DR. BADRUL HUDA KHAN MCWEADON EDUCATION, USA

DR. BADRUL HUDA KHAN MCWEADON EDUCATION, USA

DR. BADRUL HUDA KHAN MCWEADON EDUCATION, USA

MeaningfulE-Learning

E-learning in the Arab WorldChallenges and Perspectives of Development

Cairo, EgyptJuly 9, 2012.

http://iace-t.org/

Slide 2

Presentation GoalsPresentation Goals• A Broader View of E-Learning Process• A Global Framework for E-Learning• What’s in it for you?

Slide 3

PROCESS

ContentDesign

Content Development -

Delivery

PRODUCTPEOPLE

E-Learning ModelP3

TEAMS• Planning• Design

• Evaluation

TEAMS• Production• Instructional Support Services

• Admin Svs • Marketing

Blueprint Developed

Learning Materials Developed & Delivered

Slide 4

Slide 5

ROLES & RESPONSIBILITIES

Plan

nin

g

ROLE NAME E-LEARNING STAGES SKILL

LEVEL

A = Expert

B = Above Average

C = AverageD = Below Average

NA

C O M

M E N T

S

Desig

n

Pro

du

ction

Evalu

ation

Delivery

Instru

ction

Marketin

g

Slide 6

A high quality e-learning system

must be meaningful to all stakeholders groups:

• Learners• Instructors• Technical & Support Staff• Organization

Slide 7

An e-learning system is more likely to be

meaningful to learners when it is • easily accessible• clearly organized• well written• authoritatively presented• learner‑centered• affordable• efficient• flexible, and has a • facilitated learning environment.

Slide 8

When learners display a high level of participation and success in meeting a course's goals and objectives, this can make e-learning meaningful to instructors.

Slide 9

When learners enjoy all available support services provided in the course without any interruptions, it

makes support services staff happy as they strive to provide easy-to-use, reliable services.

Slide 10

Finally, e-learning is meaningful to an organization when it has a sound return-on-investment (ROI), a moderate to high level of learners' satisfaction with both the quality of instruction and all support services, and a low drop-out rate.

Slide 11

Today, I would like to introduce a Framework which I believe will help us identify important criteria for quality E-Learning.

Slide 12

Eth

ical

Eth

ical

Inst

itutio

nal

Inst

itutio

nal

Resource

Resource

Support

Support

On-line and off-line resources & support

ManagementManagement

Meaningful

PedagogicalPedagogical

Evalu

atio

n

Evalu

atio

n

Technological

TechnologicalIn

terfaceIn

terfaceD

esign

Desig

n

Learning and teaching issuesInfrastructure, hardware and software Physical layout and navigation Content development and maintenanceAcademic, administrative & student services Ethical considerations in e-learningAssessment of learner, evaluation of learning environment

Learning

Slide 13

Eth

ical

Eth

ical

Inst

itutio

nal

Inst

itutio

nal

Resource

Resource

Support

Support

ManagementManagement

PedagogicalPedagogical

Evalu

atio

n

Evalu

atio

n

Technological

TechnologicalIn

terfaceIn

terfaceD

esign

Desig

nي

قال

خأ

يقال

خأ

يس

سمؤ

يس

سمؤ

دعم دعم

صادرالم

صادرالم

اإلدارةاإلدارة

االلكتروني التعلم

تربويتربوي

ويمتق

ال

ويمتق

ال

يتقن

يتقن

م مي

صت

م مي

صت

ةهج

واال

ةهج

واال

Slide 14

Slide 15

Slide 16

Your Organization

Slide 17

Slide 18

Stakeholder Focused E-LearningPut each stakeholder group (learners, instructors, technical staff, etc.) at the center of the octagon and ask questions along the eight dimensions. By doing this exercise, you will be able to understand critical e-learning issues for each group.

Slide 19

5. MANAGEMENT5.1 E‑Learning Content

Development5.2 E-Learning Maintenance

6. RESOURCE SUPPORT6.1 Online support6.2 Resources

7. ETHICAL7.1 Social and Political

Influence7.2 Cultural Diversity7.3 Bias7.4 Geographical diversity7.5 Learner diversity7.6 Digital Divide7.7 Etiquette7.8 Legal issues

8. INSTITUTIONAL8.1 Administrative Affairs8.2 Academic affairs8.2 Student services

1. PEDAGOGICAL1.1 Content Analysis1.2 Audience Analysis1.3 Goal Analysis 1.4 Medium Analysis1.5 Design approach1.6 Organization1.7 Methods and Strategies

2. TECHNOLOGICAL2.1 Infrastructure planning2.2 Hardware2.3 Software

3. INTERFACE DESIGN3.1 Page and site design3.2 Content design3.3 Navigation3.4 Accessibility 3.5 Usability testing

4. EVALUATION4.1 Assessment of learners4.2 Evaluation of the instruction

& learning environment http://BooksToRead.com/framework/dimensions.htm

Slide 20

PPEDAGOGICALEDAGOGICAL

• Content• Audience• Goals • Medium • Design • Organization • Methods

What types of content are appropriate to teach via e-learning versus classroom?

Slide 21




Slide 22




Slide 23

By appropriately combining content appropriate to both e‑learning method and classroom based instruction, we can develop meaningful blended learning.

Slide 24



Content Suitability Testing

STABLE Content

DYNAMIC Content

Slide 25


• Content

• Audience• Goals • Medium • Design • Organization • Methods

Who are the learners?

Do we have adequate information about the learners at a distance?

Slide 26


• Content• Audience• Goals • Medium

• Design • Organization • Methods

What is the instructor’s role?

- more facilitative than didactic (instructor-

facilitated)- more didactic than

facilitative (instructor -led)

- a combination of both

Slide 27

TTechnologicalechnological

• Infrastructure Planning

• Hardware • Software

Does the program have personnel who can assist learners to set up for starting the course?

Slide 28

InterfaceInterfaceDesignDesign

• Page and Site Design

• Content Design• Navigation• Accessibility • Usability Testing

Do Web pages look good in a variety of Web browsers?

Slide 29

InterfaceInterfaceDesignDesign

• Page and Site Design• Content Design• Navigation

• Accessibility • Usability Testing

Is the program designed to be accessible by a wider user population?

(A common accessibility concern in the USA -- Is the course 508 compliant?)

Slide 30

EEvaluationvaluation

•Assessment of Learners• Evaluation of

Instruction & Learning Environment

Does the e-learning program have a mechanism in which a learner can be truly measured and not cheat?

Slide 31

EEvaluationvaluation

•Assessment of Learners• Evaluation of

Instruction & Learning Environment

Does the program have a system to accept students’ online evaluation of the following? - content - instructor - learning environment - learning resources - course design - technical support

Slide 32

MManagementanagement

• Content Development

• Maintenance

Does the administration notify students about any changes in due dates or other course relevant matters (e.g., server down) via following means?- e-mail- Twitter- announcement page- alert boxes- running footer added to a page- phone call- mail- other

Slide 33

RResource esource

SSupportupport

•Online Support• Resources

Does the course providetroubleshooting (or expert technical support from specialized staff) assistance or a help line?

Slide 34

RResource esource

SSupportupport

•Online Support

• Resources

Does the course provide examples of previous student's work on the Web?

Slide 35

EEthicalthical

•Social/Political Influence

•Cultural Diversity•Bias•Geographical Diversity•Learner Diversity•Digital Divide•Etiquette•Legal Issues

To improve cross-cultural verbal communication and avoid misunderstanding, does the course make an effort to reduce or avoid the use of jargon, idioms, ambiguous or cute humor, and acronyms?

Slide 36

The “thumbs up” gesture meaning well done in the US, represents an obscenity meaning in Iraq, Iran, and Thailand.

In Bangladesh it is a derogatory term.

Slide 37

EEthicalthical

•Social/Political Influence•Cultural Diversity•Bias

•Geographical Diversity•Learner Diversity•Digital Divide•Etiquette•Legal Issues

Is the program offered to geographically diverse population? If yes ...

Is the program sensitive about students from different time-zones (e.g. synchronous communications are scheduled at reasonable times for all time zones represented)?

Slide 38

Libya12:00 AM(midnight)

USA (DC)5:00 PM

Can’t schedule a live chat.

Slide 39

IInstitutionalnstitutional

•Administrative Affairs•Academic Affairs•Student Services

Is the institution ready to offer online courses?

Slide 40

IInstitutionalnstitutional

•Administrative Affairs

•Academic Affairs•Student Services

Does e-learning provide academic quality such as one would expect in a traditional course?

Slide 41

Within the scope of today’s presentation, I have presented few learning issues in the form of questions that you can ask yourself when planning, designing, evaluating or implementing meaningful E-Learning.

Slide 42

Let’s Play a GameLet’s Play a Game

http://www.asianvu.com/movie/octagon4.html

Slide 43

References

Website: http://badrulkhan.com/Email: [email protected]

http://badrulkhan.com/

Slide 45

Documents

DR. BADRUL HUDA KHAN MCWEADON EDUCATION, USA