e-learning at universities in saudi arabia: active steps toward collaborative success, medina, 26-28...
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E-learning at Universities in Saudi Arabia: Active steps toward collaborative success, Medina, 26-28 May, 2008
Challenges in setting up an International Virtual Campus
Pierre-Yves Burgi
University of Geneva
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Presentation OutlinePresentation Outline
Background
Case study 1 : e-LERU
Case study 2: Swiss Virtual Campus
Perspectives
Questions
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BackgroundBackground
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Virtual Campus (V.C.) : Definition 1Virtual Campus (V.C.) : Definition 1
« refers to the online offerings of a university where studies are
completed either partially or wholly online, often with the assistance of
the teacher »(adapted from http://en.wikipedia.org/wiki/Virtual_Campus)
(Blended learning)
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V.C. : Definition 2V.C. : Definition 2
« Part of a university or faculty that offers educational facilities at any time or, in theory,
any place, by Internet »(from www.elearningeuropa.info)
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Two-step in Institutions’ maturityTwo-step in Institutions’ maturity(within V.C.)(within V.C.)
1. Rationalization of academic processes, without serious impact on pedagogy
2. Pedagogical structures and way of thinking are challenged
Granularity can be smaller, e.g. Bates’ 5 development stages
(www.elearningeuropa.info/directory/index.php?page=doc&doc_id=5943&doclng=6)
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7Campus Level (meso Level)
National Level (macro level)
International Level (macro level)
Open Universities
V.C. Levels
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Aparte: Open UniversitiesAparte: Open Universities
“A large and diverse institution of higher learning created to educate for life and for a profession and to grant degrees” (Collins Essential English Dictionary)
Product of governmental planning set to fulfill national missions, through an industrialist model of operation.
More than 40 in the world, e.g., OU UK, the Arab Open University, Al-Madinah International University, etc.
(see http://en.wikipedia.org/wiki/Category:Open_universities)
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Examples of V.C.Examples of V.C.
State University of New York
Numeric University of StrasbourgCL
The Finnish Online University of Applied Sciences Swiss Virtual Campus Bavaria’s Virtual University Canadian Virtual University
NL
African Virtual University e-LERU, Real Virtual Erasmus, The Virtual Campus for a Sustainable Europe, EUCOR, Baltic Sea Virtual Campus Universitas 21, Universitas 21 Global Global Virtual University, Worldwide Universities Network, Global University Alliance, IVIMEDS
IL
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… … what is not a V.C.what is not a V.C.
M.I.T. Open Courseware (show-off, ”intellectual philanthropy”)
Merlot, ARIADNE, EdNA, etc. (LOR)
JISC, Switch, etc. (National Support in ICT)
…and other consortia like IMS, OKI, etc.
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• Teachers (D)
• Administration (M)
• Quality (D)
• IP (M)
• Technology (M)
• Sustainability (D)
• Language (M)
• Culture (M)
• Distance (M)CL
NL
IL
• National Policies (M)
• Access (M)
• Calendar (D)
D: difficultM: moderate
Major issues in setting up a V.C.
meso
macro
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Success/Success/criticalcritical factors factors
CL Small scale, reactive Lack of long term vision
NL Political incentives Competition between institutions Sustainability
IL Stems from major programmes High motivation to share practices Sustainability, quality label
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Case Study 1:Case Study 1:
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What is e-LERU?What is e-LERU?
Began as a 2-year European Community funding (programme )
Total cost about US$ 1.5 millions
8 participating universities from the LERU network
Targets the setting up of a European Virtual Campus
Promotes e-modules and top-science talks
Participates in the implementation of the research-based education concept
Website: http://www.e-leru.leru.org
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Research-based education based on ICT
Portal http://eleru.leru.org
« Watch » systemDatabase of free e-learning resources
in Life Sciences
Top Science High Level
filmed
conferences
E-ModulesOnline courses
Joint courses
Modules from a single
university
Integrated to a curriculum
Freely accessible to all
e-LERU Virtual Campus: The offer
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Founded in 2002 by a group of 12 European universities with the objective of creating a common policy forum of top research universities in Europe.
It was extended to 20 universities in January 2006, totalling over 500’000 students and 100’000 staff. Main Objective :
“Promotes the values of high-quality teaching within an environment of internationally competitive research”
LERU Network
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LERU Partners
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University of Cambridge
Université de Genève
Helsingin yliopistoUniversiteit LeidenKatholieke Universiteit Leuven
Lunds universitet
Ludwig-Maximilians-Universität MünchenUniversity of OxfordUniversité Paris-Sud 11
Karolinska Institutet
Universiteit UtrechtUniversität Zürich
Université Louis Pasteur Strasbourg
Université Pierre et Marie Curie
Albert-Ludwigs-Universität Freiburg
Ruprecht-Karls-Universität Heidelberg
Università degli Studi di Milano
University of Edinburgh
Universiteit van Amsterdam
University College London
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Jan. 2007 2010« Setting up of
the virtual campus »
« Consolidation period »
« Exploitation period »
Jan. 2005
Building of the virtual campus architectureDevelopment of the first training offer-
Open to e-LERU students
Increase the training offerPartner’s agreement
Enlarge the partnership to new LERU Universities
Increase the training offer, possibly with joint masters
Open up to external students, employees, lifelong learners
January 2007 : End of the EC funded project
e-LERU Milestonese-LERU Milestones
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Lesson learnt aboutLesson learnt about
Teachers’ involvment
Administrative issues
Quality
Intellectual property
Technology
Sustainability
Culture
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Teachers’ involvmentTeachers’ involvmentFollows the principle of :
Stage of technology adoption
Adapted from R. Zemsy & W.F. Massy 2004
Enhancements to traditional course configurations
LMSLearning objects
New course configurationsStage of
innovation
Time
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Teacher collab.
From R. Zemsy & W.F. Massy 2004
and :
e-learning’s adoption cycles
… in all, less than 10 active e-modules …
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TutorsCoordinat
ors
Students
Administrative support
Technical support
Students
Teachers
Teachers
Administrative supportTechnical
support
Complex relationships
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Administrative issuesAdministrative issues Calendar: semesters between countries not synchronized
Integration of e-modules within specific curricula
Weak support from university boards
Recognition of students’ credit between universities:
--> Erasmus program targeting student’s mobility helped (learning agreement + transcript of records)
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Targets a series of reforms to make European Higher Education more compatible and comparable, more competitive and more attractive for our European citizens and for citizens and scholars from other continents. The three priorities of the Bologna process are:
1. Introduction of the three cycle system (bachelor/master/doctorate)2. Quality assurance and recognition of qualifications3. Periods of study
Bologna Declaration, 1999
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QualityQuality
Two main aspects of “quality”:
1. Content perspective, linked to school reputation
2. Didactic and pedagogical perspectives, linked to teaching methods
Difficult topic because challenges teachers’ business!
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1. Content perspective1. Content perspective
Out of the scope of e-LERU. Related to
International policies, such as the Bologna process
Accreditation and quality assurance agencies (at European level and beyond, e.g. UNESCO)
University ranking
Excellence networks (e.g. LERU, COIMBRA, etc.)
Audits, etc.
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2. Didactic and pedagogical perspectives
« Most doctoral graduates who become college professors have not taken a single course in educational methodologies »E.S. Abuelyaman (2008) Prince Sultan University, Saudi Arabia
« It should become clear that developing the competence of teaching personnel can be seen as one of the decisive, strategic challenges for the institution of higher education as a whole »S. Seufert and D. Euler (2006) University St-Gallen, Switzerland
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--> not further than guidelines about :
Best practices specified through a practical grid
Being compliant with ECTS accreditation (Bologna)
Harvesting student feedback
How copyright can be respected and work shared
How far shouldshould e-LERU impose quality check?
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Intellectual PropertyIntellectual Property
Law varies between countries but IP always applies
Complicated by the fact Internet is not geographically delimited
Books, music, paintings, pictures, ppt presentations, conferences, scheme, database, computer programs, on-line courses, etc. are copyrighted works
Didactic/scientific work is also copyright protected
Exception for educational purposes does not in general applies to virtual campuses
Quotation right applies
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Google Image
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How to manage How to manage copyright?copyright?
Transfer of rights (usually economic rights)
License of rights (grants of certain rights)
Recommended licensing model when creating teaching material: Creative Commons
by
non-commercial
no derivative work
share alike
http://creativecommons.org
Example: OpenLearn of OU U.K.
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TechnologyTechnology
No common LMS
No common authentication system
Solutions:
A Portal for e-modules
A common streaming server for top-science talks
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Portal
e-module
selection
List of partners for the selected
e-module
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Top-science talks
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CultureCulture
Stronger synchronous interactions on Southern Countries
Supervision methods vary according to the universities
Distance promotes a common learning culture
Language barrier (can be an advantage to students whishing to learn new languages)
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Dealing with culture Dealing with culture differencesdifferences
The Bologna process aims to smooth out differences:
Courses should be readable and understandable by instructors and students from all over Europe
Wider use of English
European training and education network promoting cultural management
… but culture differences is also a richness to value
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Sustainability model model
Advantages for the participating universities: Increase their training offer with modules from other LERU universities Encourage teaching collaborations Attract international students Bring in new technologies in the university through a mutual exchange of best practices Show their research and educative strengths through the Top Science program
Local team contribution in each partner university corresponding to 25% FTE
Membership: 8000€ per partner
Currently 7 participating universities for consolidation period :
(coordinator)
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University Board of Partner Universities
e-LERU Executive Board / e-LERU Project Steering Committee
Central Coordinator
Task Force«Products»
Task Force«Technology
»
Organizational structure
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mms://mediaWM01.cines.fr/3517/windows/canalu/colloques/elerufinal04052007.wmv
e-LERU Movie
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e-Module example: e-Module example: SUPPREM SUPPREM
SUPPREM aims at producing a bundle of inter-disciplinary web-based courses, oriented toward sustainability and private or public environmental management (http://supprem.unige.ch)
3 e-modules in Environmental Sciences made of « bricks »
1.5 ECTS for each brick
Collaborations with University of Strasbourg and University of Zurich
Bachelor and master levels
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Synchronous course
« Synchronous teaching »
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Asynchronous course
« Asynchronous teaching »
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Case Study 2:Case Study 2:
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What is theWhat is theSwiss Virtual Campus?Swiss Virtual Campus?
An eight-year Swiss project
Total cost about US$ 160 millions
10 Universities, 2 Swiss Federal Institutes of Technology, and several Universities of Applied Sciences
Targets the setting up of distant education
Website: http://www.virtualcampus.ch
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Swiss Virtual Campus (SVC) : The offer
The SVC aimed at creating new learning environments to improve the quality of teaching and learning, while benefiting from the Bologna process for virtual mobility. So far:
80 courses online covering a wide variety of fields
Establishment of skills, service and production centers (CCSPs) in all Swiss universities
Specific mandates focusing on technology, IP issues, (quality) evaluation, pedagogical support, and management
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2004 7/2008« Setting up of
the virtual campus »
« Consolidation period »
« Exploitation period »
1996-1999
Realization of the first 50 online courses-
Setting up of eLearning Competence Centers in each UniversityFinishing up 62 new online coursesAbout 20 projects have been transferred into sustainable teaching structures
Increase the rate of project integration into teaching structures
Swiss e-HUB ?
July 2008 : End of the Swiss funding
CVS MilestonesCVS Milestones
« Setting up
National policies in ICT »
2000
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New lesson learnt (with New lesson learnt (with respect to e-LERU)respect to e-LERU)
National policies
Integration of online courses
Sustainability
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National policies
National single sign-on system based on Shibboleth (http://shibboleth.internet2.edu/) Selection of projects based on common criteria:
• Minimum 3 partner (Swiss) institutions• Matching funds• Pedagogic objectives• Number of target students• Multilanguage• Use of the European credit transfer system
(ECTS as defined by Bologna declaration)
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Integration of online courses
Adapted from S. Seufert & D. Euler (2006)
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Use of eLearning
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Adapted from S. Seufert & D. Euler (2006)
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SustainabilitySo far, of the online courses (from S. Seufert & D. Euler):
20% could be transferred into sustainable structures 20% still demonstrate a certain chanced for being sustained over 50% exhibit major hindering factors for their sustainability (integration, financial, technology, learning culture) 10% are anticipated not to survive
Online course costs between US$ 330 K and over 3’000 K
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Skills, service and production centers at the University of Geneva
CCSP
Steering committee
Vice-Rector in charge of teachingE-learning Rector’s delegateHead of Pedagogical unitHead of ICT unit
PedagogyUnit
Teachers
Teach
ing
com
mis
sion
ICT c
om
mis
sion
TEC
FA(t
ech
o-p
edagogic
al
rese
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h u
nit
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ICTUnit
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Online courses
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Simulation
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Glopp
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Glopp
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Future of CVS ?Initially, targeted pure e-learning.
Today CVS is used for blended learning, which corresponds more to teachers’ and students’ demands. This fact can be seen as a failure (e.g. UK e-University), but it is the way things are!
Swiss Campus 2008-2011: has been canceled
Swiss e-HUB ?
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PerspectivesPerspectives
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Image “
Inflati
on
ary
Mult
ivers
e”
from
Andre
i Li
nde
Multiverse paradigm
Parameters
CVS
e-LERUScottish
IU
V.C.
UK e-U
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Stretching the mould No revolutionary changes are expected from ICT in higher education (lack of online culture) Lack of educational concept (e.g. social constructivism); education is still thought of in terms of face2face New technologies, yes, but no clear relation to problems in the teaching/learning processes in campus universities Necessity to become more focused and strategic in policies regarding the use of ICT
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Success factors of V.C.E-learning is confused with distance education. Yet, only in the latter (OU) the industrial model applies. economic resources must be providedCollaboration in production phase, yet little sharing of courses between universities in the delivery phase organizational teaching structure must be revised, ways of thinking must be challenged Consortia type venture is relatively easy to set up, yet a pro-active institutional role in getting teachers involved is harder improve internal marketing of ICT
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Bottom-up approachPervasive computing: teachers use ICT without thinking about it. Example:
Lecture capture Whiteboards LMS Learning object repositories (mutualization) Simulation tools, 3D visualization, etc.
“Blackboards need water in auditoriums, not so for electronic whiteboards”
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Mutualization of learning resources in Switzerland
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Final thoughts
Challenges start at the meso (institutional) level Institutes’ e-learning maturity varies within V.C. There are synergies between V.C. Not terribly wrong to say V.C. are out of control OU and V.C. are two disparate models Human resource management will have a crucial role to play in relation to the new teacher generation Pervasive computing and resource sharing (LOR) are, right now, our next hope!
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Abuelyaman, E. S. (2008). "Making a smart campus in Saudi Arabia." EDUCAUSE QUARTERLY 31(2): 10-12.
Collis, B., and van der Wende, M. (2002). Models of Technology and Change In Higher Education. An international comparative survey on the current and future use of ICT in Higher Education, Center for Higher Education Policy Studies.
Guri-Rosenblit, S. (2005). "'Distance education' and 'e-learning': Not the same thing." Higher Education 49: 467-493.
Guri-Rosenblit, S. (2006). "Eight paradoxes in the implementation process of e-learning in higher education." Distances et savoirs 4(2): 155-179.
Hedberg, J. G. (2006). "E-learning futures? Speculations for a time yet to come." Studies in Continuing Education 28(2): 171-183.
Holma, J., and Junes, S. (2006). Trainer's and professional's guide to quality in open and distance lerning, University of Tampere.
Lepori, B., Cantoni, L. & Succi, C. (2003). The introduction of e-learning in European universities: models and strategies. Digitaler Campus. Vom Medienprojekt zum nachhaltigen Medieneinsatz in der Hochschule. M. V. Kerres, B. Münster / New York / München / Berlin, Waxmann: 74-83.
Lepori B., R. S., Succi C. (2004). eLearning in Swiss Universities. Recent Developments and Future Prospects. EUNIS, Bled, Slovenia.
Middlehurst, R., and Woodfield, S. (2006). "Quality review in distance learning: Policy and practice in five countries." Tertiary Education and Management 12: 37-58.
Seufert, S., and Euler, D. (2006). Sustainable Implementation of eLearning. Final Report SVC Mandate.
Stensaker, B., Maassen, P., Borgan, M., Oftebro, M., and Karseth, B. (2007). "Use, updating and integration of ICT in higher education: Linking purpose, people and pedagogy." Higher Education 54: 417-433.
Valcke, M. (2004). ICT in higher education: An uncomfortable zone for institutes and their policies. 21st ASCILITE Conference Perth.
Zemsku, R., and Massy, W.F. (2004). Thwarted innovation. What Happened to e-learning and why, University of Pennsylvania.
References
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Thank you !
http://www.unige.ch/dinf/ntice