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E-learning and the University of the 21st Century
Prof. Dr. Charles Elerick
The University of Texas at El PasoThe University of Texas TeleCampus
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This VideoconferenceIs originating from the Depok campus
of the University of IndonesiaApril 6, 2008
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E-learning is established as a mode of instruction
Effective Complement to F2F– 100% online– Blended learning
Worldwide
Growing
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Three aspects of e-learning that need discussion
Public Policy and Human Capital
E-learning and the New Academic Culture– Institutional Culture– Faculty Culture
E-learning in practice-online courses
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I. E-learning and Public Policy
Public Policy > Academic Policy
Academic Imperatives > Public Policy
Education-Development of Human Capital
Higher Education in Indonesia
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Higher Education in Indonesia-needs
Increasing demand for 1st accessPressure on existing capacity (facilities/faculty)Highly dispersed populationConcentration of capacity on Jawa, in a few citiesIncreasing demand for access to post-graduate programsDifficulty for adult post-grads to manage work-family-study
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Obvious Implications
e-learning will be used to some significant extent to extend educational opportunity in Indonesia
Indonesia and Indonesian U’s must fine appropriate ways to use e-learning
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Non-Obvious Implications
e-learning will change institutional culture in significant ways
e-learning will change faculty culture in very significant ways
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II. E-learning and the New Academic Culture
IT Initiative
vs.
IT-enabled Evolution of Academic Culture
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IIa. Institutional Culture
Closer Coordination/Cooperation
Teamwork
Careful Planning
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Specifics----
Program/Course Integration of Instruction
Cooperation between academic- and non-academic staff
Closer vertical oversight
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A new dimension of Institutional Sociology
Pioneers
Early Adopters
Accelerators
Team Players
Rear Guard
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IIb. E-learning > a New Faculty Culture
New Freedom and Opportunities
New Responsibilities
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2015 Senior Faculty Instructional Activity Profile - 1
Teaches some face-to-face courses, all with strong and effective e-learning component. Employs “New Pedagogy” methods.
Functions as Lead Professor for a 100% online course in his/her area of special expertise.
This course is offered in multiple sections.
Other academic staff teach most sections.
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2015 Senior Faculty Instructional Activity Profile - 2
LP teaches one section.
LP watches all (6-8) sections and mentors, as appropriate.
LP conducts constant evaluation of course and, in consultation, prepares updates to the course.
LP works with e-learning tech staff to produce updated course.
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2015 Junior Faculty Instructional Activity Profile
Teaches one or more sections of LP-mentored online course.
Suggests content and functionality updates to LP and others teaching the course.
Participates in update process, as appropriate.
With the support of the high-value online course, concentrates instructional efforts on student learning.
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2008: Interested and motivated faculty participate in the evolution of e-learning by experimenting with and building courses and course pieces.
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III. Effective Online Courses
The Moodle LMS can be elaborated to support high-value courses.
Current UI experiment
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This UI CS Faculty experimental elaboration employs
Moodle Roster Management
Announcement board
Discussion Forums
Quiz function
Glossary
Assignment submission
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Experimental Instructional Shell
Common Vehicle
Holds Syllabus, Modules, Reference Files, Bibliography, etc.
Exists as Discreet Object
Single Link from Moodle Course
Public Frontend: PW-Protected Modules
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Object 1
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Object 2
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Object 3
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Constructing Effective Online Courses - 1
The general characteristics of good online courses– Reflect appropriate and well-defined
learning outcomes.– Provide materials, active-learning activities,
exercises, assignments, etc. that support mastery of learning outcomes.
– Provide instruction that requires students to engage in inquiry learning.
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Object 7
1
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Object 4
2
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Object 5
3
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Object 6
4
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Object 9
5
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Constructing Effective Online Courses - 2
– The design characteristics of good online courses
• Consistent “look and feel”• Are built around well constructed modules that:
– introduce, exemplify, explain concepts/procedures– offer active self-test/tutorial routines – provide formative evaluation of mastery– require students to demonstrate summative mastery.
• Incorporate additional resources including reference graphics, tables, data sets, etc. that are pertinent to more than one module
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Object 10
6
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Object 11
7
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Object 12
8
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Object 13
9
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Object 14
10
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Object 15
11
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Object 16
12
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Object 17
13
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Teaching with the Deployed Course
Successful deployment involves use of announcement board
Forums for community building, general discussion, and active participation in learning tasks
Constant instructor involvement
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Revising Existing Courses-The Next Edition
All 1st edition courses need a 2nd edition.2nd Editions of Courses reflect – LMS Advances– Commitment to consistent “look and feel.” – Refinement of Objectives – Revision-Extension-Innovation of Materials,
Exercises, Activities, etc. that Support Learning Objectives
– Re-digitalization of materials– Refinement of Cyber-Time Equivalence
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Synthesis and Summary
The Emergence of E-learning represents a new Academic Dynamic that is an Experimental Process.
The Emphasis must be on the Value Added not the Rigid Criterion.
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Who makes it happen?
It takes an Institution.
Faculty, Upper Administration, Deans and Directors, Non-Faculty Professionals
Clarity, Transparency, Agility, Self-Confidence, Flexibility, A Sense of Shared Adventure
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The Pre-eminent role of Faculty as Content Experts with Responsibility for Instruction
Don’t worry: E-learning does not, cannot, replace faculty.
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An Opportunity for Faculty to
Construct ever more perfect editions of courses
Teach in their special areas of expertise to more students
Become a Course Leader and Mentor
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Excellence in Pedagogy-The New Gold Standard
Refereed Publication-The Traditional Mark of Professionalism
Refereed Instruction-A Second Standard of Academic Excellence
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The future will happen, it will involve e-learning, and I want to be in the middle of the action.
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Thank you for your attention
Q & A