eLearning
Management
Prof. Dr. Srisakdi Charmonman
Charm@ksc.au.edu
Chairman of the Board and CEO
College of Internet Distance Education
Assumption University of Thailand
www.charm.au.edu
Keynote address at “Production of eLearning Courseware”,
for Cambodia, Laos, Myanmar, Vietnam, and Thailand.
Supported by UNESCO and Information for All Program (IFAP)
at Srisakdi Charmonman IT Center, Assumption University of Thailand,
March 15, 2011
eLearning Management.
1. Introduction.
2. Management of the College
of Internet Distance Education.
3. Management of eLearning Hardware.
4. Management of LMS Software.
5. Management of eLearning Courseware.
2
eLearning Management (Cont.)
6.
7.
8.
9.
Management of eLearning Security.
Management of eLearning Human Resources.
Management of Marketing for eLearning.
Concluding Remarks.
3
1. Introduction.


Many eLearning universities
have been highly successful.
A noted example in terms of financial profit
is the university of Phoenix.
Several eLearning universities
have been highly unsuccessful.
A noted example is UKeU.
4
Introduction (Cont.)


Similar to other organizations,
one of the main factor for success
is management.
Searching “Importance of Management”
from Google, over 93 million entries were found.
5
Searching “Importance of Management”,
over 93 million entries were found.
6
Introduction (Cont.)

From <techerunch.com/2010/08/06/bill-gateseducation/> on 6 August 2010,
Bill Gates said at the Techonomy Conference
in Lake Tahoe, California, USA, that
“Five years from now on the web for free,
you will be able to find the best lecture
in the world. It will be better
than any single university.”
7
Introduction (Cont.)

Gates continued that
- No matter how you came about your knowledge,
you should get credit for it.
- Classrooms are still vital for K12.
- College needs to be less “place-based”
except for parties.
- Upper-level education has been
* too expensive.
* too hard to get.
8
Introduction (Cont.)
- Place-based educations will be five times
less important than they are today.
- One particular problem with existing
education system is text books.
US text books are three time longer
than the equivalent in Asia
but Asian students are beating US students.
9
Introduction (Cont.)

From <blogs.edweek.org/edweek/DigitalEducation/
2010/01/bill_gates_promotes_online_lea.html>,
earlier in January 2010,
Gates stated in his Second Annual Letter
that eLearning is one of nine innovations
to get financial support
from Bill and Melinda Gates Foundation
over the next several years
10
Introduction (Cont.)


The Second Annual Letter
consists of 12 pages,
including two pages
on “Online Learning and Teacher Effectiveness”.
On page 9 of the Letter,
Gates describes his fascination
with eLearning, especially the “Open Courseware”
Physics course from MIT.
11
Introduction (Cont.)

The MIT Open Courseware
allows anyone including the dropouts
to get education
from famous university like MIT free of charge
but if you need help from a professor
or need a certificate, you must pay.
12
Introduction (Cont.)

Bill and Melinda Gates Foundation
will cooperate with educators,
software developers, and online community
to produce high-quality courses
for both formal and informal education.
13
Introduction (Cont.)

This paper presents
- Management of the College
of Internet Distance Education.
- Management of eLearning Hardware.
- Management of LMS Software.
- Management of eLearning Courseware.
- Management of eLearning Security.
- Management of eLearning Human Resources.
- Management of Marketing for eLearning.
14
2. Management
of the College of Internet Distance Education.
2.1 Non-Profit and For-Profit Universities.
2.2 Semi-Autonomous Organization.
2.3 Business-Like Titles for CIDE Executives.
15
2.1 Non-Profit and For-Profit Universities.


Universities may be classified as “non-profit”
or “for-profit”.
In the US, all State Universities are non-profit,
and all virtual universities are for-profit.
16
Non-Profit and For-Profit Universities (Cont.)

Examples of non-profit universities
offering eLearning programs
in addition to classroom-based programs:
- University of Florida Distance Learning
- University of Illinois Online
- University of Maryland University College
- University of Texas Telecampus
- Etc.
17
Non-Profit and For-Profit Universities (Cont.)


The for-profit university
may be called “Virtual University”.
The first for-profit university,
which was fully accredited, in the year 1999,
is Jones International University.
18
Non-Profit and For-Profit Universities (Cont.)

Other examples of virtual universities:
- Capella University
- DeVry University
- Kaplan University
- Etc.
19
Non-Profit and For-Profit Universities (Cont.)

eLearning programs in non-profit universities
are managed in similar manner
to classroom-based programs
as required by the Charter
or Bylaws of the non-profit universities.
20
Non-Profit and For-Profit Universities (Cont.)

In addition to non-profit State Universities
and for-profit virtual universities,
a third category is a College-level organization
in a non-profit university.
21
Non-Profit and For-Profit Universities (Cont.)


A sample case to be presented here
is the College of Internet Distance Education
of Assumption University of Thailand.
Assumption University is a private university
in Thailand established by the Catholic Church
in the year 1969.
22
Non-Profit and For-Profit Universities (Cont.)

It is non-profit in the sense that all the “profit”
or the amounts of revenue in excess of expenses
are totally used for further development
of the university
and not distributed to shareholders
or owners because there is no shareholder
and the owner is a non-profit organization.
23
2.2 Semi-Autonomous Organization. (Cont.)

On April 25, 2002, in his capacity
of Vice President for Information Technology
and a member of Assumption University
Board of Trustees,
the author proposed to and got approval
from the Board to establish
the College of Internet Distance Education (CIDE)
to offer eLearning programs.
24
Semi-Autonomous Organization (Cont.)

In making his proposal to the Board of Trustees,
the author stated that in the future,
he hoped that
CIDE would have 100,000 students per year
with each student paying 100,000 baht
(about 3,333 US$) per year.
25
Semi-Autonomous Organization (Cont.)


The annual revenue would be 10,000 million baht
(about 333 million US$) and the income or profit
about 5,000 million baht
(or about 166 million US$) per year.
As of March, 2011, there are over 50,000 students
but most of them are in the free courses for SME.
26
Semi-Autonomous Organization (Cont.)


The management structure of the College
consists of:
- The Governing Board.
- The Executive Board.
The Governing Board of the College
reports to the Board of Trustees of the University.
27
Semi-Autonomous Organization (Cont.)

The Chairman of Governing Board
is the President of the University
and the Deputy Chairman
is the Chief Executive Officer (CEO)
of the College.
28
Semi-Autonomous Organization (Cont.)

The Governing Board is supposed
to meet 3 times every 2 years.
The Governing Board established policies
and general guidelines for the Executive Board
to carry out.
29
Business-Like Title for CIDE Executive (Cont.)

The Executive Board
is chaired by the Chief Executive Officer (CEO)
and meets every month.
30
2.3 Business-Like Titles for CIDE Executives.


In a classroom-based university,
there may be a President, Vice Presidents,
Deans, and Department Heads.
At CIDE there are
- Chief Executive Officer (CEO)
similar to the President of a unversity
31
Business-Like Title for CIDE Executive (Cont.)

The CEO is assisted by:
- The CAO (Chief Academic Officer)
similar to the university
Vice President for Academic Affairs
- The COO (Chief Operating Officer)
similar to the university
Vice President for Administration
32
Business-Like Title for CIDE Executive (Cont.)
- The CTO (Chief Technology Officer)
similar to the university
Vice President for Technology
- Other chiefs if and when desirable.
33
Business-Like Title for CIDE Executive (Cont.)

At the beginning,
when the number of eLearning programs
is only five and rather small,
the position of CFO (Chief Financial Officer)
is not appointed
but the College uses the services
of the university Vice President for Finance.
34
3. Management of eLearning Hardware.
3.1 Servers for eLearning.
3.2 Clients for eLearning.
35
35
3.1 Servers for eLearning.


The eLearning providers
must have reliable servers.
The servers may be at
3.1.1 The location of the educational
institution.
3.1.2 A web-hosting provider.
3.1.3 A commercial eLearning provider.
36
36
3.1.1 eLearning Servers at the Location
of the Educational Institution.


For example, at the College of Internet Distance
Education of Assumption University,
the servers are at Srisakdi Charmonman IT Center.
For double backup of servers,
- Two sets of servers at Suvanaphumi Campus
- Two sets of servers at Huamark Campus.
37
37
The Educational Institution (Cont.)



For power supply backup
- UPS (Uninterruptible Power Supply)
- Diesel Generator
For Internet connection backup
- Two ISPs.
For technician backup
- Technicians available 24 hours onsite.
38
38
3.1.2 eLearning Servers
at a Web-Hosting Providers.


Instead of having its own eLearning computer
center, a web hosting service may be used.
Searching Google
for “Web-Hosting Provider for eLearning servers”,
over 584,000 entries were found.
39
39
Web-Hosting Providers (Cont.)
40
40
Web-Hosting Providers (Cont.)

The first example is at
<www.ntchosting.com/elearning-web-host>,
- 99.9% servers uptime
- Price starts at 8.95 $/month
- Free Moodle installaion
- Instant account activation
- Free set-up
41
41
Web-Hosting Providers (Cont.)

The second example is at <moodle.com>
which give information
for Moodle hosting services
in various countries, such as
- Argentina
- Australia
- Bahrain
- Brazil
- Canada
- Columbia
42
42
Services in various countries (Cont.)
- Czech Republic
- Germany
- Hong Kong
- Ireland
- etc.
- France
- Greece
- India
- Italy
43
43
Services in various countries (Cont.)

Moodle.com provides many services such as:
- Hosting
- Support
- Consulting
- Installation
- Integration
- Customization
- Training
- Certification
- Etc.
44
44
3.1.3 eLearning Servers
at Commercial eLearning Providers.


There are also Commercial eLearning Providers
where not only hardware
but also software and all the required eLearning
services are available.
In this case a mirror site
should be established locally.
A few examples are given here.
45
45
Commercial eLearning Providers (Cont.)


The first example is
at <www.thirdforce.com/sectors/>
which provides eLearning solutions to
- Education
- Government
- Commercial Organizations
ThirdForce offers to create
and develop customized courses and programs.
46
46
www.thirdforce.com/sectors/
47
47
Commercial eLearning Providers (Cont.)

The second example is at
<www.beecoswebengine.org/00_Commercial
_E-Learning_Mod>
which provides the services
as well as delivery modules for:
- e-learning
- exam
- assessment
48
48
http://www.beecoswebengine.org/
00_Commercial_E-Learning_Mod
49
49
3.2 Client for eLearning.


Each learner must have a computer
or internet device to serve as the client
to the eLearning server.
Each eLearning provider
must give the recommended specifications
for the PC, similar to the case for window 7.
50
50
Similar to the Case for Window 7 (Cont.)

Sample specifications for Window 7:
- 1 GHz 32-bit (x86) or 64-bit (x64) processor.
- 1 GB of system memory.
- Support for DirectX 9 graphics.
- 128 MB of graphics memory.
- 40 GB of hard drive capacity
with 15 GB free space.
- DVD-ROM Drive.
- Audio output capability.
51
51
Client for eLearning (Cont.)

In addition to PC, client for eLearning may be:
- Notebook
- Netbook
- Smartphones
- Pads
- Tablets
52
52
4. Management of LMS Software.
4.1 Introduction.
4.2 SCITplus Version I.
4.3 SCITplus Version II.
4.4 SCITplus Version III.
4.5 SCITplus Version IV.
4.6 The Future of LMS.
53
4.1 Introduction.
The central nervous system of eLearning
is the software to manage and support
all stages of learning activities.
 The name of the eLearning software
may be:
- “LMS” for Learning Management System.

54
Name of eLearning Software (Cont.)
- “CMS” for Content Management System.
- “LCMS” for Learning Content Management System
or Learning and Content Management System.
- “CLCIMS” for Computer Learning Content
Information Management System.
55
Name of eLearning Software (Cont.)
- “DMS” for Document Management System
which may be a part of CMS.
- “LAMS” for Learning Activity Management System
which is an open-source software for courseware
creation, management, delivery, and etc.
56
Name of eLearning Software (Cont.)

It may be said that “LMS” is for
- Planning of learning events.
- Delivering of learning events.
- Managing of learning events.
57
Name of eLearning Software (Cont.)
“LCMS” if standing for
“Learning Content Management System” or “CMS”
is for creating and re-using learning contents.
 “LCMS” if standing for “Learning
and Content Management System”
is the combination of LMS and CMS.

58
4.2 SCITplus Version I.
During early 2003, the executives
of CIDE looked around
searching for some readily available LMS.
 CIDE found over 100 LMS, e.g.
- 24 x 7 Learning.
- Absorb LMS.
- AEL or Acumen Enterprise Learning.

59
CIDE found over 100 LMS (Cont.)
- Adventus.
- Angel Learning.
- Apex Learning.
- ASAP+.
- Atutor.
- BlackBoard.
- CADE Learning.
60
CIDE found over 100 LMS (Cont.)
- Moodle.
- OLAT.
- Plateau Learning.
- Sakai Project.
.
- SCITplus
- SumTotal.
- WBT Manager.
- WebCT.
61
SCITplus Version I (Cont.)

Most LMS systems are web-based
to facilitate “anytime and anywhere”
access to learning content
and administration.
62
SCITplus Version I (Cont.)

Few companies such as BlackBoard
and WebCT were contacted to demonstrate
their products to the executives
of the College.
63
SCITplus Version I (Cont.)

CIDE executive at that time were:
- Prof. Dr. Srisakdi Charmonman, CEO
- Prof. Dr. Chaiyong Brahmawong, CTO
- Prof. Dr. Utumporn Jamornmann, COO
- Dr. Santihorn Bunchua, MS (ICT)
Program Director
- Mr. Firouz Anaraki, NOC Director
64
SCITplus Version I (Cont.)

After observing the capabilities, functionalities,
and prices of few commercial LMSs,
the CEO of the College opted
for the in-house development of an LMS
or LCMS for CIDE.
65
SCITplus Version I (Cont.)

A team of directors, programmers,
and web designers from AuNet,
Computer Lab and Office of VP for IT
was appointed to design and develop
an LMS from scratch.
66
SCITplus Version I (Cont.)
Development of a big software project
such as an LMS is not an easy task.
 Such a project requires quite a number
of web programmers, web designers, analysts,
team leaders, and project coordinator
and years of development
and testing to become a viable LMS product.

67
SCITplus Version I (Cont.)
CIDE then decided to look for an open source
alternative for development of an LMS.
 If a good open source LMS could be found
to perform the necessary tasks needed
by an eLearning environment,
then more time and effort could be spent on
development of the “contents” as needed
by various schools rather than
the development of the LMS.

68
SCITplus Version I (Cont.)

There are many good reasons
to use the open source software, i.e.
- it’s free with no pop-up advertisement
- full control of options and settings
- the right to edit and modify the code
- online support forum
- modification and derivation
of other software from it.
69
SCITplus Version I (Cont.)

A thorough study of a few open source
LMS software such as:
- aTutor
- Moodle
- OLAT
was done.
70
SCITplus Version I (Cont.)

The executives of the College found Moodle
as the most promising open source LMS due to
- its functionality
- online forum
- the number of university
and colleges using it.
71
SCITplus Version I (Cont.)

Moodle was chosen to be developed
using PHP and MySQL database
which are open source programming language
and database system
and therefore could be run on any platform, i.e.
Windows servers, Linux,
and Macintosh computers under Apache
which is also an open source web server.
72
SCITplus Version I (Cont.)

The “Courseware Production Team” includes
- Instructional Designer.
- Web Programmer.
- Web Designer.
- Video Editor/Graphics Designer.
73
SCITplus Version I (Cont.)
The main objective of the Courseware Production
Team would be to design
and develop online courses suitable
for eLearning environment.
 The contents will be added to the LMS software
and this makes the LMS
to become an LCMS.

74
SCITplus Version I (Cont.)

The Instructional Designer (ID)
acts as the team leader who is responsible
to constantly communicate
with the Content Expert (CE)
to understand the subject and its contents
and to transform the material to electronic format
suitable for eLearning mode.
75
SCITplus Version I (Cont.)

The ID at the same time seeks the expertise
of other team members to accomplish
the online preparation of the courses.
Web programmer would be doing
a very important task of understanding
the coding and structure of the Moodle
and to write programs to add new features
and functionality to Moodle when needed.
76
SCITplus Version I (Cont.)

Web programmer, web designer,
and the video auditor will also be closely working
with the ID to design and develop online
courseware.
77
SCITplus Version I (Cont.)

The CEO of the College approved the name
“SCITplus” and its variant “SCITplus”
to be given to the LCMS developed at Srisakdi
Charmonman IT Center (SCIT)
with is the seat of the College
of Internet Distance Education.
78
SCITplus Version I (Cont.)

The online contents and the courseware
are prepared by the courseware production
team, the whole package of Moodle,
new programs added to the Moodle,
and the courseware hence is called SCITplus.
79
SCITplus Version I (Cont.)

At the first step, the College executives
decided to use SCITplus for preparation
of the online courses for the School of IT
which offers master degree in ICT at CIDE.
80
SCITplus Version I (Cont.)

Under the guidance and blessings
of the CEO and CTO of the College,
Program director of the School of IT
and the director of Courseware Production Team
adopted the video based approach
for delivery of online courses.
81
SCITplus Version I (Cont.)
At the first trial the Audio Visual department was
requested to take a video camera
to the classroom where the lecturer
was teaching and record the class lecture.
 Instructor was given a microphone to wear and the
whole class lecture was recorded.

82
SCITplus Version I (Cont.)

This was during early 2005
when the eLearning mode was not recognized by
the government of Thailand,
and students were required to attend
the classes in campus.
83
SCITplus Version I (Cont.)

After video lectures were taken,
they were edited by the video editor member
of courseware production team
and with the cooperation of other team members,
the video lecture was prepared
in Windows media video (WMV) format
and put on the College server,
a Windows 2003 server with Apache, PHP, and
MySQL, and running the first version of SCITplus. 84
SCITplus Version I (Cont.)
The program to synchronize video lectures with
PowerPoint slides was developed
by the courseware production team
and was called PowerV.
 This PowerV software was based on streaming
technology which allows
users to watch a video before a full download.

85
SCITplus Version I (Cont.)
Students registered for the courses could access the
web-based SCITplus web-based software from
anywhere and anytime
to watch the video lectures using video streaming.
 One major drawback of the first version
was lack of clarity of video lectures
as they were taken in a live classroom environment.

86
4.3 SCITplus Version II.

In order to improve the quality
of the video lectures, the College agreed
to buy a high quality video camera
and to start recording of the lectures
in an office turned into a small studio
for video recording.
87
SCITplus Version II (Cont.)
The program director of the school of IT
was the first one to volunteer
to record his subject ICT 5000,
an Introduction to Computers at the studio.
 Few more ICT courses followed
the same pattern.
 The quality of video lecture was greatly enhanced.
The main drawback in Version I was overcome.

88
SCITplus Version II (Cont.)

The PowerV software was also updated
and new features were added to this software, i.e.
students could pause at any time,
rewind or forward through the video or jump to a
specific topic in the lecture which
was considered very important
for use of these video lectures.
89
SCITplus Version II (Cont.)

But still there was a minor problem,
the videos were in Windows media video format
which meant only those using
a computer under Windows could watch
the video lectures.
90
SCITplus Version II (Cont.)
One major enhancement at this stage
was providing the MP3 audio format
of the video lectures available
on SCITplus LCMS.
 Students really enjoyed this feature of SCITplus
as they could hear to the audio of the lectures
on their iPods or other MP3 players anytime
and anywhere.

91
SCITplus Version II (Cont.)

In a survey taken in 2006,
students considered availability
of the MP3 audio lectures as the second
most important feature of SCITplus
after the video lectures.
92
4.4 SCITplus Version III.

By middle of 2006, the College
of Internet Distance Education
spent more than 50 million Baht
to create its own Radio and TV studios.
93
SCITplus Version III (Cont.)

During this time, the courseware production
team started utilizing these studios
and taking the video of lectures
at theses highly well-equipped
and the sate of art studios.
94
SCITplus Version III (Cont.)
At the same time a totally new version
of PowerV was developed which works
under Macromedia/Adobe Flash player.
 Flash player can be run on major platforms, i.e.
Linux, Macintosh, and Windows based computers.
 This allowed the video lectures to be viewed under
almost any personal computer.

95
SCITplus Version III (Cont.)

The Technology Division of the College
of Internet Distance Education
decided to call this new version
of its software as PowerFx to be similar
to FlashFx.
96
SCITplus Version III (Cont.)

There were many other enhancements
if this version, i.e. students could choose
to watch both lecturers windows
and PowerPoint Windows or just view
the PowerPoint Windows or change
the size of the windows.
97
4.5 SCITplus Version IV.
By March 2011,
SCITplus Version IV has been released for trial
and still being developed.
Three features are given here as examples.
 The first feature is off-line version of SCITplus
on VCD which has been given to students
in countries where Internet connection
is not good enough to use SCITplus online.

98
SCITplus Version IV (Cont.)
The VCD allows users to study
in all CIDE educational programs
thru his own computer with the VCD installed.
 The second feature is improved version of SCITplus
for McIntosh.
 The third feature is for using SCITplus
on mobile phone.

99
4.6 The Future of LMS.


The first example is from the document
entitled “The Standalone LMS is Dead”.
A proposal is made to use social network
such as Facebook to serves up formal,
informal and social content and connection for all.
100
The Future of LMS (Cont.)


The second example is from the document
entitled “The Traditional LMS is Dead”.
It was said that traditional LMS
has two problems.
They are monolithic within a learning organizations
and generic across learning organizations.
101
The Future of LMS (Cont.)

Being monolithic means that
traditional LMS
includes all possible online learning capabilities
in one single application,
trying to do everything
and end up not doing a good job at anything.
102
The Future of LMS (Cont.)

Being generic means that
it undermines the unique learning culture
of each organization.
“Teachers and students
are not free to choose the right/best/preferred tool
for each teaching or learning activity
they understand.”
103
The Future of LMS (Cont.)

It is recommended that
LMS becomes more modular
so that it can be customized
for every specific setting.
104
5. Management of eLearning Courseware.
5.1 How to Develop Courseware for eLearning.
5.2 eBook for eLearning Courseware.
5.3 Courseware Development
by Student with gooLearning.
105
5.1 How to Develop Courseware for eLearning.

From the paper by Charmonman and “To Develop
or Not to Develop New Courseware for UniversityLevel eLearning” on August , 2006
There are two types of eLearning,
1) Short Courses and Training
2) University-Level Degree Programs
106
1) Short Courses and Training


For short courses and training,
new courseware should be developed
if there are many students.
When the number of students is large,
the cost of producing
the courseware per student is very small
and highly justified.
107
2) University-Level Degree Programs.


For university-level degree programs,
the cost per student for the production
of new courseware depends
on the number of students.
If the number of students is small,
the cost per student may be high
and not justifiable.
108
University-Level Degree Programs (Cont.)

In other words,
a new courseware should be developed
for university-level program
when the expected number of students
taking that course is high.
109
Courseware Development (Cont.)

Example of the Courseware Development
Processes.
- A courseware may be developed
in a similar way to a software
and thus the term courseware engineering
similar to software engineering.
110
Courseware Development (Cont.)

For example, the process could be divided
into 4 phrases.
- Problem Investigation or Analysis.
- Planning or Design.
- Development or Production.
- Implementation and Evaluation or Testing.
111
Courseware Development (Cont.)

The College of internet Distance Education
of Assumption University is the first to offer
complete eLearning Degree Program in Thailand.
112
Courseware Development (Cont.)

The first set of courseware
at the College of Internet Distance Education
of Assumption University
is for MSc in Management
with new courseware for 23 courses.
113
Courseware Development (Cont.)

More information about the parties
and responsibilities in developing courseware
will be given in Section 7
“Management of eLearning Human Resource”.
114
Courseware Development (Cont.)

From the paper by Charmonman
“eLearning in the Future” on August 27, 2010,
as of the year 2011,
the law in Thailand requires that
a courseware must be developed
for each 3-credit course
at the university level.
115
Courseware Development (Cont.)

At the beginning,
the author paid the content expert 180,000 baht
for an MS-level courseware.
The logic behind was that
an instructor was paid about 50,000 baht
for teaching a graduate course.
116
Courseware Development (Cont.)


The courseware would be used 9 times
(3 times per year for 3 years),
resulting in payment of 450,000 baht
to the instructor.
Thus, paying 180,000 baht
instead of 450,000 baht
was acceptable to the College.
117
Courseware Development (Cont.)

It turned out that
some coursewares were not used
because no student registered for some
elective courses.
118
Courseware Development (Cont.)

So, the payment was changed to be similar
to the case for writing a book,
i.e. a small amount first and more payment
based on the number of students
if and when there are students.
119
5.2 eBook for eLearning Courseware


In some cases, eBooks have been used
instead of courseware.
McGrowHill has announced that
95% of their textbooks are available in eBook form.
A printed textbook may be priced at 100 US$
but an eBook version is available at 25 US$
to use for 6 months in the 4-month course.
120
eBook for eLearning Courseware (Cont.)


From the paper by Charmonman and Suesaowaluk
“Online Trends in K-12 Education 2010”
on May 13, 2010
There are many definitions of eBook.
Searching for “define: eBook”
from Google, 13 sources were founded.
121
Searching for “define: eBook”
13 entries were found.
122
eBook for eLearning Courseware (Cont.)
123
eBook for eLearning Courseware (Cont.)

From “en.wikipedia.org”,
An e-Book (short for electronic book,
or eBook), also known as a digital book,
is an e-text that forms the digital media equivalent
of a conventional printed book.
124
eBook for eLearning Courseware (Cont.)


From “www.stonybrook.edu”
“eBook is an electronic version of a book
that is found and read on the Web.”
From “www.statemaster.com”
“An eBook (also: e-Book)
is an electronic (or digital) version of a book.”
125
eBook for eLearning Courseware (Cont.)

Top eReader and eBook trends for 2010.
From “ireaderreview.com”,
March, 5, 2010:
1) iPad vs Kindle.
2) Multi purpose devices vs dedicated eReaders.
3) Color eReaders.
4) Arrival of flexible, unbreakable eInk screens.
126
Top eReader and eBook (Cont.)
5) Arrival of the 3rd generation of eReaders.
6) Kindle Apps and their impact.
7) Increase in eBook sales
eBooks could make up 10% of total book sales
(up from 5% or less in 2009).
127
Top eReader and eBook (Cont.)
8) Increase in eReader sales
eReaders could sell 6 million or more units
(up from estimated sales of 3 million in 2009).
9) Brutal competition amongst eReaders.
10) The transformation of publishing.
128
eBook for eLearning Courseware (Cont.)

From “www.webinknow.com”,
March, 2010:
- “Microsoft releases free eBook
for the K-12 teacher buyer persona”
can be downloaded at
“www.microsoft.com/education/teachers/guides/
digital_storytelling.aspx”
129
eBook for eLearning Courseware (Cont.)

From the eBook, students can:
- Improve their writing
- Show creativity
- Have a voice
130
eBook for eLearning Courseware (Cont.)

In Thailand, there are many webs
to download eBook such as “www.thaieBook.org
131
5.3 Courseware Development
by Student with gooLearning.

Information for this Section are from the papers
by Charmonman “GooLearning in a Management
Information System Course”
on December 18, 2009,
and “Knowledge Acquisition with eLearning,
mLearning, uLearning and gooLearning”
on December 1, 2009.
132
Courseware Development (Cont.)

At the opening of the discovery learning library
at Lumpini Park,
HRH Princess Maha Chakri Sirindhorn
said that if you would like to have any knowledge,
you could ask Professor Goo or Google.
133
HRH Princess Maha Chakri Sirindhorn
Graciously Opened the Discovery Learning Library
at Lumpini Park
134
gooLearning (Cont.)

The author modified
his Management Information Systems (MIS) course
to be based on
acquiring knowledge from Google
and called it “gooLearning”.
135
gooLearning (Cont.)


The author has been teaching the course
“Management Information Systems”
for more than 40 years.
Earlier, he lectured from textbook
but in the last few years
he has changed from using textbook
to using Google.
136
gooLearning (Cont.)

The course covers 15 weeks,
each week with 3 hours on Sunday 1.00 – 4.00 pm.
In the first hour, the author hands out
- the course description
- the course activities
- guidelines for knowledge acquisition from Google
- related materials
137
gooLearning (Cont.)

In each weekly period,
students are given topics to be covered.
Each and all students
are instructed to search Google
for information about the topic.
For example, the first topic is
“Management Information System”.
138
gooLearning (Cont.)

Searching
“Define: Management Information Systems”
from Google yields 3 entries.
Three students are assigned to scan and explain
each of the three entries.
If there are terms not clear in the explanation,
Google is again used to acquire information
about them.
139
“Define: Management Information Systems”
140
Searching “Management Information Systems”
141
gooLearning (Cont.)

The next step
would be to remove the word “define:”,
i.e. searching only for
“management information systems”
which yields over 200,000 entries.
142
gooLearning (Cont.)

Assigning students
to read all of those 200,000 entries
would be a big waste of time.
So, students may be asked to vote for 4-5 entries
to be investigated.
143
gooLearning (Cont.)


The first example may be
- a PDF file
- on handbook
- on management information systems
- from the US government
- at www.occ.treas.gov
It may be assigned to a student
to quickly scan and summarize it to the class.
144
gooLearning (Cont.)

The second example may be
“Management information systems explained”
from the UK, www.bestpricecomputers.co.uk
to be assigned to the second student.
145
gooLearning (Cont.)

The third example may be
the journal of management information systems
at www.jmis-web.org
to be assigned to the third student.
146
gooLearning (Cont.)

The instructor has to acquire knowledge
before meeting with the class
in order to make sure
that the class would not wander around
without covering what should be covered
in that period according to the schedule of classes.
147
gooLearning (Cont.)

In addition to topics to be covered in the 15 periods
of the 3-credit course,
knowledge acquisition for the term project
could and should be done by use of Google.
148
gooLearning (Cont.)

The instructor may ask student to propose a topic.
Then, demonstrate to the students
how to search Google for all the knowledge
or most of the knowledge to be supplemented
from other sources.
149
6. Management of eLearning Security.
6.1 Possible Information Security Risks
Regarding eLearning.
6.2 eLearning Information Security Pillars.
150
Management of eLearning Security (Cont.)

From “elearning: Incorporating Information
Security Governance.”
by E. Kritzinger and S.H von Solms,
possible information security Risks
Regarding eLearning
and four eLearning information security Pillars
were given.
151
6.1 Possible Information Security Risks
Regarding eLearning.

Sample risks cited by E. Kritzinger and S.H von
Solms are:
- Unauthorized parties may access course
material.
- Unauthorized course material
may be loaded on course web sites.
- Web sites may be defaced.
- Unauthorized parties
may copy submitted assignments
152
Information Security Risks (Cont.)
- Unauthorized parties
may change or delete submitted assignments.
- Unauthorized parties may change
or delete marks given to other students.
- Unauthorized parties may access or change
test questions.
- Unauthorized parties may take exam
on behave of students.
153
Information Security Risks (Cont.)
- Unauthorized parties may help students
while they are taking exam.
- Unauthorized parties may destroy the web sites
and/or databases containing marks.
- Unauthorized parties
may cause “denial of service”.
154
Information Security Risks (Cont.)
- Unauthorized parties may intercept and misuse
students’ and instructors’ logon information
(user ID and passwords).
155
6.2 eLearning Information Security Pillars.

E. Kritzinger and S.H von Solms
gave four main pillars
for eLearning Information Security.
156
eLearning Information Security Pillars (Cont.)
1) Security Governance
- Security Governance must be established.
- Top management must support
eLearning information security .
157
eLearning Information Security Pillars (Cont.)
2) Security Policies and Procedures
* Must establish:
- eLearning Information Security Policy.
- eLearning Risk Management Procedures.
158
eLearning Information Security Pillars (Cont.)
3) Implementation of Security Countermeasures
* Must implement:
- eLearning information security
policies and procedure.
- Six information security services
to enforce selected countermeasures.
159
Six Information Security Services (Cont.)
+ Identification and Authentication.
+ Authorization.
+ Confidentiality.
+ Integrity.
+ Non-Repudiation.
+ Availability.
160
eLearning Information Security Pillars (Cont.)
4) Countermeasures Monitoring
- Monitoring of e-learning environment
161
7. Management of eLearning Human Resource.
7.1 Executives of eLearning Organizations.
7.2 eLearning Content Experts.
7.3 eLearning Facilitating Instructors.
7.4 eLearning Students.
7.5 eLearning Support Personnel.
162
7.1 Executives of eLearning Organizations.

Executives of eLearning Organization may be:
1) Chief Executive Officer (CEO)
must be full time and should be appointed
from those holding doctorate degrees
or equivalent or at least associate professorship.
163
Executives of eLearning Organizations (Cont.)
2) Chief Academic Officer (CAO)
Chief Operating Officer (COO)
Chief Technology Officer (CTO)
Chief Information Officer (CIO)
Chief Recruiting Officer (CRO)
and etc. should be appointed
from qualified personnel
164
Executives of eLearning Organizations (Cont.)
3) Each school should have a Dean,
and each program a Program Director.
4) Administrative Officers:
- Director of Network Operation Center.
- Director of Radio and TV Courseware
Production Center.
- Director of Web-based Courseware
Production Center.
165
Executives of eLearning Organizations (Cont.)
5) Educational and Communication Technology
Specialist: should be appointed as full time staff
from those holding at least a master’s degree in
- Educational technology.
- Instructional technology.
166
Executives of eLearning Organizations (Cont.)

Audio-visual education to assist
in systems instructional design, supervise
and control media production.
167
Executives of eLearning Organizations (Cont.)
5) Testing and Evaluation Specialists:
should be appointed as full time academic staff
from those
- Holding at least a master’s degree
in educational measurement
and evaluation.
- Developing and analyzing on-line
and off-line test instruments based on objectives
and learning experiences.
168
7.2 eLearning Content Experts.

Content Expert:
A specialist in a subject must be appointed
to be in charge of the course in his area
of specialization.
- Create the course syllabus
with course description, course objectives, list of
textbooks and journal articles, additional reading
materials, course assessment, and etc.
169
Content Experts (Cont.)
- Establish the contents of the course
and the PowerPoint presentation.
- Deliver the lectures in the studio
to be videotaped and taped in voice.
- Create the handout for students
to download.
- Set up online activities.
170
Content Experts (Cont.)
- Define all activities such as
* exercises. * assignments.
* reports.
* quizzes.
* examinations.
- Set up assessment guidelines
for the facilitating instructor to follow.
- Develop many sets of examinations
171
Content Experts (Cont.)
- Provide a list of glossary.
The College paid the content expert
180,000 baht per course,
totaling over 4 million baht
for 23 courses
in the MSc in Management program.
172
7.3 eLearning Facilitating Instructors.

Facilitating Instructor:
- Must hold at least a Master’s Degree
in the area of his/her specialization
with university teaching experience
or equivalent.
\
173
eLearning Facilitating Instructors (Cont.)

Facilitating Instructor
may handle not more than 40 students
and perform at least 11 functions.
- Function 1 is to post the course announcements
about the course orientation
and other announcements.
174
eLearning Facilitating Instructors (Cont.)
- Function 2 is to monitor and encourage
students to view the course VDO
and participate in online activities.
- Function 3 is to monitor students’ record
of attendance.
175
eLearning Facilitating Instructors (Cont.)
- Function 4 is to set dates and times
for online group meetings.
- Function 5 is to create or assign students
to groups as appropriate to the activities.
176
eLearning Facilitating Instructors (Cont.)
- Function 6 is to provide feedback
to student including replying to email
within 24 hours.
- Function 7 is to grade online activities
including chat, and web board
as well as dealing with polls.
- Function 8 is to grade exercises,
assignments, reports, quizzes.
177
eLearning Facilitating Instructors (Cont.)
- Function 9 is to remind students
of and enforce the deadlines of assignment
and report submissions.
- Function 10 is to schedule dates and times
of the exams.
- Function 11 is to assign final grade
for students.
178
7.4 eLearning Students.

Students must be assigned
at least 5 responsibilities.
- The First Responsibility is to study the contents
from the virtual classroom,
i.e. watch the VDO thru the Internet
as provided in SCITplus.
179
eLearning Students (Cont.)
- The Second Responsibility is for the students
to participate and complete online activities
and assignments.
- The Third Responsibility is for students
to remain in contact with the Facilitating Instructor
and classmates at least once a week.
180
eLearning Students (Cont.)
- The Fourth Responsibility is for students
who need technical support to contact
the Call Center available from 8:00 – 24:00
every day.
- The Fifth Responsibility is for students
to take final exam at the proctored testing centers
available throughout Thailand and the world.
181
7.4 eLearning Supporting Personnel.


There must be supporting personnel
similar to the case of classroom-based
organization. The difference to be emphasized here
is internet personnel.
Internet Personnel:
Full-time Internet personnel are needed
to perform the tasks of controlling
and overseeing the use of Internet-based learning.
182
eLearning Internet Personnel (Cont.)
- Director:
Should be appointed from those holding
at least a Master’s Degree in the field
of information technology or educational
and communication technology.
183
eLearning Internet Personnel (Cont.)
- Internet Experts:
Appointed from those holding
at least a Bachelor’s degree in
informational technology or educational
and communication technology.
184
eLearning Internet Personnel (Cont.)
- Internet Specialists:
Comprising Systems operators,
System administrator, Webmaster,
Web developer, Help desk assistants,
Engineers, and Technicians.
185
eLearning Internet Personnel (Cont.)
- Supporting Staff:
Other positions may be required
to support the Internet services.
186
8. Management of eLearning Marketing.
8.1 UKeU Failed Because of Poor Marketing.
8.2 Social Network for Recruitment of Students.
8.3 SEO and Similar Methods.
8.4 Cooperation with Organizations
with Large Pools of Potential Students.
8.5 Specific Programs for Specific Groups.
8.6 Recruiting Agents.
187
eLearning Marketing (Cont.)

The paper by Charmonman
“Recruiting Students
for University-Level eLearning”
on December 16, 2010,
described recruiting students
in University-Level eLearning.
188
8.1 UKeU Failed Because of Poor Marketing.


The UKeU idea started in the year 1999.
In February 2001,
the UK Secretary of State for Education
proposed to offer UK higher education
thru the Internet worldwide
and UK e-Universities Worldwide Limited
was established with 62 million British Pounds
allocated.
189
UKeU (Cont.)

In March 2003,
UKeU launched its first two programs
with only 900 students
which were far below the target of 5,600.
190
Prof. Charmonman
Signed an Agreement with UKeU
191
UKeU (Cont.)


On February 2004,
the UK Higher Education Funding Council
for England (HERCE) terminated UKeU
to change the policy to support universities
and colleges directly rather than thru UKeU.
The UK government lost 50 million British Pounds
on the UKeU project.
192
UKeU (Cont.)
Many reasons have been cited why UKeU failed.
 The first and the most important reason
was of poor marketing in the sense
that it failed to recruit
sufficient number of students.
 The second reason was that UKeU project
was started at the wrong time,
i.e. just before the dot-com crash.
193
Why UKeU Failed (Cont.)


The third reason was that UKeU
used the supply-driven
rather than the demand-driven approach.
The fourth reason was that the brand of UKeU
was not as strong as the classical UK brands
like Oxford and Cambridge.
194
Why UKeU Failed (Cont.)

The fifth reason was that UKeU
spent too much time
and money on designing new computer
specifically for eLearning
rather than using on-the-shelf machines.
195
8.2 Social Network for Recruitment of Students.

Searching Google for “Social Recruiting”,
over 26 million entries were found.
196
Social Network for Recruitment (Cont.)

From the senior author television programs
on “eMarketing”, the subtopics 24 – 29
are on Marketing with
- Twitter
- FaceBook
- MySpace
- LinkedIn
- YouTube
- Digg
197
Social Network for Recruitment (Cont.)

Social networks have been used to
- Recruit new students
- Keep existing students
- Advertise existing and new educational programs
- Get students to apply for admission
198
Social Network for Recruitment (Cont.)


Many social network tools
are available for recruitment of students.
Twitter tools include
- Twitter Directories and User Search Tools
- Twitter Apps to Monitor Trends
- Twitter Apps to Monitor Brand
- Twitter Apps for Polls
- Etc.
199
Social Network for Recruitment (Cont.)

FaceBook tools include
- FaceBook Page
- FaceBook Group
- FaceBook FanPage Engine
- Etc.
200
Social Network for Recruitment (Cont.)

MySpace tools include
- Friend Blaster Pro
- MySpace MyAds
- MySpace Polls
- Etc.
201
8.3 SEO and Similar Methods.

Search Engine Optimization or SEO
is the technique
of improving the visibility
of a website or a web page
in Search Engine result
without paying the Search Engine.
202
SEO and Similar Methods (Cont.)


A related technique is Search Engine Marketing
or SEM in which payment
is made to Search Engine to get the advertiser web
on the right hand side of the first page
of the search result.
With SEO, editing the content
and HTML and associated code may help.
203
SEO and Similar Methods (Cont.)

In case of the Ph.D. in eLearning Methodology
at the College of Internet Distance Education
(CIDE) of Assumption University,
the result similar to SEO was obtained
because it is the first and only such program
in the world.
204
Nine of Ten Entries
on the First Page of Google Search
205
8.4 Cooperation with Organizations
with Large Pools of Potential Students.


Another effective technique to recruit students
is to target organizations
with large pools of potential students.
CIDE approached the Office of Small and Medium
Enterprises Promotion (OSMEP)
to offer short courses for members of SME
in Thailand.
206
Cooperation with Organizations (Cont.)


The total number of people working in SME
in Thailand is about 9 millions.
OSMEP kindly paid CIDE about 7.5 million Baht
or about 250,000 US$ to prepare courseware
for 18 courses using SCITplus
as the Learning Management System.
207
Cooperation with Organizations (Cont.)


Members of SME can take the training
in eLearning mode as well as taking exams
free of charge.
More than 50,000 members of SME
have taken the courses
and become CIDE potential students.
208
8.5 Specific Programs for Specific Groups.

In addition to organizations
with very large pools of potential students
like SME with 9 million people,
there are smaller groups like large business
enterprises from which their employees
might like to take eLearning courses
without interrupting their regular works.
209
Specific Programs for Specific Groups (Cont.)


Assumption University
has targeted commercial banks, and chain stores.
An example of a specific educational programs
may be a two-year program for Junior College
graduates to get a Bachelor’s degree.
210
Specific Programs for Specific Groups (Cont.)


The second example
may be a specific MBA program
for each of the large chain stores.
The third example may be
a Certificate on Design Management
for a large pool of architects
who would like to learn more about management.
211
Specific Programs for Specific Groups (Cont.)


The fourth example is for nurses
who need to take courses every year.
In the USA, medical doctors and nurses
have to take courses
such as on “Pain Mangement”
and eLearning is very appropriate.
212
8.6 Recruiting Agents.

Educational institutions,
both classroom-based and eLearning
have been using recruiting agents.
213
Recruiting Agents (Cont.)

Searching Google
for “recruiting agents for students”
over 300,000 entries were found.
214
Recruiting Agents (Cont.)

In September 2009, the US State Department
issued a policy guidance
that prohibit its 450 educational advising centers
worldwide to provide advising services
to or with commercial recruiter.
215
Recruiting Agents (Cont.)

The guidelines are in accordance
with the idea of many US higher educators
who think commercial recruiting of students
improper or even unethical.
216
Recruiting Agents (Cont.)

Providing financial commissions
to student recruiting agents
has been controversial in the USA
but common practice in Australia and UK.
217
Recruiting Agents (Cont.)

The President of the American International
Recruitment Council
said that the State Department notice
unfairly mars the reputation
of all commercial recruiting agents.
218
Recruiting Agents (Cont.)

The document entitles “The Use of Recruiting
Agents in the United States”
stated that higher educational institutions
in the USA
have long been attractive to student
on little more than their name and reputation.
219
Recruiting Agents (Cont.)

However, more and more
USA colleges and universities
have been using the services
of commission-based recruiting agents.
220
Recruiting Agents (Cont.)


In Canada, efforts by Canadian universities
to attract more international students
have been successful
thru commission-based agents.
However, some Canadian universities
do not work with agents.
221
9. Concluding Remarks.


Management
is one of the most important factor
for the success of eLearning.
The paper presented
- Management of CIDE
as an example of management
of an eLearning organization.
- Management of eLearning Hardware.
222
Concluding Remarks (Cont.)
-
Management of LMS Software.
Management of eLearning Courseware.
Management of eLearning Security.
Management of eLearning Human Resources.
Management of Marketing for eLearning.
223
Concluding Remarks (Cont.)

All parties interested in eLearning
should search Google
for more updated information
on management of eLearning
to study and apply the knowledge
to their own cases for the benefits of all concerned.
224
Additional Reading Materials.

The following papers may be obtained
from <www.charm.au.edu>
and go to “List of Publications”
on the upper left corner.
225
Additional Reading Materials (Cont.)
1. Charmonman, S. “University-Level eLearning
in ASEAN and Thailand.” Invited paper
presented to Euro-Southeast Asia 2006
Forum on Information Society-EUSAEA2006,
Shangri-La Hotel & Convention Center, Singapore.
20 June 2006.
226
Additional Reading Materials (Cont.)
2. Charmonman, S. and Chorpothong, N. “To Develop
or Not to Develop New Courseware for UniversityLevel eLearning.” Keynote Address, Proceedings of
the Third International Conference on eLearning for
Knowledge-Based Society (Special Issue of IJCIM,
Volume 14, No. SP1). Organized by the Ministry of
Information and Communication Technology. At
IMPACT Muang Thong Thani, Thailand. 3 August
2006. Pages 4.1-4.5.
227
Additional Reading Materials (Cont.)
3. Charmonman, S. “Elearning and Human Resource
Development.” Position Paper for the Panel
Discussion on “Elearning: Towards a Learning
Society.” World Teacher Conference, Impact Muang
Thong Thani, Bangkok, Thailand. 6 October 2006.
228
Additional Reading Materials (Cont.)
4. Charmonman, S. “The eBusiness of eLearning.”
Invited Paper for the Fifth International Conference
on e-Business (NCEB 2006) with the theme of
“Global e-Business: Best Practice.” Asia Hotel,
Bangkok, Thailand. 2-3 November 2006.
229
Additional Reading Materials (Cont.)
5. Charmonman, S. “eLearning to Enhance the Quality
of Higher Education.” Position Paper for the Panel
Discussion on “Technological Strategies to
Enhance Quality in Higher Education.” International
Conference on Educational Leadership. Organized
by Assumption University, University Partners for
Academic Leadership, Stockholm University and
University of Wollongong at Assumption University,
Bangkok, Thailand. 24-25 November 2006.
230
Additional Reading Materials (Cont.)
6. Charmonman, S. “Legal Aspects of eLearning.”
Keynote Address at the International Conference
on “e-Learning: Learning Theories vs
Technologies?” at Ramkhamhaeng University,
Bangkok, Thailand. 14-16 December 2006.
231
Additional Reading Materials (Cont.)
7. Charmonman, S. “eLearning for Religious
Communities.” Invited Paper presented to BISCOM
VI, Federation of Asian Bishops’ Conference,
“Converging Communication for Ministry in Asia”,
Assumption University of Thailand, Bangkok,
Thailand. 28 May-2 June 2007.
232
Additional Reading Materials (Cont.)
8. Charmonman, S. “eLearning: The Big Picture.”
Keynote Address, Training for Executives
of Hanoi Open University “eLearning Methodology
Process and Management Training”,
Srisakdi Charmonman IT Center, Assumption
University, Suvarnabhumi Campus. 4-8 June 2007.
233
Additional Reading Materials (Cont.)
9. Charmonman, S. “eResearch on eLearning.” Invited
Paper presented to Faculty Members and Ph.D.
Students from Naresuan University at Srisakdi
Charmonman IT Center, Assumption University
Suvarnabhumi Campus. 6 July 2007.
234
Additional Reading Materials (Cont.)
10. Charmonman, S. and Bunchua, S. “AU CIDE
eLearning as a Success Story for University
Mobility in Asia and the Pacific.” Invited Paper for
Panel Discussion on “UMAP Online Course”, at the
Seminar on “University Mobility: Trends for Coordination”, Organized by University Mobility in Asia
and the Pacific, Siam City Hotel, Bangkok, Thailand.
4-6 October 2007.
235
Additional Reading Materials (Cont.)
11. Charmonman, S. “eLearning.” Keynote Address
presented to the Training for “eLearning”
at Srisakdi Charmonman IT Center, Assumption
University, Suvarnabhumi Campus. 18 January
2008.
236
Additional Reading Materials (Cont.)
12. Charmonman, S. “A Case Study of Financial
Consideration of eLearning at Assumption
University.” Keynote Address presented to the
International Conference on eBusiness 2008
(INCEB 2008). Grand Mercure Fortune Bangkok
Hotel. 6-7 November 2008.
237
Additional Reading Materials (Cont.)
13. Charmonman, S. “Regional Report 2008 on ASEAN
University-Level eLearning.” Proceedings of the
Fifth International Conference on eLearning for
Knowledge-Based Society. Special Issue of the
International Journal of the Computer, the Internet
and Management. Volume 16, Number SP3. 11-12
December 2008. Pages 2.1-2.13.
238
Additional Reading Materials (Cont.)
14. Charmonman, S. “Elearning-related Laws and Court
Cases.” Proceedings of the Fifth International
Conference on eLearning for Knowledge-Based
Society. Special Issue of the International Journal
of the Computer, the Internet and Management.
Volume 16, Number SP3. 11-12 December 2008.
Pages 23.1-23.9.
239
Additional Reading Materials (Cont.)
15. Charmonman, S. “Overview of eLearning 2009.”
Keynote Address at “Production of eLearning
Courseware Training”, for Cambodia, Laos,
Myanmar, Vietnam, and Thailand. Supported by
UNESCO and Information for All Program (IFAP) at
Assumption University, Suvarnabhumi Campus. 16
March 2009.
240
Additional Reading Materials (Cont.)
16. Charmonman, S. “Knowledge Acquisition with
eLearning, mLearning, uLearning and gooLearning.”
Keynote Address at the “2nd International
Symposium on Knowledge Acquisition and
Modeling.” Organized by IEEE Computational
Intelligence Society at HuaZhong Normal University,
Wuhan, China. 1 December 2009.
241
Additional Reading Materials (Cont.)
17. Charmonman, S. “GooLearning In a Management
Information System Course.” Proceedings of the
Sixth International Conference on eLearning for
Knowledge-Based Society. Special Issue of the
International Journal of the Computer, the Internet
and Management. Vol. 17, No. SP3. 17-18
December 2009. Pages 1.1-1.6.
242
Additional Reading Materials (Cont.)
18. Charmonman, S., Ketavan, C., and Anaraki, F.
“eLearning Short Courses for 52,000 SME
Students.” Proceedings of the Sixth International
Conference on eLearning for Knowledge-Based
Society. Special Issue of the International Journal
of the Computer, the Internet and Management. Vol.
17, No. SP3. 17-18 December 2009. Pages 8.1-8.7.
243
Additional Reading Materials (Cont.)
19. Charmonman, S. “Educational Policies to Drive
eLearning.” (In Thai Language). Invited Lecture at
the Seminar “Moving forward Quality of Thailand
Higher Education e-Learning.” Organized by Thai
Cyber University Project, Office of the Higher
Education Commission, Asia Hotel, Bangkok. 11
January 2010.
244
Additional Reading Materials (Cont.)
20. Charmonman, S. “Case Study of eLearning
Development at the University Level.” (In Thai
Language). Invited Lecture at the Office of
Academic Resource and Information Technology,
Rajamangala University of Technology Isan, Nakorn
Ratchasima Province. 12 January 2010.
245
Additional Reading Materials (Cont.)
21. Charmonman, S. “On IT Road.” (In Thai Language).
Invited Paper to the Seminar “On IT Road.”
Organized by Bansomdejchaopraya Rajabhat
University. 22 January 2010.
22. Charmonman, S. “Courses Offered at the College
of Internet Distance Education.” (In Thai Language).
Invited Lecture to Ph.D. Students of Burapha
University. 10 February 2010.
246
Additional Reading Materials (Cont.)
23. Charmonman, S. “New Technology and New
Education in Thailand.” (In Thai Language). Invited
Paper at the Seminar “New Technology and New
Generation to the Third Decade of the Department
of Technology and Educational Communication.”
King Mongkut’s University of Technology Thonburi.
11 February 2010.
247
Additional Reading Materials (Cont.)
24. Nagi, K. and Charmonman, S. “Applying Six Sigma
Techniques to Improve the Quality
of eLearning: A Case Study.” Proceedings of the
5th IEEE International Conference
on Management of Innovation & Technology (ICMIT
2010), Organized by IEEE Singapore Section and
IEEE Technology Management Council, Singapore.
2-5 June 2010.
248
Additional Reading Materials (Cont.)
25. Nagi, K. and Charmonman, S. “Computer and the
Cloud: Can eLearning Continue Expanding Higher
Education?” National e-Learning Conference:
Enhancing the Quality of e-Learning. Organized by
Thai Cyber University, Windsor Suites Hotel,
Bangkok, Thailand. 10 August 2010.
249
Additional Reading Materials (Cont.)
26. Charmonman, S. “eLearning in the Future.”
Keynote Address to “8th International Conference
on Developing Real-Life Learning Experiences:
Innovation and Technology Education.” King
Mongkut’s Institute of Technology Ladkrabang. 27
August 2010.
250
Additional Reading Materials (Cont.)
27. Charmonman, S. “Management of University-level
eLearning.” Keynote Address to "2010 International
Conference on Management Science (ICMS
2010)." Kunming, Yunan, China. 19 October 2010.
251
Additional Reading Materials (Cont.)
28. Charmonman, S. and Mongkhonvanit, P.
“Recruiting Students for University-Level eLearning.”
Keynote Address to "Seventh International
Conference on eLearning for Knowledge-Based
Society." Bangkok Metropolitan Area, Thailand. 16
December 2010.
252