E-learning workshop
2013
Programme Overview
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Introduction and background to e-learning
Current status of e-learning @Unizulu
Implementation Strategy and Plan for Unizulu
Introduction to Learning Management Systems
(LMSs)
Introduction to Moodle
Q&A’s
Introduction and Background
• Shift happens: Education 3.0
• Reference: Shift Happens: Education 3.0. 2009. Newly Revised Edition
Originally Created by Karl Fisch, modified by XPLANE and Edited for
this workshop. Answers the question, "What are we doing about the
shift?“ . [Online] http://www.youtube.com/watch?v=I4FJMJtt8dk.
Accessed: 31/08/2010
Introduction and Background
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With these shifts there
are changing
expectations from
learners based on their
learning experiences.
Fox (2005:13)
Introduction and Background
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In the 21st century
learners expectations
are changing.
Introduction and Background
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In the 21st century
learners expectations
are changing.
Introduction and Background
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The move from linear to multi-threaded
learning
Introduction and Background
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The move from static to dynamic
information
Introduction and Background
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The move from content to experience
Introduction and Background
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Demonstration to inference
Introduction and Background
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Objectives to goals
Introduction and Background
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Uniformity to diversity
Introduction and Background
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Receipt to responsibility
Introduction and Background
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Consumption to contribution
Introduction and Background
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Research recommends that institutions of HE
need to follow global education trends in
technology and innovation.
Introduction and Background
Need to change our learning theories to promote
participation, collaboration and interaction between learners :
Out
In
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Intructivist
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Constructivist
Experiential learning
Problem based learning
(PBL)
Engagement theory
Connectivism
Introduction and Background
Image reference: http://lh6.ggpht.com/philippe.boukobza/R9esWOb-1nI/AAAAAAAAA30/FTgIHlOi5oc/image%5B5%5D
Introduction and Background
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E-learning is a term broadly used to describe
any type of learning that utilises ICTs and IS to
assist in learning.
Identified four types of e-learning, namely:
Informal
 Self-paced
 Leader-led
 Performance support tools
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Introduction and Background
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Informal: learners access a web site or join an online
discussion.
Self-paced: learners access computer based (CBT) or Webbased (WBT) training materials at their own pace.
Leader-led: differs from the latter in that there is always an
instructor, tutor or facilitator leading the learning process.
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synchronous
asynchronous
Performance support tools: which refers to materials that
learners access to help perform a task, e.g., using a wizard
Broadbent (2002:10)
Introduction and Background
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Rich hybrids of e-learning would be formed
from combining any of the four types
described above.
Blended learning combines conventional
learning methods with e-learning methods.
Introduction and Background
Research
E-learning e.g.
Blended learning
approach
Community
Outreach
LMS, Blog , Quiz,
Wiki, Email, Chat,
multimedia etc.
Face to Face
Experiential
Mentoring
Learning
Introduction and Background
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E-learning comes with its own opportunities
and challenges for the four key stakeholders in
the process, namely:
the learner,
the academic,
the online developer and instructional designer
and management.
Introduction and Background
Opportunities and challenges for the learner:
 ICT skills
 Technophobia
 Just in time
 Portability
Introduction and Background
Opportunities and challenges for the academic:
 Pre-packaging of
 Creating course content
essential information.
can be labour intensive.
 Allows for more
 Specialised skills required.
feedback.
E-Learning: Current Status
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No formal e-learning program in place at
Unizulu
Most staff and students don’t have access to elearning on campus yet
E-Learning Task team established and assisted
by WUZULU project.
E-learning@Unizulu: Current Status
E-learning Task Team
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Represented by all Faculties, ICT and Academic
development.
Activities so far:
 Engaged with other Universities for advice, linkages
and support.
 Conducted SWOT analysis.
 Presented Road show.
 Drew up an E-learning Implementation Strategy and
Plan for UZ.
Engaged with other Universities
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Many thanks to UJ for the invitation to
participate in the Developmental study towards
effective practices in TAL and to all participants
for their input.
Using the study’s “lenses” for self-evaluation
and review and benchmarking these with other
institutions was very constructive.
SWOT Analysis
Strengths (what Unizulu can do)
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Establish an e-learning portal.
Install Moodle LMS on campus.
Host workshops/discussion groups.
Establish/upgrade other technical services:
E-learning centre
 Internal computer mediated communication (student
email, chat, sms service, blogs, wiki’s, RSS feeds etc.)
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Can effectively make use of internet resources
(skype, gmail, online courses).
SWOT Analysis
Weaknesses (what Unizulu can not do)
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Cannot roll out e-learning campus wide.
Cannot provide extensive assistance to academic
staff (content development and instructional
design).
SWOT Analysis
Opportunities (potential favourable conditions
for Unizulu)
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High bandwidth to Internet.
Well developed intranet on campus.
Very high staff to PC ratio.
Podium PC’s & digital projectors in many lecture venues.
Spare server capacity in ICT department.
High quality open source software (Moodle, Joomla , Ubuntu
and Dspace /Duraspace).
Knowledgeable task team that can help establish e-learning.
Other resources already in place e.g. IR & various web servers.
SWOT Analysis
Threats (potential unfavourable conditions for
Unizulu)
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Limited PC’s for students.
Severe shortage of technical and support staff including
content developers and instructional designers.
Bottom up approach to e-learning on campus.
Island style development of current e-learning systems.
Low computer literacy among many academic staff
members.
No incentives for staff to change their existing teaching
styles.
E-learning Implementation Strategy
and Plan
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Road map a sustainable e-learning program at
UZ.
Current status: Adopted by Senate on 17th
November 2009.
Identified five critical success factors for the
successful development of e-learning at UZ.
5 Critical success factors
1.
2.
3.
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5.
A cohesive vision and services across faculties and
service departments to support e-learning.
Funding for and investments to support the
implementation of e-learning.
Policies and procedures conducive to offering elearning.
Student access to e-learning resources and
support.
Technology infrastructure to support a mission
critical e-learning programme.
To get the ball rolling –
Phase I – Requirements analysis
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a)
The Task Team proposes a phased approach to
implementing an e-learning programme.
Phase I – Requirements analysis
Conduct interviews with Faculty Deans, lecturing
staff, academic development, and any other
stakeholders of e-learning to determine the:
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Expectation of an e-learning system
Requirements of an e-learning system
Training needs
Policy and procedural changes needed to support elearning.
To get the ball rolling –
Phase I – Requirements analysis
b) Acceptance of a conceptual e-learning model
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This would act as a mechanism to put the vision into practice.
An initial conceptual model was proposed with the following
objectives:
1.
Provide faculty with tools and training that facilitate the
teaching and learning process (i.e. podium computers and
digital projectors in venues, a LMS and an e-learning
laboratory).
2.
Emphasize the core asset of the university (faculty knowledge),
not the emergence of new delivery mechanisms.
3.
Integrate operations with the three major university areas;
teaching and learning, research, and community outreach.
4.
Use technology to bring teaching and learning, research and
outreach closer together within an integrated blended hybrid
model.
Learning Management Systems
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Users
Courses
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Course page
Resources (content)
Activities
Tools
Learning Management Systems
Blackboard
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http://www.blackboard.com
WebCT Vista - now Blackboard
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http://www.blackboard.com
eCollege
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http://www.ecollege.com
Desire2Learn
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http://www.desire2learn.com
ATutor
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http://www.atutor.ca/
Sakai
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http://www.sakaiproject.org
Moodle
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http://www.moodle.org
Why Moodle?
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Mature
Dynamic
Flexible/Open
Feature Rich
Community
Critical Mass
Project leader - Martin Dougiamas
Thank you for your attention.
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E-learning portal
 Moodle