Educational institutes structure re-engineering

1. This presentation will probably involve audience discussion, which will create action items. Use PowerPoint to keep track of these action items during your presentation • In Slide Show, click on the right mouse button • Select “Meeting Minder” • Select the “Action Items” tab • Type in action items as they come up • Click OK to dismiss this box • This will automatically create an Action Item slide at the end of your presentation with your points entered. Educational institutes structure re-engineering Group Members: Fadwa Ishaq Mariam Saleh Iman Al Zaabi

2. Presentation Overview • Definitions • Campus wide IT strategy • Case Studies • Palestine High School • ADWC • Conclusion

3. What is Re-reengineering? • Re-engineering can be defined as using the power of modern information technology to radically redesign administrative business processes in order to achieve remarkable improvements in their performance.

4. What is e-learning & Blended learning? • Electronic learning (e-learning) is a term covers a wide set of applications and processes, such as Web-based learning, computer-based learning, virtual classrooms, and digital collaboration. It includes the delivery of content via Internet, intranet/extranet (LAN/WAN), audio- and videotape, satellite broadcast, interactive TV, CD-ROM, and more. • http://www.dsv.su.se/~klas/Learn/E-learning/e-learning.html • Blended learning is learning which combines the above mentioned means and face-to-face approaches.

5. Why Blended Learning for re-structuring? • A key success factor for re-engineering is the development and operation of a highly integrated IT infrastructure • In our research we have focused on implementing blended learning as a technological model that will drive the restructuring process

6. Campus wide information technology strategy • The rationale for a campus wide network for voice, data, video and image transmission which links to regional, national and international networks. • The nature and architecture of the corporate database. • The manner in which academic access to information will be addressed • The definition of IT support mechanisms.

7. Campus wide information technology strategy • The institutional school, department and individual roles and responsibility areas for IT • Policy for such things as privacy, security, intellectual property rights, and so forth • The methods of access for executives, knowledge workers, and front-line operations personnel (is there an executive information system? a decision support system?) Such a strategy will require the IT plan to be integral to the institutional strategic plan.

8. What are we looking for when implementing blended learning? • We looked at two main areas: • Faculty’s requirements • Policies and procedures

9. Case Studies PalestineHigh School

10. Case Studies –Palestine High School • School background • Sample of the survey • Seven admin staff • 27 non IT subject teachers • 17 IT subject teachers • Aim of the survey is to make sure that willingness and readiness exists from both management and faculty

11. Case Studies –Palestine High School • Management Survey Goals • Recruitment policy • Teachers’ schedule, workload and allocating time for training • Teachers Survey Goals • Current reliance on technology • Schedule, workload and allocating time for training and development

12. Survey Findings –Palestine High School Management Survey • Recruitment Procedures : • Receiving CVs: • 71% receive CVs via manual filling form, 29% via mail • Interviews: • 86% face to face in management own premises • 14% face to face in the area of the applicant • Recruiting overseas teachers: • 100% would recruit overseas teachers for online courses • Recruiting teachers with non face to face communication skills and time management skills: • 100 % would require such skills • Teacher as an independent learner • 43% yes 57% no

13. Survey Findings –Palestine High School Management Survey • Teachers’ workload • 71% consider E-learning/blended learning as a good reason to reduce number of classes assigned for a teacher • Teachers’ Training • 71% are willing to allocate time for teachers training and development

14. Survey Findings –Palestine High School Faculty Survey • Reliance on Technology (prepare, deliver lessons)

15. Survey Findings –Palestine High School Faculty Survey • Expected workload if E-learning/blended learning is applied

16. Faculty Survey Training on E-learning/blended learning courses Survey Findings –Palestine High School

17. Case Studies Abu Dhabi Women’s College

18. Case Studies - ADWC Faculty and Management Survey: • The main purpose of the survey is to: • Measure faculty, academic supervisors and college management satisfaction of new concepts related to Blended Learning • Review responses to transformations whilst setting up blended learning as a course delivery method

19. Policies: • 70% of management and 76% of faculty members agree that college policies should change according to the change in adopted technologies • Only 17.64% of faculty and 30% of management disagree.

20. Faculty work load, schedule and contact hours running a blended learning course would make major changes to: 1- Work Load: • 76.48% disagree that running a blended learning course would reduce faculty work • 90% of management disagree that blended learning courses will free up some of their faculty time

21. Faculty work load, schedule and contact hours running a blended learning course would make major changes to: 2-Faculty schedule

22. Faculty work load, schedule and contact hours running a blended learning course would make major changes to: 3- Reducing contact hours

23. Training and recruitment • 90% of the surveyed college management agrees that training policies should change when adopting blended learning solutions • 80% of them agree that they should change their recruitment policies to cater for the implemented technologies (i.e. blended learning)

24. Training and recruitment • 79% of faculty who think they have the required set of skills to run a blended learning course • 90% of management disagree that their staff have the required skills to run blended learning courses

25. Training and recruitment • Majority of staff, around 58.83%, think that they should be enrolled in intensive training before using blended learning courses • 50% of the management is aware that their staff had not taken proper training before using blended learning courses.

26. Equipment and access frequency • Access frequency of course websites from home:

27. Should the college should provide me with the necessary equipment to run blended learning courses including a computer and an internet connection at home?

28. What does that mean? • It means an increase in faculty work load • Increase in faculty working hours (working beyond office hours) • Offering flexibility of working hours

29. Future Work? • Is it time for high schools to go for blended learning? • How effectively ADWC is handling blended learning courses? • Consider the other areas for re-structuring such as technology requirements, student requirements and curriculum