workshop 6 presentations - archive.unu.edu
TRANSCRIPT
Mission:Develop and share engaging online [open] educational content using innovative methodologies.
Building courses using Wordpress
Collaboration with Oxford Brookes University, RMIT and University of Joensuu
Development of a web-application called Fieldtrip.....
Meso-American Network of Biotic Resources has been involved in initial testing
A web-application
Collaboration with all UNU research and training centres/programmes
UNU Opencourseware portal using eduCommons
At WSIS, Hans van Ginkel said that a.....
“global learning space will evolve out of .... online educational projects that promote collaboration between a diverse range of institutions.”
A Space for Global Learning
• combines global reach using modern communication technologies with global and local perspectives
Hans van Ginkel also talked of a Promethean task...
“....to create an Information Society open to all...”
open networks, open source software, open content, open standards...
Thailand
Asian Developm’t
Bank
United Nations
UniversityKeio
University
Asian Institute of Technology
University of Hawaii
University of Ryukyu
University of the South
Pacific
National University of Samoa
Internet and Web driven changes offer new opportunities.....
if harnessed properly for important global goals...
But for education and learning, this may be a Pandora’s box.....
What will we find when we open it.....
For instance...- How open?
- Wiki’s are easy to create, difficult to populate
- Spam, hacking, inappropriate content
- Echo-chamber, hive mind....- Lot of tech knowledge
required for individual learner or teacher
How can we encourage more people [students and teachers] to
createcollaboratecontributeparticipate?
Or are we talking about the benefits for a relatively small group of connected, like
minded people?
© H.Tokuda 2007
e-learning in Keio University
Hideyuki TokudaKeio [email protected]
http://www.ht.sfc.keio.ac.jp/~hxt
© H.Tokuda 2007
Five Campuses in Keio Univ.
Hiyoshi Campus
Yagami Campus
Mita Campus
Shonan Fujisawa Campus
Shinanomachi Campus
© H.Tokuda 2007
Keio University
Established in 1858Founded by Mr. Yukichi FukuzawaThe oldest university in Japan~4,600 Faculty and Staff membersA member of the Association of Pacific Rim Universities (APRU)The Keio System
Affiliated 1 Elementary school, 3 Junior high schools and 5 Senior high schools9 Schools (28,000 students)
Letters, Economics, Law, Business & Commerce, School of Medicine, Science & Tech., Policy Mgt, Environmental Info., Nursing & Medical Care
11 Graduate Schools (4,200 students)Letters, Economics, Law, Business & Commerce, School of Medicine, Science & Tech., Business School, Media & Governance, Health & Sport Mgt, Law School
© H.Tokuda 2007
Higher Education Reform in Japan (1991~)
Deregulation by Japanese Government in 1991National Universities to become “Independent Administrative Corporations”More Competition-based Research Funding Growing Needs and Competition for Collaboration among Industry, Government, and Academia Competition in newly established Professional Graduate Schools
University Reform Worldwide
e-learning at Keio
http://www.sfc.keio.ac.jp/
Graduate School of Media and Governance School Environmental Information School of Policy Management
© H.Tokuda 2007
e-learning at Keio (1994~)
University Vision towards 21c (90’s)To be Open and International University
An international perspective since 1858High standards for Research, Education, Learning env., and working env.
Keio Information Super Highway (KISH) since 1994Use of IT for knowledge creation and information sharing
Media CenterConvergence of Libraries and Computing Centers
New campus servicesZero-stop serviceDigital LibraryCampus LANs and Public Media Servers
BPR for Administrative ActivitiesPC for every students and workers
© H.Tokuda 2007
Keio Information Super Highway (1994~)
慶應大学日吉・矢上キャンパス (理工学部)
慶應大学三田キャンパス (経済学部、法学部、文学部、商学部)
156Mbps
156Mbps
156Mbps
慶應大学湘南藤沢キャンパス (環境情報学部、総合政策学部)
NTTマルチメディア通信利用実験ATM網
慶應大学信濃町キャンパス (医学部)
ATM-LANFore ASX-1000
マルチメディアWS
Router
Router
DSU
マルチメディアWS
マルチメディアWS
Router
キャンパスLAN
(CNS)
156Mbps
ビジネススクール
156Mbps
NTT研究所内実験 ネットワーク
NTT横須賀研究開発センタ
Router
大学院棟ATM-LAN
付属中・高校
キャンパスLAN
キャンパスLAN
DSU
DSU
DSU
DSU
Cisco7000
Cisco7000
Cisco7000
マルチメディアWS
Router
キャンパスLANCisco7000
Cisco7000
マルチメディアWS
マルチメディアWS
キャンパスLAN
Fore ASX-200
超高精細プロジェクタ超高精細ディスプレー
X線写真ディジタイザ
付属
中・高校
付属
小学校
付属 高校
付属中・高校
ATM-LANFore ASX-1000
Fore ASX-200
超高精細プロジェクタ
付属
中・高校付属中・高校
ATM-LANASX-1000
ASX-200
超高精細プロジェクタ
ATM-LANFore ASX-1000
超高精細プロジェクタ
超高精細プロジェクタ
ATM-LANFore ASX-1000
キャンパスサーバ
キャンパスサーバ
キャンパスサーバ
キャンパスサーバ
キャンパスサーバ
155Mbps→10Gbps →43Gbps
© H.Tokuda 2007
e-learning’s Components
Information InfrastructureApplications and ServicesDigital ContentsPeople and Campus Culture
Students, Faculty members, Staffs
© H.Tokuda 2007
1. Information Infrastructure
IssuesTechnology and Policy Issues
Sustainable Upgrade for InfrastructureCampus Wirefull and Wireless LAN
Campus File Servers, Public Media Servers and DBs
High Maintenance CostsBroadband access to InternetPublic PC clusters
Future DirectionUbiquitous Network Infrastructure
Post Broadband, Wireless and Mobile NetworksAnytime, Anywhere, Anyone, and Any ObjectsPersonalized Mobile and Ubiquitous Devices with PCs
© H.Tokuda 2007
2. Applications and ServicesIssues
Software development and Maintenance CostsCourseware and Authoring softwareMulti-lingual version
Web-based ServicesWork load of professors/staffs
Future DirectionAdopting various types of class rooms
Group work, Field work, etcSingle sign-on for all services
Personalized servicesIntegration of learning and administrative services
© H.Tokuda 2007
SFC Global Campus and SOI Project at KEIO
to provide Better Quality in educationBy giving students a global educational environmentBy giving more flexible learning style choicesBy giving students richer contents
to provide Wider Educational OpportunityFor Adult learners / Learning at homeFor Learning from overseaFor Corporate employees
Contribution to the SocietyBy opening the university knowledge as a public resource for learnersAs a Knowledge/Wisdom Portal for human beingsBy collaborate with other universities
© H.Tokuda 2007
KEIO-SFC Global Campus (1)GChttp://gc.sfc.keio.ac.jp/Public Contents
Total : 225 courses2002/Fall - 152003/Spring - 252003/Fall - 262004/Spring -352004/Fall -342005/Spring -432005/Fall - 452006/Spring – 43 (plan)
Internal ContentsGuest speechesExtra classes
Provided by2 Schools and 1 graduate school in SFC72 faculty members
© H.Tokuda 2007
KEIO-SFC Global Campus (2)
ComponentsOn-demand Video Stream in RealVideoFormat
Sure Stream upto300kbpsSynchronized with material using SIMILAuthentication
Realtime (optional)Course MaterialStudent Services
AssignmentLeraning HistoryBBSCourse survey
© H.Tokuda 2007
SFC Global Campus(3)Faculty Support
CommunicationAssignmentClass web managementLearning history
OperationRecordingChecking CopyrightModification if necessaryVerificationAvailable within 1~2 workin
ISSUES - CopyrightLecture VideoLecture MaterialVideo/Newspapers/books in the materials
© H.Tokuda 2007
SFC Global Campus(4)
Registered Users5,025 users (as of 2005.10.9)Male 66%, Female 34%Age group: age 10~70 (age 20-30: ~50%)
© H.Tokuda 2007
3. Digital Contents
IssuesContents Sharing and Standardization
Ownership and CopyrightsMedia format
e-Journals, e-Books, DB CostsMiss match with Network Infra
Lack of media servers and database serversAnti-social activities
Future DirectionEasy authoring technology for various mediaEasy copyrights managementBetter cost sharing model for contentsNetwork and terminal independence
© H.Tokuda 2007
4. People and Campus Culture
IssuesOpen culture vs. Closed cultureOn campus vs. Off campus
Things you can do more at off campusFaculty members culture vs. Student culture
Future DirectionCollaboration among Industry, Government, and Academia
Creation of new knowledge and value to the society
The Pioneering spirit for e-SocietyShaping e-Society and e-Space
© H.Tokuda 2007
SOI Portal (1)SOI Site
http://www.soi.wide.ad.jp/Since 1997Operated by apache, postgres,realserver, etc.
Users~19,000
Portal for Internet Technology2000 hours of IT coursesUniversity courses / TutorialsDonated lectures by world famous engineers, leaders and researchers
Portal for TsunamiTohoku UMie UU of Tokyo
© H.Tokuda 2007
SOI Asia - Environment
Lecturer Sites@ various places
Gateway Site @ Keio Univ.
Internet
9 Mbps UDL
128kbps~1.5Mbps
High quality Ditigal
Video Communication
DVTS (35Mbps)
SOI Asia Student Sites @Asian Partner Universities
Using existing connectivity as a return path (UDLR)
Sharing Real-time Classes &
Course content mirroring by IPv6 Multicast
Policy Routing Mechanism
© H.Tokuda 2007
SOI Asia Partners 20 partners in 11 countries
IndonesiaBrawijaya UniversitySam Ratulangi UniversityHsanuddin UniversityInstitut Teknologi bandungUnivesitas Syiah Kuala(*)
ThailandChulalongkorn UniveristyAsia Institute of TechnologyChulachomklao Royal Military AcademyPricen of Songkla University
LaosNational University of Laos
MyanmarUniversity of Computer Studies, Yangon
MalaysiaAsian Youth FellowshipUniversity Science Malaysia
VietnamInstitute of Information Technology
PhilippinesAdvanced Science and Technology InstituteUniversity San Carlos
MongoliaMongolian University of Science and Technology
CambodiaInstitute of Technology of Cambodia
BangladeshBangladesh University of Engineering
NepalTribhuvan University
© H.Tokuda 2007
Brawijaya University,Indonesia
Hasanuddin University,Indonesia
Sam Ratulangi University,Indonesia
National University of Laos,Laos
University of ComputerStudies, Yangon, Myanmar
Asian Youth Fellowship,Malaysia
Asian Institute of Technology, Thailand
Chulalonkorn University,Thailand
Advanced Science and Technology Institute,
Philippines
Institute of Information Technology,
Viet Nam
Institute of Technology,Bandung, Indonesia
Keio UniversityShonan FujisawaCampus, Japan
Mongol University of Science and Technology
Mongolia
Prince of Songklang University Thailand
Chulachomklao Royal Military Academy
Thailand
Tribhuvan University Nepal
Institute of Technology of Cambodia, Cambodia
USMMalaysia
Bangladesh University of Engineering and Technology
BangladeshAnd more..
Deployment of Infrastructure
© H.Tokuda 2007
Summary
e-learning at KeioAccelerating open culture and internationalization at Keio
Improving Quality of EducationWider Educational OpportunityContribution to the Society
Japanese UniversitiesGrowing Needs and Competition for Collaboration among Industry, Government, and Academia
Peter Haddawy Asian Institute of Technology
E-Learning for Enriching the Learning Experience
2
AIT Students: Distributed, Heterogeneous
• Main campus in Bangkok• Satellite campuses in
– Vietnam – Indonesia– Pakistan (planned)
• Professional programs– Doctor of Business Administration (DBA)
• Bangkok• Sri Lanka• Taiwan
– Professional Masters• Bangkok• Vietnam
– Continuing Education• Numerous locations
3
The Needs
• Access– Location– Time
• Efficiency
• High-quality, effective teaching– Individualized– Engaging, active, critical learning environment
4
E-Learning = E-Books + E-Lecturing ?
Learning is about sharing the excitement of discovery and helping students to develop the abilities, curiosity, and confidence to engage in discovery themselves.
Challenge: How to use IT to create stimulating environments for discovery so that
e-learning ≠
e-lecturing
In collaboration withDr. Siriwan Suebnukarn
Thammasat University School of Dentistry
COMET Collaborative Intelligent Tutoring
for Medical Problem-Based Learning
6
Medical Problem-Based Learning
Respiratory systemCirculatory system
Nervous system
Self-directed studyliterature, lectureslaboratories, specialists, etc.
Problem analysis
Synthesis and application of newly acquired information
New Scenario
ScenarioMr. C was involved in a car accident…
7
Medical Problem-Based Learning
Medical students often do not get as much facilitated PBLtraining as they might like or need.
Medical school faculty are underextreme time pressure due to manydemands including clinical duties.
PBL requires the tutor to spend a large amount of time per student.
Can we create an automated PBL learning environment?
8
Should we discuss in more detail the mechanism of the brain
moving?
S3: Brain moves forward after car accident
……
What else is a consequence of the brain moving forward?
S1: The brain moving forward might cause diffuse axon injury.
……
S2: Then Intracranial pressure would increase.
Medical Problem-Based LearningDialogue Example
Car accident caseMr. C was involved in a car accident while he
was driving home from work. The broken glass window cut deep into his forehead and tore a
hole through the frontal bone in his skull. Bleeding and unconscious, he was rushed to
the hospital where a surgeon operated on him to stop the bleeding and found out that many
parts of his brain had been damaged.
12
COMET- System Overview
Pedagogical Module
Tutoring Strategies1. focus group discussion2. promote open discussion 3. deflect uneducated guessing 4. avoid jumping critical steps 5. address incomplete information 6. refer to experts in the group7. promote collaborative discussion
Clinical Reasoning Modeling
CollaborativeModeling
Medical Concept Repository
Outp
ut
Input
InternetIntranet
Web ServerJava Client/Server ApplicationModel-View-Controller Design
Student Model
Domain Model
Student Interface
AnatomyPatho-physiology
Terms andImages
13
Results & Limitations
• Evaluation study showed student clinical reasoning gains from COMET were significantly higher than those obtained from human tutored sessions.
• System does not have sufficient breadth of knowledge to permit students to be sufficiently creative in their solutions.
• Effort required to author scenarios is an obstacle to use. System only interesting if sufficient number of scenarios available.
14
Case Authoring Tool
• A collaborative case authoring tool that employs the UMLS ontology to assist in creation of case scenarios.
Intelligent Tutoring System for Clinical Intelligent Tutoring System for Clinical Skills TrainingSkills Training
16
- Patient’s discomfort
- Impossible to configure problems
- Limited training
- Subjective evaluation
Traditional approach to clinical trainingTraditional approach to clinical training
How do we solve these ?
18
Objective Evaluation for Skills Training
Which one performs better in terms of path, force applied and time taken?
19
Performance Improvement
Distance
Error
• After three attempts with path training using simulation and haptic device
20
Challenges
• Re-engineer our teaching to make the best use of the technology, incorporating modern pedagogical theory– Student-centered– Collaborative– Active– Problem-based
• Integration into the curriculum requires faculty members to adapt new models of teaching & learning
• Need generic platforms to support development of such systems
21
More Information (www.cs.ait.ac.th/~haddawy)
• Siriwan Suebnukarn and P. Haddawy, A Bayesian Approach to Generating Tutorial Hints in a Collaborative Medical Problem-Based Learning System. In Artificial Intelligence in Medicine, 2006.
• Siriwan Suebnukarn and P. Haddawy, Modeling Individual and Collaborative Problem-Solving in Medical Problem-Based Learning. In User Modeling and User-Adapted Interaction, 2006.
• P. Haddawy, et al, Anatomical Sketch Understanding: Recognizing Explicit and Implicit Structure. In Artificial Intelligence in Medicine, 2006.
• Siriwan Suebnukarn and P. Haddawy, Clinical-Reasoning Skill Acquisition through Intelligent Group Tutoring, In Proc. Int’l Joint Conference on Artificial Intelligence (IJCAI-05), July 2005.
What might a shared future mean in a world where the organization of education is no longer based on scarcity?
What might be the pathway to it?
How can we create it in Africa?
Three characteristics of Education 3.0
the role of students in making choices of a different kind than are available today students as socially networkedproducers of reusable learning content which is available in abundance under licenses that permit the free sharing and creation of derivative worksinstitutional arrangements permit the accreditation of learning achieved, not just of courses taught
Digital natives entering higher educationGrowing abundance of free and open educational resources− Reusable content and
software
The programmable web (distributed environments) Social networking and the blurring of the distinction between work and play
Digital immigrants who do not understand what has happened in the World− Its off the radar screen!
Institutional arrange-ments based on scarcity− Institutions as island states
Lack of knowledge of how to have quality assurance when you are not in controlFinancing arrangements for HEDigital divide issues in Africa & developingworld− Bandwidth
Personal Learning Environments (PLE)
Set own learning goals
Learners take control and manage their own learningAutogogy - the way a learner self-learns
Global infrastructure
Manage own learning
Content Autogogy
Communication
Network
− A way of learning, not a particular technology
Univ Univ UnivFORE (OER)
VLE VLE
Aggregators
3rd Party
VLE
Platform PlatformPlatform
Social network engines
Web
Personal learning environments
Cooperative international programmes− NetTel@Africa − Education masters
Established the African Virtual Open Initiatives and Resources (AVOIR) project− created the Chisimba and the KEWL
e-learning platform− FOSS masters
Free and Open Courseware strategy and project− Developing country
perspective on OER/FORE− Rip, Mix and Learn initiative (impact on
quality of learning, how to make assessment work)
Recognition of prior learning
Red: AVOIR nodes Blue: Collaborating partners Yellow: Supporting partners
African Virtual Open Initiatives & Resources (AVOIR)
Driven by practitioners
as well as looking at trends and
opportunities
The awesome potential of
student projects
We are grateful to the IDRC, USAID, the Department of Science and Technology,
UNESCO and Sun Microsystems for financial and other support to the AVOIR
project. We are also grateful to those organizations who had enough confidence to contract us to develop applications even
though we were unproven.
Online: http://avoir.uwc.ac.zaEmail: [email protected]
Attribution creditsThe image of a woman with a laptop outside by window is from http://flickr.com/photos/soctech/273081848/ by by Soctech used under CC-BY 2.0 license
Images of an African house under construction are from the Kirstenbosch National Botanical Garden (SA) website, and used here under presumed fair use
E-learning and OpennessDavid Wiley, PhDCenter for Open and Sustainable LearningDepartment of Instructional TechnologyUtah State University
Education Vs Everyday
Analog to Digital
Tethered to Mobile
Isolated to Connected
Generic to Personalized
Consuming to Creating
Closed to Open
Education Vs Everyday
Analog to Digital
Tethered to Mobile
Isolated to Connected
Generic to Personalized
Consuming to Creating
Closed to Open
Education Vs Everyday
Analog to Digital
Tethered to Mobile
Isolated to Connected
Generic to Personalized
Consuming to Creating
Closed to Open
Some Examples• Open your student work through blogs
• Use only open materials for your classes
• Write your own teaching materials
• Put your teaching materials in a wiki and encourage student contribution / alteration
• Put you syllabus in a wiki and encourage student contribution / alteration
• Completely open participation in your class