should happen? Should the Digital Native
students learn the old ways, or should their Digital
Immigrant educators learn the new?
DIGITAL NATIVE – No going back!
DIGITAL IMMIGRANT – No choice but forward!

27. 21 st Century University
Lifelong Learning, requiring both a willingness to
continue to learn on the part of our citizens and a
commitment to provide opportunities for this
lifelong learning by our institutions
Anytime, anyplace Learning, breaking the
constraints of time and space to make learning
opportunities more compatible with lifestyles and
needs

28. 21 st Century University
Affordable, within the resources of all citizens,
whether through low cost or societal subsidy
Interactive and Collaborative, appropriate for the
digital age, the “plug and play” generation
Diversity, serve an increasingly diverse population
with diverse needs and goals
- James J. Duderstadt 1997

29. We need to blend formal and informal
learning?
Formal Learning Informal Learning
20%
80%
Source: Cofer, D. (2000). Informal Workplace Learning.

30. … about making
connections?

31. As of April 2010, the
Web consisted of
over 118 million
websites and at least
10
20 billion pages. this
11
network of devices
allow people to
produce, access,
exchange, and share
multimedia content
and applications

32. “Five years from now on
the web for free you’ll be
able to find the best
lectures in the world.....It
will be better than any
single university .... the
best lectures in the world
will no longer be at
hallowed institutions,
reserved only for the
privileged and elite, but on
the web for everyone who
wants access to them”
- Bill Gates, 2010

33. life
outside
the classroom

34. http://flickr.com/photos/paulm/1584418819/

35. http://flickr.com/photos/crash-candy/2347430057/

36. http://flickr.com/photos/pranavsingh/1196494552/

37. anytime
personalised
anyplace

38. Highly
customized
experiences

39. Social Connected

42. E-Learning Framework
VIRTUAL LEARNING
LEARNING
ACTIVITIES
PLATFORM
Technology
Design
LEARNING
Learning
OUTCOMES
Design
Content
Design
E-CONTENT
PRINCIPLES

43. LEARNING OUTCOMES
What do you
want learners Understand
to be able to Conceptualise
Apply
Analyse
Evaluate
Construct
Create
Reflect

44. Technology Design
Learning Management System (LMS)
Moodle - open source LMS widely adopted worldwide.
Support Tools:
• Repository of documents, lessons,
• Communication (forums, chat, blog, wiki)
• Group work (wiki, database, forums, glossary),
• Assessment (quizzes, assignments, gradebook)
• Administration (groups, calendar, usage reports,
gradebook, questionnaire)

45. Technology Design (Infrastructure)

46. Technology Design (Web Tools)
• Virtual Learning Environment (VLE)
• Features
• Customisation
• Stability
• Scalability
• Collaborative & Communication Tools
• Synchronous
• Asynchronous
• Content Authoring Tools

47. Technology Design (Web Tools)

48. Content Design
Content design refers to the development and
aggregation of content that will promote the desired
learning outcomes.
Profiling the learner, stipulation of the aims,
objectives & learning outcomes of the course,
principles guiding selection & sequencing of content,
guidelines on writing style, user-friendliness and
physical layout presentation

49. Content Design
• Design & development of Self-Instructional
Modules (SIM)
• Alignment with LO & assessment
• Selection, sequencing & organisation
• Presentation & layout
• Clearly written & relevant
• Up-to-date
• Supported with Course & Assessment guide

50. Content Design (cont’d)
• Copyright & fair-use
• Flexibility of knowledge (Learning Objects)
• Interdisciplinary
• Timeliness of delivery
• Open educational resources (OER)

51. Content Design (cont’d)

52. Learning Design
Learning design is the deliberate choices about what,
when, where and how to teach.
Getting learners to interact with the content supported
by appropriate tools and technologies.
• Learner-Content interaction
• Learner-Learner interaction; and
• Learner-Teacher interaction

53. Learning Design (cont’d)

56. Social Media use
Steve Wheeler, University of Plymouth, 2011
2 Billion views/day
24 hours/minute
Source: http://econsultancy.com

57. Learners will need new ‘literacies’
• Social networking
Steve Wheeler, University of Plymouth, 2011
• Privacy maintenance
• Identity management
• Creating content
• Organising content
• Reusing and repurposing
• Filtering and selecting
• Self broadcasting
http://www.mopocket.com/

59. Content-Aware U-Learning
Sensor Technologies
Mobile Devices
Mobile Learning
Wireless Communications
Mobile Devices
Wireless Communications
E- Learning
Computers
Networks

62. Not all are computer experts, so training is
required
They are often initially worried because the
environment is new and they seek the
security of a standard lecture, handouts etc
Some initially feel cheated that they are not
getting what they thought they were paying
for , i.e. face to face tuition
They usually want to employ the facilities
more intensively than many faculty are
capable of
They believe that their employment prospects
are enhanced
They are good at supporting other students
and less ‘savvy’ faculty

63. Most faculty need laptops to be issued and training provided well before the programme goes
‘live’
Many are apprehensive and need encouragement not criticism
Innovation is guaranteed
Discussions on pedagogy and good teaching become more frequent
Most like the new environment and their job satisfaction is increased

64. The involvement of all
stakeholders is essential
Top level support must be present
A cross-disciplinary steering group
is necessary
Good budget planning is required
Discussion with all stakeholders
must occur and faculty buy-in is
essential
Don’t expect all faculty to adopt
the technology immediately
Encourage, nurture and support
faculty

65. Many believe Technology does
not replace the need for good
pedagogy
Quantitative evaluation of
gains and improvement is
difficult, but
assessing satisfaction is
straightforward

66. Standardisation of hardware and software is essential
Wireless technology enhances the program and brings a
new dimension to ubiquity
Never underestimate the need for bandwidth
Continual investment in the technological infrastructure is
essential but expensive
Form partnerships with vendors
Use of open-access computer labs can still be high if
students do not need to bring laptops to the campus

67. Introducing ubiquitous
computing is an enormous task.
All aspects of the institution’s
operations are affected, and
hence all the establishment’s
strategies will be impacted.
Good project management is
required
Implementation must be well
planned and executed under the
direction of an experience
project manager.

68. Supported faculty will support the
programme
To be successful, buy-in from faculty
is essential, and adequate support
and development facilities must be
provided.
Cross-disciplinary teams must be
established to ensure that all
stakeholders are involved in
discussions, implementation and
evaluation.
Students must be trained
and their expectations must be
managed.

72. THANK YOU
Prof. Dato' Dr. Ansary Ahmed
President@aeu.edu.my
Asia e University
www.aeu.edu.my