e-learning and distance learning

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

http://www.bk-global.net/

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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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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

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


Hardware

Software

Do you have personnel who can assist learners to set up for starting the course?

Technological


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

- mail

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?


Influence

Cultural Diversity

Bias


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?


Influence

Cultural Diversity

Bias


Learner Diversity

Digital Divide

Etiquette

Legal Issues

Does the program present more than one viewpoint on controversial issues?


Influence

Cultural Diversity

Bias


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)?


Influence

Cultural Diversity

Bias


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?


Influence

Cultural Diversity

Bias


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?


Influence

Cultural Diversity

Bias


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?


Influence

Cultural Diversity

Bias


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


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)?


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.

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يقال

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يقال

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سمؤ

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دعم دعم

صادرالم

صادرالم اإلدارةاإلدارة

االلكتروني التعلم

تربويتربوي

ويمتق

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ويمتق

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يتقن

م مي

صت

م مي

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ةهج

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ةهج

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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

http://www.amazon.com/exec/obidos/ASIN/0877782970/readersrecommenb/002-5765658-3080265





Questions and comments?

Homepage:http://BadrulKhan.com/khan

This presentation is available at:http://asianvu.com/bkglobal/keynote/ksa/3ed.ppt

http://badrulkhan.com/khan

http://asianvu.com/bkglobal/keynote/ksa/3ed.ppt

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

http://www.bk-global.net/

e-learning and distance learning

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