a holistic approach in implementing virtual learning icee2001 29 - 30 october, 2001 mines beach spa...
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A HOLISTIC APPROACH IN A HOLISTIC APPROACH IN IMPLEMENTING VIRTUAL LEARNINGIMPLEMENTING VIRTUAL LEARNING
ICEE200129 - 30 October, 2001
Mines Beach Spa ResortKuala Lumpur
Alicia Tang Y. C. (UNITEN) - PRESENTERNorlaila Hussain (UNITEN)
& Pathiah Abdul Samat (UPM)
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AGENDA (1)AGENDA (1)
INTRODUCTIONPURPOSE VIRTUAL LEARNING
– Holistic Approach– Motivation
PROPOSED FRAMEWORK
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AGENDA (2)AGENDA (2)
ISSUES AND CHALLENGES SUCCESSFUL IMPLEMENTATION
FACTORSCONCLUSION
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INTRODUCTIONINTRODUCTION
Internet and related technologies, is fundamentally a faster, better way to learn
The challenge which technology presents to education is– knowledge should be well presented and
effectively learntThe scope and nature of the underlying
issues required a holistic perspective of discussion
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PURPOSE OF STUDYPURPOSE OF STUDYUniversity students are demanding
– a greater say in their tertiary education– a greater flexibility in the way they receive instructions
Our focus will be in establishing a framework to accommodate – activity– technology
To propose five dimensions for discussion To recommend attributes and indicators for
successful implementation of virtual learning
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VIRTUAL LEARNING: VIRTUAL LEARNING: DEFINITIONDEFINITION
“Online domains that permit synchronous, collaborative interaction among teachers
and students, while also providing asynchronous learning resources for
individual use by students at any time”
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VIRTUAL LEARNING: VIRTUAL LEARNING: DEFINITIONDEFINITION
Offering of access to various learning materials and subsequent development of communications capabilities turned the traditional learning environment to a Virtual Learning Environment.
The 21st century version of distance learning is called “virtual learning”.
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HOLISTIC APPROACHHOLISTIC APPROACHWHY?
WHAT?
There exists too much information that is beyond
the basics for diagnosis
A holistic view is required: many determining components as
fundamentals & would require the identification of the impact of virtual learning
from a range of views
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MOTIVATIONMOTIVATION
In line with Vision 2020, Malaysia’s educational system is to be transformed– urgent need for continuing education and
training of the workforce– lifelong learning– in significant in fields such as science and
technology that are changing very rapidly
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MOTIVATIONMOTIVATION
Other Reasons:– staff-student ratios have risen– technology is beginning to offer stability to
meet user-expectation– there is a parents/students expectation that
an institution need to be involved in information technology and computer-assisted learning materials
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PROPOSED FRAMEWORKSPROPOSED FRAMEWORKSA framework of five dimensions will be
presented and discussedOur framework will capture and
address the four “Ws” and one “H” variables.– each addressing a question mark of ‘what?’,
‘why?’,’when’, ‘who’, and ‘how?’
with the aim to turn ‘what’ to become ‘know-what’; ‘how’ to become ‘know-how’ and so fourth.
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DIMENSION
DIM – 1
DIM – 2
DIM – 3
DIM – 4
DIM – 5
ELEMENT VARIABLES
InfrastructuresAnd
Technologies
Instructional/Pedagogical
Design
OrganisationalCulture/
Human Factors
Launching &Timing
RequirementAnalysis/Checklist
WHAT
WHY
HOW
WHO
WHEN
What appropriatetechnology is required?How are they selected?
Prevailing pedagogicarrangement?How to construct thosemodels & theories?
Policy adopted?Parties involved?
Time frame selected?As pilot project?
Can institutionalperspective be met?Benefits that offered?
Figure 1: Holistic view of a framework for implementing virtual learning
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FRAMEWORKS (2)FRAMEWORKS (2)
The framework is a conceptual model that identifies the network of relationships among the variables
it helps to theorise the relationships among the several factors that have been identified as important to the problem
to improve understanding of the dynamics of such learning environments
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E-mail, Chat-tools, Video Conferences.
Synchronous/asyn. Channels, etc.
Learning materials.
How to raisemotivation, etc.
User Administration, etc.
Formative, Summative, Monitoring & On-going
Figure 2: Components in conceptualisation process
Planning forVirtual Learning
Experience
INFRASTRUCTURES
Learning modelsDidactic models
Technological realization
DEVELOPMENT
COURSE RUNNING
EVALUATION
Communication technology
Organization &Management
Approaches &Models
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DIM - 1DIM - 1(What): Infrastructures and
Technologies
“how do we connect the tools selected with the pedagogical model”
Online connection is required - downloading, content updates, contacting lecturers and/or peers A wide diversity of different types of technologies can be used - video conferencing, emails, Intranet systems and the WWW
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DIM - 2DIM - 2(How): Instructional And
Pedagogical Design
Some Parameters: learning goals teaching interactionmode of delivery, and course materials preparation
A checklist that used “learning” as indicator:
• How do instructors lecture in VLEs? • What are the best assessment methods in VLEs?• In what conditions can learners construct new learning materials and knowledge?
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DIM - 3DIM - 3(Who): Organisational Culture and
Human Factors
Some Parameters: learning goals teaching interactionmode of delivery, and course materials preparation
Organisational culture includes:
• policies• attitude• organisational climate• staff rewards
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DIM - 3 (2)Institutional PerspectiveIs Used As Indicator:
- Availability of funding for virtual learning projects? - Any potential staff readiness?- Are the staff members enthusiastic
about the project?- Does changing nature of the student
population encourage this?- Government policies that encourage
the development of VLE?
- Availability of funding for virtual learning projects? - Any potential staff readiness?- Are the staff members enthusiastic
about the project?- Does changing nature of the student
population encourage this?- Government policies that encourage
the development of VLE?
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DIM - 4DIM - 4(When): Project Launching and
Timing
The key issues in this dimension will be:
How soon will it be introduced, and over what period of time?Was it implemented as a pilot project or direct changeover?What is the best rate and pace of transformation?How fast will it grow?
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DIM - 5DIM - 5(Why): Requirement Analysis
In this respect the issues explored are:
Did the institutions have the capacity in this field? If not, are there any actions being taken to increase this capacity? Why did academic staff want VLE? Why did students want VLE? Will in long term the innovation generate new sources of income?
In this respect the issues explored are:
Did the institutions have the capacity in this field? If not, are there any actions being taken to increase this capacity? Why did academic staff want VLE? Why did students want VLE? Will in long term the innovation generate new sources of income?
Institution itself plays a major role in the transition process towards the new environments
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ISSUES AND CHALLENGESSurviving information overloadProper deployment of “human computing” Inadequacy of the national IT infrastructure to deliver
rich multimedia contentsWhat are the new theories, strategies and methods
applied for teaching in VLE? What are the best assessment methods in Virtual
Learning?How do we cope with the rapid changes of technology?
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SUCCESSFUL IMPLEMENTATION
•Culture•Training and development •Recognition and acknowledgement•Infrastructures
Required Good Combination of:
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Proceed to VL Implementation
Models and Approaches Design Infra and Info Acquisition
Requirement Analysis Timing Organisational Culture
Institutionalperspective?
Fulfilment ofrequirements?
What to lookforward?
Funding available?
Policy established?
Key playersidentified?
Staff enthusiasmlevel?
Changeovermethod?
Time-framechosen?
Sufficienttime?
Tools,Equipment &Technologies
Goals,Outcomes,Materials &Assessments
Figure 6: Conceptual model during project initiation
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CONCLUSION
Primary Goal:• Effectiveness of all (IT Infra, Courseware)
Not to just looking at the pedagogical • but also the ‘product’ that the new system will create
(for the knowledge economy)
A framework that addresses five dimensions pertaining to virtual learning has been presented.
