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					Getting Ready for E-learning:
Implications for Students, Faculty & Administration

              Barbara A. Bichelmeyer, Ph.D
                   Associate Professor
      Department of Instructional Systems Technology
                    Indiana University

               Middle East Technical University
                       Ankara, Turkey
                        21 June 2005
Outline of the Presentation

 Identify factors behind growth of e-learning in
  universities and organizations
 Discuss impact of e-learning on
     Faculty
     Students
     Administrators
 Describe a model e-learning program for IDT
 Show example e-learning course
 Explain implications for stakeholders
 Consider the future of e-learning
Factors Contributing to Growth of E-learning
   Economic investments to provide Internet connectivity have
    created unprecedented school-university partnerships
   Large databases allow for computer-based assessment to track
    students in progress toward meeting standards
   Asynchronous communication allows for professional
    development of adults restricted by time and geographical
   High quality instructional content through text, video and audio
    transmission over Internet
   Integration of digital technology into the day-to-day work of
    university administration, teaching, and learning
   Innovation blurs traditional distinction between education, and
    professional development; changing learning environments
Impact of E-learning on Students

 E-learning assumes students are comfortable
  with technology
 Students take more responsibility for learning
 Courses usually involve more active learning
  strategies than typical residential lecture
 No need to travel to a remote location
 Time to work on courses is more flexible
 Takes more time than residential courses
  (especially considering reading and writing skill)
Impact of E-learning on Faculty

 Preparation is mostly completed prior to course
  rather than prior to class sessions
 More formal/intentional instructional experience
 Role shifts from presenter to manager
 Uncertain of student presence except through
 Emphasis on application and feedback
 More time spent in responding to email
 More flexibility in instructor’s schedule
 Blended learning in residential classrooms
Impact of E-learning on Administrators

Administrators must make provisions for
  E-learning support mechanisms, such as:
 Learning Management Systems (Sakai project)
 Online schedules and registration
 Online advising
 Online payment
 Resources
  (library, texts, hardware, software)
 Online grading and evaluation systems
 Help for IT issues
E-Learning Program for IDT Professionals

 Department of Instructional Systems
  Technology at Indiana University
 36-hour online Masters Degree and
  15-hour Certificate programs
 IU makes no distinction on transcripts between
  online and residential courses
 Students never need to travel to IU campus
  during program
Why IU IST created E-learning program

 Maintain/enhance program credibility
 Reach students who previously did not have
  access to such programs
 Generate new revenue stream
 Provide laboratory experience for residential
  students (increase their skills for competitive
 Provide research opportunities for residential
  PhD students
IST Distance Masters Program Characteristics
We provide:
   An entirely online curriculum
   Program focused on instructional design for academic and corporate
   Emphasis on the role of technology as a tool to support learning and
    instructional delivery
   Flexibility in movement through the program
We engage students in:
   Team-based learning
   Real-world projects
   A rich and diverse community
We develop students':
   Design competence
   Analysis and evaluation skills
   Systems thinking
IST Distance Masters Program Requirements

 IST Core Courses (12 credits required)
 IST Electives (9 credits required)
 Educational Psychology Course (3 credits required)
 Outside Electives (6 credits required)
 Instructional Project and Portfolio (for graduation)
Student Computer Competency Requirements

Pentium III 250 Mhz or Mac G3, 128 MB of RAM, 4 MB video RAM, Sound card, 4 GB
Hard Drive, 3.5 inch floppy drive and/or 100MB Zip drive, Printer

Local ISP or equivalent, 56Kbps modem (minimum), Access to a high-speed Internet
connection (at least DSL or Cable modem)

Peripherals (access to the following is recommended)
Scanner, CD-RW, Speakers, Microphone

Microsoft Windows 2000/XP or Mac OS 9.1 or better, IUWare CD, Microsoft Office 2000
or higher, RealVideo Player, Quicktime player, Adobe Acrobat
(IU provides discount prices on hardware and software)
IST Distance Masters Example Course Description

 R521: Instructional Design and Developmen
 First course required in Master’s degree program
 In-depth exploration of the instructional design process
 Develop concept and procedural instructional materials
 Problem/project-based learning
 Team-based interactivity
 Reflective practice
 Cohort community
Overview of Course
 Course website includes:
      Syllabus
      Schedule
      Presentations
      Assignments
      Resources
      Drop-box
      Evaluation forms
 Course forum includes:
    Weekly discussion topics
    Project discussion areas
    Team folders
Course Website
Course Website
Course Website
Course Website
Course Website
Course Website
Course Website
Course Website
Considering E-Learning?
   Accessibility for students
   Leverage power of technology
   High quality programs available
   Leading edge
   Enhance reputation
Guiding Principles for Course Design

 Create web-based course that compares in
  quality (high) to residential course
 Create a model for future web-based courses
 Use a development process that fosters faculty
  ownership and commitment to web-based
 Use an iterative model of development for the
  process of adaptation to the web
Development Process - 1

1. Confirm the goals for the course
2. Identify major components of course and
   determine fit for E-Learning
3. Establish an overall technological strategy for
4. Design the interface that will best reflect the
   priorities of major course components
5. Identify relationship of E-Learning components
   to determine navigation structures
6. Create templates for each component
Development Process - 2

7. Develop content materials for E-Learning
8. Code content for web presentation
9. Usability test with target audience
10. Upload to web and test functionality
11. Train students to use course materials
12. Create mechanism for student input
13. Set periodic dates for maintenance and
    upgrading of E-Learning components
14. Ongoing monitoring of tech capabilities
Factors impacting the development process

   Instructor experience with ID and tech
   Instructor openness to innovation
   Technological capacity / infrastructure
   Motivation/reason for WBI adaptation
   Fit of course goals to tech capacity
   Available labor force for course adaptation
   Tech equipment and sophistication of learners
   Learner motivation for taking course
   Administrative support
   Adequate tuition and fees
 Start development early
 Organize teams for development support
 Give faculty release time and recognition
 Confirm capacity of tech to address needs
 Develop policies on ownership of materials
 Have minimum tech standards for students
 Provide detailed tech training for students
 Provide students with guidelines for when to
  use each communication vehicle
 Test-adapt-test-adapt-test…
Blended Learning: the future is now
 Combination of unique and good practices of residential
  and online learning
 Synchronicity vs. asynchronicity
 Consistency vs. variability of content
 Standardization vs. individualization of course
 Benefits include:
  1) pedagogical richness,
  2) access to knowledge,
  3) social interaction,
  4) personal agency,
  5) cost effectiveness, and
  6) ease of revision
  (Osguthorpe and Graham, 2003)
Contact information

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