e-Learning for University Academic Staff

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Alaa SadikPh.D., University of Hull, UK

Faculty of Education in Qena

South Valley University

[email protected]

www.freewebs.com/alaasadik

الوادي جنوب جامعة

التدريس هيئة أعضاء قدرات تنمية مركز

ee-Learning-Learning

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Basic ConceptsinMedia,Technology & Learning

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Types of Media: Multimedia- Text - Image - Audio

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The HumanEar

Text

The ear consists of three basic parts - the outer ear, the middle ear, and the inner ear.

Each part of the ear serves a specific purpose in the task of detecting and interpreting sound.

The outer ear serves to collect and channel sound to the middle ear. The middle ear ...

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The HumanEar

Listen

Audio

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The HumanEar

Listen

Audio-Visual

The ear consists of three basic parts - the outer ear, the middle ear, and the inner ear. Each part of the ear serves a specific purpose in the task of detecting and interpreting sound. The outer ear serves to collect and channel sound to the middle ear. The middle ear ...

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Media Class Hierarchy

- Temporal

- Static

- Computational

- Directive

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Flying

Animation

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Made in Qena

How?

With one hand inside and one out to shape as desired.

Video

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Auditory Physiology Lab.

This figure shows a summary of the maximum efferent mediated adaptation of the DPOAE for 168 intensity combinations of the primary tones in 0.4 dB steps.

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Define Values Using Sliders

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Learning Objects

Any digital or non-digital resource that can be reused to support learning.

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Dale’s Cone of Experience

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Dale’s ConeofExperience

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Interaction and Technology: Types- Learner-teacher - Learner-learner- Learner-content- Learner-machine

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Interaction and Technology: Times- Synchronous Interaction

(time-dependent)- Asynchronous Interaction

(time-independent)

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Technology-Mediated Interaction

Traditional Media

Two-way Media

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Instructional Design The structure of an environment to provide learners with conditions that support learning.

Elements of instructional design process - For whom is the programme being developed?- What do you want the learners to learn?- How is the subject content or skill best learned?- How do you determine the extent to which the learning has been achieved?

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Instructional Design

A s s e s s N e e d st o I d e n t i f yG o a ls

C o n d u c tI n s t r u c t io n a lA n a ly s i s

A n a ly z eL e a r n e r sa n d c o n t e x t s

R e v is eI n s t r u c t io n

W r i t eP e r f o r m a n c eO b je c t iv e s

D e v e lo pC r i t e r io n -R e f e r e n c e d t e s t

D e v e lo pI n s t r u c t io n a lSt r a t e g y

D e v e lo pa n d Se le c tM a t e r ia l s

D e s ig n a n d C o n d u c tF o r m a t iv eE v a lu a t io n s

D e s ig n a n d C o n d u c tSu m m a t iv eE v a lu a t io n s

ID Models

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Content Design

Sequencing design

Exploration design Indexed design

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Media Attributes- Realism- Bandwidth- Interactivity- Branching

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Level of Media Use- Informational - Supplemental- Communal- Essential - Immersive

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Flexibility of MediaEase of

- Development - Delivery - Access- Use/Control

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Learning Theories & Technologies Behaviourism

Change in overt behaviour due to conditioning

CognitivismProgramming of new rule for information processing

ConstructivismPersonal discovery based on insight

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ConstructivismExperiencing

The learner must take an active role in his/her learning. The teacher engages the learner in activities which prompt his/her thinking to make learning effective;

E xp e rie nc ing

G e ne ra lis ing

A p p lying

D isc us s ing

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ConstructivismDiscussing

Viewpoints arising from the experiences need to be discussed with peers in order to be evaluated and validated;

E xp e rie nc ing

G e ne ra lis ing

A p p lying

D isc us s ing

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ConstructivismGeneralising Hypotheses and results should be evaluated for viability through their application to other situations;

E xp e rie nc ing

G e ne ra lis ing

A p p lying

D isc us s ing

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ConstructivismApplying Applying learning to contextual situations validate it as viable knowledge and provide the learner with another experience which could be used again.

E xp e rie nc ing

G e ne ra lis ing

A p p lying

D isc us s ing

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Distance EducationWhat does it mean?Advantages and limitations

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What is e-Learning?

The delivery of learner-centered content via electronic media.

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What is e-Learning?

The use of Internet technologies to deliver a broad array of solutions that enhance knowledge and performance.

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Advantages of e-Learning

- Self-paced- Flexible (anywhere/anywhere)- Highly interactive- Increased retention rates- Improved consistency & effectiveness - Cost-effective (time and money)

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e-Learning & Distance Education

e-Learning readiness is significant to the success of distance education programmes that utilise ICT resources for academic and administrative purposes.

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e-Learning Technologies

- Satellite broadcasting

- CD-ROMs and DVDs

- Video-conferencing

- The Internet and the WWW

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e-Learning Technology

Digital Satellite

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DVD


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DVD Copier


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e-Learning Tools

- Authoring packages

- Delivery and management systems (DMS)

- Support tools

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e-Learning Tools

Authoring packages

- General packages

(FrontPage, MM Flash, etc.)

- Instructional packages

(ToolBook Instructor, Authorware, etc.)

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e-Learning ToolsAuthoring tools

FrontPage

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FrontPage

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ToolBook

Instructor

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ToolBook

Instructor

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e-Learning ToolsAuthoring tools in language education

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e-Learning Tools

Delivery and Management Systems

- WebCT

- Blackboard

- TopClass

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DMS WebCT

- Tutor utilities- Course tools- Interaction tools

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DMS BlackBoard

- Content builder- Communication tools- Assessment tool- Student administration

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Components of DMSTutorial component On-line modules, study guide, etc.

Interaction component E-mail, discussion boards, etc.

Management componentCourse schedule, tracking, etc.

Support componentOn-line library, help, etc.

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Student Services for DMS

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e-Learning Tools

Support tools

- Word processing (e.g., MS Word)

- Photo editing (e.g., PaintShop)

- Multimedia authoring tools (e.g., M)

- Internet and Web browsers (e.g., IExplorer)

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Video EditingPinnacle Studio

Contain many tools to edit and produce professional video clips.

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Photo EditingPaintShop Pro

Contains all the tools you need for creating, editing, and retouching your images. It is friendly enough for the casual user and professional.

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Multimedia Authoring ToolsLiquid Media

Rich multimedia authoring & presentation software package, capable of stunning effects with fluid motion.

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Multimedia Authoring ToolsECTI

Create presentations, demonstrations, simulations, help, support, learning, taking screenshots, capturing mouse movements, images, Flash animations, etc.

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e-Learning Readiness

Are

You

Ready?

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e-Learning Readiness

- Human resources

- Institutional

- Infrastructure

- Content

- Social/Cultural

- Training process

- Financial

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e-Learning CompetenciesPedagogic Which learning principles are to be used?

DidacticsHow is the teaching to be organised?

ICT genres Which ICT genres are the students going to work with?

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e-Learning Competencies

- Pedagogical competencies

- Technical competencies

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Pedagogical Competencies

- Analyse e-learners' needs;- Predict e-learners' problems;- Support different learning styles;- Define the course objectives;- Enhance learners' motivations;

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Pedagogical Competencies

- Design group work assignments;

- Use active learning methods;

- Make use of rich experience of learners;

- Support self-directed learning;

- Deal with culturally diverse learners.

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Technical Competencies

- Use e-learning authoring tool;

- Design Web pages for e-learning;

- Moderate on-line discussions;

- Design e-learning resources.

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The Case of SVUCompetencies

Overall score 27.8%Technical 16.6 %Pedagogical 88.0 %

ExperienceOverall score 7.3 %Frequency of use 26.6 %Training received 0.8 %Practice 5.8%

AttitudesOverall score 93.8 %Anxiety 89.2 %Confidence 80.3 %Liking 39.0 %Importance 86.5 %

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The Case of Egypt

Domains of Evaluation- Government- Education- Industry- Society

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The Case of Egypt

- ConnectivityInfrastructure, telephone lines, Internet connection, etc.

- CapabilityEducation system, training opportunities, computer literacy, etc.

- ContentOn-line content, national databases, libraries, spoken language, etc.

- CultureAttitudes toward non-traditional learning, role of private sector, etc.

Categories of Data

The 2003e-LearningReadinessRankings

© 2003 The Economist Intelligence Unit Limited and IBM Corporation. All rights reserved.

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Topics for DiscussionOur training needs

Barriers to e-learning

The readiness of your students to e-learning

Business

e-Learning for University Academic Staff