Palermo, 20 giugno 2001
The academic tradition
and
the world of e-learning
VIRGINIO CANTONI
Università di Pavia
virginio.cantoni@unipv.it
http://vision.unipv.it
http://media.iuss.unipv.it
1
Computers in E-learning
Computer applications for distance education fall into four broad
categories:
 Computer Assisted Instruction (CAI) - uses the computer as a selfcontained teaching machine to present discrete lessons to achieve specific
but limited educational objectives.
 Computer Managed Instruction (CMI) - uses the computer’s branching,
storage, and retrieval capabilities to organize instruction and track student
records and progress.
 Computer Mediated Communication (CMC)- uses computer applications
that facilitate communication. E.g. electronic mail, e-conferencing, and
electronic bulletin boards.
 Computer-Based Multimedia- uses powerful, sophisticated, and flexible
computing tools to integrate various voice, video, and computer technologies
into a single, accessible delivery system.
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Computers in E-learning
Advantages
 Computers can facilitate self-paced learning.
 Computers are multimedia and interactive tools. Microcomputer
systems incorporating various software packages are extremely
flexible and maximize learner control.
http://www.ctt.bc.ca/landonline/techinfo.html#tabletop
 Computer technology is rapidly advancing. Innovations are
constantly emerging, while related costs drop.
 Computers increase access. Local, regional, and national networks
link resources and individuals, wherever they might be.
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Computers in E-learning
Limitations
 Computer networks are costly to develop.
 The technology is changing rapidly.
 Widespread computer illiteracy still exists.
 Students must be highly motivated and proficient in computer
operation before they can successfully function in a computerbased distance learning environment.
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4
Leading European Nations Will Close
on US Levels of Per-Capita E-Commerce
EC transactions (mean values per capita
B2B plus B2C in terms of 2000 $ value)
Growth line
$12,000
United States 2004
Sweden
2004
10,000
8,000
EU Average 2004
Canada
2004
Denmark
2004
Japan
2004
6,000
4,000
2,000
EU Average 2000
Japan
2000 Canada 2000
United States 2000
0
5
10 15 20 25 30 35 40 45 50
55
Internet seat penetration as a percent of total population for year-end
Source: Gartner Consulting
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The Internet Economy in Europe
is Large and Growing Rapidly
Layer 4
Layer 1
Layer 2
Layer 3
1,400,000
1,200,000
Layer Four: Commerce
$ million
1,000,000
Layer Three: Intermediaries
800,000
Layer Two: Applications
Layer One: Infrastructure
600,000
400,000
200,000
0
1999
2000
2001
2002
2003
2004
Source: Gartner Consulting
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Germany and the UK Will Account for Over 50%
of European E-Commerce Revenues in 2004
Rest of Europe
2%
United Kingdom
22%
Austria Belgium Denmark
2%
1%
2%
Finland
2%
France
11%
Switzerland
4%
Germany
30%
Sweden
4%
Spain
3%
Norway
2%
Netherlands
8%
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Italy
7%
Source: Gartner Consulting
Total=$1,088bn
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The Internet and E-learning
Options
 Electronic mail (e-mail) for informal one-to-one correspondence
instructor-student(s).
 Bulletin boards -. A class bulletin board can encourage student-tostudent interaction. The bulletin can also be used to post all
modifications to the class schedule or curriculum,
assignments/tests, and answers to assignments/tests
 World-Wide Web (WWW) - A classroom home page can cover
information about the class including the syllabus, exercises,
literature references, and instructor's biography. Other links could
access library catalogs or each student's individual home page.
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The Internet Revolution
First 50 Million Users
From Byron Henderson, CISCO
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Rising Use of IT in Instruction
70
Percentage of college courses using IT resources
60
50
40
30
20
10
0
E-Mail
Internet
Resources
Course WWW
Pages
Computer
Simulations
Source: William R. Fowler, CISCO
1994
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1995
1996
1997
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1998
1999
2000
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E-Commerce: Pushing Ahead With Online
Education
Significant growth in online education is expected over the next
few years. According to IDC, the size of the U.S. market for
distance learning is already $2 billion and is projected to be $6
billion in 2002 and $9 billion by 2003, a growing component of the
$750 billion higher education market in the U.S. alone. Enrollment
in online programs is expected to increase at an annual rate of 3035 percent.
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Training Challenge
 “The current learning model is insufficient to accommodate the needs and realities of
companies competing in the global, knowledge-based economy” Source:SRI Consulting
 “The illiterate of the 21st century will not be those who cannot read and write, but those who
cannot learn, unlearn, and relearn.”
Alvin Toffler, “Rethinking the Future”
 “The ability to learn faster than your competitors may be the only sustainable competitive
advantage.”
Peter Senge,“The Fifth Discipline”
 “Motorola no longer wants to hire engineers with a four year degree. Instead, we want our
employees to have a 40 year degree.”
Christopher Galvin, President of Motorola
THE LANDSCAPE:
Europe faces becoming
an exporter of JOBS, or
an importer of PEOPLE
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Networking Skills Trends
1,800,000
Demand
1,600,000
1,400,000
Shortage
1,200,000
Supply
1,000,000
800,000
600,000
400,000
200,000
1998
1999
2000
2001
2002
Source: Mike Couzens, CISCO
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Networking Skills Trends
Projected 2003 Picture
EMEA
EU Member States
NON EU States
MEA
Demand
Supply
Shortage
2,033,825
1,654,052
1,323,291
1,102,365
155,986
64,940
710,535
551,687
90,525
68,322
246,511
133,262
=35%
=33%
=37%
=51%
Source: Mike Couzens, CISCO
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Networking Skills Trends
EU Member States 2003
Shortage as a % of demand by country
EU Average (33%)
Below EU Average
Above EU Average
= Ireland
= Greece
= Denmark
= Germany
= UK
= Belgium
(43%)
(39%)
(38%)
(36%)
(36%)
(35%)
= Spain
(34%)
= Austria
(34%)
= Portugal
= France
= Finland
= Italy
= Netherlands
= Luxembourg
= Sweden
(32%)
(31%)
(30%)
(29%)
(28%)
(27%)
(17%)
Source: Mike Couzens, CISCO
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Worldwide Landscape
The Network Skills Gap Based on Demand by Region in 2003
Asia / Pacific
Region
11%
Latin America
Region
60%
EMEA Region
35%
North America
Region
22%
World Average
28%
0%
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10%
20%
30%
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40%
50%
60%
70%
Source: Mike Couzens, CISCO
16
News Items
 MIT creates web sites for almost all of its 2000 courses free to everybody, visitors will not
earn college credits.
May 2001
 Stanford, Princeton, Yale and Oxford join forces to create an independent, not-for-profit
alliance to develop distance learning programs.
October 2000
 Duke Corporate Education raises $24M in its first round of financing.
July 2000
 Telefonica, IBM and Cisco announces e-ducavia, business school for those speaking
Spanish or Portuguese
June 2000
 Columbia University announces Fathom, a web venture to share learning for profit.
April 2000
 Cornell announces e-Cornell, a for-profit company to create and market distance learning
programs.
March 2000
 High-tech billionaire Michael Saylor announces $100 million donation to create an online
university that will offer an Ivy League-quality education to anyone in the world - - free.
March 2000
 Unext.com launches Cardean with top universities to provide world-class education via the
Internet.
June 1999
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What Online Learners Want
 Access to learning independent of time and distance.
 Convenience and flexibility in course and program delivery.
 Choice of synchronous (real-time) and/or asynchronous (time-delayed)
delivery options.
 Courses with degree, certification and credentialing options.
 Emphasis on active goal oriented learning vs teacher-centered
approaches.
 Presentations and interactions incorporating problem based
simulations.
 “Learner pull vs teacher push” approaches with learning on demand.
From A. Di Paolo, U. Stanford
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What Online Learners Want
 Modules and courselets which can be bundled into a personal learning
experience.
 Reliable delivery technology on any internet station with 24 X 7
technical support.
 Provisions for tele-advising, tele-coaching and tele-mentoring.
 Participation in a “learning community” through online and real
interaction with instructor, teaching assistants, tutors, peers and
experts.
 Opportunity to “test” course and be assessed before buying.
From A. Di Paolo, U. Stanford
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What Online Learners Want
 Access to multimedia learning materials, content collections, libraries
and video.
 Opportunity to practice working in geographically dispersed learning
teams.
 Outstanding e-support for student services with a focus on “student as
customer.”
 Continuous, rich and varied forms of feedback.
 Lifelong educational renewal with institutional commitment to support
continuous learning of its graduates
From A. Di Paolo, U. Stanford
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Higher Education E-Learning
Slide
Title
U.S. Examples
 Stanford
 Penn State
 Georgia Tech
 Penn/Wharton
 Illinois
 Columbia
 Maryland
 SUNY
 NYU
 Calif State Univ System
 Duke
 Johns Hopkins
 Western Governors
 UC Berkeley
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Online Education
Slide Title
Entrepreneurs
 Caliber Learning
 FT Knowledge
 Digital Think
 Online Learning.net
 University of Phoenix
 Kaplan Colleges.com
 Harcourt University
 Click2learn.com
 Pensare
 Cisco Academy
 Unext.com
 Motorola University
 University Access/Quisic
 Global Education Network
 Jones International
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Higher Education E-Learning
U.S. Examples - some details
 MIT
 Penn State
 Stanford
 Penn/Wharton
 Georgia Tech
 Columbia
 Illinois
 SUNY
 Maryland
 Calif State Univ System
 NYU
 Johns Hopkins
 Duke
 UC Berkeley
 Western Governors
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Online Education Entrepreneurs
some details
 Caliber Learning
 FT Knowledge
 Digital Think
 Online Learning.net
 University of Phoenix
 Kaplan Colleges.com
 Harcourt University
 Click2learn.com
 Pensare
 Cisco Academy
 Unext.com
 Motorola University
 University Access/Quisic
 Global Education
Network
 Jones International
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MIT course materials available on web
 Institutions around the world could make direct use of the
OpenCourseWare materials as references and sources for
curriculum development. These materials might be of
particular value in developing countries that are trying to
expand their higher education systems rapidly.
 Individual learners could draw upon the materials for self-study or supplementary use.
 The MIT OpenCourseWare infrastructure could serve as a model for other institutions that
choose to make similar content open and available.
 Over time, if other universities adopt this model, a vast collection of educational resources
will develop and facilitate widespread exchange of ideas about innovative ways to use those
resources in teaching and learning.
 MIT OpenCourseWare will serve as a common repository of information and channel of
intellectual activity that can stimulate educational innovation and cross-disciplinary
educational ventures.
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Pres. MIT C. Vest


"We believe OpenCourseWare will have a strong impact on residential learning at
MIT and elsewhere. Let me be clear: We are not providing an MIT education on the
web. We are providing our core materials that are the infrastructure that undergrids
an MIT education. Real education requires interaction -- the interaction that is part of
American teaching.
"We think that OpenCourseware will make it possible for faculty here and elsewhere to concentrate
even more on the actual process of teaching, on the interactions between faculty and students that
are the real core of learning.

Still, is the institute worried that MIT students will balk at paying about $26,000a year in tuition when
they can get all their materials online? “Absolutely not, our central value is people and the human
experience of faculty working with students in classrooms and laboratories, and student learning
from each other, and the kind of intensive environment we create in our residential university

"Am I worried that the OpenCourseWare project will hurt MIT's enrollment? No. In fact, I am
absolutely confident that providing this worldwide window onto an MIT education, showing what we
teach, may be a very good thing for attracting prospective students,”

Professor Abelson also noted that the pioneering new program may set in motion innovations in
teaching. Once students begin acquiring course content on the web, faculty will be able to pay more
attention to the actual process of teaching. OpenCourseWare will enable faculty to concentrate on
using classroom or lab time to enhance learning, he said.
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Stanford Center for
Professional Development
The Stanford Center for Professional Development develops and
delivers courses, programs and services using multimedia,
telecommunications, campus and on-site solutions to support the
advanced educational needs of professionals, managers and
executives.
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Stanford Online
 Over 500 online courses since
1997.
 Courses updated quarterly to
maintain currency.
 Approach transparent to faculty.
 Delivers credit and professional
education programs.
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Standford’s Center for
Professional Development
 “Chunky Education” Some students may not need an entire 30-hour
course. They may only need two hours from that course and three
hours from another course. Breaking education into “chunks” would
allow for this flexibility.
A. Di Paolo
 “Sometime students stop coming to lectures and just watch online. I
need a minimum of live students to help me get energy for my
lectures. I’ am considering changing how I deliver material so that
people who attend get some special benefit - but I haven’t figured that
out yet.”
R. Altman
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Georgia Tech DLCEO
 Distance Learning, Continuing Education, and Outreach
 Georgia Tech's Center for Distance Learning (CDL):
master’s degree programs; credit and non-credit courses via
videotape, satellite, microwave, videoconferences, and the
Internet; video production and editing; online course
development
 Continuing Education:
short courses, onsite training programs, conferences and
symposiums, certificate programs
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Duke Corporate Education
 Duke Corporate Education was formed out of one of the world’s leading business schools-Duke University’s Fuqua School of Business. The only full-service provider of customized,
enterprise-wide management education, Duke Corporate Education has an 18-year history
in executive education.
 Our company is held by three groups:
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University of Phoenix

Founded in 1976, University of Phoenix was designed specifically for working adults.

With more than 75,000 degree-seeking students currently enrolled, University of Phoenix
is one of the nation's leading private accredited universities.

With more than 12,000 degree-seeking students, University of Phoenix Online is one of
the nation's leading providers of online education.

More than 93,000 students have earned their degree from University of Phoenix.

University of Phoenix classes are offered at over 90 campuses and learning centers in
15 states, Puerto Rico, Canada, and around the world via the Internet.

In 1989, University of Phoenix became one of the first accredited colleges to provide
online degree programs.

All 7,000+ faculty members hold master's or doctoral degrees. They also hold high level
positions within the fields they teach, and have an average of 15 years work experience.

Average student age is 35. Average household income is $50,000 - $60,000.

75% of students receive some form of tuition reimbursement from their employers.

93% of graduates expressed a high level of satisfaction with their education and its
effect on their career.
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Illinois State University
 At Illinois State University, distance education is any course or program that can be
completed by a student without physically being present on campus.
 Distance education takes several forms:
 Internet. - online materials, courseware, and discussion groups, and may be
delivered in an asynchronous mode
 Interactive Television (ITV) - allows for a course to be taught on site at
Illinois State and broadcast to one or more distant sites in real time with
interactive audio/video
 Extension - courses typically taught in traditional formats by Illinois State
faculty members at off-campus sites throughout the state
 Contract - contract educational services, programs and courses delivered
through mutual contract to a business, government, or educational site for a
specific cohort or business entity
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Teach, Learn and Knowledge
 Teach means
 Teach does not mean
 To cause to know something
 Stand in a classroom
 To guide the studies of
 To impart the knowledge of
 Learn means
 To gain knowledge or
understanding of
 Learn does not mean
 Sit in a classroom
 Be a full-time student
 Knowledge means
 The condition of knowing
something with familiarity
gained through experience or
association
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E-learning - What is?
 E-learning or Distance Education takes place when a teacher and
student(s) are separated by physical distance, and technology (i.e.
voices, video, data and print), often in concert with face-to-face
communication, is used to bridge the instructional gap;
 can reach those disadvantaged by limited time, distance or
physical disability;
 can provide adults with a second chance at a college education;
 can update the knowledge base of workers at their places of
employment.
From U. Idaho
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E-learning - Effectiveness, options
 Effectiveness of E-learning. The method and technologies used are
appropriated to instructional task when there is student-to-student
interaction, and when there is timely teacher-to-student feedback;
 Delivery options: Voice, video, Data, Print. Computer applications are
varied and include:
 Computer-assisted instruction (CAI) - uses computer as a self contained
teaching machine to present individual lessons;
 Computer-managed instruction (CMI) - uses computer to organise instruction
and track student records and progress;
 Computer-mediated education (CME) - uses computer applications that
facilitate the delivery of instruction (e.g. electronic mail, fax, real-time
conferencing, www applications).
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E-learning - Best technology
The key to effective E-learning is focusing on the needs of the learners, the
requirements of the content, and the constraints of the delivery system. Typically,
this systematic approach will result in a mix of media, each serving a specific
purpose.
 A strong print component can provide much of the basic content in the form of a
course text and readings.
 Interactive audio or video conferencing can provide real time face-to-face (or voice-tovoice) interaction. This is also an excellent and cost-effective way to incorporate guest
speakers and content experts.
 Computer conferencing or electronic mail can be used to send messages,
assignment feedback, and other targeted communication to one or more class
members. It can also be used to increase interaction among students.
 Pre-recorded video tapes can be used to present class lectures and visually oriented
content.
From U. Idaho
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E-learning - Key players
 Students - Meeting the instructional needs of students is the cornerstone of every effective
e-learning program.
 Faculty - In a traditional classroom setting, the instructor's responsibility includes
assembling course content and developing an understanding of student needs. Special
challenges confront those teaching at a distance. For example, the instructor must:
 Develop an understanding of the characteristics and needs of distant students with
limited face-to-face contact.
 Adapt teaching considering the needs and expectations of multiple, diverse,
audiences.
 Develop an understanding of delivery technology, remaining focused on their
teaching role.
 Function effectively as a skilled facilitator as well as content provider.
 Facilitators - The instructor often finds it beneficial to rely on a site facilitator to act as a
bridge between the students and the instructor.
From U. Idaho
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Strategies for Teaching at a Distance
What's Different
Classroom teachers rely on a number of
visual cues from their students to
enhance their teaching. A quick glance,
for example, reveals who is taking
notes, pondering a concept, or
preparing a comment.
The distant teacher has few, if any,
visual cues. It is difficult to carry on a
stimulating teacher-class discussion
when spontaneity is altered by technical
requirements and distance.
The student who is confused or bored is
equally evident. The teacher receives
and analyzes these visual cues and
adjusts teaching to meet the needs of
the class.
The teacher might never really know if
students are asleep, talking among
themselves or even in the room. Living
in different communities deprives the
teacher and students of a common
community link.
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Strategies for Teaching at a Distance
Why Teach at a Distance?
 The challenges posed by e-learning are countered by opportunities to:
 Reach a wider student audience
 Meet the needs of students who are unable to attend on-campus
classes
 Involve outside speakers who would otherwise be unavailable
 Link students from different social, cultural, economic, and experiential
backgrounds
From U. Idaho
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Instructional Development for DE
Key phases
Design
Determine need
Analyze audience
Establish goals
Revision
Develop and implement revision plan
Development
Create content outline
Review existing materials
Organize and develop content
Select/develop materials and delivery methods
Evaluation
Review goals and objectives
Develop evaluation strategy
Collect and analyze data
From U. Idaho
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Strategies for Teaching at a Distance
Meeting Student Needs
 Consider the following strategies for meeting students' needs:
 Assist students in becoming both familiar and comfortable with the
delivery technology.
 Make students aware of and comfortable with new patterns of
communication.
 Learn about students' backgrounds and experiences.
 Be sensitive to different communication styles and varied cultural
backgrounds.
 Remember that students must take an active role by independently taking
responsibility for their learning.
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Strategies for Teaching at a Distance
Effective Teaching Skills
Pay special attention to:
 Realistically assess the amount of content: presenting content at a
distance is usually more time consuming than presenting the same
content in a traditional classroom.
 Be aware that student participants will have different learning styles.
Some will learn easily in group settings, while others will excel when
working independently.
 Diversify and pace course activities and avoid long lectures.
Intersperse content presentations with discussions and studentcentered exercises.
 Develop strategies for student reinforcement, review, repetition, and
remediation. Towards this end, one-on-one electronic mail
communication can be especially effective.
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Strategies for Teaching at a Distance
Interaction and Feedback
Using effective interaction and feedback strategies enable the instructor to
identify and meet individual student needs while providing a forum for
suggesting course improvements:
Use pre-class study questions to encourage critical thinking and
informed participation on the role of all learners.
Contact each site (or student) especially early in the course.
Have students submit journal entries frequently.
Use an on-site facilitator to stimulate interaction when distant students
are hesitant to ask questions or participate.
Make detailed comments on written assignments, referring to
additional sources for supplementary information
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Evaluation for Distance Educators
Types: formative or summative
 Formative evaluation:
 Is an on-going process to be considered at all stages of instruction.
 Will enable the instructor to improve the course ongoing.
 Facilitates course and content adaptation.
 Summative evaluation: questions that educators may ask students when collecting
summative data include:
 List five weaknesses of the course.
 List three strengths of the course.
 If you were teaching the course, what would you do differently?
 What would you recommend to a friend planning to take this course?
 What did you think would be covered in this course but was not?
 Would you recommend this course to a friend? Why or why not?
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From U. Idaho
45
Evaluation for Distance Educators
Methods
 Quantitative evaluation: involves questions which are statistically tabulated and
analyzed. Drawbacks:
 Small class sizes with students from various backgrounds typically defy relevant
statistical analysis.
 Quantitative surveys typically result in a rate of return of under 50 percent, only those
feeling very positively or negatively respond.
 Forced choice surveys offer a limited number of possible response options.
 Qualitative evaluation: is typically more subjective and involves gathering a wider
range of information. Can use:
 Open ended questioning -- asking to identify course strengths and weaknesses, suggest
changes, attitudes towards delivery methods, etc..
 Participant observation -- with the distance educator observing group dynamics and
behavior, asking occasional questions, etc..
 Content analysis -- using predetermined criteria to review documents, student
assignments and planning documents.
 Interviews -- with a facilitator collecting evaluation through one-on-one and small-group
interviews.
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Evaluation for Distance Educators
What to evaluate
 Consider the following areas:
 Use of technology - familiarity, concerns, problems.
 Class formats - effectiveness of lecture, discussion, question and answer.
 Class atmosphere - conduciveness to student learning.
 Interaction - quantity and quality of with other students and with instructor.
 Course content - relevancy, adequate body of knowledge, organization.
 Assignments - usefulness, degree of difficulty and time required.
 Tests - frequency, relevancy, sufficient review, difficulty, feedback.
 Support services - facilitator, technology, library services, instructor availability.
 Student achievement - adequacy, appropriateness, timeliness, involvement.
 Student attitude - attendance, assignments submitted, class participation.
 Instructor - contribution as discussion leader, effectiveness, organization.
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Strategies for Learning at a Distance
Students’ as learners
 Distant students need to become more selective and focused in their learning in
order to master new information. These challenges are considered:
 ”Responsible for themselves". High motivation is required to complete distant
courses without the day-to-day contact with teachers and other students.
 "Owning one’s skill". Students need to recognize their strengths and limitations,
their learning goals and objectives.
 "Relating to others". Students often learn most effectively when they have the
opportunity to interact with other students. Interaction among students typically
leads to group problem solving.
 "Clarifying what is learned". Distant students need to reflect on what they are
learning by examining the existing knowledge frameworks and how these are
being added to or changed by incoming information.
 "Dealing with content". To be effective instructors must discover examples that
are relevant to their distant students.
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From U. Idaho
48
Future of Online Education
 Online learning recognized as an essential function of universities.
 Minimal distinction between on-site and off-site students through
networked learning communities.
 Focus of online education shifts from teaching to learning with students
having role in decisions.
 Continuum of online education from high school to graduate programs to
professional education to lifelong enrichment creating an online
educational “portfolio.”
 Education and training organizations not rooted in time and place:
learning accessible from anywhere and available at all times - “personal, mobile, portable, wireless.”
From A. Di Paolo, U. Stanford
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Future of Online Education
 Accelerated development of alliances between universities,
organizations, publishers and industry created for online program
development and distribution.
 Evolution of non-traditional degree vs. academic credit.
 Emphasis on experiential, non-linear, goal-oriented, scenario-based
learning with “immersion” learningware and virtual reality.
 Focus is on a personalized learning experience.
 Intelligent tutoring to include learner profile specifications allowing for
prescriptive guidance and dynamically assembled customized
education.
 Faculty members become increasingly independent of colleges and
universities in the delivery of online education.
From A. Di Paolo, U. Stanford
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