Overview- Elearning

Interconnecting the All Parts of the Globe

E-learning Across the Globe

Part 4- Cultural problems implementing E-learning

Part 3- Current efforts to implement E-learning in developed and developing countries

Part 2- Understanding with a look backward and forward in time.

Part 1- Introduction

E-learning Across the Globe

“Myth #1: Everyone knows what you mean when you talk about elearning”(Dublin, 2006).

“Myth #1: Everyone knows what you mean when you talk about elearning”(Dublin, 2006).

Computer Based Training - 1984 to

1995 Training not bundled with product

Product mainly delivered by CD-ROM

Slow to create, hard to revise and edit

Other terms used during this time include Computer Based Learning (CBL)

Learning Management Systems - 1995 to 2000+ Effort to control and manage

use of computer based training

Delivery starts to migrate to Wide Area Networks, and the Internet

Online discussions emerge

Terms from this time include Computer Managed Instruction (CMI), Course Management Systems (CMS), and Training Management Systems (TMS)

Web Based Training- Late 1990s to Present

Emergence of virtual classrooms online

Bandwidth limits reduce multimedia quality

Disruption of technology

Some terms from this time include blended learning, Learning Content Management Systems (is an enhanced form of LMS), simulations

Cutting Edge- Present to ?????? Bad classroom practices still present

Emergence of constructivist approach to learning

Student-Centered- Learner controls pace and is active

“…content was created, shared, remixed, repurposed, and passed along… (Rosenberg, 2006)

Common terms currently include wikis, blogs for writing and videos, social networking, and podcasting. Other tools for creating and participating in an elearning 2.0 world include, Flickr, Wordpress, RSS, del.icio.us, Furl, etc.

Long Term Implications-

Not enough time to retrain

Kerrer (2007) Web 1.0 top-down, 1.3 top-down with collaboration, and 2.0 bottom-up

Friedman (2005) three stages of globalization, national, corporate, person driven

Unanticipated and massive change

Elearning: Global Perspective

Corporate world

United States

Australia

Europe

Asia

Higher education

K-12 schools

Public & Private Sector

Cooperation on the global level

Elearning in Europe Elearning in Europe is considered to be an

important element of the economic agenda. It is used to describe improvement in quality and efficiency by implementing Information and Communication Technology (ICT) in education, and social and government areas.

T - Technologies

C – Communication

I - Information

On the WhatIs.com site ICT is defined as “an umbrella term that includes any communication device or application, encompassing: radio, television, cellular phones, computer and network hardware and software, satellite systems and so on, as well as the various services and applications associated with them, such as videoconferencing and distance learning. ICTs are often spoken of in a particular context, such as ICTs in education, health care, or libraries.

Elearning in Europe – the “Lisbon Agenda”

Achieving an inclusive European Information Society

Strengthening innovation and investment in ICT research

The completion of a single European information space

Objective• to become the

most competitive and dynamic knowledge-based economy in the world, capable of sustainable economic growth with more and better jobs and greater social cohesion (European Council, Lisbon, March 2000).

Making i2010 strategy successful depends on:

Economic opportunity

Political will

Access to necessary equipment

Support infrastructure

Professional development

Tiers of ICT development in Europe

FinlandSweden DenmarkIreland

United KingdomGermanyFranceAustriaSpainItaly

PolandSlovakiaBulgariaRomaniaRussia

Finland

All citizens have equal access to knowledge in communications technologies,

All universities have developed and implemented strategies for the use of information and communications technologies in teaching,

On the national level, digital study materials and services for teaching have been developed and provided for targeting different subjects and levels of education,

Life as Learning –research program has been launched. The program concentrates on researching learning,

Adequate computers and hardware have been provided, and network connections have been improved for the benefit of citizens, students, teachers and researchers,

Poland

Challenges

Insufficient access to computers and

the Internet

High costs of IT services

Poorly developed IT

market

Slow computerization process of elementary and high schools

Lack of the unifying organizational structure – no political will

The Preparation for the Future

International economic competition has intensified with the world entering a so-called period of “mega-competition” (Owen, 2008).

Much effort is necessary to meet these challenges.

The Preparation for the Future

All countries are having the same struggle with technology.

Different levels of technology access are caused by different gaps in the economy.

Singapore

Singapore

Population- 4,839,400

Government - parliamentary democracy

Singapore

Singapore has a 10 year master plan, called iN2015 (Intelligent Nation, 2015).

This master plan will identify new possibilities for Singapore’s industries, economy and society empowered by next era technologies.

It will also bring Singapore into the ICT forefront.

Singapore

Through the  use of Infocomm, educators will meet the diverse needs of learners.

“In a connected world, education is an exciting adventure. Text books are replaced by a rich interactive content and technology transforms learning into a real-time, collective, multi-dimensional experience”

China

China

Population: just over 1.3 billion people (1,330,044,605 as of mid-2008); China is the world's largest and most populous country. As the world's population is approximately 6.7 billion, China represents a full 20% of the world's population so one in every five people on the planet is a resident of China.

Government: Communist

CERNET

The China Education and Research Network is the first nationwide education and research computer network in China.

The CERNET project is funded by the Chinese government and directly managed by the Chinese MOE.

CERNET has 12 global and regional channels connected with the United States, Canada, the UK, Germany, Japan and Hong Kong.

It also has more than 2,000 education and research institutions.

CERNET

With the help of CERNET, China aims to establish 6000 distance education centers in Western China, and to connect 90 per cent of primary and secondary schools to the Internet by 2010 (Li, 2008).

Students of remote and under-developed areas are the biggest beneficiaries of online education. Online universities provide lifelong education and learning opportunities to both students who have failed university entrance examinations and working people.

Japan

Japan

Population: 127,560,000

Government: Parliamentary

Japan

Part of Japan’s globalization plan is to establish a system for cultivating “Japanese with English abilities.”

They believe English plays a critical role as the common international language in linking people who have different mother tongues.

E-Japan

The e-Japan Priority Program was designed to help dissolve the digital divide issues in Japan.

In the telecommunication world Japan is one of the world's biggest competitors. However, as for the penetration rate of the Internet, Japan is still at a low level among major industrialized nations.

Only 8.3% of classrooms are connected with LAN environment to the Internet. Korea has connected 100% of its classrooms and the United States 77%.

E-Japan

However, the e-Japan Priority Program will help establish a national infrastructure by

building an ultra high-speed Internet network

Providing constant Internet access to 30 million households.

The Cultural Challenges of e-

Learning

High education institutions are trying to attract international students

Multinational Corporations (MNCs) have an international employee base

Development agencies such (UNESCO, USAID) want to help to improve education in developing nations

Challenges in E-learning Delivery

Cultural reactions to foreign learning systems

Introduction:

examining the processes of Chinese students’ adaptations to online learning at an Australian university.

focus is on flexible learning, the type of learning delivered mainly through online technologies with no or very few optional face-to-face meetings.

Attitudes toward teaching methodology

Constructivism vs. Objectivism High Uncertainty Avoidance vs.

Low Uncertainty Avoidance

Attitudes toward learning environment

Individualism vs. Communalism Universalism vs. Particularism

Comprehensive instructor-led, web based curriculum designed to teach Internet tech skills and prepare students for industry cert.

Program developed jointly by education and networking experts to equip students with skills to be economically active in an area of employment vital to Internet economy

Taught in 149 countries worldwide with over 100,000 academies, nearly 300,000 students

Results: “Reactions to the pedagogical approach of the online curriculum varied considerably between countries.

How students were treated How instructors perceived their role How instructors perceived students

Additional support to students new to online learning (e.g. occasional face-to-face meetings, coaching sessions, initial e-learning orientation seminars)

More video lectures

More interactive online tools

Challenges in E-learning ContentProviding course adaptability

Western countries exporting e-learning to Eastern countries

Different cultural values Language translation issues

Complexity Level

Level 1 Level 2 Level 3 Level 4

Content Type Simple information, knowledge, news

Low level, cognitive “hard skills”; simple knowledge and core concepts

Some soft skills; complex knowledge, (financial info, business strategy and most business skills

Mostly “softer skills”, such as attitudes and beliefs; many complex management skills

Content examples

Product knowledge, company procedures

Application software, other electronic skills

Project management, presentation skills, marketing strategy

Negotiation skills, motivation, teamwork, conflict resolution

create uncomplicated programs that reflect a more objectivist-instructivist approach

pay closer attention to the target group the program is being exported to

target the same group in other countries because they will already be familiar with the subject's jargon

target audience's cultural values (e.g. leadership)

not all e-learning programs require adaptation

Thank You

By Karen Edoff, Gregory Mason, Agnieszka Obstoj, & Dean RaizmanUniversity of Colorado at Denver and Health Sciences, Fall 2008

By Karen Edoff, Gregory Mason, Agnieszka Obstoj, & Dean RaizmanUniversity of Colorado at Denver and Health Sciences, Fall 2008