CEAPonline: An Assessment and

Identification of Requirements for Developing an Effective E-Learning Environment in

Havana, Cuba

CEAPonline: An Assessment and

Identification of Requirements for Developing an Effective E-Learning Environment in

Havana, Cuba

Mark ReardonMark Reardon

E-LearningE-LearningElectronic learning (e-learning) is one of the most popular learning environments in the information age.

Rosenberg (2001) states that e-learning is based on the following three fundamental criteria:

first, e-learning is networked, making it capable of instant updating, storage/retrieval, distribution, and sharing of instruction or information; second, it is delivered to the end-user via a computer using standard Internet technology;third, it focuses on the broadest view of learning that exceeds beyond the traditional paradigms of training.

Electronic learning (e-learning) is one of the most popular learning environments in the information age.

Rosenberg (2001) states that e-learning is based on the following three fundamental criteria:

first, e-learning is networked, making it capable of instant updating, storage/retrieval, distribution, and sharing of instruction or information; second, it is delivered to the end-user via a computer using standard Internet technology;third, it focuses on the broadest view of learning that exceeds beyond the traditional paradigms of training.

Learning by being shown; Learning by being told; Learning by constructing meaning; Learning by joining a knowledge-

generating community

Learning by being shown; Learning by being told; Learning by constructing meaning; Learning by joining a knowledge-

generating community

Bruner 1996Bruner 1996

Nipper 1994Nipper 1994

traditional correspondence multi-media teaching collaboration between learners themselves

as well as with teachers

traditional correspondence multi-media teaching collaboration between learners themselves

as well as with teachers

“technology is not what learning is all about. Learning is essentially about change. Learning involves changes in attitudes, beliefs, capabilities, knowledge structures and skills”

(Steeples & Jones 2002).

The failure to realize the difference between technology and learning is probably the most common explanation for the many student drop-outs from on-line courses.

“technology is not what learning is all about. Learning is essentially about change. Learning involves changes in attitudes, beliefs, capabilities, knowledge structures and skills”

(Steeples & Jones 2002).

The failure to realize the difference between technology and learning is probably the most common explanation for the many student drop-outs from on-line courses.

Digital DivideDigital Divide

the gap between those people with effective access to digital and information technology, and those without access to it. It includes the imbalances in physical access to technology, as well as the imbalances in resources and skills needed to effectively participate as a digital citizen. In others words, it’s the unequal access by some members of the society to information and communications technology, and the unequal acquisition of related skills

the gap between those people with effective access to digital and information technology, and those without access to it. It includes the imbalances in physical access to technology, as well as the imbalances in resources and skills needed to effectively participate as a digital citizen. In others words, it’s the unequal access by some members of the society to information and communications technology, and the unequal acquisition of related skills

BatesBates

Good teaching is important: It may overcome poor use of technology, but technology can never save bad teaching.

Designing effective learning experience requires instructional designers who understand the technology.

Each medium has its own idiom and grammar to follow for professional production.

Educational technologies are flexible and can be used in a variety of ways limited only to human imagination and creativity.

There is no "super-technology". Make all mediums (face-to-face, print, audio, video, interactive multimedia)

available to the learners. Interaction is essential. New technologies are not necessarily better than old ones. Teamwork is essential in educational use of technology. Teachers and resource persons need training to use technologies effectively. Technology is not the question-decide what the students need to learn through

the use of technology.

Good teaching is important: It may overcome poor use of technology, but technology can never save bad teaching.

Designing effective learning experience requires instructional designers who understand the technology.

Each medium has its own idiom and grammar to follow for professional production.

Educational technologies are flexible and can be used in a variety of ways limited only to human imagination and creativity.

There is no "super-technology". Make all mediums (face-to-face, print, audio, video, interactive multimedia)

available to the learners. Interaction is essential. New technologies are not necessarily better than old ones. Teamwork is essential in educational use of technology. Teachers and resource persons need training to use technologies effectively. Technology is not the question-decide what the students need to learn through

the use of technology.

Juan Manuel Ortiz, HelsinkiJuan Manuel Ortiz, Helsinki University side

The university should provide the necessary technical infrastructure to make e-learning accessible to all the students. So it has to provide good computer rooms.

We were talking several times about the old mentality of the teachers, so it’s important that the university give trainings to the teachers, to change this mentality and also to give them the necessary technical skills.

Three people should be in charge of any e-learning course: o A content expert, who knows what to teach. o One dealing with the pedagogical support, which knows how to teach. o A technical expert, who knows how to use the technology.

Student side The students should have training at the beginning of their studies to realize of the importance and the

possibilities of this new learning method, and also to get the necessary skills, no matter which studies you may be doing.

Also an important point is that students should demand themselves the changes, this way the transition is easier and it is better than to be just “submitted” to a new system.

Government sideMainly the government should provide the money: For software development. More money for teachers, because the work is larger. Scholarships for students, to make it accessible to everyone.

University side The university should provide the necessary technical infrastructure to make e-learning accessible to all the

students. So it has to provide good computer rooms. We were talking several times about the old mentality of the teachers, so it’s important that the university

give trainings to the teachers, to change this mentality and also to give them the necessary technical skills. Three people should be in charge of any e-learning course:

o A content expert, who knows what to teach. o One dealing with the pedagogical support, which knows how to teach. o A technical expert, who knows how to use the technology.

Student side The students should have training at the beginning of their studies to realize of the importance and the

possibilities of this new learning method, and also to get the necessary skills, no matter which studies you may be doing.

Also an important point is that students should demand themselves the changes, this way the transition is easier and it is better than to be just “submitted” to a new system.

Government sideMainly the government should provide the money: For software development. More money for teachers, because the work is larger. Scholarships for students, to make it accessible to everyone.

E-Learning Ex: IndonesiaE-Learning Ex: Indonesia Overall, three problems were identified as most harmful to the objectives of the project. economic crisis, which forced the government to prioritize on short-term projects and

reduce spending on projects such as e-learning with more long-term objectives. The despondent economy also forces the population to reprioritize their spending, where they focus on securing basic needs, and are less concerned with information technology.

lack of quality and quantity in the development of ICT. public literacy of ICT is low in Indonesia. Primary concern is of those in rural areas that

exhibit especially low ICT skills, but also that among teachers and students

(Yuhetty 2002)

Overall, three problems were identified as most harmful to the objectives of the project. economic crisis, which forced the government to prioritize on short-term projects and

reduce spending on projects such as e-learning with more long-term objectives. The despondent economy also forces the population to reprioritize their spending, where they focus on securing basic needs, and are less concerned with information technology.

lack of quality and quantity in the development of ICT. public literacy of ICT is low in Indonesia. Primary concern is of those in rural areas that

exhibit especially low ICT skills, but also that among teachers and students

(Yuhetty 2002)

E-Learning Ex: SingaporeE-Learning Ex: Singapore

Started with CD distribution Adopts incremental approach,

1st wave, 2nd wave

These programs enable government officers to access course material from the comfort of their offices, and tackle specific programs at their own pace and when they can find chunks of spare time.

Started with CD distribution Adopts incremental approach,

1st wave, 2nd wave

These programs enable government officers to access course material from the comfort of their offices, and tackle specific programs at their own pace and when they can find chunks of spare time.

Successful E-LearningSuccessful E-Learning

Learning/Teaching Attitudes Multimedia Instruction Communication: Teacher/Student

Learning/Teaching Attitudes Multimedia Instruction Communication: Teacher/Student

Suggestions for CEAPonline

Suggestions for CEAPonline

1.A course calendar and syllabus with a. Learning objectives, goals, study blocks and pacing b. Set books (decided by the course provider) c. Assignments – individual and for the groups d. Cut-off deadlines for the assignments e. Links to resources – general and for the study blocks

2.A dynamic virtual media and resource center (library) with a. Course related material b. Archive of internet links c. Archive of articles, videos, on-line lectures, quizzes for self-

assessment, graphics, case studies etc. d. Academic deliverables from students

3.Virtual individual offices, group rooms and course room with facilities for a. Asynchronous conferencing and threaded discussion groups

for online collaboration b. Asynchronous and synchronous communication media of

various kinds for communication between students and students and tutors c. Archives for group products and deliverables d. Personal presentation of all participants

1.A course calendar and syllabus with a. Learning objectives, goals, study blocks and pacing b. Set books (decided by the course provider) c. Assignments – individual and for the groups d. Cut-off deadlines for the assignments e. Links to resources – general and for the study blocks

2.A dynamic virtual media and resource center (library) with a. Course related material b. Archive of internet links c. Archive of articles, videos, on-line lectures, quizzes for self-

assessment, graphics, case studies etc. d. Academic deliverables from students

3.Virtual individual offices, group rooms and course room with facilities for a. Asynchronous conferencing and threaded discussion groups

for online collaboration b. Asynchronous and synchronous communication media of

various kinds for communication between students and students and tutors c. Archives for group products and deliverables d. Personal presentation of all participants

Suggestions Etc.Suggestions Etc.

4. Virtual room for hand-ins of reports, group and individual deliverables for assessment. Tools for teacher/tutor follow-up of students

5. Administrative and secretariat section for university to manage students. 6. Virtual chat rooms, allowing students to message each other public/private,

and allowing the students/teachers to interact on set dates. 7. Virtual conferencing rooms for students and teachers to interact whether

through audio, visual media (such as video), or chat. 8. Virtual mail system, allowing students to construct emails that when sent in

the course web site will reach the instructor’s general email account.

4. Virtual room for hand-ins of reports, group and individual deliverables for assessment. Tools for teacher/tutor follow-up of students

5. Administrative and secretariat section for university to manage students. 6. Virtual chat rooms, allowing students to message each other public/private,

and allowing the students/teachers to interact on set dates. 7. Virtual conferencing rooms for students and teachers to interact whether

through audio, visual media (such as video), or chat. 8. Virtual mail system, allowing students to construct emails that when sent in

the course web site will reach the instructor’s general email account.

Project Based LearningProject Based Learning

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Major SuggestionsMajor Suggestions

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Pilot TestPilot Test

Teaching how to utilize technology Conduct testing and data

gathering for future analysis Working out the Kinks Getting user input for CEAPonline

design

Teaching how to utilize technology Conduct testing and data

gathering for future analysis Working out the Kinks Getting user input for CEAPonline

design

Major FocusMajor Focus

an analysis of the target audience the teachers/learners’ attitudes the social and cultural backgrounds of the

audience and institution acquiring the necessary technology infrastructure implementation methodology pedagogical approach incremental approach

an analysis of the target audience the teachers/learners’ attitudes the social and cultural backgrounds of the

audience and institution acquiring the necessary technology infrastructure implementation methodology pedagogical approach incremental approach

Continuing the AnalysisContinuing the Analysis

Gathering data before and after pilot test

demographic info, educational level,

ICT capacity, comfort level,

qualitative feedback

Gathering data before and after pilot test

demographic info, educational level,

ICT capacity, comfort level,

qualitative feedback

For the SpringFor the Spring• Feasibility study of the software products necessary for the application of the

integrated e-learning system; choosing a product that will enable in a highest degree to achieve the aims of the project; 1 months

• Purchase and installation of the product; development of guidelines and

instructions; 2 months

• Training of (below) - 3 months

o system administrators – install, maintain, upgrade the system o e-learning system managers – assess, design, analyze, and monitor the

overall process of application of the integrated system o e-tutors – develop and publish the courses in the learning system, organize

comm unication channels with the learners (chat, e-mail etc.), evaluate and grade learners’ performance

o end-users – use the course interface, upload and download m aterials, interact with the tutor etc.

• Development and implementation of two pilot courses through the new system in

areas such as European integration and digital signature; 2 months

• Analysis on the impact of the new system on the organizational, personal, and m anagerial behavior of the end-users in the public administration. This will be studied through an experim ent with two target groups – one exposed to traditional learning m ethods and one - to OD L/integrated e-learning system ; 2 months

• Organization of workshops within the partner countries to share and evaluate the

results of the pilot training among the target groups; 1 month

• Dissemination and multiplication of the project outputs to ensure the sustainability of the ODL m odels in the public administration