asia and the pacific seminar-workshop on educational...

0

The 7th

Programming Cycle of APEID

The 2004 Asia and the Pacific Seminar-Workshop on Educational

Technology (Tokyo-Kyoto Seminar-Workshop 2004) is the 3rd of the series

within the framework of the 7th

programming cycle of the UNESCO Asia

Pacific Programme of Educational Innovation for Development (APEID), 2003-

2007. The Tokyo Seminar for the 7th

programming cycle started in 2002,

focused on the “Promotion of ICT Education to Narrow the Digital Divide”

under the general theme “Information and Communication Technologies for

Educational Innovations.” The 2002 Tokyo Seminar-Workshop suggested the

following themes for the five succeeding years:

2003: ICT in the Classroom

2004: e-Learning

2005: ICT and Lifelong Learning and Information

Literacy

2006: ICT and Professional Development and Teacher

Training

2007: Innovations and Developments in ICT

e-Learning is instruction delivered electronically on line, using new multimedia

technologies (CD-ROM or DVD) and the internet/intranet to improve the quality

of learning. e-Learning could be delivered through web-based portals where

teachers, students and others can find many resources online, find curriculum

and course materials, and can collaborate with others – ‘anytime, anywhere.’

1

FOREWORD

We are now in the 3rd

year of the 7th

programming cycle of the Asia Pacific

Programme of Educational Innovation for Development (APEID), whose

general theme is “Information and Communication Technology for Educational

Innovations”. This year’s theme is on e-Learning, which is going to have an

important role and place in the school education of every country in Asia and the

Pacific.

The Seminar-Workshop on Education Technology organized since 1974

is Tokyo Gakugei University’s contribution as an Associated Centre (AC) of the

Asia Pacific Programme of Educational Innovation for Development (APEID).

The programme launched in 1973 by UNESCO’s General Conference, has its

Secretariat in UNESCO Bangkok. During those 30 years, the programme has

contributed to the developments and sharing of educational innovations

especially at the elementary and secondary levels of education in Asia and the

Pacific countries.

Tokyo Gakugei University, Center for the Research and Support of

Educational Practice will always be available to host the seminar-workshops, to

implement one of the cross-cutting themes of the APEID 7th

programme cycle

“Using Information and Communication Technologies (ICTs) in Educational

Innovations,” as one of its contribution to the United Nations Decade of

Education for Sustainable Development (UNDESD).The United Nations

General Assembly has designated UNESCO as the ‘lead agency’ for the

celebration of the decade.

We are grateful for the support provided by the Japanese National

Commission UNESCO, Department of International Cooperation Ministry of

Education, Culture, Sports, Science and Technology (MEXT), the Japan Council

of National University Centers for Educational Practice Research, and the Asia

Pacific Programme of Educational Innovation for Development (APEID) - Asia

and Pacific Regional Bureau for Education, UNESCO Bangkok to ensure the

2

successful implementation of the Tokyo-Kyoto Seminar-Workshops on

Educational Technology. We also extend our appreciation to the participants,

resource persons, and observers for their active participation in this year’s

seminar-workshop.

Everyone’s contribution is what we have recorded in this report. It has 6

chapters: I: Background and Rationale; II: Setting the Direction of the Seminar;

III: Mapping the Situation of e-Learning in Participating Countries; IV:

Translating Policies into Practice; V: Innovative Practices and Software and

Websites on the utilization of e-Learning; and VI: Recommendations, Strategies

and Plan of Action for 2005. The Report is published in print and in CD-ROM.

Takashi Sugihara

Director, Center for the Research and Support of Educational Practice

Tokyo Gakugei University

3

EXECUTIVE SUMMARY

The Asia and the Pacific Seminar-Workshop on Educational Technology - 2004

(Tokyo-Kyoto Seminar-Workshop 2004 ) is the 3rd

in the series of activities

agreed upon by participating countries during the “First Seminar-Workshop of

the Seventh Programming Cycle of APEID” organized by Japanese National


Education, Culture, Sports, Science and Technology (MEXT), Tokyo Gakugei

University Integrated Research Center for Educational Practice, the Japan

Council of National University Centers for Educational Practice Research, and

the Asia Pacific Programme of Educational Innovation for Development

(APEID) - Asia and Pacific Regional Bureau for Education, UNESCO Bangkok.

The Tokyo-Kyoto Seminar-Workshop 2004 organized from 30 August

to 6 September, on e-Learning from the view of educational innovation for

development, brought together 32 experts from national institutions and regional

organizations, for the sharing of information and experiences. Discussed were e-

Learning developments as related to national policies, curriculum integration,

training of teachers, inclusion in the assessment process, and utilization in

various learning areas, innovative practices in the utilization of e-Learning in

educational activities, plans of action suggested for improving/strengthening

existing e-Learning strategies which have specific implications to the teaching-

learning process, and assessment of learning outcomes; and recommendations

and guidelines formulated for follow-up actions and plan for the 2005 Tokyo-

Kyoto Seminar-Workshop.

The outcomes are shown in 6 chapters and annexes. : Chapter I:

Background and Rationale; Chapter II: Setting the Direction of the Seminar;

Chapter III: Mapping the Situation of e-Learning in Participating Countries;

Chapter IV: Translating Policies into Practice; Chapter V: Innovative Practices

and Software and Websites on the Utilization of e-Learning; and Chapter VI:

Recommendations, Strategies and Plan of Action for 2005.

The direction of the seminar workshop was provided by two papers: one,

“Selecting Suitable and Feasible Strategies for e-Learning Enterprises of

Educational Institutions” and two “Prospects of Educational Innovation on e-

Learning: Adapting to Changing Needs in Asia Pacific.”

The country papers mapped the situation of e-Learning in participating

countries focused on national experiences on e-Learning developments related

to: national policies, curriculum integration, training of teachers, inclusion in the

assessment process, and utilization in various learning areas; innovative

practices in the utilization of e-Learning in educational activities; sample of

national plans of action for improving/strengthening existing e-Learning

strategies which have specific implications to the teaching-learning process, and

assessment of learning outcomes. Key observations and issues were identified.

In translating policies into practice, and targets for e-Learning,

participants were divided into two groups, each group focused their discussion

on: the rationale for promoting e-Learning; identification of policies existing in

respective countries related to e-Learning; how the policies are translated into

practices in terms of curriculum integration, training of teachers, assessment in

the curriculum process, and utilization in various learning areas; and targets and

partners for making these translations possible. The discussions were based on

one of the four cross-cutting themes of the 7th

Programming cycle of APEID

“Using Information and Communication Technologies (ICT) for Educational

Innovations” in preparation for the UN Decade of Education for Sustainable

Development (UNDESD), 2004-2015, wherein UNESCO was designated as the

lead agency. Education for Sustainable Development (ESD) is one of the

strategic areas in APEID’s Framework for Action, 2002 - 2007.

Innovative Practices and Software and Websites on the utilization of e-

Learning have been identified and specific practices in participating countries

have been pointed out. A general picture of e-Learning practices and how to

utilize in educational activities of participating countries are shown.

Recommendations and follow-up actions are proposed for UNESCO

APEID and participating countries to consider with regard to policy, curriculum

and material development, capacity building, and infrastructure. UNESCO

APEID should continue its efforts to support the countries and to mobilize

resources for the implementation of programmes and projects.

The printed report contains the 6 chapters, and the CD-ROM contains

both the information in print and the annexes which include: the list of

participants resource persons observers and organizers; the agenda and schedule

of work; the direction and country/institution papers; list of work group

members; descriptions of institutions involved in this year’s activity and selected

pictures from the seminar-workshop.

0

Table of Contents

Foreword

Executive Summary

I. Introduction

I.1 Background and Rationale 2

I.2 Objectives of the Seminar-Workshop and Expected Outcomes 3

I.3 Participation 4

I.4 Process of the Workshop 4

Opening Ceremony 4

Paper Presentations 5

Panel Presentations 5

Workshops 1 and 2 5

School and Study Visits 6

Recommendations and Plans of Action and Planning

for Tokyo-Kyoto Seminar-Workshop 2005 6

Adoption of Draft Final Report and Closing of

the Tokyo-Kyoto Seminar Workshop 2004 6

II. Setting the Direction of the Seminar-Workshop

II.1 Introduction 7

II.2 Paper Presentations 8

Paper 1: Selecting Suitable and Feasible Strategies for

e-Learning Enterprises of Educational Institutions 8

Paper 2: Prospects of Educational Innovation on e-Learning:

Adapting to Changing Needs in Asia Pacific 8

1

III. Mapping the Situation of e-Learning in Participating Countries

III.1 Introduction 11

III.2 Country Presentations 14

IV. Translating Policies into Practice

IV.1 Introduction 28

IV.2 Rationale for Promoting e-Learning 28

IV.3 Policies Existing in Participating Countries Related to

e-Learning 30

IV.4 Translating Policy into Action 31

IV.5 Targets and Partners for Translating Theory into Practice 33

V. Innovative Practices and Websites on the Utilization of e-Learning

V.1 General Picture of e-Learning in the participating

countries 46

V.2 Specific Examples of Innovative Practices 48

V.3 Websites to be visited 66

VI. Recommendations and Plan of Action for the Tokyo-Kyoto Seminar-

Workshop 2005

VI.1 Recommendations 67

VI.2 Plan of Action for Tokyo-Kyoto Seminar-Workshop 2005 71

Annexes: (CD-ROM)

I. List of Participants

II. Agenda and Schedule of Work

III. Direction Papers

IV. Country Papers

V. Workshops 1 and 2 Members

VI. Description of Institutions

VII. Greetings

VIII. Photos

2

Chapter I

Introduction

I.1 Background and Rationale

The Asia and the Pacific Seminar-Workshop on Educational Technology - 2004

(Tokyo-Kyoto Seminar-Workshop 2004 ) is the 3rd

in the series of activities

agreed upon by participating countries during the “First Seminar-Workshop of

the Seventh Programming Cycle of APEID” organized by Japanese National


Education, Culture, Sports, Science and Technology (MEXT), Tokyo Gakugei

University, Center for the Research and Support of Educational Practice, the

Japan Council of National University Centers for Educational Practice Research

and the Asia Pacific Programme of Educational Innovation for Development

(APEID) - Asia and Pacific Regional Bureau for Education, UNESCO Bangkok.

This was held on 15-22 October 2002 in Tokyo Japan. The Final reports of

previous Seminar-Workshops are seen in the web page: http://gauge.u-

gakugei.ac.jp/apeid/apeid.html

The Tokyo Seminar for the 7th

programming cycle started in 2002,

focused on the “Promotion of ICT Education to Narrow the Digital Divide”

under the general theme “Information and Communication Technologies for

Educational Innovations.”

The 2002 Tokyo Seminar-Workshop suggested the following themes

for the five succeeding years:

2003: ICT in the Classroom;

2004: e-Learning;

2005: Lifelong Learning and Information Literacy;

2006: Professional Development and Teacher Training;

2007: Innovations and Developments in ICT.

http://gauge.ugakugei.ac.jp/apeid/apeid.html

3

I.2 Objectives of the Seminar-Workshop and Expected Outcomes

The objectives of the 2004 Seminar-Workshop are:

To bring together national experts on e-Learning from the view of

educational innovation for development, for the sharing of information

and experiences on e-Learning developments as related to national

policies, curriculum integration, training of teachers, inclusion in the

assessment process, and utilization in various learning areas;

To identify and document innovative practices in the utilization of e-

Learning in educational activities of participating countries;

To formulate plans of action for improving/strengthening existing e-

Learning strategies which have specific implications to the teaching-

learning process, and assessment of learning outcomes;

To formulate recommendations and guidelines for follow-up actions

and plan for the 2005 Tokyo-Kyoto Seminar-Workshop.

The expected outcomes are:

Documentation of country experiences on e-Learning developments as

related to national policies, curriculum integration, training of teachers,

inclusion in the assessment process, and utilization in various learning

areas;

Compilation of innovative practices in the utilization of e-Learning in

educational activities of participating countries;

Plans of action for improving/strengthening existing e-Learning

strategies which have specific implications to the teaching-learning

4

process, and assessment of learning outcomes

Recommendations and guidelines for follow-up actions and plans for the

2005 Tokyo-Kyoto Seminar-Workshop

I.3 Participation

There were 32 participants, observers and resource persons from 10 countries

and 2 institutions, namely: Australia, China, Indonesia, Japan, Korea, Malaysia,

Nepal, Philippines, Thailand, Vietnam, the Southeast Asian Ministers of

Education Organization Regional Center for Educational Innovation and

Technology (SEAMEO-INNOTECH), and UNESCO Bangkok (List of

Participants, Resource Persons, Observers, and Organizers in Annex I in the

CD-ROM).

I. 4 Process of the Workshop

A brief description of the sequence of the seminar workshop is shown below.

The details of the Agenda and Schedule of Work are in Annex II in the CD-

ROM.

Opening Ceremony

Held on the first day of the seminar-workshop from 11 am to 12 noon, the

Master of Ceremony was Professor Yoshikazu Murakami, Faculty of Business

Administration, Matsuyama University. Remarks were delivered by: Mr. Isao

Kondo, Chairperson of the Japan Council of National University Centers for

Educational Practice Research; Mr. Yasuhiko Washiyama, President, Tokyo

Gakugei University; Ms. Mayumi Ogawa, Programme Specialist, Office of the

Director-General for International Affairs, Japanese National Commission for

5

UNESCO, Ministry of Education, Culture, Sports, Science and Technology; and

Ms. Lucille Gregorio, APEID Specialist in Science and Technology Education,

UNESCO Bangkok. The speakers welcomed the participants, focused their

comments on the value of e-Learning in the current times to cope with the

changing global and regional developments, and thanked everyone involved in

the planning, and organizing of the activity. The Japanese speakers wished the

overseas participants a pleasant stay in Tokyo and Kyoto.

The participants then introduced themselves. The closing remark was

given by Mr. Takashi Sugihara, Director, Center for the Research and Support of

Educational Practice, Tokyo Gakugei University.

Paper Presentations

The papers presented set the direction of the workshop. The titles are: (1)

“Selecting Suitable and Feasible Strategies for e-Learning Enterprises of

Educational Institutions” by Dr. Masami Yoshida of Chiba University, Japan;

and (2) “Prospects of Educational Innovation on e-Learning: Adapting to

Changing Needs in Asia Pacific” by Ms. Lucille C. Gregorio and Mr.

Fumihiko Shinohara, UNESCO APEID.

Summaries are presented in Chapter II, and full papers are in Annex III

in the CD-ROM.

Panel Presentations

The participants presented their papers for 20 minutes based on the guidelines

sent to them for preparatory work. Questions and answers followed the

presentations. The summary of the presentations are in Chapter IV and full

papers are in Annex IV in the CD-ROM.

Workshops 1 and 2

6

Two workshops were organized, participants discussed issues based on the

suggested guide questions. Results of the discussion were later reported in

plenary. Workshop 1 was on Rationale, Policies, Approaches and Methodology

of Translating Policies into Practice, and Targets for e-Learning; and Workshop

2 was on Identification of Innovative Practices in the Utilization of e-Learning in

Educational Activities. Results of discussion are in Chapter V, and the list of

group members are Annex V in the CD-ROM.

School and Study Visits

Four institutions were visited. These were: Setagaya Elementary School - school

attached to Tokyo Gakugei University; the National Institute for Multimedia

Education (NIME); Kyoto University of Education – Center for Educational

Research and Practice; and the Stanford Japan Center are shown in Annex VI in

the CD-ROM.

Recommendations and Plans of Action and Planning for Tokyo-Kyoto

Seminar-Work 2005

This was formulated in the discussion in Tokyo followed up during the sessions

organized in Kyoto. At the Kyoto University of Education participants were

received by the President and Staff of the University. The recommendations and

plans of action are in Chapter VI.

Adoption of Draft Final Report and Closing of the Tokyo-Kyoto

Seminar-Workshop 2004

The seminar-workshop participants reviewed the draft final report, provided

their suggestions and comments which will be integrated in the final report. This

was followed by the Closing Ceremony.

7

Chapter II

Setting the Direction of the Seminar-Workshop

II.1 Introduction

One of the four cross-cutting themes of the 7th

Programming cycle of APEID

“Using Information and Communication Technologies (ICT) for Educational

Innovations” is implemented by the Tokyo Gakugei University Integrated Center

for Research on Educational Practice, and the Japan Council of National

University Centers for Educational Practice Research.

The 2004 seminar workshop was organized as a contribution to the

preparation of the forthcoming celebration for the UN Decade of Education for

Sustainable Development (UNDESD), 2004-2015, wherein UNESCO was

designated as the lead agency. Education for Sustainable Development (ESD) is

one of the strategic areas in APEID’s Framework for Action, 2002 - 2007,

Promoting and strengthening educational innovation for e-Learning in the

member countries could be a major part of the celebration.

The process of educational innovation for e-Learning requires the

recognition of the ‘four pillars of learning’ from the report of the International

Commission of Education for the 21st Century (Delor’s Report) “Learning: A

Treasure Within.” The 4 pillars of learning focused on developing in the

learners the abilities in (1) learning to know, (2) learning to do, (3) learning to

live together, and (4) learning to be. One of the important aspects of e-Learning

is the curriculum, the determination of the stages of curriculum process, and the

organization of the curriculum focused on the learners. The process may include:

(1) undertaking situational analysis; (2) determining the philosophy, aims,

mission, vision, goals and objectives; (3) determining the contents; (4)

developing teaching materials and approaches of teaching and learning; and (5)

developing appropriate evaluation strategies. Continuing assessment, evaluation,

8

and renewal are built-in. Understanding the learners through individualized and

group learning approaches could be emphasized in e-Learning. Two

presentations gave the seminar-workshop the context and the direction for which

this 2004 Tokyo-Kyoto Seminar-Workshop is organized. The papers are

summarized below.

II.2 Paper Presentations

Paper 1: Selecting Suitable and Feasible Strategies for e-Learning Enterprises of

Educational Institutions by Dr. Masami Yoshida of Chiba University, Japan

This report was conducted through a long term international cooperative

action research aimed at developing profitable enterprises of Continuous

Education Center (CEC), at Chulalongkorn University, Thailand. A massive role

of national Universities is contributing academic knowledge property to society.

Also, diffusion and effects of activities, and moderate income are issues to be

concerned.

To illustrate the adequate figures into University enterprises, two major

enhancements in the training courses are specified. One, enhancing active

affiliation with commercial firms, and developing e-Learning environment with

keeping fixed cost from rising; and two, enhancing use of e-Learning into a huge

size of training project, and empowering business competencies to be able to

contribute a nationwide human resource development.

An example of a developed training project was introduced with anecdote

statements of strategies of management. (See Annex III in the CD-ROM for the

full paper)

Paper 2: Prospects of Educational Innovation on e-Learning: adapting to

changing needs in Asia Pacific by Ms. Lucille C. Gregorio and Mr. Fumihiko

Shinohara, UNESCO APEID

9

The paper started with questions and corresponding answers related to

the common understanding of e-Learning and on-line learning, the value of

using multi-media technologies, the use of internet and intranet, and the value of

e-Learning in educational innovation. The following factors have been

recognized as important in promoting e-Learning: one, understanding the

psychology of learning; two, how to make e-Learning fun, interesting, effective

and increase retention; three, the not so obvious benefits of e-Learning; four, the

delivery of e-Learning to any computer that have access to internet and intranet;

five, evaluating e-Learning; six, minimum expertise to develop e-Learning;

seven, authoring systems available for e-Learning; and eight, emerging

technologies for e-Learning. Issues addressing e-Learning in Asia and Pacific

were identified, such as national policy, infrastructure, instruction and training

and mobilization of resources. Opportunities to address the issues include

continuous upgrading of competencies, identification of relevant curriculum

content, identification of models/best practices for replication, partnership with

various stakeholders, and resource sharing among schools.

The second part of the paper explains the rationale of the ICT

programme in the Asia Pacific region, especially those receiving support from

the Japanese Funds-in-Trust. The factors considered in terms of disparity and

diversity of the region, the objectives of the programme contributing to bridging

the ‘digital divide’ and promoting ‘digital inclusion.’ Supporting activities were

also mentioned, the visions and guiding principles. Interestingly the four visions

are: 1st – the new kind of learning created, 2

nd – the use of ICT and e-Learning in

teacher education, 3rd

– the use of systems approach for implementation, and 4th

designing local guidelines. There was a chance to identify the differences

between e-Learning, web-based teaching, and u-Learning (u stands for

ubiquitous and universal).

The paper concluded envisioning the new kind of learning culture, the

strategic implementation, the local principles of integration and selected

10

websites to visit from the more than 1M web-sites on e-Learning. (See Annex III

in the CD-ROM for the full paper)

11

Chapter III

Mapping the Situation of e-Learning

in Participating Countries

III.1 Introduction

The country papers were focused on national experiences on e-Learning

developments related to: national policies, curriculum integration, training of

teachers, inclusion in the assessment process, and utilization in various learning

areas; innovative practices in the utilization of e-Learning in educational

activities of participating countries; sample of national plans of action for

improving/strengthening existing e-Learning strategies which have specific

implications to the teaching-learning process, and assessment of learning

outcomes.

The key observations and issues which emerged from the country

presentations are as follows:

All countries have a “Roadmap” and policies to guide their work along the

road to their goals in e-Learning.

All are working hard on major projects to implement their diverse plans for

e-Learning and all want many of the same things - improved education

outcomes for economic and social gains.

There is diversity in the situation of countries, but much in common.

Some common underpinning assumptions and rationale:

12

o strong confidence in e-Learning as a way to improve education and

bring social and economic benefits;

o e-Learning is expensive, but essential because the potential benefits

are great.

A major theme was improving access to the benefits of e-Learning:

o for some, access to basic education and attendance or retention at

school;

o access to telecommunications services and infrastructure to enable

e-Learning to happen - from telephones, computers (more student

access) and software, networks, intra- and internet access, and

broadband services;

o access to tools and services which can enable learning for more

students and in many more places,

for example, through web-based portals where teachers,

students and others can find many resources online, find

curriculum and course materials, and can collaborate with

others – ‘anytime, anywhere’

access for vocational learning and general public

information.

o distance education and open university models, some sophisticated,

are being used and refined to bring quality higher education to more

students and at different, flexible times.

13

The work in many projects is bridging digital divides – particularly bridging

the gap between students in urban and students in remote regions and

economic gaps.

Many presentations had a theme of the need for quality e-Learning content:

o there is a need for content in the local language and which reflects

the local culture;

o e-Learning content can be for all curriculum areas and many

purposes e.g. to improve basic literacy or to bring advanced

knowledge in key areas (science, mathematics, language) to more

students;

o the question of how can content best be developed? It can be in

many ways, for example through multimedia companies working

with government, but there is a goal for teachers to have more skills

to develop content.

All presentations emphasized the importance of teacher and leader pre-

service and in-service training and more development to improve skills.

Some presentations mentioned the need to develop industry and companies

to support e-Learning. There was some mention of developing technical

standards for e-learning and use of open source products.

There was mention of the need for legal frameworks which support e-

Learning, for example in intellectual property especially copyright.

The need to work together internationally was important also through

UNESCO, other international organizations, NGOs and various stakeholders.

14

The synthesis of country presentations are shown below. Full papers of

Country and SEAMEO-INNOTECH Papers are in Annex IV in the CD-ROM.

III.2 Country Presentations

Australia

In Australia, the Australian Government, eight state and territory governments

and non government education authorities are working together towards an

agreed vision and to implement agreed policies and frameworks for e-Learning.

A new policy framework for 2003-2006 for ICT in schooling, Contemporary

Learning-Learning in an Online World is expected to be developed by late 2004.

It is recognized that it is important for work to be cooperative across

governments in this area of high investment.

Australia has some key challenges where work is now focused. A plan

is being implemented which aims to provide cost effective bandwidth to remote

areas, a problem in a large country with a small population. There is work

towards allowing many different information systems in education to share and

re-use information, through use of agreed, open technical standards which

connect with internationally agreed standards. There is a strong need to develop

the confidence and skills of teachers to integrate ICT in teaching and learning.

There is also a need to address digital divide issues, for example, for indigenous

students and students with disabilities.

EdNA online (see site below) provides online access to education and

training resources (including teaching resources) and services.

A significant current initiative in Australia (The Le@rning Federation: Schools

Online Curriculum Content Initiative) is developing exciting, interactive e-

Learning content which places the learner in control of his/her own learning; this

initiative is also developing important tools and educational and technical

15

standards for online content, compatible with international standards. The

initiative has established broad processed for developing the content in

association with industry, so that it is quality assured and meets schools’ needs.

Research is being developed to help progress work in these key areas.

More information is at:

http://www.dest.gov.au/schools/publications/2000/learning.htm

http://www.thelearningfederation.edu.au

http://www.dest.gov.au

http://icttaskforce.edna.edu.au/policy/index.html

http://www.edna.edu.au/edna/page1.html

China

In China, the development of information technology education has experienced

three stages. These are: one, from computer course to the information

technology course; two, from CAI (Computer Assisted Instruction) to

Integration between the subjects and information technology; and three, multi-

media classroom changed to network education.

Recently, the information basic equipments have been established.

According to the statistics of 2003, there were 5,840,000 computers in whole

elementary and secondary schools, about 35 students for every set. There were

more than 10,000 school networks that can access to Internet. Many regions

have opened the information technology curriculum in China. More and more

elementary and secondary school teacher study and apply information

technology. But there are 537,900 elementary and secondary schools in whole

country, which are about 205,279,500 school students. So the government faces

most pressure, for the shortage of the hardware and software and the enormous

http://www.dest.gov.au/schools/publications/2000/learning.htm

http://www.thelearningfederation.edu.au

http://www.dest.gov.au

http://icttaskforce.edna.edu.au/policy/index.html

http://www.edna.edu.au/edna/page1.html

16

educated population. At the same time, e-Learning can make more people enjoy

modern information technology, and many instructional resources can be shared

by many people.

After 1990, the Chinese government began to carry out education

reform, pushing forward literacy education, increasing citizen's literacy, and

developing the student's creative spirit and practical ability. Facing the challenge

of information age, the Chinese government thinks that the only way to respond

to the challenges is developing education modernization, and the information

education as one of the important marks. In October 2000, the Meeting of

National Information Technology Education was held in Beijing, wherein the

Ministry of Education circulated a series of documents, and carried out several

actions as follows: (1) the information technology course will become the

required course in elementary and secondary school; (2) the government will

encourage teachers to apply information technology and to integrate information

technology into the other subjects during their teaching process; (3) the

government will carry out school network projects, which will enable 90%

elementary and secondary schools access to the Internet and make many

teachers and students share Internet resources, to quickly improve instructional

quality in five years; (4) the government will enhance teachers’ instructional

ability, and these teachers are teaching information technology course in

elementary and secondary schools; (5) information technology education

experimental areas and thousands of experimental schools will be set up.

There are great differences in the East, Central and West China on

information technology education, for various reasons. There is more financing

and less pressure for entering schools in developed regions, so the information

technology education was implemented better. On the other hand, in developing

regions, there are poor conditions for implementing information technology

education, entrance examinations and passed ratio were paid more attention, so

implementation of information technology education has not been good enough.

Under these conditions, integrated curriculum and e-Learning were first

17

developed in East China, for example, integrating information technology into

Chinese course of grade one and grade two in elementary schools. Students learn

to read and write using the computer and linking with the network. Through

integration, the students not only can improve the ability of reading, writing and

listening, but improve information technology as well.

In order to reduce the disparities between eastern and western areas, the

Chinese State Department held a meeting on village education in 2003, and

promulgated The Decision about Further Enhancing Village Education. The

government will implement modern distance education project, for promoting

instructional resources to be shared between the cities and villages and

improving village’s instructional quality and efficiency.

It is important to train teacher for promoting the quality of teaching and

learning. There are about 10,000,000 teachers in Chinese elementary and

secondary schools. Many teachers lack adequate ability to solve problems. The

Ministry of Education implemented the Plan of National Teacher Training

Network Alliance (NTTNA) in September 2003, wherein normal universities

will make full use school education and distance education to establish excellent

instructional resources, and form instructional network for village and city

teachers. The excellent instructional resources and curriculum will be

implemented in teacher training, and different regions will adopt different

training methods. For example, the regions, which had been equipped computer

and school network well, will develop network training and TV training. But

some regions, which weren’t good condition for training, will adopt traditional

training methods. Some normal universities and educational departments have

established NTTNA, the task of which include enacting regulation and criterion,

establishing public service web site, thus forming instruction resources network.

With NTTNA, educational department will develop many kinds of diploma and

non-diploma training. There are some aspects to which attention should be

focused: (1) because of imbalance of investment to information technology

between east and west China, research should be undertaken on new

18

instructional model about e-Learning, adapted to western regions, instructional

resources will be shared in order to reduce the gap between eastern and western

regions; (2) although the government paid more attention to the e-Learning

project, and many schools put the ratio of students to computers as important

factor for the evaluating school, these instructional facilities must be fully

utilized - an important research issue; (3) although many instructional softwares

have been developed, there are few excellent instructional softwares for teachers

to adapt - another research issue.

Indonesia

Indonesian education is still facing some major problems and of the most crucial

ones are those related to access and quality. The government has done some

efforts in handling the problem of access, by extending packages A, B, and C

that are equivalent with primary school, junior secondary school, and senior

secondary school, respectively, and piloting open senior secondary schools that

utilized e-Learning. In resolving the quality problem it also has done several

efforts such as improving the teachers’ qualification and making the use of ICT

in education more extensive.

e-Learning program in Indonesia is under the umbrella of Telematika

Pendidikan (the education telemathics) or e-education. In order to realize the

program there is a working team that developed a five-year action plan of e-

education 2001-2005 whose tasks are to:

Develop ICT Networks for public and private universities as well as

research and education networks in Indonesia;

Prepare the master plan for the development of human resources on ICT;

Develop and implement ICT curricula;

Use ICT as an essential part of the curricula and learning tools in schools,

19

universities, and training centers;

Establish the related-education programs including the schools’ participation

in global development learning and other networks; and

Facilitate the use of internet for more efficient teaching-learning process.

In regard to making the implementation of e-Learning in Indonesia

more extensive, a software in Indonesian language has been developed, i.e.,

Win BI (Windows in Indonesian Language), and Kantaya (Virtual Office). In

2002, the Center for Information and Communication Technologies for

Education in collaboration with the Directorate of Secondary Education and

Directorate of Vocational Education developed e-Learning materials for some

school subjects of the senior secondary school and vocational school curriculum.

In the school year of 2002/2003, the Ministry of National Education also started

piloting open senior secondary schools by using e-Learning as the mode of its

delivery system. In 2002, the Director of Vocational Education connected

vocational schools by internet and it is targeted that within three years every

vocational school teacher is mandated to take training on the use of ICT and

every school should provide the students with the 90 minutes per week subject

of ICT. There are some constraints in the implementation of e-Learning in

Indonesia, however, such as those related to the government policy and

regulation, the infrastructure, the curriculum, the financial aspect, and the human

resources.

One of the examples of e-Learning implementation for education is the

development of a school net program called Edukasi.net.

This program is developed by the Center for Information and

Communication Technology for Education (Pustekkom), Ministry of

National Education to provide web-based on line learning materials and

information that can be accessed by students and teachers anytime,

anywhere and to facilitate interschool collaboration and communication

(sharing information, ideas and experiences)

20

In the future, this program will be equipped by developing the Content

Management System, improving the development of its learning materials:

widening the target audience to all levels of education, increasing the materials

development, developing the on line courses, and also increasing the access and

networks by utilizing the satellite to supports the current infrastructures already

developed (Wide Area Networks/ WANKota) and other existing ones.

Further, the development of this program will be strengthened with the

collaboration of the Directorate of Vocational Secondary School for further

development of the infrastructure, the Directorate of Secondary Education for

providing the ICTs facilities and teachers’ capacity building, Pustekkom for

developing system design and content and other related parties such as local

governments, IT vendors, NGOs and other stakeholders.

Japan

It is comparatively easy to introduce e-Learning system into educational

activities at the university level, in the case of the application to small groups

such as laboratories or individuals. However, ‘problems as system’ emerge

when the introduction of e-Learning system is planned as a policy of the entire

university.

In a case of Gifu University, Information and Multimedia Center have

tried to integrate existing media services as ‘AIMS-Gifu’ (Academic

Instructional Media Service Gifu) from 2002 (http://guaims.cc.gifu-u.ac.jp/). On

AIMS-Gifu, many media services (i.e. Video Conference System for Satellite

Classrooms) are integrated under Learning Management System (LMS;

Blackboard Learning System ML).

Through our work, we found that introducing new e-Learning system

was very difficult work. For example, recently the university has personal

affairs’ database or educational affairs’ database. These databases are designed

http://guaims.cc.gifu-u.ac.jp/

21

and implemented as individual, isolated system. If we use these system’s data

for e-Learning system, existing systems maybe changed. Therefore, introducing

e-Learning system is not only design and implementation process of hardware

and software, but also process of changing the existing systems.

Korea

The Ministries of the Korean government entered into competition to put e-

Learning policy under their control, and the e-Learning business is regarded as

one of the most profitable industry in Korea. Large investment has been made in

IT infrastructure, e-Learning application, and e-Learning content both in public

and private sectors. Thanks to these circumstances, the e-Learning has prevailed

in Korea.

The Ministry of Education and Human Resource Development

(MOEHRD) of Korea announced a new e-Learning policy for primary and

secondary education; e-Learning as an educational system to promote learning

community by improving teaching-learning quality (at school , extending self-

directed learning (at home), and networking school-home-local community (at

local community) via ICT. The vision of e-Learning is strengthening national

competitiveness through developing Human Resources of the 21st century and

realizing education welfare.

http://www.edunet.net

http://www.cyber.hs.kr

Malaysia

As technologies change, educational institutions in Malaysia need to review their

technological status. Even though e-Learning was introduced in the Malaysian

http://www.edunet.net

http://www.cyber.hs.kr

22

higher institutions in 1998, e-Learning in the primary and secondary schools is

still in its infancy. The current supporting national policies for e-Learning focus

on various aspects, among which, ICT for all students and promoting ICT

culture throughout educational institutions.

Substantial investments to upgrade the ICT infrastructures have been

made by the government, among which, to provide high speed bandwidth to all

schools in Malaysia by the end of 2004. Better internet connection will help in

greater sharing of the learning content accessible through the internet.

Courseware and other on-line teaching and learning content are currently being

developed for web-based delivery to reach a wider population of students. The

development is managed by the Ministry of Education whilst the private sector

is entrusted with the responsibility of designing and developing the materials.

Efforts have also been made by the Ministry to train the teachers to develop their

own on-line content. The Ministry of Education is also implementing more

training programs to ensure that school administrators and teachers make the

most of updated teaching methods and acquire various ICT competencies. The

government recognizes e-Learning as a tool in improving education, hence

further development calls for more coordinated efforts from the government

agencies and the industry players in taking e-Learning forward.

Nepal

The marked increase in the use of computers both in the governmental and non-

governmental sectors for creating data bank, recently, has aided in the smooth

running of their daily business and has enhanced performance. However, there is

a lack of a strong mechanism for the collection of information in an integrated

manner in a nation-wide scale and has not yet been realized as its common assets.

Moreover, incorporating of the computer education right from the school level to

tertiary level and flourishing it have become a real challenge. Furthermore,

23

expansion of Internet facility as an integral part of learning to all parts of the

country demands both the coordinated approaches for the development of the IT-

infrastructure and the conceptual clarity among the educators as to how the

learning occurs.

To maximize the quality of education through e-Learning a major shift

in approach, for example, in the areas of curriculum formulation and teacher

education is required, where children with different interests and varying

experiences get opportunities to learn at their own pace. Moreover, a subsidized

internet/intranet facility should be made available to both students and teachers

in public schools and colleges while a more coordinated approach is required to

facilitate the e-Learning taking place in private schools and colleges.

Furthermore, the distance mode teacher-education-programme requires some

modifications so as to make it compatible to self-learning by introducing ICT to

it.

Philippines

The recent statement by the President of the Philippines of providing for every

child to go to school is supportive to meeting the universalization of education.

In addition, she stated that every classroom in all schools should have a

computer. The Information Technology and E-Commerce Council (ITECC)

have supported the enactment of Republic Act 8972 to promote electronic

commerce. The Human Resource Development Committee of the said Council

has been given the task to develop policy and program in e-Learning, to develop

guidelines on enhanced basic education, and to develop IT human resources.

The tri-focal agencies in education that include the Department of

Education (DepEd), the Commission on Higher Education (CHED), and the

Technical Education, and Skills Development Authority have been tasked to

create an e-Learning environment by actively promoting e-Learning in their

24

programs. The following e-Learning projects were therefore conceptualized and

implemented 1) The Philippine Research Education and Government

Information Network (PREGINET) Project, 2) The University of the Philippines

Open University, 3) Internet-enhanced Master of Arts in Teaching Literature

Program of De La Salle University, 4) Philippine School Net of the Foundation

of Information Technology Education Development (FIT-Ed) and Ayala

Foundation, 5) CISCO Networking Academy Program, 6) Pilot Distance

Education Project with the (Japan International Cooperating Agency) Network

(JICANet) 7) Internet-based Video conferencing Technology Project

Management and Monitoring, 8) Strong Republic Schools and 8)Intel Teach to

Future Project.

The current revision of the curriculum for basic education would need

the use of e-Learning in schools to conduct collaborative and integration

activities. The importance of conducting research activities to promote the use of

e-Learning as a multi-sectoral collaboration and exchange of practices is

necessary.

Thailand

According to the Education ICT Master plan, Thailand has developed ICT in

Education with four major strategies, They are: (1) the use of ICT to improve

teaching and learning; (2) the use of ICT to enhance the education management;

(3) the personal training and development; and (4) ICT equipment provision and

distribution for all educational levels. The expectation in the year 2006 is for all

basic education schools to have access to internet and all teachers in this

education level will already have computer and internet literacy. At the same

time every student will have access to internet and has computer knowledge for

communication and able to find out what they want to know.

25

e-Learning is one of the important targets for Thai education

development. The readiness of four necessary components has been prepared.

These are: (1) computer connectivity for all schools; (2) capability of people

which relate to the education system; (3) life-long learning; and (4) a high rate of

literacy. The third component - online content access is in urgent preparation.

The learning and teaching culture has been adapted corresponding with the e-

Learning process. e-Learning will generate, share and disseminate knowledge

and information among its citizens to the betterment of the country’s economic

activities and productivity.

Vietnam

With the rapid and fundamental changes occurring in the telecommunications

and education sectors, e-Learning has a key role to play in coping with this

reality. One of the greatest challenges facing Vietnam is how to change and

prepare Vietnamese to introduce e-Learning in order to improve the

effectiveness and efficiency of the country’s learning systems. Firstly, it

involves communities to participate in education activities to a greater extent.

Vietnam is geographically spread out as a long narrow country. Furthermore,

80% of 80 million populations are living in the rural areas. That means, more

than 60 million people in remote areas have difficulties accessing the current

education system, which are mainly located in urban areas. e-Learning will

bring a great opportunity to bridge this gap to these missed opportunities.

Secondly, e-Learning introduces a new method of education and training. e-

Learning proves to be a suitable education and training methodology that meet

the needs of globalization. Moreover, utilizing e-Learning, the Ministry of

Education and Training (MoET) will be able to capture state-of-the-art

technology in education as well as in the management of the system. This is in

26

line with the MOET national education reform strategy, one of them its EduNet

project.

e-Learning have been given interest by many universities and

companies both in application and research and implementation. The

institutions create the authoring tools, LMS, LCMS. Some universities organize

distance training, some use for supporting the formal education, for learning

actively. Many e-Learning websites have been opened in Vietnam, such as

www.elearning.com.vn, www.newcenturysotf.com, www.ephysicsvn.com/eclass,

www.vitec.org.vn … e-Learning has become the main topic in several national

workshops.

The ICT Center for Education at the (Ministry of Education and

Training (MoET) takes the main role in e-Learning activities. The Center

prepared the e-Learning portal at http://www.edu.net.vn, and use open sources

for developing one LMS and LCMS. The Center also motivate the teachers to

develop the contents themselves, motivate students to develop the contents, and

thus do not purchase LMS immediately. The first e-Learning Club of Vietnam

was established by the ICT Center for Education. The purpose of the Club is to

gather interested people to research, develop, and utilize Educational

Technology and e-Learning, to support renewing contents and methodologies of

education and training. The main activities of the Club are: (1) to research on

new educational technologies; (2) to write books and guide documents on

educational technologies and e-Learning; (3) to create e-lectures, post on the

official website of the Club so that every member can access the information, (4)

to organize competitions for creating e-Learning content; (5) to train teachers,

educators how to use educational soft wares; (6) to co-operate with international

organizations like UNESCO, APEC, World Bank and to hold workshops on

educational technologies and e-Learning.

http://www.edu.net.vn

27

SEAMEO-INNOTECH

Topic: Present Day Profiles, Prospects and Challenges on the Use of e-Learning

in South East Asia

Present socio-economic realities in the countries of Southeast Asia have

considerable implications on the e-Learning in the region: socio-cultural and

economic diversity, uneven population profile, digital divide between the

countries and even within each country, and technology infrastructures which

vary from county to country. However, its positive performance in education

provides opportunities on the use of e-Learning to reach the various clients in

education. The countries of Southeast Asia have marked accomplishments in

improving equity of access to basic education. There have been increased net

enrolment ratios over the past 15 years or so. It is to be noted, however, that

while access to basic education in the region has improved substantially,

universal access to education for all children of school age has yet to become a

reality in all countries. Still another concern is quality improvement. This is a

common focus of many educational initiatives of Southeast Asian countries, as

evidenced by programs and projects assisted by donor organizations.

Some entry points for e-Learning in the member countries include: (1)

the policy environment in many Asian countries promote the use of newer

technologies in delivering instruction, (2) the need of the countries to develop

mass-based delivery modes to reach the ever-growing education clients, (3) the

emergence of education programs which recognize equivalent or prior learning,

(4) the development of work-specific and off-campus learning strategies, and (5)

the positive growth of open and distance education in delivering education.

Some considerations on the use of e-Learning are: capacity building and

re-tooling of educators; creating conducive environments for the learner who is

his/her own teacher; stimulating research and benchmarking and partnerships,

both national and regional, as well as sharing of resources.

28

Chapter IV

Translating Policies into Practice

IV.1 Introduction

This chapter presents the workshop discussion related to rationale, policies,

approaches and methodology of translating policies into practice, and targets for

e-Learning. Participants were divided into two groups, each group focused their

discussion on the following: (1) the rationale for promoting e-Learning; (2)

identification of policies existing in respective countries related to e-Learning; (3)

how the policies are translated into practices in terms of curriculum integration,

training of teachers, assessment in the curriculum process, and utilization in

various learning areas; and (4) targets and partners for making these translations

(adaptations) possible. The discussions were based on one of the four cross-

cutting themes of the 7th

Programming cycle of APEID “Using Information and

Communication Technologies (ICT) for educational innovations” in preparation

for the UN Decade of Education for Sustainable Development (UNDESD),

2004-2015, wherein UNESCO was designated as the lead agency. Education for

Sustainable Development (ESD) is one of the strategic areas in APEID’s

Framework for Action, 2002-2007.

IV.2 Rationale for Promoting e-Learning

In order for e-Learning to be in place, appropriate infrastructure has to be

provided. e-Learning is considered as a fast-emerging strategy to help reduce

digital divide in the Asia Pacific Region. For some countries like Japan, digital

divide between rural-urban areas or rich and poor settings may not be a problem

but it is apparent in terms of the digital divide between generations (old and

29

young) and between men and women. For other countries in the region, the

digital divide is visible between the more progressive areas and the

disadvantaged places as well as between the more endowed, richer members of

the community and the marginalized clients of society. It covers formal and

non-formal education without border of time, people and place; sharing

learning object, interactive communication, sharing of learner’s experiences and

opinions, mass media, empowered multimedia that include broadband, mobile

phone, television works as a monitor, multi-media integration, allows

synchronous and asynchronous learning as component of e-Learning; create the

new type of in-classroom learning environment; and learn and link globally

(students can link to the world knowledge even in the classroom).

Another rationale is that e-Learning is seen as an instrument in facing

the challenge of globalization. The potential for learning standardized content

via e-Learning could help learners in economically-challenged countries. By

developing a human power that could be globally competitive, the economic

growth of developing countries would be enhanced.

e-Learning gives the opportunity to bring quality learning to more

people in different places at different times. e-Learning has the high potential

provide access and quality education to various learners.

Flexibility is an attribute of e-Learning which helps address the learning

needs and respond to the various learning styles of education clients. It is also

flexible in that it could be updated easily in terms of content, methodology and

processes.

Interactivity is another attribute of e-Learning which makes it a

potentially effective delivery strategy.

30

IV.3 Policies Existing in Participating Countries Related to e-Learning

Participating countries have policies that promote the use of newer technologies,

including e-Learning technologies, to advance education and learning

particularly for poverty alleviation in the countryside. Most of these policies are

included in the ICT policies of the countries.

Some policy gaps are seen in the following areas:

1)Band width issues

Learners are impatient with slow technologies. The issue needs to be addressed

by the governments and other stakeholders.

2) Regulations on e-Learning

Intellectual Property Rights (IPR) – IPR regulations need to be reviewed so

that they do not interfere with or pose constraints to the use of e-Learning in

education.

The need to facilitate e-Learning on the one hand and the need to protect

intellectual property on the other is a challenge that many participating

countries face at present.

3) Integrating e-Learning being into the over-all Educational Policy Measures

Policy measures are needed to either make e-Learning an in-syllabus strategy or

a complementary/enrichment strategy. At present, it is still quite difficult to

promote the concept to the educators who are used to the conventional mode.

31

Sometimes teachers who are familiar with the technology are given more tasks

(e.g. Japan). There is still strong resistance in using computers among many

teachers in the participating countries.

IV.4 Translating Policy into Action

1) Curriculum Integration

Content development and materials production are important

components in promoting the use of e-Learning. If materials are

available, teachers are encouraged to use them in the classroom.

Capacity-building of school leaders and teachers is an important

component in developing competencies in curriculum integration of e-

Learning concepts and tools.

2) Training of teachers

Advocacy and paradigm shift are recognized requisites in promoting e-

Learning especially among teachers and school heads

The teachers should realize that they are not the sole sources of

knowledge

Learning to learn - from knower to learners. Learners should be trained

learn how to learn the elements of e-Learning

There should be training programs/teacher courses on the use and

practice of e-Learning. The pre-service curriculum needs be

32

reviewed/revitalized/renewed in order to include e-Learning concepts

and tools. At present, there is a mismatch between e-Learning concepts

and courses offered by many teacher education institutes and those

offered in various in-service training programs for teachers or seen as

most relevant for the current and future needs of schools. In addition,

the school heads, managers and supervisors also need be trained or

given in-depth orientation on e-Learning. As a response to this issue,

some projects such as Intel Teach to the Future, undertake capacity-

building projects which develop e-Learning competencies of both

teachers and school managers.

3) Assessment in the Curriculum Process

For assessment, the summative evaluation needs to be done in a

conventional manner, however, the formative evaluation tasks may be

integrated into the e-Learning strategy

The quality of learning, not just what students are learning (not only

factual topics but more important, the higher order thinking skills),

should be looked into.

Two evaluation focus may be considered: (1) Skills development on the

use of the technology and the (2) learning substance content via the use

of technology. There is a concern in Item 1 because of the different

platforms (some are Mackintosh while others are Microsoft platforms).

Schools/universities are generally autonomous and the evaluation

activities are institution-bound. A possible strategy is to develop

consortium-type arrangements and other types of partnerships so that

schools may have common evaluation and assessment instruments that

33

will allow students to take examinations recognized by participating

schools/universities.

The inter-active attribute of computer-based programs maybe

introduced.

4) Utilization in Various Learning Areas

e-Learning may be used in almost all subject areas but it will never

substitute or replace the teacher. It is best used as a complementary

strategy to enrich learning. The computers are oftentimes put in the

classrooms as tools to improve and enrich learning.

e-Learning is emerging as a strategy to deliver learning in various areas,

to different educational clients.

Some issues for reflection: Can we develop values via e-Learning? Can

we change human attitude using e-Learning?

IV.5 Targets and Partners for Translating Theory into Practice

1) Collaboration between and among institutions and countries can help reduce

redundancies, prevent pitfalls and eventually make e-Learning more

The use of various elements such as pictures. The teaching strategy

such as post- teleconference activities may include other teacher-led

discussions and reflection work can help enhance values education.

34

efficient. These groups can collaborate on the processes and how they do

things that could serve as basis for doing their own individual activities.

2) Benchmarking is a corollary activity. Models and best practices by some e-

Learning projects are good examples which can provide insights to others in

planning their own projects.

3) The need for common platforms needs to be addressed in order to enable

users in different places/countries to use the e-Learning materials

4) Partners may include: business, parents, the community, and other

stakeholders (e.g. In the SMART schools of Malaysia), big software

companies bonded to develop the courseware in various subject areas; in

Australia – partnership between the education and training sectors, (schools,

universities and vocational education) and partnerships between different

governments helps work in e-Learning and government also works with the

multi-media industry to strengthen it and improve its skills.

5) Targets and client reach include: teachers, school managers, supervisors,

school inspectors and other stakeholders

The workshop agreed that learning designs in participating countries and

other countries of the region be made consistent with international

standards, and that e-Learning is never a replacement of the teacher in the

classroom. With these considerations, e-Learning is one strategy to promote

education for sustainable development.

36

Specific details for participating countries are shown in the matrix

below

Country Existing policy Curriculum Teacher training

workshop

1. Australia Full integration of

e-Learning in the

curriculum and

teaching practice

in schools

e-Learning across

all curriculum

areas, curriculum

content appropriate

for Australia, but

using international

standards

Pre-service and in-

service teacher

development to

ensure all teachers

have confidence

and skills to

integrate e-learning

in their practices.

Currently research

is being developed

in this area.

2. China Establish many

school net and

develop resources

Request teachers to

investigate net-

based teaching

model and apply

the computer and

network in

classroom

Integrate ICT into

other subjects in

cities

Case-based

training

National Teacher

Training Network

Alliance for

Lifelong Learning

37

Assessment in

Curriculum Process

Learning Area

Leaning area Target Partner

Assessment

processes which

make fuller use of

the advantages of

ICT.

This is the goal.

All learning areas Teachers,

education

leaders and

students as

active learners

All education

systems,

education

leaders and

teachers,

industry

e.g.

multimedia

developers

a. Some schools

and educational

departments begin

to research for

assessment methods

and practise.

b. Local educational

departments

introduce excellent

courseware to

schools depending

on assessment in

courseware.

Chinese language,

English language,

Science

Other subjects

Students

Teachers

IT Companies

38


workshop

3. Indonesia Promote the use of

ICT and -learning :

teaching-learning

process, learning

administration, to

support the

open/distance

learning

Beginning to

integrate ICT into

the curriculum

e-Learning

becomes one topic

in teacher training

4. Japan NICER (National

Information Center

of Education

Resources)

Curriculum

integration (e-

Case, IT NAVI)

in NICER web

page

digital clips

(Teaching

materials, teaching

contents) 100,000

over contents

In NICER

Webpage

“Integrate IT into

your class” video

clips of class and

curriculum

39

Assessment in

Curriculum Process

Learning Area


Assessment should

refer to national

standard according

to the national

curriculum

English

Math

Physics

ICT Training in all

subjects

Students

Teachers

Local

governments

Educators

Re-searchers

Private sector

Japanese language

Social science

Math

Science

English

etc.

Teachers

Students

Pa-rents

Teachers

Students

Pa-rents

40


workshop

5. Korea Plans for ICT use

in education

Plans for support

of e-Learning

Promote use of

ICT in class-rooms

by 10% (beginning

process)

Every subject has

ICT integrated

curriculum by at

least 10%

6. Malaysia Encourage ICT

culture throughout

educational

institutions.

Promote utilization

of ICT in the

school

management and

Administration

ICT is one of the

subjects offered in

the curriculum for

secondary or high

schools. ICT is

highly encouraged

in teaching-

learning process in

various areas.

Basic ICT

competency skills

are offered in the

pre-service

training. Course-

ware and on-line

materials

development skills

available for in-

service training.

41

Assessment in

Curriculum Process

Learning Area


Basic ICT literacy

skills For

INSETcompleted in

2000. The INSET

entered a new

phase, from 2001

focused on

integrating ICT into

subject matters

consist 33% of is

annual training

Diverse methods

adapted, e.g.

performance

controlling quality

of contents and

management,

sharing and

delivering of

contents, inducing

teachers and

stud s to join the

program

Sharing

standardized

educ’l

contents,

training

teachers to

develop

confidence and

skills,

monitoring

effectiveness

of the

programs

Make authority

understand the

effectiveness

of e-Learning,

encourage

teachers to

train

voluntarily,

build

partnership,

follow

technical

standards

Only assessment in

the course-ware

through inter-

activity. No

standard

instruments yet.

All subjects in the

curriculum, but

priority given to

sciences and

mathematics

School

administrators

Teachers

Students

Community

Government

Government

agencies

Private

Sector(ITC

Companies)

42


workshop

7. Nepal Introduce computer

education in the

national curriculum

(in school at all

levels) and

broaden its scope

ICT is introduced

at primary level as

compulsory subject

and as an optional

subject at the

secondary level

Introduce ICT to

teachers through

workshops and in-

service teacher

education

8.Philippines Computer in every

classroom

e-Learning

Program

Computer use in

lessons across the

curriculum

e-Learning

development

ICT skills for

teachers

Computer software

development skills

e-Learning for

teachers, students,

and community

43

Assessment in

Curriculum Process

Learning Area


As a part of

continuous

assessment

As a means of

getting information

to solve

assignments

Sharing of

experiences through

chatting

Students and

teachers

NGOs/INGOs

Use of teacher

made and

commercial

software in

assessment

Filipino

English

Math

Science

Makabayan

(Nationalism)

Students

Teachers

Community

44


workshop

9.Thailand ICT Pedagogy

integration,

strengthen science

and technology and

eliminate digital

divide

Follow the

standard

curriculum and

develop

courseware for e-

Learning and

traditional learning

All teachers should

be trained to utilize

ICT pedagogy

integration

10.Vietnam Motivate teachers Just beginning to

integrate

Difficulty of

applying it in

traditional teaching

e-Learning clubs

Workshop

Training

45

Assessment in

Curriculum Process

Learning Area


Establish an

standard course-

ware, and course-

ware content

Science

Technology

Foreign language

Social studies

Every child

can have

access to e-

Learning

English Math

Physics

Government

and Educators

Teachers

Students

N.B.: ICT includes e-Learning

e-Learning includes use of Internet for teaching and learning (on-line

learning)

46

Chapter V

Innovative Practices and Websites on the Utilization of e-Learning

V.1 General Picture of e-Learning in the participating countries

The following matrix provides a general picture of e-Learning practices and how

to utilize in educational activities of participating countries.

e-Learning Practices

Educational Activity How to manage?

1. Distance learning is viewed for

Higher Education. In general, be able

to transmit information, opinions, on

campus and off campus/globally via

synchronous media; Video-TV

conference, e-mail

2. Blended learning

allows the combination of the

traditional and modern (e-Learning)

technology

3. Hybrid learning

4. Creating e-Learning courses, to

design courses by using e-Learning

Techniques

Digital curricular

content

Teaching materials

Curriculum and sample

class

47

e-Learning Practices

Problem/Solution Support Requirements Recommendation

(Teaching/Learning)

Problems: Technology,

courses and human

resources; teacher

training, funding became

the focus point to solve

point to consider

Solution/All basic e-

Learning practice should

be free of charge

Solution/More

cooperation required

among the government

and educational private

sectors

Financial and

Technical support

Technical standards and

conformance

Human resource support

Support from educational

management level

Regulation and legal procedures

Information and dissemination

Support of international

organizations like UNESCO,

UNICEF, UNDP, UNHabitat

To develop:

Courses of

curriculum and

instruction

designers

Quality assurance

standard of e-

Learning

48

V.2 Specific Examples of Innovative Practices

Specific examples of practices, managements, problems, solutions, and

recommendations from participating countries are shown below.

country examples of practices managements

Australia Example 1

Developing content which is

/learner centered so students

can construct meaning and be

motivated.

Example 2

Developing education systems

which use computers so that

they can communicate with

each other.

Example 1

National working together -

governments, schools, NGOs,

companies. Use of curriculum

experts to develop concepts

multimedia companies to help

develop quality, motivating

content.

Example 2

National strategy for learning

architectures.

49

problems solutions recommendations

Example 1

The curriculum is

unique for each State or

Territory. Capacity

building is needed to

develop teachers'

confidence and skill to

integrate content in

teaching practices.

Example 2

Computer systems used

for education across

Australia (e.g. for

student data) are not

always compatible with

each other. This leads

to inefficiencies

because information or

resources developed in

one system can’t be

used by others.

Example 1

Participation of

curriculum experts from

each system.

Trialing of material in

each system, with

teachers and students.

Using

agreed/international

technical specifications

Example 2.

Progressive work to

design and redesign

systems using common

and agreed technical

standards.

Example 1.

Close involvement of

curriculum experts,

teachers, and students

when developing

content. Use of

international standards.

Participation and skill

development of multi-

media companies.

Example 2.

Use of

agreed/international

technical standards

when designing

information systems for

education (e.g. for

student data, assessment

outcomes, learning

resources).

50


China To lead students independence

learning/interactive

learning/cooperation learning

with applying network.

To use Internet/BBS/Website

for learning at home,

especially during SARS

To research the instructional

model for e-learning in some

schools and implement in

other schools by NRCCE or

local educational department.

To provide the standard of

data for exchanging and

developing the instructional

resources.

51


There are great

differences in different

regions in China on

economy and

information technology

education.

There is not enough

instructional material

for teaching and

learning on various

course

participation of Village

education projects were

implemented in China,

which will equip

computer classrooms

and satellite-teaching

facilities for village

school, and improve

village’s instructional

quality and efficiency.

China Basic Education

Resource Network was

established by Ministry

of Education in 2003.

To strengthen the

relations between

schools/educational

department and

information technology

companies and to

develop more excellent

platform/materiel for e-

learning.

To enact educational

technical standard for

teacher/quality

assurance standards for

e-Learning.

52


Indonesia used in math, science, ICT

vocational education

/by 2007 all vocational schools

will apply e-Learning

/vocational teachers trained to

apply e-Learning

/vocational schools: 9-minutes

per week for e-Learning

open senior secondary schools:

in 7 cities

/for dropouts, second chance

education

/combination of A-V

technologies with ICT

Edukasi-net

/supported by the government

/built ICT learning centers

coordination between

directorates of vocational

education schools and basic

/educational center for

information, and

communication technology

developing action plans for

implementing ICT

collaboration with industries

and national

telecommunication company,

/office of research and

application of technology;

/other private groups: ISP

servers, Internet providers, and

media groups,

encouraging local

governments to promote the

application of e-Learning in

schools

53


limited infrastructure

/e.g. remote areas

/do not have telephone

lines

limited numbers of

computers

/especially in primary

schools

problems of human

resource

/teachers' ICT skill is

not at an advanced level

financial problem:

funding

the government should

give more commitment

/to make education the

priority for accelerating

economic growth of the

country

concrete (substantial)

action plan

/to implement e-

Learning for

development

/to realize the plans

usage of post offices

collaboration among

countries

/to accelerate

achievement in the

implementation of e-

Learning

the need of support

from the more advanced

countries

/assistance from other

countries

54


Japan especially in higher education

/e.g. Gifu University

collaborative learning

/using the Internet, BBS, Web-

chat

/usage of cell-phones to access

to the BBSs

/e.g. Keio elementary school:

the Dragonfly Larva Project

Special treatment for students

who cannot go to schools,

/provide opportunities of

education for children

/free schools

centers for e-Learning:

especially in universities

NIME: National Institute for

Multimedia Education:

supported by the MEXT

some cram schools are

interested in e-Learning

media centers: CLC

providing A-V materials and

digital materials to schools and

terakoyas

media volunteers,

/developing digital and non-

digital materials

55


too much task for the

ICT specialists

lack of human resource

/number of ICT

specialist

e-Learning is seen to

have little value added

to the existing

education system

MEXT constructed a

nationwide in-service

teacher training media

education curriculum

standard (AY2003)

a competition held by

the MEXT

/according to the

application of the

Internet

placing at least 2

computers in every

classroom (by AY2005)

/to enhance the

utilization of computers

in classroom

to encourage the

teachers to undergo

training

56


Korea Developing and sharing

contents teaching-learning

centered

Providing

/educational broadcasting

program for the unprivileged

/cyber tutoring program to

supplement learning of

different level’s students

/cyber school program for the

distance high school

Building partnership

/MOEHRD, R&D institutes,

local MOEs, and schools

Promoting e-Learning industry

57


Expanding educational

budget

Controlling quality of

contents

Sharing, and delivering

of contents

Inducing teachers and

students to join in

programs

Standardizing

educational contents to

share

Training teachers to

develop confidence and

skill

Monitoring the

effectiveness of the

programs

Make the authority

understand the

effectiveness of e-

learning

Encourage teachers to

be trained voluntarily

Build partnership

between public and

private sector

Follow the technical

standards

58


Malaysia ICT: part of the curriculum

/students have to take ICT

exams

educational TV programs: via

satellite TVs

SMART school project

/developing teaching/learning

on-line interactive materials

/math, science, English,

National language

/learners can use materials

individually or with their

teachers

Ministry of Education

committees are set up for:

content management,

quality content

Collaboration with industries

to develop and design

materials

Nepal ICT: part of the curriculum

Internet used as part of e-

learning in private schools

Usage of curriculum experts

and teachers to develop

curriculum/curriculum

materials and examination

procedure

59


to shift to the ICT

culture,

to change the teachers'

mind

lack of computers

/minimum students per

school is 1,000

/the computer: student

ratio is quite low

training orientation of

school managers

migrating government

services into electronic

format

in-service training in

developing courseware

content development to

focus on ICT

sharing expertise

encouraging teachers to

get trained

experts from industry to

train educators

Limited ICT

infrastructure,

electricity and

telephone facilities

Difficulty in capacity

building and

dissemination of

curriculum contents

Government should

show more commitment

Introduce ICT both in

pre-service and in in-

service teacher

education programmes

Seek international

support and cooperation

in financial and

technical matters

60


Philippines SPS: Strong Public Schools

/pick out poor villages

/enhancing the opportunity of

learning

/utilization of open broadcast,

DVDs, satellite education

Text 2 Teach: cooperation

with Nokia

/school teachers can gets

materials from the host server

/information stored in the

Media Master

/teachers call for the materials

via cell-phones

Project COMPETE

/teacher training material

Department of Education

/joined with the cooperation

of industry, private sectors,

and NGOs

/e.g. Pearson education, Nokia

61


Little ICT readiness

some technologies are

dependent on the

elements

/i.e. wind, typhoon

lack of instructional

materials

lack of instructional

materials

/teachers believe that

testing and evaluation

must be done face to

face

implementing a new

tracking system

/Nokia put a device

which counts up how

many times the material

were used

teacher training

orientation of school

managers

developing course

materials

mobile vans to deliver

e-Learning

to train educational

technologist

/the need to be more

flexible: job description

among the teachers

to give incentives to the

ICT specialists

62


Thailand distance education: via

satellite

14 channels

/for all secondary, one-third of

the primary schools

support by the AEN: Asian e-

Learning Network

/introduction of pocket PCs

promote all schools to have

Web-sites

/for purpose to communicate

with each other

/enhance students to pick up

materials from the sites

/about 10,000 schools have

Web-sites

the Ministers policy to develop

e-Learning courseware

/for classroom education and

school management

connectivity uses 3 layers of

network distribution

usage of the Blackboard

technology

63


Few schools lack of

electricity

to make connectivity

among all schools

lack of course materials

to define the teacher

training course standard

/and also the pedagogy

of training

development of solar

technology: solar cells

satellite technology to

deliver e-Learning

train teachers to

develop course

materials

to hold a courseware

contest

/to motivate private

companies to develop

educational courseware

establishing 8 projects

for 6 computer training

centers

/for computer literacy,

and web-based

instruction (wbi)

computer skills

/cooperation with Intel

Teach to the Future

mobile units

/mobile vans to deliver

com literacy to small

schools

partner in learning

through Microsoft

to enhance experience

among the teachers

to encourage teachers to

fully utilize the ICT

resources

policy should continue

promoting ICT

to share experience

among the APEID

member countries

64


Vietnam developing contents

e-Learning is more and more

interested by universities and

companies in both areas:

application and

research/implement. The

SCORM compliance and

Unicode for Vietnamese

language are necessary.

ICT Center creates e-Learning

portal with e-Learning club at

www.edu.net.vn.

Or at http://www.edu.ne.vn

One other example is

www.elearning.com.vn for

teaching English.

Some universities use e-

Learning for distance

education, some use e -

Learning for supporting the

normal education.

We are implementing LMS by

exploring open sources.

e-Learning contents and

curriculum integration begin

with limited applications.

Participant to AEN (Asia e-

Learning Network) and

UNESCO activities.

By universities and MoET.

e-Learning club and portal are

managed by ICT Center for

education.

By companies

http://www.edu.ne.vn

65


the curriculum is unique

for each city or district

distributing the content

to each school is

difficult

/difficult to adjust to

the local condition

/e.g. local curriculum

capacity building is

needed

/need to develop

teachers' confidence

and skill

computer systems in

each education system

are not compatible

/information about

students/teacher is be

shared

/do not have technical

standards

participation of Lack of

contents.

Budget.

e- Learning readiness.

e- Learning teacher

training

66

V.3 Websites to be visited

http://www.u-gakugei.ac.jp

http://www.nime.ac.jp

http://www.excampus.org

http://unescobkk.org/education/ict

http://www.elearningeuropa.info/doc

http://www.brandonhall.com/public/faqs2

http://www.cec.chula.ac.th

http://www.dest.gov.au/schools/publications/2000

http://cttaskforce.edna.edu.au/strategy/index.html - then Open Learning

Architectural Framework

http://guaims.cc.gifu-u.ac.jp

http://www.elearning.com.vn

http://www.newcenturysotf.com

http://www.ephysicsvn.com/eclass

http://www.vitec.org.

http://www.u-gakugei.ac.jp

http://www.nime.ac.jp

http://www.excampus.org

http://unescobkk.org/education/ict

http://www.elearningeuropa.info/doc

http://www.brandonhall.com/public/faqs2

http://www.cec.chula.ac.th

http://www.dest.gov.au/schools/publications/2000

http://cttaskforce.edna.edu.au/strategy/index.html

http://guaims.cc.gifu-u.ac.jp

http://www.elearning.com.vn

http://www.newcenturysotf.com

http://www.ephysicsvn.com/eclass

http://www.vitec.org.

67

Chapter VI

Recommendations and Plan of Action for Tokyo-Kyoto

Seminar-Workshop 2005

VI.1 Recommendations

The areas of concern with regard to policies, curriculum and materials

development, capacity building and infrastructure have evolved

recommendations for participating countries to APEID and other stakeholders,

including donors as shown below:

Areas of

ConcernFor Participating Countries

For UNESCO APEID and

other Stakeholders

Policy To continue efforts

on advocacy and

promotion of policies

which support e-

Learning

To continue regional

initiatives in

convening various

forums ad projects

designed to generate

insights for policy

formulation

68

Areas of



other Stakeholders

Curriculum

and

Materials

Development

To initiate/continue

activities on

integration of ICT

pedagogy and e-

Learning concepts in

their over-all

curricular framework

and teaching

practices

To develop courses

or instructional

design appropriate

for e-Learning

To help ensure that

materials are shared

across countries

through the use of

international

standards (e.g.

SCORM: Shareable

Content Object

Reference Model)

To encourage the

development and use

of agreed-upon

international

technical standards

To encourage

participating

countries to join the

existing networks of

APEID on

curriculum planning,

content development

and materials

development

69

Areas of



other Stakeholders

Capacity

Building

To encourage pre-

service and in-service

teacher training

institutions to

reengineer/revitalize

their curricular

programmes in order

to respond to the

requisites of e-

Learning in schools

To conduct training

programmes designed

to develop

teacher/administrator/

inspector

competencies and

skills related to e-

Learning

To utilize e-Learning

for Teacher Training

To solicit support and

technical assistance

of UNESCO APEID

and other technical

agencies for

capacity-building

To mobilize support

for benchmarking

and visits to e-

Learning

projects/programs

considered as best

practices among the

participating

countries and beyond

To encourage sharing

of expertise and e-

Learning Materials

between and among

countries

70

Areas of



other Stakeholders

Infrastructure To undertake try-outs

and pilots of

innovative efforts

along the use of

newer technologies

in e-Learning in

order to generate

insights for roll-out

and expansion of

these initiatives

To ensure sharing

among e-Learning

Centers thus making

available to

interested groups in

order to maximize

their use and extend

client reach.

To continue to

mobilize resources to

support e-Learning

projects/programs

that would test the

use of newer tech

nologies for e-

Learning

71

VI.2 Plan of Action for Tokyo-Kyoto Seminar-Workshop 2005

Theme: Lifelong Learning and Information Literacy

Background

7th

Programming Cycle of APEID 2002-2005

Tokyo-Kyoto Seminar-Workshop 2002 Recommendations

on Themes for the 5 years

Recommendations from Tokyo-Kyoto Seminar-Workshop 2004

Rationale:

The 3rd

theme in the series of Tokyo-Kyoto Seminar-Workshop on

Educational Technology

Rapid advances in ICT – globalization and localization

Adapting to Changing Needs of Member Countries

The Four Pillars of Learning: Learning to Know, Learning to Do,

Learning to Live Together, Learning to Be

The Concept of Learning to Learn

Dakar Summit: Framework of Action for Quality Education

Contribution to the UN Decade of Education for Sustainable

Development 2005-2014

Objectives

1. To undertake mid-term review of regional/national developments in

educational technology following recommendations of Tokyo-Kyoto

Seminar-Workshops 2003 and 2004

72

2. To share information and experiences on lifelong learning and

information literacy from the view of educational innovation for

development

3. To identify and document innovative practices in the utilization of

educational technology for lifelong learning and information literacy

4. To formulate recommendations for disseminating the innovative

practices for the promotion of educational technology for lifelong

learning and information literacy

5. To plan for Tokyo-Kyoto Seminar-Workshop 2006

Expected Outcomes

1. Report of the mid-term review of regional/national developments in

educational technology following recommendations of Tokyo-Kyoto

Seminar-Workshops 2003 and 2004

2. Mapping the Regional and National experiences on lifelong learning

and information literacy from the view of educational innovation for

development

3. Documentation of innovative practices in the utilization of educational

technology for lifelong learning and information literacy

4. Recommendations for disseminating the innovative practices for the

promotion of educational technology for lifelong learning and

information literacy

73

5. Action Plan for Tokyo-Kyoto Seminar-Workshop 2006

Criteria for Choice of Participants

Those coming from regional/national institutions who are actively

involved in national programmes for the promotion of educational

technology from the view of educational innovation for development,

preferably those who have been participating in the Tokyo-Kyoto

Seminar-Workshop Series in order to provide continuity to the

programme.

Criteria for Identifying Keynote Speaker

Expert on educational technology from the view of educational

innovation for development, preferably one who has regional/national

experience in leading/facilitating change in lifelong learning and

information literacy.

General Recommendation

Identification of alternative venues/hosting sites in the participating

countries for intercultural exchanges, for future seminar-workshops on

educational technology (can still be called Tokyo-Kyoto Seminar-

Workshop Series),

utilizing funding for APEID Associated Centres from the Japanese

National Commission for UNESCO for International Cooperation.

74

The Organizing Committee and Secretariat

I. Japanese National Commission for UNESCO

Office of Director-General for International Affairs,

Ministry of Education, Culture, Sports, Science and Technology

(MEXT)

Masayuki INOUE

Secretary-General,

Japanese National Commission for UNESCO

Director-General for International Affairs, MEXT

Toru ISHIDA

Deputy Secretary-General,

Japanese National Commission for UNESCO

Director, Office of Planning and Coordination,

International Affairs Division, Minister’s Secretariat, MEXT

Takashi ASAI

Assistant Director-General for International Affairs, MEXT

Kazuo AKIYAMA

Senior Specialist for Cooperation with UNESCO, MEXT

Hiroaki MOTOMURA

Chief, Office of the Director-General for International Affairs, MEXT

Mayumi OGAWA


75

Tetsuhito MINAMI


II. Tokyo Gakugei University

Takashi SUGIHARA

Director

Center for the Research and Support of Educational Practice

Shigeru SHINDO

Associate Professor


Masato WADA

Associate Professor


Naoki KATO

Associate Professor


Miho HASHIMOTO

Associate Professor

Faculty of Education

Ken KANATANI

Professor


76

Hideoki MURAKAMI

Professor


Shin NITOGURI

Associate Professor

Foreign Student Center

III. Japan Council of National University Centers for Educational

Practice Research

Isao KONDO

Director

Fuimihiko SHINOHARA

Secretary

International Cooperation affairs

Naomasa SASAKI

Secretary


Hitoshi SUSONO

Secretary


IV. Asia Pacific Programme of Educational Innovation for

Development (APEID)

Asia and the Pacific Regional Bureau of Education

UNESCO Bangkok

77

Lucille C. Gregorio

Programme Specialist in Science and Technology Education,

Fumihiko SHINOHARA

Programme Specialist for ICT in Education

Acknowledgement

To all those who ensured the success of the Tokyo-Kyoto Seminar

Workshop 2004 on e –Learning we would like to express our

sincere gratitude and appreciation.

The CD- ROM contains both the PRINT and the ANNEXES.

The Organizers and Secretariat

asia and the pacific seminar-workshop on educational...

Documents