general elearning concepts, the university of jordan general elearning concepts university of jordan...

General eLearning Concepts, the University of jordan

GENERAL ELEARNING CONCEPTS

University of JordanArab Open University, JordanPSUT, JordanAlicant University, Spain


Dr. Fawaz A. Masoud

The University of Jordan

FIT-2006, December 20-21,-Islamabad

GENERAL ELEARNING CONCEPTS


Outline

• Benefits of ICTs• Basic requirements to utilize ICTs• Terminology• Suggested generic approach • Alternative pathways• F/OSS and Moodle• Selection tips• Course production• Conclusion


Impact of ICTs on Education

• Flexibility and control• Reduced cost• Improved interaction• Enhanced tracking and monitoring• More command on archival/retrieval• Sharing and re-use of resources• Empowered collaborative work• Student-centered learning • Reducing the administration burden


Basic requirements

• Off-the-shelf PCs• LAN with Internet access• Host server• Database engine• Web server• Operating system• … and a Learning Management System

+ … how much all this costs?


What is LMS

• Learning management system (LMS) is a software that automates the administration of training events.

• The term LMS is now used to describe a wide range of applications that track student training and may include functions to

• manage user logs, course catalogs, and activity reports.• provide basic communication tools (email, chat,

whiteboard, video conferencing, …)• manage competency (e-Tests, e-Assignments, …)• allow personalization (user profiles, custom news, recent

activity, …) • Enable monitoring activities (QA, accreditation, external

assessment, …)


What is CMS

• Content management systems (CMSs) are used to store and retrieve large amounts of content.

• CMSs work by indexing content (text, audio clips, images, etc.) within a database.

• CMSs often provide version control and check-in/check out capabilities.

• CMSs have robust built-in search capabilities enabling users to quickly find pieces of content from within a database by typing in keywords, the date the element was created, the name of the author, or other search criteria.

• CMSs are often used to create information portals for organizations and can serve as the foundation for knowledge management.

• For example, a newspaper agency may use a content management system to maintain every story ever written for the paper.


What is LCMS

• Learning content management system (LCMS) is an environment where developers can create, store, reuse, manage and deliver learning content from a central object repository, usually a database.

• LCMSs generally work with content that is based on a learning object model. These systems usually have good search capabilities, allowing developers to find quickly the content needed to build a course.


Confused about LMS and LCMS?

LMS LCMS

Primary target usersTrainers/

traineesContent

developers

Manages Learners Content

Management of classroom Yes No

Performance reporting of training results

Primary focus Secondary focus

Collaboration Yes Yes

Profile data Yes No

Content creation capabilities No Yes

Workflow tools to manage content development

No Yes

Function

Manage learners, keep track of their progress in all types of training activities.

Manage learning objects that are served up to the right user at the right time.


Earlier e-Learning terms

• CBT – Computer-based training. Content typically delivered on CD-ROM.

• TBT – Technology-based training. An all encompassing term that can include anything that uses technology for learning, usually outside the classroom.

• WBT – Web-based training. Self-paced training that is delivered using an Internet browser.

• Collaborative tools – Collaborative tools allow learners to work with others via threaded discussions, moderated discussion groups, etc. where students and instructors can collaborate on course related materials in an emulated physical classroom setting.

• Authoring tool – a software application used by non-programmers that uses a metaphor (e.g. book, flowchart, etc) to create online courses.


More recent terminology

• Learning object – Learning objects refer to self-contained chunks of training content that can be assembled with other learning objects to create courses and curricula. The type of learning objects ranges from a single page of content to a practice section or an assessment.

• SCORM – Sharable Courseware Object Reference Model (SCORM) is a set of standards for producing reusable learning objects. SCORM-compliant courseware elements can be easily merged with other compliant elements to produce a highly modular repository of training materials.

• AICC – The Aviation Industry CBT Committee developed these standards for the development, delivery and evaluation of training courses that are delivered via technology.

• Formative evaluation – is designed to improve a program while the program is being developed.

• Distance learning – Instruction provided by a human separated by place and time.


Generic 3-step approach towards ane-Learning platform

e-Learning platform

Adding content

and course-specific coding

e-Learning platform

Customizing, interfacing, and middleware coding

LMS/LCMS

Step 3: Learning objects

Step 2: Integrate

Step 1: Own your LMS/LCMS


e-Learning platform: Closer look

e-Learning platform

Learning Object Repository(courses)

CMC(conferencing, email, chat, WB)

e-Competency(scheduling, archiving, grading, monitoring)

e-Tutoring(Live tutorials, on-line AV, etc.)

Other features(tools, templates, etc.)

Learning Management System

Quality Assurance Procedures

SIS Databases

Digital Libraries

Off-line Learning

Resources

Acc

ess

auth

enti

cati

on

Feed

back

/pro

gre

ss

Intranet Administration and Authentication System

External – Internet Access Requests


What do we expect from an LMS?

Simplicity: Easy creation and maintenance of courses.

Reuse: Support of existing content reuse.

CMC, TMA, Tests, Progress, …: Learner involvement.

Security: Secure authentication/authorization.

Administration: Intuitive management features.

Technical support: Active support groups.

Language: True multi-lingual

Affordability: Maintenance and annual charges.


Alternative pathways

• Sub-contracting• 3rd party custom solution

• Proprietary• Lease or purchase

• In-house• Local resources

• F/OSS + feasible in-house development• Mix-and-match from the wealth of existing

code


Why F/OSS?

• Cost • Source code• Research and development• Revenues• Roadmap


Why Moodle?

1. Three course formats:

Topic, Weekly, and Social format.

2. Array of course activities:

Assignment, Chat, Choice, Dialogue, Forums, Glossary, Journal, Label, Lesson, Quiz, Resource, Survey, and Workshop.

3. F/OSS based on F/OSS Free, open source and

is based on F/OSS products (OS, Web server, and OS).

Easy learn and use. Group management. Student tracking. File and content

management.3. Flexible in terms of

Multi-language interface,

Customization (site, profiles),

Separate group features, and

Pedagogy.4. Popular

with large user community and development bodies


F/OSS Assessment reports

• The literature has many assessment reports which can help, yet be careful!

• F/OSS is evolving rapidly; which renders any assessment result to no historical value

• Assessment uses weighted generic parameters

• … every institute has its own parameters, hence needs its own assessment work


Assessment summaryFunctionality BlackBoard 6 Moodle 1.1 WebCT 4.1 CE

Basic Communication Tools

Customized Look and Feel

Instructional Design Tools

Administration Tools

Course Delivery Tools

Course Templates

Video Services, Whiteboard

Work Offline, bookmarks

Standards SCORM, IMS, LRN SCORM IMS, LRN

support Maintenance charge

Volunteers + Maintenance charge

Costs Annual FTE Free Annual FTE

Source code GNU

Multi-Language support

Pedagogy Partial Adequate Partial


How can we be sure?

1. Identify2. Assess3. Recommend


General Criteria

• Cost of Ownership• Ease of Use (documentation)• User Adoption / Current User Community• Standards Compliancy• Integration Capacity• Reliability, Scalability, and Security• Hardware and Software Considerations• Multilingual Support


Feature-specific Criteria• Course Design, Development and Integration• Assessment Design• Communication• Productivity Tools (bookmarks, calendar, progress

review, search, work offline / synchronize)• Customizability• Instructional Design Tools• Administration Tools• Course Delivery Tools• Course Templates


Some free resources

ATutor www.ATutor.ca

Bazaar www.ts.mivu.org

Bodington Commons www.bodington.org

BSCW bscw.gmd.de/

CampusSource www.campussource.de/org/software/unionline

CHEF www.chefproject.org/

Claroline www.claroline.net/

Classweb classweb.ucla.edu

Colloquia www.colloquia.net/projects.html

Connexions Project cns.rice.edu

CourseWork aboutcoursework.Stanford.edu


More free resources

COSE Virtual Learning www.staffs.ac.uk/cose

Cyberprof www.howhy.com/home/

DotLRN www.dotlrn.org

e-education www.jonesadvisorygroup.com

Eledge eledge.sourceforge.net

FLE3 fle3.uiah.fi

Ganesha www.anemalab.org/commun/english.htm

ILIAS www.ilias.uni-koeln.de/ios/index-e.html

KEWL kewl.uwc.ac.za/sourceforge.net/projects/kewl/

LON-CAPA www.lon-capa.org

Manhattan manhattan.sourceforge.net/index.php?menu=1


… and more free resources

MimerDesk www.mimerdesk.org/

Moodle www.moodle.org

OpenCourse www.opencourse.net/download

OCW – open courseware ocw.mit.edu

OLMS www.psych.utah.edu/learn/olms

OpenLCMS www.Sourceforge.net

OpenLMS openlms.sourceforge.net

Opaltree www.opaltree.com

OpenUSS openuss.sourceforge.net/openuss/index.html

Ripples/Manic manic.cs.umass.edu

Shadow netWorkspace sns.internetschools.org/info/sns 2/index.cgi

Whiteboard Whiteboard.sourceforge.net

Good websites for comparative analysis of LMSs can be found at http://www.edutools.info


Jordan AOU-LMS Version


Models

• Content-plus-support• Integrated• Wraparound


Content-plus-support

Content

activity

activity

activity

activity

activity

activity


Integrated

Content

Activity

Activity

Activity

Activity

Activity

Activity

Content Content

ContentContent

ContentContent

Activity


Wraparound

Content Content

ContentContent

ContentContent

Activity

Resources

Activities

Assignments

Calendar

…

References


Description of the online course

Module 2Module 1 Module n ECACourse Guide

Course Guide

PrepActivitie

s

CDsCD

sCD

s

Workbook

Workbook

WorkbookWorkbook

Workbook

Workbook

Journal

Journal

Journal

Journal

Journal

Journal

TCMA

TCMA

Tutor GuideTutor Guide


Course production phases


CONCLUSION

• New technologies are changing . . .

• The way we live

• The way we communicate

• The way we do business• The way we learnand the way our students learn


CONCLUSION

Computers enhance teaching and learning

• For drill and practice• As a tutor• As a productivity tool• To access resources outside the classroom• To simulate real-world situations• To promote problem solving skills• To collaborate and share ideas with others


CONCLUSION

Technology promotes active engagement

Students learn best when they are actively engaged in their learning, and technology has the potential to engage students in challenging, open-ended activities in which they have control over the pace and direction of their learning.


CONCLUSION

Technology promotes independence

When students have access to the rich resources on the Internet and can communicate with others via e-mail, they become more independent in their learning.


CONCLUSION

Technology promotes collaboration

Teachers who use technology in the classroom find that their role shifts from being “the sage on the stage” to being “the guide on the side,” and the classroom environment becomes less teacher-directed and more student-centered


Traditional Learning vs. New Learning EnvironmentsTeacher-centered instruction Student-centered instruction

Passive learning Active learning

Primarily words and text Multimedia

One path Multiple paths

Individual work Collaborative work

Delivery of information Exchange of information

Focus on facts and knowledge Critical thinking and problem solving

Artificial “school” context Authentic real-world context

Assessment by testing Authentic assessment

(Adapted from ISTE, 2001)


The traditional learning environment is teacher-centered

Student

Student Student

Student

Student

Univ,Professor

Library

(Oblinger & Maruyama, 1996)


The new learning environment is student-centered

Class

Otherstudents

Otherschools

Internet

Professor

Library

Student

(Oblinger & Maruyama, 1996)


Roles in new learning environment

• Teacher becomes a:

• Facilitator• Coach• Guide• Co-learner

• Student becomes a:• Information

seeker• Explorer• Problem solver• Co-teacher


Contact Information

Dr. Fawaz A. MasoudAssociate [email protected]


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