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E-learning workshop

E-learning workshop. 2013. Programme Overview. Introduction and background to e-learning Current status of e-learning @Unizulu Implementation Strategy and Plan for Unizulu Introduction to Learning Management Systems (LMSs) Introduction to Moodle Q&A’s. Introduction and Background.

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E-learning workshop

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  1. E-learning workshop 2013

  2. Programme Overview Introduction and background to e-learning Current status of e-learning @Unizulu Implementation Strategy and Plan for Unizulu Introduction to Learning Management Systems (LMSs) Introduction to Moodle Q&A’s

  3. Introduction and Background Shift happens: Education 3.0 Reference: Shift Happens: Education 3.0. 2009. Newly Revised Edition Originally Created by Karl Fisch, modified by XPLANE and Edited for this workshop. Answers the question, "What are we doing about the shift?“ . [Online] http://www.youtube.com/watch?v=I4FJMJtt8dk. Accessed: 31/08/2010

  4. Introduction and Background With these shifts there are changing expectations from learners based on their learning experiences. Fox (2005:13)

  5. Introduction and Background In the 21st century learners expectations are changing.

  6. Introduction and Background In the 21st century learners expectations are changing.

  7. Introduction and Background The move from linear to multi-threaded learning

  8. Introduction and Background The move from static to dynamic information

  9. Introduction and Background The move from content to experience

  10. Introduction and Background Demonstration to inference

  11. Introduction and Background Objectives to goals

  12. Introduction and Background Uniformity to diversity

  13. Introduction and Background Receipt to responsibility

  14. Introduction and Background Consumption to contribution

  15. Introduction and Background Research recommends that institutions of HE need to follow global education trends in technology and innovation.

  16. Introduction and Background Intructivist Constructivist Experiential learning Problem based learning (PBL) Engagement theory Connectivism Need to change our learning theories to promote participation, collaboration and interaction between learners: OutIn

  17. Introduction and Background Image reference: http://lh6.ggpht.com/philippe.boukobza/R9esWOb-1nI/AAAAAAAAA30/FTgIHlOi5oc/image%5B5%5D

  18. Introduction and Background E-learning is a term broadly used to describe any type of learning that utilises ICTs and IS to assist in learning. Identified four types of e-learning, namely: Informal Self-paced Leader-led Performance support tools

  19. Introduction and Background Informal: learners access a web site or join an online discussion. Self-paced: learners access computer based (CBT) or Web-based (WBT) training materials at their own pace. Leader-led: differs from the latter in that there is always an instructor, tutor or facilitator leading the learning process. synchronous asynchronous Performance support tools: which refers to materials that learners access to help perform a task, e.g., using a wizard Broadbent (2002:10)

  20. Introduction and Background Rich hybrids of e-learning would be formed from combining any of the four types described above. Blended learning combines conventional learning methods with e-learning methods.

  21. Introduction and Background Research Blended learning approach E-learning e.g. LMS, Blog , Quiz, Wiki, Email, Chat, multimedia etc. Experiential Learning Mentoring

  22. Introduction and Background E-learning comes with its own opportunities and challenges for the four key stakeholders in the process, namely: the learner, the academic, the online developer and instructional designer and management.

  23. Introduction and Background ICT skills Just in time Technophobia Portability Opportunities and challenges for the learner:

  24. Introduction and Background Pre-packaging of essential information. Allows for more feedback. Creating course content can be labour intensive. Specialised skills required. Opportunities and challenges for the academic:

  25. E-Learning: Current Status • No formal e-learning program in place at Unizulu • Most staff and students don’t have access to e-learning on campus yet • E-Learning Task team established and assisted by WUZULU project.

  26. E-learning@Unizulu: Current Status

  27. E-learning Task Team Represented by all Faculties, ICT and Academic development. Activities so far: Engaged with other Universities for advice, linkages and support. Conducted SWOT analysis. Presented Road show. Drew up an E-learning Implementation Strategy and Plan for UZ.

  28. Engaged with other Universities Many thanks to UJ for the invitation to participate in the Developmental study towards effective practices in TAL and to all participants for their input. Using the study’s “lenses” for self-evaluation and review and benchmarking these with other institutions was very constructive.

  29. SWOT AnalysisStrengths (what Unizulu can do) Establish an e-learning portal. Install Moodle LMS on campus. Host workshops/discussion groups. Establish/upgrade other technical services: E-learning centre Internal computer mediated communication (student email, chat, sms service, blogs, wiki’s, RSS feeds etc.) Can effectively make use of internet resources (skype, gmail, online courses).

  30. SWOT AnalysisWeaknesses (what Unizulu can not do) Cannot roll out e-learning campus wide. Cannot provide extensive assistance to academic staff (content development and instructional design).

  31. SWOT AnalysisOpportunities (potential favourable conditions for Unizulu) High bandwidth to Internet. Well developed intranet on campus. Very high staff to PC ratio. Podium PC’s & digital projectors in many lecture venues. Spare server capacity in ICT department. High quality open source software (Moodle, Joomla , Ubuntu and Dspace /Duraspace). Knowledgeable task team that can help establish e-learning. Other resources already in place e.g. IR & various web servers.

  32. SWOT AnalysisThreats (potential unfavourable conditions for Unizulu) Limited PC’s for students. Severe shortage of technical and support staff including content developers and instructional designers. Bottom up approach to e-learning on campus. Island style development of current e-learning systems. Low computer literacy among many academic staff members. No incentives for staff to change their existing teaching styles.

  33. E-learning Implementation Strategy and Plan Road map a sustainable e-learning program at UZ. Current status: Adopted by Senate on 17th November 2009. Identified five critical success factors for the successful development of e-learning at UZ.

  34. 5 Critical success factors A cohesive vision and services across faculties and service departments to support e-learning. Funding for and investments to support the implementation of e-learning. Policies and procedures conducive to offering e- learning. Student access to e-learning resources and support. Technology infrastructure to support a mission critical e-learning programme.

  35. To get the ball rolling – Phase I – Requirements analysis The Task Team proposes a phased approach to implementing an e-learning programme. Phase I – Requirements analysis a) Conduct interviews with Faculty Deans, lecturing staff, academic development, and any other stakeholders of e-learning to determine the: Expectation of an e-learning system Requirements of an e-learning system Training needs Policy and procedural changes needed to support e-learning.

  36. To get the ball rolling – Phase I – Requirements analysis b) Acceptance of a conceptual e-learning model This would act as a mechanism to put the vision into practice. An initial conceptual model was proposed with the following objectives: Provide faculty with tools and training that facilitate the teaching and learning process (i.e. podium computers and digital projectors in venues, a LMS and an e-learning laboratory). Emphasize the core asset of the university (faculty knowledge), not the emergence of new delivery mechanisms. Integrate operations with the three major university areas; teaching and learning, research, and community outreach. Use technology to bring teaching and learning, research and outreach closer together within an integrated blended hybrid model.

  37. Learning Management Systems Users Courses Course page Resources (content) Activities Tools

  38. Learning Management Systems Blackboard http://www.blackboard.com WebCT Vista - now Blackboard http://www.blackboard.com eCollege http://www.ecollege.com Desire2Learn http://www.desire2learn.com ATutor http://www.atutor.ca/ Sakai http://www.sakaiproject.org Moodle http://www.moodle.org

  39. Why Moodle? Mature Dynamic Flexible/Open Feature Rich Community Critical Mass Project leader - Martin Dougiamas

  40. Thank you for your attention. E-learning portal Moodle

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