e-learning and distance learning
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E-LE-LEARNING AND
DDISTANCE LLEARNING
IN IN SSAUDI AUDI AARABIARABIA
Issues & Implications
Seminar on Regulations of Distance Education in Saudi Higher Education: Issues & Ambitions (Via satellite) Umm Al-Qura University, Makkah
BADRUL HUDA KHAN, PH.D. President President
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In the information society, learners require rich learning environments supported by well‑designed resources.
They expect flexible learning environments with good support services.
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Learners want to have more say in
- WHAT they learn- WHEN they learn- WHERE they learn- HOW they learn
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FROM FROM
Wanting to be Wanting to be taught mostly taught mostly in lectures or in lectures or direct training direct training sessionssessions
TO TO
Wanting Wanting increased increased flexibilityflexibility..
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Can we provide what learners want?
YES, we can!
New developments in learning science and technology provide opportunities to develop learning environments that suit learners' needs and interests by offering them the choice of increased flexibility.
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However, only open learning systems such as e-learning can provide the kind of flexibility that learners need.
But NOT the closed learning systems such as instructor-led traditional classroom-based instruction.
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As we are accustomed to teaching and learning in a closed system, the openness of an open system such as e-learning is challenging to us.
To create effective e-learning environments for diverse
learners, we need to jump out of our closed system mentality.
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We need a Paradigm Shift!
We need to change our mindset!
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Digitizing instructor-led classroom materials DOES NOT necessarily mean that you are actually creating meaningful e-learning.
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E-learning materials must be designed
• with proper instructional design principles and learning theories.
• by addressing critical issues encompassing various dimensions of open learning environment.
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Considering “Trends in regulation, by-laws, and standards governing distance higher education” as the theme of the conference.
I would like to present a FRAMEWORK of E-LEARNING which I believe would serve as a guide to formulate regulation, by-laws, and standards for distance learning in Saudi Arabia.
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To develop regulation, by-laws, and standards governing distance higher education, we must
investigate the critical issues regarding …
What does it take to create meaningful and quality educational environment for distance learning?
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Since 1997, I have communicated with learners, instructors, administrators, and technical and other support services staff involved in e-learning (in both academic and corporate settings) all over the world to learn “What it takes to create a meaningful e-learning environment?”
I found there are a myriad of issues. I clustered these issues into eight critical dimensions to develop the E-Learning Framework.
These issues in the Framework generate many questions that we can ask ourselves when
• planning• designing • developing• evaluating • implementing e-learning systems.
A Framework for A Framework for E-LearningE-Learning
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Eth
ical
Eth
ical
Inst
itutio
nal
Inst
itutio
nal
Resource
Resource
Support
Support
On-line and off-line resources & support
ManagementManagement
e-Learning
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
PedagogicalPedagogical
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يقال
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
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 learners 4.2 Evaluation of the
instruction & learning environment
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Pedagogical Content
Audience
Goals
Medium Medium
Design
Organization
Methods
What types of content are appropriate to teach via a variety of e-learning approaches?
Pedagogical Content
Audience
Goals
Medium Medium
Design
Organization
Methods
Do we use multimedia attributes of the Internet and digital technologies? - text
- audio
- video
- graphics
- other (specify)
Pedagogical Content
Audience
Goals
Medium Medium
Design
Organization
Methods
• What is the instructor’s role?
- more facilitative than
didactic
- more didactic than facilitative
- a combination of both
Pedagogical Content
Audience
Goals
Medium Medium
Design
Organization
Methods
• Does your e-learning program promote Inside Collaboration by providing a supportive environment for asking questions, clarifying directions, suggesting or contributing resources and working on joint projects with class members?
Technological
Infrastructure Planning
Hardware
Software
Does your institution create learning objects by following the international interoperability standards (such as SCORM, IEEE, etc.)
(SCORM - Shareable Content Object Reference Model)
Technological
Infrastructure Planning
Hardware
Software
Do you have personnel who can assist learners to set up for starting the course?
Technological
Infrastructure Planning
Hardware
Software
Are the hardware & software requirements for the e-learning program clearly stated?
Interface DesignPage and Site
Design
Content Design
Navigation
Accessibility
Usability Testing
Do the appearance and functionality of the screen look good?
Interface DesignPage 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?)
Evaluation
Assessment of Learners
Evaluation of
Instruction & Learning Environment
Does the program have a mechanism in which a learner can be truly measured and not allowed to cheat?
Evaluation
Assessment of Learners
Evaluation of
Instruction & Learning Environment
Does the program have a system to accept students evaluation of the following? - content
- instructor
- learning environment
- learning resources
- course design
- technical support
Management Content
Development
Maintenance
Does the program notify students about any changes in due dates or other course relevant matters (e.g., server down) via following means?- e-mail
- announcement page
- alert boxes
- running footer added to a page
- phone call
Resource Support
Online Support
Resources
Does the course provide
troubleshooting (or expert technical support from specialized staff) assistance or a help line?
Resource Support
Online Support
Resources
Do students have access to a digital library?
EthicalSocial/Political
Influence
Cultural Diversity
Bias
Geographical Diversity
Learner Diversity
Digital Divide
Etiquette
Legal Issues
Does the institution have to get approval from any external entities (who can serve as political barriers) to implement e-learning?
EthicalSocial/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 program make an effort to reduce or avoid the use of jargon, idioms, ambiguous or cute humor, and acronyms?
EthicalSocial/Political
Influence
Cultural Diversity
Bias
Geographical Diversity
Learner Diversity
Digital Divide
Etiquette
Legal Issues
Does the program present more than one viewpoint on controversial issues?
EthicalSocial/Political
Influence
Cultural Diversity
Bias
Geographical Diversity
Learner Diversity
Digital Divide
Etiquette
Legal Issues
Is the program offered to a 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)?
EthicalSocial/Political
Influence
Cultural Diversity
Bias
Geographical Diversity
Learner Diversity
Digital Divide
Etiquette
Legal Issues
Is the program designed to have patience for learners who adapt to individualized open and distributed learning environment slower than others?
EthicalSocial/Political
Influence
Cultural Diversity
Bias
Geographical Diversity
Learner Diversity
Digital Divide
Etiquette
Legal Issues
Information accessibility issue must be expressed in terms of digital “haves” and “have nots,” a gap expressed in the term “digital divide.”
Is the digital divide issue considered in designing the e‑learning content?
EthicalSocial/Political
Influence
Cultural Diversity
Bias
Geographical Diversity
Learner Diversity
Digital Divide
Etiquette
Legal Issues
• Does the program provide any guidance to learners on how to behave and post messages in online discussions so that their postings do not hurt others’ feelings?
EthicalSocial/Political
Influence
Cultural Diversity
Bias
Geographical Diversity
Learner Diversity
Digital Divide
Etiquette
Legal Issues
Does the program get students’ permission to post any of the following on the Web?
- students’ photographs
- students’ projects
Institutional
Administrative Affairs
Academic Affairs
Student Services
Is the institution ready to offer e-learning?
Institutional
Administrative Affairs
Academic Affairs
Student Services
Does the e-learning program provide academic quality such as one would expect in a traditional course?
Institutional
Are instructor/tutor and technical staff available during online orientation (if any)?
Administrative Affairs
Academic Affairs
Student Services
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.
As the scope of e‑learning design expands, design projects change from one-person operations to complex team efforts. The E-Learning Framework can be used to ensure that no important essential factor is omitted from the design of e‑learning, whatever its scope or complexity.
I strongly believe that the Ministry of Higher Education in Saudi Arabia can benefit from the perspectives of issues covered in the E-Learning Framework.
48
يقال
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
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Develop A National E-Learning & Distance Learning PLAN
The Framework has the potential to guide the Ministry of Higher Education in Saudi Arabia to:
Establish NATIONAL CENTER of E-Learning & Distance Learning
Formulate E-Learning & Distance Learning POLICIES
Review Existing REGULATIONS of Distance education
Develop E-L & Distance Learning TECHNICAL StandardsDevelop E-L & Distance Learning INSTRUCTIONAL StandardsDevelop E-L & Distance Learning DISABILITIES Standards
Develop ACCREDITATION CRITERIA for E-Learning & Distance Learning ProgramsEstablish National DIGITAL LIBRARY
Establish Research FUNDING CRITERIA for E-Learning & Distance Learning Projects
Develop E-Learning & Distance Learning FACULTY and STAFF DEVELOPMENT TRAINING
The Framework has the potential to guide the Ministry of Higher Education in Saudi Arabia to:
- Develop A National E-Learning & Distance Learning (E-L & DL) Plan
- Establish National Center of E-Learning & Distance Learning
- Analyze Current Regulations of Distance education - Formulate E-Learning & Distance Learning Policies
- Formulate E-Learning & Distance Learning Technical Standards
- Formulate E-Learning & Distance Learning Instructional Standards
- Formulate E-Learning & Distance Learning Disability Standards
- Develop Accreditation Criteria E-Learning & Distance Learning Programs
- Establish Research Funding Criteria for E-Learning & Distance Learning Projects
- Establish National Digital Library
- E-Learning Faculty and Staff Training
I am very honored, blessed and fortunate to be able I am very honored, blessed and fortunate to be able to participate in several educational technology and to participate in several educational technology and e-learning related projects in Saudi Arabia:e-learning related projects in Saudi Arabia:
2001, Virtual Education2001, Virtual EducationASHRMASHRM
2004, e-Learning Workshop2004, e-Learning WorkshopKFUPM, ARAMCO, Islamic University of Al-Madinah, KFUPM, ARAMCO, Islamic University of Al-Madinah, KAU, TV Channel 2’s Zoom In Program KAU, TV Channel 2’s Zoom In Program
2005, Educational Technologies Use in Saudi Universities2005, Educational Technologies Use in Saudi Universities for for project offered by "Aafaq". Taibah University project offered by "Aafaq". Taibah University
Present, Present, Research ProjectsResearch Projects (Saudi Professors and Doctoral (Saudi Professors and Doctoral Students)Students)
REFERENCESREFERENCES
Questions and comments?
Homepage:http://BadrulKhan.com/khan
This presentation is available at:http://asianvu.com/bkglobal/keynote/ksa/3ed.ppt
56
E-LE-LEARNING AND
DDISTANCE LLEARNING
IN IN SSAUDI AUDI AARABIARABIA
Issues & Implications
Seminar on Regulations of Distance Education in Saudi Higher Education: Issues & Ambitions (Via satellite) Umm Al-Qura University, Makkah
BADRUL HUDA KHAN, PH.D. President President
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