GENERAL ELEARNING CONCEPTS

1. University of JordanArab Open University, JordanPSUT, JordanAlicant University, Spain GENERAL ELEARNING CONCEPTS General eLearning Concepts, the University of jordan

2. GENERAL ELEARNING CONCEPTS Dr. Fawaz A. Masoud The University of Jordan FIT-2006, December 20-21,-Islamabad General eLearning Concepts, the University of jordan

3. Outline • Benefits of ICTs • Basic requirements to utilize ICTs • Terminology • Suggested generic approach • Alternative pathways • F/OSS and Moodle • Selection tips • Course production • Conclusion General eLearning Concepts, the University of jordan

4. Flexibility and control Reduced cost Improved interaction Enhanced tracking and monitoring More command on archival/retrieval Sharing and re-use of resources Empowered collaborative work Student-centered learning Reducing the administration burden Impact of ICTs on Education General eLearning Concepts, the University of jordan

5. Off-the-shelf PCs LAN with Internet access Host server Database engine Web server Operating system … and a Learning Management System + … how much all this costs? Basic requirements General eLearning Concepts, the University of jordan

6. Learning management system (LMS) is a software that automates the administration of training events. The term LMS is now used to describe a wide range of applications that track student training and may include functions to manage user logs, course catalogs, and activity reports. provide basic communication tools (email, chat, whiteboard, video conferencing, …) manage competency (e-Tests, e-Assignments, …) allow personalization (user profiles, custom news, recent activity, …) Enable monitoring activities (QA, accreditation, external assessment, …) What is LMS General eLearning Concepts, the University of jordan

7. Content management systems (CMSs)are used to store and retrieve large amounts of content. CMSs work by indexing content (text, audio clips, images, etc.) within a database. CMSs often provide version control and check-in/check out capabilities. CMSs have robust built-in search capabilities enabling users to quickly find pieces of content from within a database by typing in keywords, the date the element was created, the name of the author, or other search criteria. CMSs are often used to create information portals for organizations and can serve as the foundation for knowledge management. For example, a newspaper agency may use a content management system to maintain every story ever written for the paper. What is CMS General eLearning Concepts, the University of jordan

8. Learning content management system (LCMS) is an environment where developers can create, store, reuse, manage and deliver learning content from a central object repository, usually a database. LCMSs generally work with content that is based on a learning object model. These systems usually have good search capabilities, allowing developers to find quickly the content needed to build a course. What is LCMS General eLearning Concepts, the University of jordan

9. Confused about LMS and LCMS? General eLearning Concepts, the University of jordan

10. CBT – Computer-based training. Content typically delivered on CD-ROM. TBT – Technology-based training. An all encompassing term that can include anything that uses technology for learning, usually outside the classroom. WBT – Web-based training. Self-paced training that is delivered using an Internet browser. Collaborative tools – Collaborative tools allow learners to work with others via threaded discussions, moderated discussion groups, etc. where students and instructors can collaborate on course related materials in an emulated physical classroom setting. Authoring tool – a software application used by non-programmers that uses a metaphor (e.g. book, flowchart, etc) to create online courses. Earlier e-Learning terms General eLearning Concepts, the University of jordan

11. Learning object – Learning objects refer to self-contained chunks of training content that can be assembled with other learning objects to create courses and curricula. The type of learning objects ranges from a single page of content to a practice section or an assessment. SCORM – Sharable Courseware Object Reference Model (SCORM) is a set of standards for producing reusable learning objects. SCORM-compliant courseware elements can be easily merged with other compliant elements to produce a highly modular repository of training materials. AICC – The Aviation Industry CBT Committee developed these standards for the development, delivery and evaluation of training courses that are delivered via technology. Formative evaluation – is designed to improve a program while the program is being developed. Distance learning – Instruction provided by a human separated by place and time. More recent terminology General eLearning Concepts, the University of jordan

12. Generic 3-step approach towards ane-Learning platform Step 3: Learning objects Step 2: Integrate Step 1: Own your LMS/LCMS General eLearning Concepts, the University of jordan

13. SIS Databases Access authentication Feedback/progress Digital Libraries Off-line Learning Resources Quality Assurance Procedures Intranet Administration and Authentication System External – Internet Access Requests e-Learning platform: Closer look e-Learning platform Learning Object Repository (courses) CMC (conferencing, email, chat, WB) e-Competency (scheduling, archiving, grading, monitoring) Learning Management System e-Tutoring (Live tutorials, on-line AV, etc.) Other features (tools, templates, etc.) General eLearning Concepts, the University of jordan

14. What do we expect from an LMS? Simplicity: Easy creation and maintenance of courses. Reuse: Support of existing content reuse. CMC, TMA, Tests, Progress, …: Learner involvement. Security: Secure authentication/authorization. Administration: Intuitive management features. Technical support: Active support groups. Language: True multi-lingual Affordability: Maintenance and annual charges. General eLearning Concepts, the University of jordan

15. Alternative pathways • Sub-contracting • 3rd party custom solution • Proprietary • Lease or purchase • In-house • Local resources • F/OSS + feasible in-house development • Mix-and-match from the wealth of existing code General eLearning Concepts, the University of jordan

16. Why F/OSS? • Cost • Source code • Research and development • Revenues • Roadmap General eLearning Concepts, the University of jordan

17. Why Moodle? • F/OSS based on F/OSS • Free, open source and is based on F/OSS products (OS, Web server, and OS). Easy • learn and use. • Group management. • Student tracking. • File and content management. • Flexible in terms of • Multi-language interface, • Customization (site, profiles), • Separate group features, and • Pedagogy. • Popular • with large user community and development bodies • Three course formats: • Topic, • Weekly, and • Social format. • Array of course activities: • Assignment, • Chat, • Choice, • Dialogue, • Forums, • Glossary, • Journal, • Label, • Lesson, • Quiz, • Resource, • Survey, and • Workshop. General eLearning Concepts, the University of jordan

18. F/OSS Assessment reports • The literature has many assessment reports which can help, yet be careful! • F/OSS is evolving rapidly; which renders any assessment result to no historical value • Assessment uses weighted generic parameters • … every institute has its own parameters, hence needs its own assessment work General eLearning Concepts, the University of jordan

19. Assessment summary General eLearning Concepts, the University of jordan

20. How can we be sure? • Identify • Assess • Recommend General eLearning Concepts, the University of jordan

21. General Criteria • Cost of Ownership • Ease of Use (documentation) • User Adoption / Current User Community • Standards Compliancy • Integration Capacity • Reliability, Scalability, and Security • Hardware and Software Considerations • Multilingual Support General eLearning Concepts, the University of jordan

22. Feature-specific Criteria • Course Design, Development and Integration • Assessment Design • Communication • Productivity Tools (bookmarks, calendar, progress review, search, work offline / synchronize) • Customizability • Instructional Design Tools • Administration Tools • Course Delivery Tools • Course Templates General eLearning Concepts, the University of jordan

23. Some free resources General eLearning Concepts, the University of jordan

24. More free resources General eLearning Concepts, the University of jordan

25. … and more free resources Good websites for comparative analysis of LMSs can be found at http://www.edutools.info General eLearning Concepts, the University of jordan

26. Jordan AOU-LMS Version General eLearning Concepts, the University of jordan

27. Models • Content-plus-support • Integrated • Wraparound General eLearning Concepts, the University of jordan

28. Content-plus-support activity activity activity Content activity activity activity General eLearning Concepts, the University of jordan

29. Activity Content Activity Content Activity Content Content Activity Activity Content Activity Content Activity Content Integrated General eLearning Concepts, the University of jordan

30. Assignments Content Resources Content Calendar Content Activity References Content Activities Content … Content Wraparound General eLearning Concepts, the University of jordan

31. Course Guide  Tutor Guide  Journal Journal Journal Workbook Workbook Workbook Prep Activities CDs CDs CDs TCMA TCMA ECA Module n Module 1 Module 2 Description of the online course General eLearning Concepts, the University of jordan

32. Course production phases   General eLearning Concepts, the University of jordan

33. CONCLUSION • New technologies are changing . . . • The way we live • The way we communicate • The way we do business • The way we learn and the way our students learn General eLearning Concepts, the University of jordan

34. CONCLUSION Computers enhance teaching and learning • For drill and practice • As a tutor • As a productivity tool • To access resources outside the classroom • To simulate real-world situations • To promote problem solving skills • To collaborate and share ideas with others General eLearning Concepts, the University of jordan

35. CONCLUSION Technology promotes active engagement Students learn best when they are actively engaged in their learning, and technology has the potential to engage students in challenging, open-ended activities in which they have control over the pace and direction of their learning. General eLearning Concepts, the University of jordan

36. CONCLUSION Technology promotes independence When students have access to the rich resources on the Internet and can communicate with others via e-mail, they become more independent in their learning. General eLearning Concepts, the University of jordan

37. CONCLUSION Technology promotes collaboration Teachers who use technology in the classroom find that their role shifts from being “the sage on the stage” to being “the guide on the side,” and the classroom environment becomes less teacher-directed and more student-centered General eLearning Concepts, the University of jordan

38. Traditional Learning vs. New Learning Environments General eLearning Concepts, the University of jordan (Adapted from ISTE, 2001)

39. The traditional learning environment is teacher-centered (Oblinger & Maruyama, 1996) General eLearning Concepts, the University of jordan

40. The new learning environment is student-centered (Oblinger & Maruyama, 1996) General eLearning Concepts, the University of jordan

41. Teacher becomes a: Facilitator Coach Guide Co-learner Student becomes a: Information seeker Explorer Problem solver Co-teacher Roles in new learning environment General eLearning Concepts, the University of jordan

42. Contact Information Dr. Fawaz A. Masoud Associate Professor fawaz@ju.edu.jo General eLearning Concepts, the University of jordan

43. يا ألله QUESTION PLEASE General eLearning Concepts, the University of jordan