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E-learning and the University of the 21st Century
Prof. Dr. Charles Elerick
The University of Texas at El PasoThe University of Texas TeleCampus
This VideoconferenceIs originating from the Depok campus
of the University of IndonesiaApril 6, 2008
E-learning is established as a mode of instruction
Effective Complement to F2F– 100% online– Blended learning
Worldwide
Growing
Three aspects of e-learning that need discussion
Public Policy and Human Capital
E-learning and the New Academic Culture– Institutional Culture– Faculty Culture
E-learning in practice-online courses
I. E-learning and Public Policy
Public Policy > Academic Policy
Academic Imperatives > Public Policy
Education-Development of Human Capital
Higher Education in Indonesia
Higher Education in Indonesia-needs
Increasing demand for 1st accessPressure on existing capacity (facilities/faculty)Highly dispersed populationConcentration of capacity on Jawa, in a few citiesIncreasing demand for access to post-graduate programsDifficulty for adult post-grads to manage work-family-study
Obvious Implications
e-learning will be used to some significant extent to extend educational opportunity in Indonesia
Indonesia and Indonesian U’s must fine appropriate ways to use e-learning
Non-Obvious Implications
e-learning will change institutional culture in significant ways
e-learning will change faculty culture in very significant ways
II. E-learning and the New Academic Culture
IT Initiative
vs.
IT-enabled Evolution of Academic Culture
IIa. Institutional Culture
Closer Coordination/Cooperation
Teamwork
Careful Planning
Specifics----
Program/Course Integration of Instruction
Cooperation between academic- and non-academic staff
Closer vertical oversight
A new dimension of Institutional Sociology
Pioneers
Early Adopters
Accelerators
Team Players
Rear Guard
IIb. E-learning > a New Faculty Culture
New Freedom and Opportunities
New Responsibilities
2015 Senior Faculty Instructional Activity Profile - 1
Teaches some face-to-face courses, all with strong and effective e-learning component. Employs “New Pedagogy” methods.
Functions as Lead Professor for a 100% online course in his/her area of special expertise.
This course is offered in multiple sections.
Other academic staff teach most sections.
2015 Senior Faculty Instructional Activity Profile - 2
LP teaches one section.
LP watches all (6-8) sections and mentors, as appropriate.
LP conducts constant evaluation of course and, in consultation, prepares updates to the course.
LP works with e-learning tech staff to produce updated course.
2015 Junior Faculty Instructional Activity Profile
Teaches one or more sections of LP-mentored online course.
Suggests content and functionality updates to LP and others teaching the course.
Participates in update process, as appropriate.
With the support of the high-value online course, concentrates instructional efforts on student learning.
2008: Interested and motivated faculty participate in the evolution of e-learning by experimenting with and building courses and course pieces.
III. Effective Online Courses
The Moodle LMS can be elaborated to support high-value courses.
Current UI experiment
This UI CS Faculty experimental elaboration employs
Moodle Roster Management
Announcement board
Discussion Forums
Quiz function
Glossary
Assignment submission
Experimental Instructional Shell
Common Vehicle
Holds Syllabus, Modules, Reference Files, Bibliography, etc.
Exists as Discreet Object
Single Link from Moodle Course
Public Frontend: PW-Protected Modules
Object 1
Object 2
Object 3
Constructing Effective Online Courses - 1
The general characteristics of good online courses– Reflect appropriate and well-defined
learning outcomes.– Provide materials, active-learning activities,
exercises, assignments, etc. that support mastery of learning outcomes.
– Provide instruction that requires students to engage in inquiry learning.
Object 7
1
Object 4
2
Object 5
3
Object 6
4
Object 9
5
Constructing Effective Online Courses - 2
– The design characteristics of good online courses
• Consistent “look and feel”• Are built around well constructed modules that:
– introduce, exemplify, explain concepts/procedures– offer active self-test/tutorial routines – provide formative evaluation of mastery– require students to demonstrate summative mastery.
• Incorporate additional resources including reference graphics, tables, data sets, etc. that are pertinent to more than one module
Object 10
6
Object 11
7
Object 12
8
Object 13
9
Object 14
10
Object 15
11
Object 16
12
Object 17
13
Teaching with the Deployed Course
Successful deployment involves use of announcement board
Forums for community building, general discussion, and active participation in learning tasks
Constant instructor involvement
Revising Existing Courses-The Next Edition
All 1st edition courses need a 2nd edition.2nd Editions of Courses reflect – LMS Advances– Commitment to consistent “look and feel.” – Refinement of Objectives – Revision-Extension-Innovation of Materials,
Exercises, Activities, etc. that Support Learning Objectives
– Re-digitalization of materials– Refinement of Cyber-Time Equivalence
Synthesis and Summary
The Emergence of E-learning represents a new Academic Dynamic that is an Experimental Process.
The Emphasis must be on the Value Added not the Rigid Criterion.
Who makes it happen?
It takes an Institution.
Faculty, Upper Administration, Deans and Directors, Non-Faculty Professionals
Clarity, Transparency, Agility, Self-Confidence, Flexibility, A Sense of Shared Adventure
The Pre-eminent role of Faculty as Content Experts with Responsibility for Instruction
Don’t worry: E-learning does not, cannot, replace faculty.
An Opportunity for Faculty to
Construct ever more perfect editions of courses
Teach in their special areas of expertise to more students
Become a Course Leader and Mentor
Excellence in Pedagogy-The New Gold Standard
Refereed Publication-The Traditional Mark of Professionalism
Refereed Instruction-A Second Standard of Academic Excellence
The future will happen, it will involve e-learning, and I want to be in the middle of the action.
Thank you for your attention
Q & A