workshop 6 presentations - united nations...

Mission:Develop and share engaging online [open] educational content using innovative methodologies.

How to share creatively?

Creative CommonsLicenses

UNU is moving towards becoming a 100% Creative Commons licensed entity.

You have to get creative when.......

You want to communicate complex ideas..........

In an engaging manner....

But you have limited resources.....

One answer is......

Some examples

An e-case study and video documentary

collaboration with the University of Guadalajara

Building courses using Wordpress

Collaboration with Oxford Brookes University, RMIT and University of Joensuu

Development of a web-application called Fieldtrip.....

Meso-American Network of Biotic Resources has been involved in initial testing

A web-application

Collaboration with all UNU research and training centres/programmes

UNU Opencourseware portal using eduCommons

We are motivated by the desire to....

Collaborate with others anywhere in the world......

Publish from any location with Internet access

Extend and update content at any time

Save money (or use the funds more efficiently and effectively)

We have begun to talk of a .....

Global Learning Space

At WSIS, Hans van Ginkel said that a.....

“global learning space will evolve out of .... online educational projects that promote collaboration between a diverse range of institutions.”

A Space for Global Learning

• combines global reach using modern communication technologies with global and local perspectives

Hans van Ginkel also talked of a Promethean task...

“....to create an Information Society open to all...”

open networks, open source software, open content, open standards...

Perhaps through openness

we can unleash massive

Asia Pacific Initiative

Thailand

Asian Developm’t

Bank

United Nations

UniversityKeio

University

Asian Institute of Technology

University of Hawaii

University of Ryukyu

University of the South

Pacific

National University of Samoa

Water Virtual Learning Centre

UNU-Global Virtual University

But this is just the start...

Internet and Web driven changes offer new opportunities.....

if harnessed properly for important global goals...

.... part of the current movement promoting openness, collaboration and sharing.......

But for education and learning, this may be a Pandora’s box.....

What will we find when we open it.....

All the ideas, like web 2.0, e- learning 2.0, education 3.0

..... sound very nice...

But there are immense challenges...

For instance...- How open?

- Wiki’s are easy to create, difficult to populate

- Spam, hacking, inappropriate content

- Echo-chamber, hive mind....- Lot of tech knowledge

required for individual learner or teacher

Source: http://www.elatable.com/blog

Breakdown of web users

http://www.elatable.com/blog

This applies to wikipedia, YouTube, blogging, etc.

How can we encourage more people [students and teachers] to

createcollaboratecontributeparticipate?

Or are we talking about the benefits for a relatively small group of connected, like

minded people?

Thank you

“Be an opener of doors for such as come after thee.”Ralph Waldo Emerson (poet)

© H.Tokuda 200７

e-learning in Keio University

Hideyuki TokudaKeio [email protected]

http://www.ht.sfc.keio.ac.jp/~hxt

© H.Tokuda 200７

Five Campuses in Keio Univ.

Hiyoshi Campus

Yagami Campus

Mita Campus

Shonan Fujisawa Campus

Shinanomachi Campus

© H.Tokuda 200７

Shonan Fujisawa Campus (SFC)

© H.Tokuda 200７

Keio University

Established in 1858Founded by Mr. Yukichi FukuzawaThe oldest university in Japan~4,600 Faculty and Staff membersA member of the Association of Pacific Rim Universities (APRU)The Keio System

Affiliated 1 Elementary school, 3 Junior high schools and 5 Senior high schools9 Schools (28,000 students)

Letters, Economics, Law, Business & Commerce, School of Medicine, Science & Tech., Policy Mgt, Environmental Info., Nursing & Medical Care

11 Graduate Schools (4,200 students)Letters, Economics, Law, Business & Commerce, School of Medicine, Science & Tech., Business School, Media & Governance, Health & Sport Mgt, Law School

© H.Tokuda 200７

~160 International Partners

© H.Tokuda 200７

Higher Education Reform in Japan (1991~)

Deregulation by Japanese Government in 1991National Universities to become “Independent Administrative Corporations”More Competition-based Research Funding Growing Needs and Competition for Collaboration among Industry, Government, and Academia Competition in newly established Professional Graduate Schools

University Reform Worldwide

e-learning at Keio

http://www.sfc.keio.ac.jp/

Graduate School of Media and Governance School Environmental Information School of Policy Management

© H.Tokuda 200７

e-learning at Keio (1994~)

University Vision towards 21c (90’s)To be Open and International University

An international perspective since 1858High standards for Research, Education, Learning env., and working env.

Keio Information Super Highway (KISH) since 1994Use of IT for knowledge creation and information sharing

Media CenterConvergence of Libraries and Computing Centers

New campus servicesZero-stop serviceDigital LibraryCampus LANs and Public Media Servers

BPR for Administrative ActivitiesPC for every students and workers

© H.Tokuda 200７

Keio Information Super Highway (1994～)

慶應大学日吉・矢上キャンパス（理工学部）

慶應大学三田キャンパス（経済学部、法学部、文学部、商学部）

156Mbps

156Mbps

156Mbps

慶應大学湘南藤沢キャンパス（環境情報学部、総合政策学部）

NTTマルチメディア通信利用実験ATM網

慶應大学信濃町キャンパス（医学部）

ATM-LANFore　ASX-1000

マルチメディアWS

Router

Router

DSU



Router

キャンパスLAN

　（CNS）

156Mbps

ビジネススクール

156Mbps

NTT研究所内実験　ネットワーク

NTT横須賀研究開発センタ

Router

大学院棟ATM-LAN　

付属中・高校

キャンパスLAN

キャンパスLAN

DSU

DSU

DSU

DSU

Cisco7000

Cisco7000

Cisco7000


Router

キャンパスLANCisco7000

Cisco7000



キャンパスLAN

Fore　ASX-200

超高精細プロジェクタ超高精細ディスプレー

X線写真ディジタイザ

付属

中・高校

付属

　小学校

付属高校

付属中・高校


Fore　ASX-200

超高精細プロジェクタ

付属

中・高校付属中・高校

ATM-LANASX-1000

ASX-200






キャンパスサーバ





155Mbps→10Gbps →43Gbps

© H.Tokuda 200７

e-learning’s Components

Information InfrastructureApplications and ServicesDigital ContentsPeople and Campus Culture

Students, Faculty members, Staffs

© H.Tokuda 200７

1. Information Infrastructure

IssuesTechnology and Policy Issues

Sustainable Upgrade for InfrastructureCampus Wirefull and Wireless LAN

Campus File Servers, Public Media Servers and DBs

High Maintenance CostsBroadband access to InternetPublic PC clusters

Future DirectionUbiquitous Network Infrastructure

Post Broadband, Wireless and Mobile NetworksAnytime, Anywhere, Anyone, and Any ObjectsPersonalized Mobile and Ubiquitous Devices with PCs

© H.Tokuda 200７

2. Applications and ServicesIssues

Software development and Maintenance CostsCourseware and Authoring softwareMulti-lingual version

Web-based ServicesWork load of professors/staffs

Future DirectionAdopting various types of class rooms

Group work, Field work, etcSingle sign-on for all services

Personalized servicesIntegration of learning and administrative services

© H.Tokuda 200７

SFC Global Campus and SOI Project at KEIO

to provide Better Quality in educationBy giving students a global educational environmentBy giving more flexible learning style choicesBy giving students richer contents

to provide Wider Educational OpportunityFor Adult learners / Learning at homeFor Learning from overseaFor Corporate employees

Contribution to the SocietyBy opening the university knowledge as a public resource for learnersAs a Knowledge/Wisdom Portal for human beingsBy collaborate with other universities

© H.Tokuda 200７

KEIO-SFC Global Campus (1)GChttp://gc.sfc.keio.ac.jp/Public Contents

Total : 225 courses2002/Fall - 152003/Spring - 252003/Fall - 262004/Spring -352004/Fall -342005/Spring -432005/Fall - 452006/Spring – 43 (plan)

Internal ContentsGuest speechesExtra classes

Provided by2 Schools and 1 graduate school in SFC72 faculty members

http://gc.sfc.keio.ac.jp/

© H.Tokuda 200７

KEIO-SFC Global Campus (2)

ComponentsOn-demand Video Stream in RealVideoFormat

Sure Stream upto300kbpsSynchronized with material using SIMILAuthentication

Realtime (optional)Course MaterialStudent Services

AssignmentLeraning HistoryBBSCourse survey

© H.Tokuda 200７

SFC Global Campus(3)Faculty Support

CommunicationAssignmentClass web managementLearning history

OperationRecordingChecking CopyrightModification if necessaryVerificationAvailable within 1～2 workin

ISSUES - CopyrightLecture VideoLecture MaterialVideo/Newspapers/books in the materials

© H.Tokuda 200７

SFC Global Campus(4)

Registered Users5,025 users （as of 2005.10.9)Male 66%, Female 34%Age group: age 10～70 (age 20-30: ~50%)

© H.Tokuda 200７

3. Digital Contents

IssuesContents Sharing and Standardization

Ownership and CopyrightsMedia format

e-Journals, e-Books, DB CostsMiss match with Network Infra

Lack of media servers and database serversAnti-social activities

Future DirectionEasy authoring technology for various mediaEasy copyrights managementBetter cost sharing model for contentsNetwork and terminal independence

© H.Tokuda 200７

COE Monthly Meeting

© H.Tokuda 200７

COE Monthly Meeting (2)

© H.Tokuda 200７

COE Symposium 2004 Session I, Discussion between Profs. David Farber & Scott Fisher

© H.Tokuda 200７

COE Symposium 2006

© H.Tokuda 200７

COE Training Records

© H.Tokuda 200７

4. People and Campus Culture

IssuesOpen culture vs. Closed cultureOn campus vs. Off campus

Things you can do more at off campusFaculty members culture vs. Student culture

Future DirectionCollaboration among Industry, Government, and Academia

Creation of new knowledge and value to the society

The Pioneering spirit for e-SocietyShaping e-Society and e-Space

© H.Tokuda 200７

SOI Portal (1)SOI Site

http://www.soi.wide.ad.jp/Since 1997Operated by apache, postgres,realserver, etc.

Users~19,000

Portal for Internet Technology2000 hours of IT coursesUniversity courses / TutorialsDonated lectures by world famous engineers, leaders and researchers

Portal for TsunamiTohoku UMie UU of Tokyo

© H.Tokuda 200７

SOI Asia - Environment

Lecturer Sites@ various places

Gateway Site @ Keio Univ.

Internet

9 Mbps UDL

128kbps～1.5Mbps

High quality Ditigal

Video Communication

DVTS （35Mbps）

SOI Asia Student Sites @Asian Partner Universities

Using existing connectivity as a return path (UDLR)

Sharing Real-time Classes &

Course content mirroring by IPv6 Multicast

Policy Routing Mechanism

© H.Tokuda 200７

SOI Asia Partners 20 partners in 11 countries

IndonesiaBrawijaya UniversitySam Ratulangi UniversityHsanuddin UniversityInstitut Teknologi bandungUnivesitas Syiah Kuala(*)

ThailandChulalongkorn UniveristyAsia Institute of TechnologyChulachomklao Royal Military AcademyPricen of Songkla University

LaosNational University of Laos

MyanmarUniversity of Computer Studies, Yangon

MalaysiaAsian Youth FellowshipUniversity Science Malaysia

VietnamInstitute of Information Technology

PhilippinesAdvanced Science and Technology InstituteUniversity San Carlos

MongoliaMongolian University of Science and Technology

CambodiaInstitute of Technology of Cambodia

BangladeshBangladesh University of Engineering

NepalTribhuvan University

© H.Tokuda 200７

Brawijaya University,Indonesia

Hasanuddin University,Indonesia

Sam Ratulangi University,Indonesia

National University of Laos,Laos

University of ComputerStudies, Yangon, Myanmar

Asian Youth Fellowship,Malaysia

Asian Institute of Technology, Thailand

Chulalonkorn University,Thailand

Advanced Science and Technology Institute,

Philippines

Institute of Information Technology,

Viet Nam

Institute of Technology,Bandung, Indonesia

Keio UniversityShonan FujisawaCampus, Japan

Mongol University of Science and Technology

Mongolia

Prince of Songklang University Thailand

Chulachomklao Royal Military Academy

Thailand

Tribhuvan University Nepal

Institute of Technology of Cambodia, Cambodia

USMMalaysia

Bangladesh University of Engineering and Technology

BangladeshAnd more..

Deployment of Infrastructure

© H.Tokuda 200７

SOI-Asia Distance Operator’s Workshop (1/2)

© H.Tokuda 200７

SOI-Asia Distance Operator’s Workshop (2/2)

© H.Tokuda 200７

Summary

e-learning at KeioAccelerating open culture and internationalization at Keio

Improving Quality of EducationWider Educational OpportunityContribution to the Society

Japanese UniversitiesGrowing Needs and Competition for Collaboration among Industry, Government, and Academia

© H.Tokuda 200７

Thank you! www.keio.ac.jp

Peter Haddawy Asian Institute of Technology

E-Learning for Enriching the Learning Experience

http://www.som.ait.ac.th/abso/images/Amphi Closeup.JPG

2

AIT Students: Distributed, Heterogeneous

• Main campus in Bangkok• Satellite campuses in

– Vietnam – Indonesia– Pakistan (planned)

• Professional programs– Doctor of Business Administration (DBA)

• Bangkok• Sri Lanka• Taiwan

– Professional Masters• Bangkok• Vietnam

– Continuing Education• Numerous locations

3

The Needs

• Access– Location– Time

• Efficiency

• High-quality, effective teaching– Individualized– Engaging, active, critical learning environment

4

E-Learning = E-Books + E-Lecturing ?

Learning is about sharing the excitement of discovery and helping students to develop the abilities, curiosity, and confidence to engage in discovery themselves.

Challenge: How to use IT to create stimulating environments for discovery so that

e-learning ≠

e-lecturing

In collaboration withDr. Siriwan Suebnukarn

Thammasat University School of Dentistry

COMET Collaborative Intelligent Tutoring

for Medical Problem-Based Learning

6

Medical Problem-Based Learning

Respiratory systemCirculatory system

Nervous system

Self-directed studyliterature, lectureslaboratories, specialists, etc.

Problem analysis

Synthesis and application of newly acquired information

New Scenario

ScenarioMr. C was involved in a car accident…

7

Medical Problem-Based Learning

Medical students often do not get as much facilitated PBLtraining as they might like or need.

Medical school faculty are underextreme time pressure due to manydemands including clinical duties.

PBL requires the tutor to spend a large amount of time per student.

Can we create an automated PBL learning environment?

8

Should we discuss in more detail the mechanism of the brain

moving?

S3: Brain moves forward after car accident

……

What else is a consequence of the brain moving forward?

S1: The brain moving forward might cause diffuse axon injury.

……

S2: Then Intracranial pressure would increase.

Medical Problem-Based LearningDialogue Example

Car accident caseMr. C was involved in a car accident while he

was driving home from work. The broken glass window cut deep into his forehead and tore a

hole through the frontal bone in his skull. Bleeding and unconscious, he was rushed to

the hospital where a surgeon operated on him to stop the bleeding and found out that many

parts of his brain had been damaged.

9

Medical Problem-Based LearningHypotheses

10

COMETCOllaborative MEdical Tutor

11

COMET- Demo

12

COMET- System Overview

Pedagogical Module

Tutoring Strategies1. focus group discussion2. promote open discussion 3. deflect uneducated guessing 4. avoid jumping critical steps 5. address incomplete information 6. refer to experts in the group7. promote collaborative discussion

Clinical Reasoning Modeling

CollaborativeModeling

Medical Concept Repository

Outp

ut

Input

InternetIntranet

Web ServerJava Client/Server ApplicationModel-View-Controller Design

Student Model

Domain Model

Student Interface

AnatomyPatho-physiology

Terms andImages

13

Results & Limitations

• Evaluation study showed student clinical reasoning gains from COMET were significantly higher than those obtained from human tutored sessions.

• System does not have sufficient breadth of knowledge to permit students to be sufficiently creative in their solutions.

• Effort required to author scenarios is an obstacle to use. System only interesting if sufficient number of scenarios available.

14

Case Authoring Tool

• A collaborative case authoring tool that employs the UMLS ontology to assist in creation of case scenarios.

Intelligent Tutoring System for Clinical Intelligent Tutoring System for Clinical Skills TrainingSkills Training

16

- Patient’s discomfort

- Impossible to configure problems

- Limited training

- Subjective evaluation

Traditional approach to clinical trainingTraditional approach to clinical training

How do we solve these ?

17

Virtual Reality Surgical Simulation

Haptic Interface

Intelligent Tutoring System

18

Objective Evaluation for Skills Training

Which one performs better in terms of path, force applied and time taken?

19

Performance Improvement

Distance

Error

• After three attempts with path training using simulation and haptic device

20

Challenges

• Re-engineer our teaching to make the best use of the technology, incorporating modern pedagogical theory– Student-centered– Collaborative– Active– Problem-based

• Integration into the curriculum requires faculty members to adapt new models of teaching & learning

• Need generic platforms to support development of such systems

21

More Information (www.cs.ait.ac.th/~haddawy)

• Siriwan Suebnukarn and P. Haddawy, A Bayesian Approach to Generating Tutorial Hints in a Collaborative Medical Problem-Based Learning System. In Artificial Intelligence in Medicine, 2006.

• Siriwan Suebnukarn and P. Haddawy, Modeling Individual and Collaborative Problem-Solving in Medical Problem-Based Learning. In User Modeling and User-Adapted Interaction, 2006.

• P. Haddawy, et al, Anatomical Sketch Understanding: Recognizing Explicit and Implicit Structure. In Artificial Intelligence in Medicine, 2006.

• Siriwan Suebnukarn and P. Haddawy, Clinical-Reasoning Skill Acquisition through Intelligent Group Tutoring, In Proc. Int’l Joint Conference on Artificial Intelligence (IJCAI-05), July 2005.

Innovation in HE needed

Joe Ritzen – Higher Education's Perfect Storm

What might a shared future mean in a world where the organization of education is no longer based on scarcity?

What might be the pathway to it?

How can we create it in Africa?

Three characteristics of Education 3.0

the role of students in making choices of a different kind than are available today students as socially networkedproducers of reusable learning content which is available in abundance under licenses that permit the free sharing and creation of derivative worksinstitutional arrangements permit the accreditation of learning achieved, not just of courses taught

Drivers towards Education 3.0

Digital natives entering higher educationGrowing abundance of free and open educational resources− Reusable content and

software

The programmable web (distributed environments) Social networking and the blurring of the distinction between work and play

Changing attitudes towards learningNew ways to assess& recognize learning

What's impeding Education

3.0

Digital immigrants who do not understand what has happened in the World− Its off the radar screen!

Institutional arrange-ments based on scarcity− Institutions as island states

Lack of knowledge of how to have quality assurance when you are not in controlFinancing arrangements for HEDigital divide issues in Africa & developingworld− Bandwidth

The emergence of the personal

learning environment

Personal Learning Environments (PLE)

Set own learning goals

Learners take control and manage their own learningAutogogy - the way a learner self-learns

Global infrastructure

Manage own learning

Content Autogogy

Communication

Network

− A way of learning, not a particular technology

Univ Univ UnivFORE (OER)

VLE VLE

Aggregators

3rd Party

VLE

Platform PlatformPlatform

Social network engines

Web

Personal learning environments

Social networking / aggregation

Incipient Education

3.0 at UWC

Cooperative international programmes− NetTel@Africa − Education masters

Established the African Virtual Open Initiatives and Resources (AVOIR) project− created the Chisimba and the KEWL

e-learning platform− FOSS masters

Free and Open Courseware strategy and project− Developing country

perspective on OER/FORE− Rip, Mix and Learn initiative (impact on

quality of learning, how to make assessment work)

Recognition of prior learning

Red: AVOIR nodes Blue: Collaborating partners Yellow: Supporting partners

African Virtual Open Initiatives & Resources (AVOIR)

Driven by practitioners

as well as looking at trends and

opportunities

The awesome potential of

student projects

We are grateful to the IDRC, USAID, the Department of Science and Technology,

UNESCO and Sun Microsystems for financial and other support to the AVOIR

project. We are also grateful to those organizations who had enough confidence to contract us to develop applications even

though we were unproven.

Online: http://avoir.uwc.ac.zaEmail: [email protected]

http://avoir.uwc.ac.za/

Attribution creditsThe image of a woman with a laptop outside by window is from http://flickr.com/photos/soctech/273081848/ by by Soctech used under CC-BY 2.0 license

Images of an African house under construction are from the Kirstenbosch National Botanical Garden (SA) website, and used here under presumed fair use

E-learning and OpennessDavid Wiley, PhDCenter for Open and Sustainable LearningDepartment of Instructional TechnologyUtah State University

Education Vs Everyday

Analog to Digital

Tethered to Mobile

Isolated to Connected

Generic to Personalized

Consuming to Creating

Closed to Open

What about E-learning?

Very innovative in 1995!


Analog to Digital

Tethered to Mobile




Closed to Open

How do we cross the gap?

Flickr / Christopher Henning

Flickr / e.dward

Swimming on horseback

Admit e-learning is different

Because “online” is different

Culture ~really~ matters

Openness is the key


Analog to Digital

Tethered to Mobile




Closed to Open

Content is infrastructure

Some Examples• Open your student work through blogs

• Use only open materials for your classes

• Write your own teaching materials

• Put your teaching materials in a wiki and encourage student contribution / alteration

• Put you syllabus in a wiki and encourage student contribution / alteration

• Completely open participation in your class

[email protected]

http://cosl.usu.edu/

mailto:[email protected]

http://cpos

workshop 6 presentations - united nations...

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