Alaa Sadik Ph.D., University of Hull, UK Faculty of Education in Qena South Valley University [email_address] www.freewebs.com/alaasadik e -Learning جامعة جنوب الوادي مركز تنمية قدرات أعضاء هيئة التدريس
Types of Media: Multimedia - Text - Image - Audio
The Human Ear Text The ear consists of three basic parts - the outer ear , the middle ear , and the inner ear . Each part of the ear serves a specific purpose in the task of detecting and interpreting sound. The outer ear serves to collect and channel sound to the middle ear. The middle ear ...
The Human Ear Listen Audio-Visual The ear consists of three basic parts - the outer ear, the middle ear, and the inner ear. Each part of the ear serves a specific purpose in the task of detecting and interpreting sound. The outer ear serves to collect and channel sound to the middle ear. The middle ear ...
Media Class Hierarchy - Temporal - Static - Computational - Directive
Interaction and Technology: Times - Synchronous Interaction (time-dependent) - Asynchronous Interaction (time-independent)
Technology-Mediated Interaction Traditional Media Two-way Media
Instructional Design The structure of an environment to provide learners with conditions that support learning . Elements of instructional design process - For whom is the programme being developed? - What do you want the learners to learn? - How is the subject content or skill best learned? - How do you determine the extent to which the learning has been achieved?
Level of Media Use - Informational - Supplemental - Communal - Essential - Immersive
Flexibility of Media Ease of - Development - Delivery - Access - Use/Control
Learning Theories & Technologies Behaviourism Change in overt behaviour due to conditioning Cognitivism Programming of new rule for information processing Constructivism Personal discovery based on insight
Constructivism Experiencing The learner must take an active role in his/her learning. The teacher engages the learner in activities which prompt his/her thinking to make learning effective;
Constructivism Discussing Viewpoints arising from the experiences need to be discussed with peers in order to be evaluated and validated;
Constructivism Generalising Hypotheses and results should be evaluated for viability through their application to other situations;
Constructivism Applying Applying learning to contextual situations validate it as viable knowledge and provide the learner with another experience which could be used again.
Distance Education W hat does it mean? Advantages and limitations
What is e -Learning? The delivery of learner-centered content via electronic media .
What is e -Learning? The use of Internet technologies to deliver a broad array of solutions that enhance knowledge and performance.
Advantages of e -Learning - Self-paced - Flexible (anywhere/anywhere) - Highly interactive - Increased retention rates - Improved consistency & effectiveness - Cost-effective (time and money)
e -Learning & Distance Education e -Learning readiness is significant to the success of distance education programmes that utilise ICT resources for academic and administrative purposes.
e -Learning Technologies - Satellite broadcasting - CD-ROMs and DVDs - Video-conferencing - The Internet and the WWW
Components of DMS Tutorial component On-line modules, study guide, etc. Interaction component E-mail, discussion boards, etc. Management component C ourse schedule, tracking, etc. Support component O n-line library, help, etc.
e -Learning Readiness - Human resources - Institutional - Infrastructure - Content - Social/Cultural - Training process - Financial
e -Learning Competencies Pedagogic Which learning principles are to be used? Didactics How is the teaching to be organised? ICT genres Which ICT genres are the students going to work with?
e -Learning Competencies - Pedagogical competencies - Technical competencies
Pedagogical Competencies - Analyse e-learners' needs; - Predict e-learners' problems; - Support different learning styles; - Define the course objectives; - Enhance learners' motivations;
Pedagogical Competencies - Design group work assignments; - Use active learning methods; - Make use of rich experience of learners; - Support self-directed learning; - Deal with culturally diverse learners.
Technical Competencies - Use e-learning authoring tool; - Design Web pages for e-learning; - Moderate on-line discussions; - Design e-learning resources.
The Case of SVU Competencies Overall score 27.8% Technical 16.6 % Pedagogical 88.0 % Experience Overall score 7.3 % Frequency of use 26.6 % Training received 0.8 % Practice 5.8% Attitudes Overall score 93.8 % Anxiety 89.2 % Confidence 80.3 % Liking 39.0 % Importance 86.5 %
The Case of Egypt Domains of Evaluation - Government - Education - Industry - Society
The Case of Egypt - Connectivity Infrastructure, telephone lines, Internet connection, etc. - Capability Education system, training opportunities, computer literacy, etc. - Content On-line content, national databases, libraries, spoken language, etc. - Culture Attitudes toward non-traditional learning, role of private sector, etc. Categories of Data