E-Learning
and Courseware
Development
in K-12
Prof. Dr. Srisakdi Charmonman
Charm@ksc.au.edu
www.charm.au.edu
CEO of The College of Internet Distance
Education, Assumption University
Invited Lecture in the Seminar, “The Use of Technology in Education:
New Ways of Teaching and Learning Through the Implementation of Online Trends”,
Assumption College Academic Seminar 2010
Conference Room, Saint Louis-Marie Memorial Building, Assumption College,
May 13, 2010
Co-Author.
Dr. Poonphon Suesaowaluk
Associate Program Director
for MS (ICT)
College of Internet Distance Education,
Assumption University
E-Learning and Courseware Development
in K-12
1.
2.
3.
4.
5.
6.
Introduction.
Courseware Development in K-12.
Learning Management System Implementation.
K-12 LMS Providers.
Online Learning Course Providers.
Concluding Remarks.
3
1. Introduction.

Prof. Dr. Srisakdi Charmonman
drafted the first eLearning decree
in Thailand which was published
in the Royal Gazette in the years 2005,
allowing all Thai universities
to offer degree program
in eLearning mode.
4
Introduction (Cont.)

The decree states that the eLearning web
must include:
1) Homepage.
2) Content Presentation.
3) Learning Resources.
4) External Resources.
5) eLaboratory.
6) AV Center.
5
Introduction (Cont.)
7) Assessment.
8) Web Board.
9) Chat Room.
10) eMail.
11) Frequently Asked Questions.
12) Personal Profiles.
6
Introduction (Cont.)

It can be said that “LMS”
is the “Central Nervous System of eLearning”,
which supports all virtual learning activities.
7
Many terms have been used for LMS.
CMS = Content Management System
LCMS = Learning Content
Management System
LMS
LAMS = Learning Activity
Management System
DMS = Document Management System
CLCIMS = Computer Learning Content
Information Management System
8
Introduction (Cont.)

From “eLearningtech.blogspot.com”,
“LMS” is one of top ten eLearning trends for 2010
found that:
- Opensource Solution and Hosted Opensource
will be increased at the bottom end of the market.
- SaaS will dominate.
- SharePoint with Learning management
will be a big topic.
9
Introduction (Cont.)

Assumption University has its own LMS
developed from “Moodle”
and called it “SCITplus” to indicate
that it was developed at SCIT
“Srisakdi Charmonman IT Center”
(www.scit.au.edu).
10
College of Internet Distance Education (Cont.)

For more information about SCITplus,
please visit www.charm.au.edu.
Go to the left hand side menu,
click “List of Publications”,
and scroll down to entry #1308.
11
The Entry #1308, (Cont.)

Srisakdi Charmonman, S., Anaraki, F.,
and Bunchua, S. “SCITplus : The LCMS developed
at the College of Internet Distance Education of
Assumption University”. Proceeding of the Fourth
International Conference on eLearning
for Knowledge-Based Society, 2007.
pp. 7.1-7.9. (www.elearningap.com/eLAP2007/
proceeding2007.htm)
12
SCITplus (Cont.)


The outstanding property of SCITplus is
Video Presentation SW or “PowerFx”.
There are 4 versions of SCITplus:
“SCITplus Version 4” uses “Streaming Technology”
to make downloading faster.
13
PowerFx
14
2. Courseware Development in K-12
2.1 Courseware Format.
2.2 Courseware Development Process.
2.3 Courseware Expert Roles.
2.4 Course Coordinator Roles.
2.5 Courseware Preparation.
2.6 Courseware Reviewing Process.
15
2.1 Courseware Format.

According to the Rules and Regulations,
a 3-credit course
includes 15 lessons with 3 hours each,
totaling 45 hours.
16
Courseware Format (Cont.)

Each course can be divided
into two major sections:
2.1.1 Content of the course.
2.1.2 Student activities.
17
2.1.1 Content of the Course.
1 hour or 1/3 of a lesson.
 This section is for the student
to use the on-line multimedia sound/video
presentation created
for each lesson in the courseware.
 The multimedia sound or video clip
will be an hour long.
18
Content of the Course (Cont.)


Each clip will consist of a lecture
from the subject expert.
The student will be able to find
and download additional reading materials
provided in the Course Syllabus.
19
Content of the Course (Cont.)



All the content for the course
will be developed by the content expert.
The details of the tasks
and responsibilities of content expert
are discussed in a later section.
The content section may be also referred to the
“Virtual Classroom”
of the LMS system.
20
2.1.2 Student Activities.
Student Activities through
the courseware for 2 hours (2/3 of a lesson)
 Each student will be assigned activities
by the facilitating instructor
of the particular subject.
 Samples of activities that can be assigned through
the courseware
are listed below.
21
Student Activities (Cont.)
1) Case Study.
 Students will study and analyze
the assigned Case Study.
 This activity could be either
an individual or a group activity.
 This activity will be assigned
by the content expert.
22
Student Activities (Cont.)
2) Exercises.
 Students must complete all the exercises
given at the end of each lesson.
3) Assignments.
 Students must complete both individual
and group assignments.
23
Student Activities (Cont.)
4) Chat.
 Students will be required
to be online and interact
with the instructor or their classmates
as per the class schedule.
24
Student Activities (Cont.)
5) eMail.
 Students will use e-mail to remain
in contact with their instructor.
 The instructor must respond
to any question/concerned
within 24 hours.
25
Student Activities (Cont.)
6) Shared Folder.
 Students will upload useful files
so that the other students can access
or download them for further study.
7) Group Meetings.
 Students will also participate
in the assigned group meetings.
26
Student Activities (Cont.)
8) Message Board.
 Content expert, Instructor,
and/or Students can post questions related to the
topic posted
on the message board.
 Students will then research the topic
and post their questions/answers.
27
Student Activities (Cont.)
9) Quiz.
 Students will complete
the online quizzes.
10) Report.
 Students will submit their report through email
attachment
to the instructor or by uploading
the report through the system.
28
Student Activities (Cont.)
11) Poll Vote.
 Students will also give comments
and vote for the topics
that they are interested.
29
Student Activities (Cont.)
12) Exam.
 Student will be able to submit
their Take-home Exam
to the instructor through email
or through the system.
30
Student Activities (Cont.)
13) Others
 The content expert could assign
any of the appropriate activities
through the courseware.
 To assign students with the online course activities,
the study tools given
in the system menu may be employed.
31
Others (Cont.)
The study tools menu consists
of the activities discussed earlier.
 The tools are located on the menu bar.

32
2.2 Courseware Development Process.

There are 6 steps :
Step 1 : Agreement for the Production
of Courseware.
Step 2 : Request for CV and Submission
of Course Syllabus.
Step 3 : Submission of Lesson Plans
(15 lessons).
33
Courseware Process (Cont.)
Step 4 : Submission of :
 PowerPoint (15 lessons).
 Summarization of each chapter.
 Questions, answers and assessment guidelines
for exercises, quizzes,
and/or reports according
to the course assessment.
34
Step 4 (Cont.)


Glossary & Index.
Sets of the final examinations
(7, 9, or 12).
35
Courseware Process (Cont.)
Step 5 : Recording Process :
 Make an appointment for VDO recording.
(Lessons 1 and15) (1 day)
 Make an appointment for VDO recording.
(Lesson 2 to 14) (2-4 days)
36
Courseware Process (Cont.)
Step 6 : Planning and Reviewing Process :
 Production planning
with the production team. (Lessons 1-2)
(During recording process)
37
Step 6 (Cont.)

1st production review (Lessons1-2)
with the production team
and correction.
(8 days after the meeting
of production planning)
38
Step 6 (Cont.)


Submission of lessons 1-15.
(Approximately 30 days after the completion
of recording process)
Comments from the content expert
and revision by the production team.
(Revising until the courseware
is ready to be delivered)
39
2.3 Content Expert Roles.

In developing and delivering
the courseware, four major parties
will be involved :
(a) Content Expert.
(b) Course Coordinator.
(c) Facilitating Instructor.
(d) Students.
40
Content Expert Roles (Cont.)

Content expert is the one
who develops the courseware
and also the one who will deliver
the lesson.
41
Content Expert Roles (Cont.)

Content expert will be assigned
the following responsibilities :
1) Create contents of the course.
(15 lessons which is a 3-credit lesson)
2) Record the videos and audios
for the online lessons.
42
Content Expert Roles (Cont.)
3) Create the Course Syllabus including:
(1) Course Description.
(2) Course Objective.
(3) Required Texts/Materials.
(4) Additional Readings.
(5) Course Assessment.
(6) Topics & Subtopics.
43
Content Expert Roles (Cont.)
4) Create Lesson Plan
5) Create PowerPoint Slide
for all the 15 lessons.
(20 – 40 slides for each lesson)
Each slide should include the main ideas
(Approximately 8 lines for each slide).
44
Content Expert Roles (Cont.)
6) Sheets/Handouts (if any)
or students to download.
7) Assign online activities according
to the Course Assessment.
Online Media such as Chat, Email,
Conference, Discussion Board,
and Poll Votes will also be used.
45
Content Expert Roles (Cont.)
8) Assign content activities according
to the Course Assessment.
The activities such as Exercise,
Assignment, Report,
Quizzes will be created and scheduled.
9) Create assessment guidelines
for all activities for the facilitating
instructor (one who will run the course.)
46
Content Expert Roles (Cont.)
10) Summarize the contents of each lesson.
11) Develop 7-12 set of the final examination
which will be used one set
for each semester.
12) Create Glossary with the help
of his/her course coordinator.
47
Content Expert Roles (Cont.)
13) Create Index with the support
from his/her course coordinator
and the production team.
14) The courseware creation
may take approximately 2-3 months
to complete all of the process.
48
Content Expert Roles (Cont.)
15) Modification and improvement
in the courseware will be made
in collaborating with the content expert,
course coordinator,
and the production team until the courseware
is finally ready for delivery.
49
2.4 Course Coordinator Roles.

A Course Coordinator
will be selected by the Content Expert
and will be responsible
for the assigned course.
50
Course Coordinator Roles (Cont.)

The assignments for the Course Coordinator
are as follows:
1) Collect the following materials
from the content expert and place
all of them on a CD format for CIDE:
(1) Content Expert’s CV.
(2) Course Syllabus and lesson plans
(15 lessons).
(3) PowerPoint presentations (15 lessons).
51
Course Coordinator Roles (Cont.)
(4) Chapter summary (15 lessons).
(5) Course activities and assessment guidelines.
The activities may include:
- Exercises.
- Quizzes.
- Reports.
(6) Seven sets of final exams
and assessment guidelines.
52
Course Coordinator Roles (Cont.)
2) Create Glossary for the assigned course.
The requirement for glossary
would be approximately
150-300 words.
(10-20 words for each lesson)
53
Course Coordinator Roles (Cont.)
3) Create Index of the assigned course
by working cooperatively
with the production team.
The requirement for the index
would be roughly 150-300 words.
(10-20 words for each lesson)
54
Course Coordinator Roles (Cont.)
4) Review courseware production
with content expert
and make comments
to the production team.
55
Course Coordinator Roles (Cont.)

Course Coordinator
may spend approximately 2 weeks
to complete the whole process.
56
Facilitating Instructor and Student Roles.

Facilitating Instructor
will be responsible for facilitating
the efficient delivery
of the courseware developed
by the content expert.
57
Facilitating Instructor (Cont.)

While students will have opportunities
to learn on their own paces through
the Learning Management System (LMS),
the facilitating instructor
will provide students supports
by giving feedback on assignments,
quiz or examination.
58
Facilitating Instructor (Cont.)


In addition, facilitating instructor
will promptly response to any questions
related to the course.
Students will be able to send email
to their facilitating instructor anytime
at their convenience, or to chat
with the facilitating instructor any time at the chat
room by appointment.
59
Facilitating Instructor (Cont.)

The major assignments
of the facilitating instructor
may be described as follows:
1) The ratio of facilitating instructor.
2) Regular Basis.
3) Grading System.
60
1) The ratio of facilitating instructor.

One Facilitating Instructor
to take charge of 1-40 students.
61
2) Regular Basis.
(1) Post the announcements and arrange the activities
and as assigned by the Content Expert.
(2) Monitor and encourage
students’ participation in both visualized lesson
(approximately 1/3 of the three-hour lesson period)
and online activities.
(approximately 2/3 of the three-hour lesson period)
62
Regular Basis (Cont.)
(3) Record students’ attendance
and their grades.
(4) Set date and time on group meetings for students
and also between students/groups and facilitating
instructor.
63
Regular Basis (Cont.)
(5) Create or assign student groups
as assigned by the content expert
or as appropriated to the activities.
(6) Provide immediate feedback
to students through email
or chat within 24 hours.
64
3) Grading System.
(1) Score and grade online activities
assigned by content expert.
Online activities may include chat,
web board, and/or polls.
(2) Score and grade each content activities
assigned by content expert.
Content activities may include exercise,
assignment, report, and/or quizzes.
65
Grading System (Cont.)
(3) Follow the deadline for assignment submission
as assigned by the content expert
or as appropriated.
(4) Schedule date and time for final exam
and supervising the student grade.
(5) Assign final grade for students
according to the course assessment
created by the content expert.
66
Student Roles (Cont.)


Students attending eLearning program
will be able to learn anytime
and anywhere at their convenience.
Students will take online courses
available through SCITplus,
Learning Management System.
67
Student Roles (Cont.)


The system will enable students, as said earlier,
able to learn on their on paces,
which are appropriated
to their knowledge and skills.
However, students sometimes
might feel isolated and need support
from their peers, the facilitating instructors,
and/or the call center.
68
Student Roles (Cont.)

Students will be assigned the following
responsibilities:
1) Students will learn content
from virtual classroom (Visualized Lesson)
provided through SCITplus system.
69
Student Roles (Cont.)
2) Students will participate
and must complete online activities
and the assignments assigned
by Content Expert.
The activities will be arranged, monitored, and
graded
by the facilitating instructor.
70
Student Roles (Cont.)
3) Students must remain
in contact facilitating instructor
during the 15 weeks of lesson period.
4) For additional information especially
in terms of the technical support,
students may contact M.Sc. Management
Call Center available 7 days a week
from 8:00-24:00 hrs.
71
Student Roles (Cont.)
5) Students will take final exam
at the testing center available
in 15 locations throughout the country
under the supervision of a proctor.
Students may check the updated information
concerning the testing center available
at the website www.eLearningau.edu
72
2.5 Courseware Preparation.
Guidelines in Development
of Courseware Materials.
 Based on the team experience
throughout the courseware developmental process,
we have come across with some tips
and tricks on preparing the materials
for eLearning courseware
to be included in this section.
73
Courseware Preparation (Cont.)


We believe that the content expert
will find these suggestions very helpful in speeding
up the production of eLearning courseware.
It will also help in minimizing
the errors and expedite the editing process.
74
Courseware Preparation (Cont.)

Since PowerPoint presentation
is the major component of every lesson,
please observe the following guidelines
to preventing inaccuracies
during the production process.
75
Courseware Preparation (Cont.)

These tips also help increase operating efficiency
by reducing the burden on the content experts
during the editing stage.
76
Courseware Preparation (Cont.)
PowerPoint Presentation.
1) The PowerPoint for each lesson
should be approximately 20-40 slides.
2) Fonts
(a) Use easy-to-read fonts, such as
- Times New Roman
- Arial
- Tahoma
etc.
77
Courseware Preparation (Cont.)
(b) Proper size font -- at least
18-point size and different font sizes
may be used for headings
as deemed appropriate.
78
Courseware Preparation (Cont.)
(c) The texts in your PPT
should include only main ideas as outlined
by bullets.
Please make sure that the texts
is appropriate in length,
may be 7-10 lines per PPT slide.
79
Courseware Preparation (Cont.)
(d) Please proof-reading for
- Grammatical.
- Errors.
- Capitalization.
- Punctuation.
- Spelling.
80
Courseware Preparation (Cont.)
Graphics, Audio, and Video clips
used in the Presentation
1) The graphics, audio, and/or video clips
should be employed and attached
(with separate files) in order to enhance the content
concept and ideas..
81
Courseware Preparation (Cont.)
(1) For example, in a PowerPoint slide,
you may recommend a graphic or photo
of a board room meeting to emphasize
on the concept of organizational behavior.
Please note your suggestion
in the PPT so that the production team
can create proper link to the graphics/pictures.
82
Courseware Preparation (Cont.)
(2) Please note that the production team
will use your PPT slides to synchronize
with your voice/explanations.
The more accurate and well-prepared
your PowerPoints are,
the less burdensome the recording
and editing process will be.
83
Courseware Preparation (Cont.)
(3) The pause between each main ideas
of the PowerPoint slide (As outlined by bullets)
may be very helpful to the production team
to synchronize voice recordings with the PPTs.
84
Courseware Preparation (Cont.)
2) Simulated interactive modes during
the lectures are strongly encouraged.
Content experts may have an activities/
a pop-quiz in the middle of the presentation,
in order to check for students’ understanding
of the section/topic.
85
Courseware Preparation (Cont.)
3) Audio will be recorded in parallel with PPT.
The video clip of the content experts introducing
students to the course will also be recorded.
4) Please make full use of the lesson plans.
You may specify the suggested graphics,
photos, or video clips in the plans
so that the production team
can refer to them as and when needed.
86
2.6 Courseware Reviewing Process.

Upon completion of the recording process,
content expert together
with courseware production coordinator
should discuss the details
of the preferred theme, colors
and graphics of the production.
87
Reviewing Process (Cont.)

After a week or so, the production team
should present 2 lessons,
Lesson 1 which is a video format,
and Lesson 2, in the audio/sound format
to the content expert.
88
Reviewing Process (Cont.)


After the review and comments
from the Content Expert, the production team
will revise the lesson/s according to the guidelines
given by the content expert.
Upon the successful completion
of the courseware, the following materials
should be made available for the production team.
89
Reviewing Process (Cont.)

The package should include
the following:
1) Course syllabus.
(Required format available)
2) Lesson plans.
3) PowerPoint Slides containing 30-40 slides
for each lesson.
90
Reviewing Process (Cont.)
4) Glossary.
5) Assignment.
6) Quizzes, tests, report,
and/or midterm exam.
7) Document links or URL links.
8) Content expert’s picture/photograph.
9) Content expert’s CV.
91
Reviewing Process (Cont.)

The reviewing process
should include the following :
Steps 1 : The production team will send a CD
or provide the URL link
to the content expert.
92
Reviewing Process (Cont.)
Steps 2 : The content expert
will make suggestions/comments
for the production team.
Steps 3 : The Content Expert
and the production team
will get together to revise the lesion
for the courseware.
93
Reviewing Process (Cont.)

In addition to these steps,
the following table of comments,
as well as the courseware evaluation survey
form should be used to frame content expert
comments/suggestions, and to evaluate
the steps/actions taken.
94
Example: Lesson 2 Comments.
(from the content expert)
95
Courseware Evaluation Survey Form.
96
3. Learning Management System Implementation
3.1 Eight Tip for LMS Implementation.
3.2 Five Things Not to Do for Selecting LMS.
97
3.1 Eight Tip for LMS Implementation.

Planning for LMS implementation
is an important process for both private
and public schools.
98
Eight Tip for LMS Implementation (Cont.)
From “www.upsidelearning.com”,
 There are 8 tips for LMS Implementation
1) Create a Team and an Owner
of the Implementation
2) Get Top Management Buy-In
99
Eight Tip for LMS Implementation (Cont.)
3)
4)
5)
6)
7)
8)
Get Stakeholder Buy-In
Arrange for IT Support
Deploy Adequate Resources
From Focus Groups
Arrange for Internal Marketing
Allot Help-Desks and Tranning Platforms
100
3.2 Five Things Not to Do for Selecting LMS.

K-12 schools should beware of five things
not to do:
1) It is not necessary to purchase an LMS.
101
Five Things Not to Do for Selecting LMS (Cont.)
2) Do not buy after just a Sales Demonstration:
More people, more questions from many sections
such as:
- Administrators
- Users
- IT team
- etc.
102
Five Things Not to Do for Selecting LMS (Cont.)
3) Do not delegate “Dig Deeper”:
evaluate not only narrow perspective.
4) Do not sign the order before a full trial access:
full trial by many sections.
5) Do not leave the “Thinking”
part to the LMS Vendor: clearly go through
the scope and describe the requirements
103
4. K-12 LMS Providers.
4.1 Commercial LMS Providers
4.2 Opensource LMS Providers
104
K-12 LMS Providers (Cont.)


LMS must be considered in eLearning project
at any level, including K-12 schools.
K-12 private schools may use commercial LMS
which the school can customized
their own LMS’s style.
105
K-12 LMS Providers (Cont.)


K-12 public schools may use Opensource LMS
which help the school saving eLearning budget.
Traditional LMS do not allow students
to create their own content or pull content.
Teachers only post the assignments, discussions,
medias, and related information.
106
Types of Learning Management System (Cont.)

In 2010, many LMS standard platforms
include the features and functionality
more user friendly interface with students such as:
- New Media
- Interaction/Sociality
- Creativity/Sharing Content
etc.
107
4.1 Commercial LMS Providers.
4.1.1 Blackboard
4.1.2 Desire2Learn
4.1.3 InteractYX
108
Commercial LMS Providers (Cont.)

There are many well-known commercial LMS
such as:
- 24 x 7 Learning
- Angel Learning
- Apex Learning
- Atutor
- BlackBoard
- Desire2Learn
- Haiku LMS
Etc.
109
4.1.1 Blackboard


Blackboard is the most popular
commercial LMS provider.
As of March 2010 (1st quarter),
the total revenue was $101.1 million
which increased of 17%
from the 1st quarter in 2009.
110
Blackboard (Cont.)

In the 1st quarter,
Blackboard entered to K-12 market such as:
- Brunswick School
- ESSDACK
- Gilbert Christian Schools
- Montgomery County Public Schools
111
Blackboard K-12 market (Cont.)
- Passaic County Vocational Technical High School
- Public School of Robeson County
- Shawano School District
- Tomasville County Schools
- Weld County School District
etc.
112
Blackboard (Cont.)

Blackboard enhanced LMS business
by using “Merger and Acquisition Strategy”,
which keep Blackboard at the forefront
with a big share in commercial LMS market.
113
Blackboard (Cont.)

Blackboard acquired many competitors.
In 2009, ANGEL was acquired by Blackboard
with $95 million in cash and stock.
114
Blackboard (Cont.)

January 2009, Blackboard launched
“Blackboard Learn version 9.1” for K-12.
115
Blackboard (Cont.)

“Blackboard Learn version 9.1” supports:
- Developing and supporting a virtual school
- Moving curriculum development online
- Enhancing classroom instruction
- Offering advanced courses online
116
“Blackboard Learn version 9.1” (Cont.)
- Extending classrooms with online learning
- Providing professional development
- Improving communication
117
4.1.2 Desire2Learn


From “thesnapper.com”,
the fall of 2010, all previous Blackboard courses
will be replaced by new Desire2Learn system.
The faculty have been given accounts to learn D2L.
118
Many Solutions from Desire2Learn
119
Desire2Learn (Cont.)

Implementation of LMS K-12
in many States/Provinces-wide such as:
- Georgia Virtual School
- Baltimore County Public Schools
- Mississippi Virtual School
120
K-12 Schools implementation (Cont.)
- Maplewood Richmond Heights School District
- Lambton Kent DSB
- Northhampton County Public School
- Southhampton County Public School
etc.
121
Desire2Learn (Cont.)

About 600 schools from 32 States
in the “Virtual High School Global Consortium”
moved to Desire2Learn,
providing eLearning for K-12 students
and almost 13,000 K-12 students enrolled in classes.
122
Desire2Learn LMS for K-12

“Sparks By Desire2Learn”
is LMS to meet specific need of K-12 schools.
123
Sparks By Desire2Learn (Cont.)

“Sparks” solution covers:
• eLearning programs
• Online professional development
• Digital resources for the classroom
124
Sparks By Desire2Learn (Cont.)
• Blended or hybrid online courses
• Credit recovery
• Academic continuity services
• Communication between homes,
schools and communities
125
Sparks By Desire2Learn (Cont.)
126
4.1.3 InteractYX Limited


InteractYX Limted was established in 1995.
“TOPYX” is a Social LMS eLearning software
with embedded “social network”
as a part of the platform.
127
www.InteractYX.com
128
InteractYX (Cont.)


“Social Learning” is the “Backbone”
of eLearning solution from InteractYX.
InteractYX provides Social LMS
for both Business section and Academic section,
including K-12 school.
129
TOPYX (Cont.)

Social network tools integrated with TOPYX
such as:
- Facebook
- Twitter
- Linkedin
- SkypE
Etc.
130
Sample of Social Tools
131
TOPYX (Cont.)

Three innovations on TOPYX:
132
Academic Solutions from InteractYX
Adult Education Software Solutions
Distance Learning Software Solutions
Executive Education Software Solutions
Higher Education Software Solutions
Graduate Medical Academic Leaning Solution
133
4.2 Opensource Learning Management System
4.2.1 Moodle
4.2.2 Sakai Project
134
Opensource Learning Management System (Cont.)

There are many “Opensource LMS” such as:
- Moodle
- ILIAS 4 e-Learning
- Pojosoft
- Docebo
135
Opensource Learning Management System (Cont.)
- Open Elms
- Sakai
- .LRN
- Dokeos
- etc.
- efront
- Claroline
- OLAT
- Atutor
136
4.2.1 Moodle

Moodle is the largest open source LMS.
137
Moodle (Cont.)


January 2010, Moodle had a user-base
more than 46,000 registered site.
More than 32 million users
in 3,161,291 courses
in 209 countries
in 75 languages.
138
Moodle (Cont.)

Moodle has been installed at many levels.
From “moodle.org”,
- University
34.8%
- Secondary School
22.4%
- Primary School
4.6%
139
Moodle LMS
140
Moodle (Cont.)


Moodle has been developed
by open source programmers.
Moodle’s infrastructure supports:
- Activities
- Resource Types
- Question Types
141
Moodle’s infrastructure supports (Cont.)
- Data Field Types
- Graphical Themes
- Authentication Methods
- Enrollment Methods
- Content Filters
142
4.2.2 SAKAI Project

January 2010, From “www.webwire.com”,
Sakai collaboration with Reazon Systems, Inc.,
released “iRubric for Sakai”
to serve K-12 schools and Higher education.
143
iRubric for Sakai Classroom
144
SAKAI Project (Cont.)



User can access iRubric from Sakai gradbook.
Rubric generation and assessment tools
are provided for educators.
Pre and Post-assessment Viewing
are provided for Students.
145
SAKAI Project (Cont.)

Real-time report and monitoring
of student performance and learning outcomes
are provided for administrators.
146
5. Online Learning Course Providers
5.1 Advanced Academic, Inc.
5.2 Connections Academy Free School
5.3 K12, Inc.
5.4 KC Distance Learning
147
Online Learning Course Providers (Cont.)


There are many learning course providers
for the K-12 level.
Several of them will be mentioned in this Section.
148
5.1 Advanced Academic, Inc.

A private online school in Oklahoma State in the US
accredited by
- Commission on International
and Trans-Regioned Accreditation (CITA)
- North Central Association (NCA)
- Northwest Association of Accredited Schools
149
Advanced Academic, Inc. (Cont.)


The high school diploma from Advanced Academic
will be issued by Advanced Academic Online School.
The diploma may or may not be honored
by a university or college.
150
Advanced Academic, Inc. (Cont.)

Advanced Academic full-time learning program
includes:
- 6 credits (12 courses) per year
* Core
* Elections
* Languages
151
Full-Time Learning Program (Cont.)
- Full support from highly qualified,
state-certified teachers
- Access to certified connected
- Unlimited access to courses
for 120 days per semester
- 27/4 technical help
- A real high school diploma
152
Advanced Academic, Inc. (Cont.)

Application fee: 50 US$
- Tuition:
1,850 US$ per year
or
155 US$ per month
Total: (1,905 US$ per year)
153
5.2 Connections Academy Free School



Free Public School for grade K-12.
Headquarter in Maryland, USA.
Connections Academy is accredited by AdvanceEd
which is the unified organization of
- North Central Association Commission
on Accreditation and School Improvement
(NCA CASI)
154
Unified organization (Cont.)
- Southern Association of Colleges
and Schools Council on Accreditation
and School Improvement (SACS CASI)
155
Connections Academy Free School (Cont.)



Serve grades K-12 in most schools in the US.
The program is free.
Connections Academy Schools are operated
under contract to non-profit organizations
- charter school
- school district
- governmental entities
156
Connections Academy Free School (Cont.)

All Connections Academy Schools are public school
programs such as:
- Arizona Connections Academy
- Central California Connections Academy
- Colorado Connections Academy
- Florida Virtual School Full Time
- Idaho Connections Academy
157
Public School Programs (Cont.)
- Indiana Connections Academy
- Kansas Connections Academy
- Minnesota Connections Academy
- Nevada Connections Academy
- Ohio Connections Academy
158
Public School Programs (Cont.)
- Oregon Connections Academy
- Pennsylvania Connections Academy
- South Carolina Connections Academy
- Texas Connections Academy
- Wisconsin Connections Academy
- National Connections Academy
Serving students throughout the US
159
5.3 K12, Inc.


A virtual homeschooling business
supplying online education at K-12 level.
K-12 has strong, effective partnerships with
- Public Schools
- Private Schools
160
K12, Inc. (Cont.)


K-12 is accredited by AdvanceED
(same as for Connections Academy).
AdvanceED is the world largest
educational community
- 27,000 public and private schools
at district in the US
- 65 Countries
- 15 million students
161
K12, Inc. (Cont.)

K-12 courses are
- K-8 Courses
- High School Courses
- Summer School Courses
162
K12, Inc. (Cont.)

K-8 Program
- 75 Online courses in 7 subjects
* English
* History
* Math
* Science
* Music
* Art
* World Languages
163
K12, Inc. (Cont.)

K-12 Program is delivered through
K-12 Partner schools
- Online Public School
- Online Private School
164
5.4 KC Distance Learning

A private company in Portland, Oregon, USA,
providing distance learning programs:
- Middle Schools
- High Schools
165
KC Distance Learning (Cont.)




KC is accredited by
Northwest Association of Accredited School.
Started in 1974.
Served over 200,000 students.
Keystone School is accredited.
166
KC Distance Learning (Cont.)

Offers “iQ Academics” which is statewide
online school in partnership with
- Public School districts
- Charter School Organizations
167
KC Distance Learning (Cont.)


iQ Academics are
- Public Schools
- Tuition-free fro in-state residents
KC also operates Keystone National High School
in Bloomsburg, Pennsylvania, USA.
168
6. Concluding Remarks

Courseware Development
may be considered
the heart of an eLearning system.
169
Concluding Remarks (Cont.)

Presented in this paper are:
Courseware Development in K-12
Learning Management System Implementation
K-12 LMS Providers
Online Learning Course Providers
170
Concluding Remarks (Cont.)

Assumption College should assign a team
to explore the possibility
of implementing eLearning
for the benefits of all concerned.
171