E-learning And Distance Learning

Seminar on Regulations of Distance Education in Saudi Higher Education: Issues & Ambitions  (Via satellite) Umm Al­Qura University, Makkah 

E­LEARNING AND DISTANCE LEARNING  IN SAUDI ARABIA

Issues & Implications BADRUL HUDA KHAN, PH.D. President

In the information society,  learners require rich learning  environments supported by  well‑designed resources.  They expect  flexible  learning environments with  good support services.  2        

Learners want to have more  say in  ­ WHAT they learn ­ WHEN they learn ­ WHERE they learn ­ HOW they learn  3        

FROM

TO

Wanting to be taught mostly in lectures or direct training sessions

Wanting increased flexibility.

4        

Can we provide what learners want?

YES, we can!  New developments in learning science and  technology provide opportunities to  develop learning environments that suit  learners' needs and interests by offering  them the choice of increased flexibility.  5        

open 

However, only  learning  systems such as e­learning can  provide the kind of flexibility that  learners need.

closed 

But NOT the  learning  systems such as instructor­led  traditional classroom­based  instruction. 6        

As we are accustomed to teaching  and learning in a closed system, the  openness of an open system such as  e­learning is challenging to us. 

To create effective e­learning  environments for diverse  learners, we need to jump out  of our closed system mentality.  7        

       

need WeWe need to a change our mindset! Paradigm Shift! 8        

Digitizing instructor­led  classroom materials DOES  NOT necessarily mean that  you are actually creating  meaningful e­learning.  9        

E­learning materials must be designed  • with proper instructional design  principles and learning theories.  • by addressing critical issues  encompassing various dimensions   of open learning environment. 10        

Considering “Trends in regulation, by­laws,  and standards governing distance higher  education” as  the  theme of the conference. I would like to present a FRAMEWORK 

of E­LEARNING which I believe 

would serve as a guide to formulate  regulation, by­laws, and standards for  distance learning in Saudi Arabia. 11        

To develop regulation, by­laws, and standards  governing distance higher education, we must  investigate the critical issues regarding …

What does it take to create  meaningful and quality  educational environment  for distance learning? 12        

Since 1997, I have communicated with learners, instructors,  administrators, and technical and other support services staff  involved in e­learning (in both academic and corporate  settings) all over the world to learn “What it takes to create a  meaningful e­learning environment?” I found there are a myriad of issues. I clustered these issues  into eight critical dimensions to develop the E­Learning  Framework. These issues in the Framework generate many questions that  we can  ask ourselves when  • planning • designing  • developing • evaluating  • implementing e­learning systems.  13        

A Framework for  E­Learning 

Academic, administrative & student services Assessment On-line Content Infrastructure, Ethical ofPhysical Learning learner, and development considerations off-line layout evaluation and hardware teaching resources and and navigation of in and maintenance e-learning learning issues & software support environment Pedagogical

Re S u so pp urc or e t

Management 15        

Interface Design

Ethical

In st i tu tio na l

l ca gi lo no ch Te

e-Learning

n it o ua l a v E

‫تربوي‬ ‫سي‬ ‫ؤس‬ ‫م‬

‫أخلقي‬

‫تصميم‬

‫الواجهة‬

‫تق‬ ‫ني‬

‫ال قت‬ ‫و مي‬

‫التعلم اللكتروني‬

‫الدارة‬ ‫‪16‬‬ ‫‪       ‬‬

‫عم‬ ‫د‬

‫در‬ ‫صا‬ ‫الم‬

1. PEDAGOGICAL 1.1 Content Analysis 1.2 Audience Analysis 1.3 Goal Analysis 1.4 Medium Analysis 1.5 Design approach 1.6 Organization 1.7 Methods and Strategies

2. TECHNOLOGICAL 2.1 Infrastructure planning 2.2 Hardware 2.3 Software

3. INTERFACE DESIGN 3.1 Page and site design 3.2 Content design 3.3 Navigation 3.4 Accessibility 3.5 Usability testing

4. EVALUATION 4.1 Assessment of learners 4.2 Evaluation of the instruction & learning environment

5. MANAGEMENT 5.1 E‑Learning Content Development 5.2 E-Learning Maintenance

6. RESOURCE SUPPORT 6.1 Online support 6.2 Resources

7. ETHICAL 7.1 Social and Political Influence 7.2 Cultural Diversity 7.3 Bias 7.4 Geographical diversity 7.5 Learner diversity 7.6 Digital Divide 7.7 Etiquette 7.8 Legal issues

8. INSTITUTIONAL 8.1 Administrative Affairs 8.2 Academic affairs 8.2 Student services

18        

Pedagogical Content Audience Goals Medium Design Organization Methods

What types of content are appropriate to teach via a variety of elearning approaches?

Pedagogical Content Audience Goals Medium Design Organization Methods

Do we use multimedia attributes of the Internet and digital technologies? - text - audio - video - graphics - other (specify)

Pedagogical Content Audience Goals Medium Design Organization Methods

• What is the instructor’s role? - more facilitative than didactic - more didactic than facilitative - a combination of both

Pedagogical Content Audience Goals Medium Design Organization Methods

• Does your e-learning program promote Inside Collaboration by providing a supportive environment for asking questions, clarifying directions, suggesting or contributing resources and working on joint projects with class members?

Technological Infrastructure Planning Hardware Software

Does your institution create learning objects by following the international interoperability standards (such as SCORM, IEEE, etc.) (SCORM - Shareable Content Object Reference Model)

Technological Infrastructure Planning Hardware Software

Do you have personnel who can assist learners to set up for starting the course?

Technological Infrastructure Planning Hardware Software

Are the hardware & software requirements for the e-learning program clearly stated?

Interface Design Page and Site Design Content Design Navigation Accessibility Usability Testing

Do the appearance and

functionality of the screen look good?

Interface Design Page and Site Design Content Design Navigation Accessibility Usability Testing

Is the program designed to be accessible by a wider user population? (A common accessibility concern in the USA -- Is the course 508

compliant?)

Evaluation Assessment of Learners Evaluation of Instruction & Learning Environment

Does the program have a mechanism in which a learner can be truly measured and not allowed to cheat?

Evaluation Assessment of Learners Evaluation of Instruction & Learning Environment

Does the program have a system to accept students evaluation of the following? - content - instructor - learning environment - learning resources - course design - technical support

Management Content Development

Maintenance

Does the program notify students about any changes in due dates or other course relevant matters (e.g., server down) via following means? - e-mail - announcement page - alert boxes - running footer added to a page - phone call - mail

Resource Support Online Support Resources

Does the course provide troubleshooting (or expert technical support from specialized staff) assistance or a help line?

Resource Support Online Support Resources

Do students have access to a digital library?

Ethical Social/Political Influence Cultural Diversity Bias Geographical Diversity Learner Diversity Digital Divide Etiquette Legal Issues

Does the institution have to get approval from any external entities (who can serve as political barriers) to implement e-learning?

Ethical Social/Political Influence Cultural Diversity Bias Geographical Diversity Learner Diversity Digital Divide Etiquette Legal Issues

To improve cross-cultural verbal communication and avoid misunderstanding, does the program make an effort to reduce or avoid the use of jargon, idioms, ambiguous or cute humor, and acronyms?

Ethical Social/Political Influence Cultural Diversity Bias Geographical Diversity Learner Diversity Digital Divide Etiquette Legal Issues

Does the program present more than one viewpoint on controversial issues?

Ethical Social/Political Influence Cultural Diversity Bias Geographical Diversity Learner Diversity Digital Divide Etiquette Legal Issues

Is the program offered to a geographically diverse population? If yes ... Is the program sensitive about students from different timezones (e.g. synchronous communications are scheduled at reasonable times for all time zones represented)?

Ethical Social/Political Influence Cultural Diversity Bias Geographical Diversity Learner Diversity Digital Divide Etiquette Legal Issues

Is the program designed to have patience for learners who adapt to individualized open and distributed learning environment slower than others?

Ethical Social/Political Influence Cultural Diversity Bias Geographical Diversity Learner Diversity Digital Divide Etiquette Legal Issues

Information accessibility issue must be expressed in terms of digital “haves” and “have nots,” a gap expressed in the term “digital divide.” Is the digital divide issue considered in designing the e‑learning content?

Ethical Social/Political Influence Cultural Diversity Bias Geographical Diversity Learner Diversity Digital Divide Etiquette Legal Issues

• Does the program provide any guidance to learners on how to behave and post messages in online discussions so that their postings do not hurt others’ feelings?

Ethical Social/Political Influence Cultural Diversity Bias Geographical Diversity Learner Diversity Digital Divide Etiquette Legal Issues

Does the program get students’ permission to post any of the following on the Web? - students’ photographs - students’ projects

Institutional Administrative Affairs Academic Affairs Student Services

Is the institution ready to offer e-learning?

Institutional Administrative Affairs Academic Affairs Student Services

Does the e-learning program provide academic quality such as one would expect in a traditional course?

Institutional Administrative Affairs Academic Affairs Student Services

Are instructor/tutor and technical staff available during online orientation (if any)?

Within the scope of today’s presentation, I have presented few learning issues in the form of questions that you can ask yourself when planning, designing, evaluating or implementing meaningful e‑learning.

As the scope of e‑learning design expands, design projects change from one-person operations to complex team efforts. The E-Learning Framework can be used to ensure that

no important essential factor is omitted from the design of e‑learning, whatever its scope or complexity.

I strongly believe that the Ministry  of Higher Education in Saudi  Arabia can benefit from the  perspectives of issues covered in the  E­Learning Framework.

‫تربوي‬ ‫سي‬ ‫ؤس‬ ‫م‬

‫أخلقي‬

‫تصميم‬

‫الواجهة‬

‫تق‬ ‫ني‬

‫ال قت‬ ‫و مي‬

‫التعلم اللكتروني‬

‫الدارة‬ ‫‪48‬‬ ‫‪       ‬‬

‫عم‬ ‫د‬

‫در‬ ‫صا‬ ‫الم‬

        The Framework has the potential to guide the Ministry of Higher Education in Saudi Arabia to:

Develop E-Learning & Distance Establish Develop Research ACCREDITATION FUNDING Develop A National E-Learning Develop Formulate E-L & E-Learning Distance Learning & Review Establish Establish Existing NATIONAL National REGULATIONS DIGITAL CENTER Develop E-L & Distance Learning Learning FACULTY and STAFF CRITERIA CRITERIA for for E-Learning E-Learning & & & Distance Learning PLAN INSTRUCTIONAL Distance Learning Standards POLICIES of E-Learning & Distance Learning TECHNICAL LIBRARY of Distance education Standards DISABILITIES Standards DEVELOPMENT TRAINING Distance DistanceLearning Learning Projects Programs

49        

The Framework has the potential to guide the Ministry of Higher Education in Saudi Arabia to: - Develop A National E-Learning & Distance Learning (E-L & DL) Plan - Establish National Center of E-Learning & Distance Learning - Analyze Current Regulations of Distance education

- Formulate E-Learning & Distance Learning Policies - Formulate E-Learning & Distance Learning Technical Standards - Formulate E-Learning & Distance Learning Instructional Standards - Formulate E-Learning & Distance Learning Disability Standards - Develop Accreditation Criteria E-Learning & Distance Learning Programs

- Establish Research Funding Criteria for E-Learning & Distance Learning Projects - Establish National Digital Library - E-Learning Faculty and Staff Training

I am very honored, blessed and fortunate to be able  to participate in several educational technology and  e­learning related projects in Saudi Arabia: 2001, Virtual Education ASHRM 2004, e­Learning Workshop KFUPM, ARAMCO, Islamic University of Al­Madinah,  KAU, TV Channel 2’s Zoom In Program  2005, Educational Technologies Use in Saudi Universities for  project offered by "Aafaq".  Taibah University  Present, Research Projects (Saudi Professors and Doctoral  Students)

REFERENCES

Questions and comments?

This presentation is available at:

http://asianvu.com/bkglobal/keynote/ksa/3ed.ppt

Homepage: http://BadrulKhan.com/khan

56        

Seminar on Regulations of Distance Education in Saudi Higher Education: Issues & Ambitions  (Via satellite) Umm Al­Qura University, Makkah 

E­LEARNING AND DISTANCE LEARNING  IN SAUDI ARABIA

Issues & Implications BADRUL HUDA KHAN, PH.D. President