Towards a Unified Strategies

f IImplementing
for l ti E_Learning
E L i

Dr Modafar Ati
Wednesday April 10,
Wednesday, 10 2002
Etisalat College, United Arab
E i
Emirates
Email
E il :
1 modafar_ati@hotmail.com
™Purpose of the seminar
™Background
™Wh iis E-Learning
™What EL i
™Six Reasons for using the web to deliver lectures
™Observations
™Forces driving the development of ee-learning
learning
™Forces opposing the development of e-learning
™St t i and
™Strategies dCConclusion
l i
™My own advice
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 Purpose of the seminar

To simulate
T i l t our thinking
thi ki andd start
t t
ppreparing
p g for the potential
p of
establishing an e-learning structure
within an educational institute.
institute

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 Background
• There is an acute understanding throughout all sectors of
the pressures regarding new learning technologies.
• Provision for education will be the biggest
gg challenge g for
most governments as they attempt to position themselves
to generate more wealth and compete in the free global
market.
a et.
• Bold steps have to be considered by states to provide their
people with affordable access to education.
• Using
U i methods
th d off mass education
d ti will ill be
b inevitable.
i it bl Even
E
by using these methods, not all aspirations will be met.
• Forbes magazine published not long ago an article by
management guru Peter Drucker: “Thirty years from now
the big university campuses will be relics…. Higher
education is in a deep crisis. The college wont survive as a
residential institution. Today’s buildings are hopelessly
4 unsuited and totally unneeded.”
 What is e-learning
• Definition
An e-learning institution is defined as
an organisation that, directly or
indirectly, uses ICT’s information and
communication technologies to
provide educational services; this
includes traditional agencies such as
universities or non-educational
organisations that distribute virtual
educational services .
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• Many labels but same meaning
9Open and distance learning,
9distributed learning
learning,
9networked learning,
9 li learning,
9online l i
9Web-based learning, g and
9Computer learning systems that
combine broadcast and interactive
teleconferencing technologies that
operate in real time.
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 Six reasons for using the web
• To deliver course materials
• To use online resources
• To expand the classroom
• T support a variety
To i off learning
l i styles
l
• To provide a broad audience for student
work
• To developp “information age”
g skills
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 Delivering course materials
• Makes materials available independent of
time and place
• Helps structure student interaction with
materials
• Allows for constant updating

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 Expanding the classroom
• Enables greater interaction between
¾ Faculty and students
¾ Students and students
• Gives all students a voice
• Fosters critical thinking

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 Supporting learning styles
• Taps into several senses
• Gives student control over pacing
• Provides interactivity and active
learning

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 Providing an audience
• Displays
sp ays student
stude t wo
work beyo
beyond d tthee
classroom
• Encourages student participation in
scholarly community
• Ensures
E that
th t standards
t d d andd
responsibilities are taken seriously

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 Developing information age
skills
• Promotes network literacy
• Makes students more employable
• Empowers students by teaching them to
fi d evaluate,
find, l t andd use networked
t k d resources

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 Observation
™There are very few examples of institutions
using ICT to carry all the functions a
traditional university/college would deliver.

™While there are still few examples of virtual

institutions in the purest sense, the amount
of development activity in all types and
l l off educational
levels d ti l organisations,
i ti both
b th
public and private, is considerable in all
parts of the world
world.
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™The development of virtual institutions is still
experimental, rather unfocused, and not
necessarily matched to clientele learning needs.
needs

™The introduction of e-learning g is directly

y linked
to the development of, and access to,
information and communication technology gy
infrastructure. However, major socio-economic
and ggeographical
g p disparities
p exist in such access.
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™The application of information and
communication
i i technologies
h l i to the h
provision of education is impacting on the
marketing
k i off education
d i byb institutions.
i i i

™The belief that a small number of

international education p
providers will
dominate the educational market through
g
vast distribution networks and strategic
partnerships is more rhetorical than real at
g
this stage.
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™The emergence of institutions with a focus
on e-learning
l i appears tot beb coming
i from
f
four separate sources:
¾I tit ti
¾Institutions that
th t have
h historically
hi t i ll been
b
involved in open and distance education on
a single or dual mode basis
basis.
¾Traditional institutions, from schools to
universities that have never been involved
universities,
in distance education.
¾The corporate sector.
sector
¾Individuals
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™There is a rapid
p emergence
g of new forms of
subsidiary educational organisations.

™The rapid growth of private sector providers

is another dimension of the emerging model
scene. These are three types of such
providers:
1. Direct providers of instruction.
2. Corporate training networks.
3. Specialised service organisations.
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™There is rapid emergence of new forms of
subsidiary
y educational organisations.
g

™Cost reduction

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Forces driving the development
of e-learning
™Technological advances: cost factors
™Diversityy of knowledge
g and peoples
p p
aspirations
™Improved
p Learning
g
™The demands from isolated learners
™Market forces
™The need to be seen to be in keeping up
with the competition.
competition
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 Forces Opposing the
Development of e-learning
¾Technological and access limitations
¾Copyright restriction
¾The front
front-end
end cost
¾Hesitation on part of teachers and faculty to
embrace the use of information and
communication technologies.
¾The transfer of course credits among
institutions.
¾General preference towards traditional face
20 to face learning environment
 Strategies and Conclusion
1. Ensure that ICT development planning is
linked with educational planning.
p g
2. Use policy, legislative, and regulatory
incentives to ensure that some portion of
telecommunication capacity ( e.g X% of
cable channels or Y% of bandwidth ) is
reserved for educational use at costs that
are affordable by institutions.
institutions
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3. Ensure that all facets of the conceptp of
appropriateness are considered.
4. Show how the application
pp of information
and communication technology in
education can enhance existing practice.
5. Ensure that appropriate staff training and
development programmes are available as
an essential
i l part off any change
h strategy.
6. Demonstrate that savings can be made
7. Encourage and support initiatives of
faculty members.
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8. Recognise that the development of e-
l
learning
i models
d l will
ill create change
h forces
f
in a variety of other ways:
¾ Advising and counseling may need to
be managed differently.
¾ Concerns over theh quality
li assurance off
providers using information and
communication technologies will
develop as new players become
involved.
¾ Issues of credit recognition and transfer
will arise between institutions.
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 ¾ Demands from learners for
assessment of existing skills and
knowledge will become
commonplace.
commonplace

9. Effective incorporation of the

technologies requires a commitment by
all parts of an institution.

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 My Own Advice
• Keep first effort simple
• Learn from others
• Borrow good ideas for the benefit of your
students
• Use the resources on your campus.

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 Please feel free to ask any
question??

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