MEAS Course on E-learning: 1 Intro and overview on online learning, blended learning and oer


Published on

MEAS was asked to provide a presenter for the Sasakawa Fund for African Extension (SAFE) Technical Workshop in Porto Novo, Benin. The meeting was a combination of university reports on extension education initiative, elearning training and training on creating gender friendly initiatives. There were 50 participants. A total of 26 participants were from universities.The material prepared for this training can be downloaded further below (or click on numbered items - file will download automatically).

The e-learning workshop training occurred on the last two days of the conference. The e-learning workshop goals for the participants included:

Understand the differences and opportunities to use online learning, blended learning and web enhanced learning
Understand the differences in asynchronous and synchronous delivery
Understand effective teaching practices for online learning especially in formal environments
Understand open education resources (OER), where to find them, how to create them and encouraging creation of student OERs
Find free and open source tools
Upload a lecture, notes, assignments and finding other appropriate tools for interaction
The participants received four Power point files, entitled
Introduction and Overview: Online Learning, Blended Learning and Open Educational Resources
Designing Online Instruction Based on Student Needs
Effective Online Teaching Strategies
The Online Environment Within the University and Openly Available
Planning for Scalable Operations and Costs of E-Learning

Published in: Education, Technology
1 Comment
1 Like
  • Also see:
    Are you sure you want to  Yes  No
    Your message goes here
No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide
  • Graham, C. R. (2006). Blended learning systems: Definition, current trends, and futuredirections. In C. J. Bonk & C. R. Graham (Eds.), Handbook of blended learning: Globalperspectives, local designs (pp. 3-21). San Francisco, CA: Pfeiffer Publishing.
  • MEAS Course on E-learning: 1 Intro and overview on online learning, blended learning and oer

    1. 1. Overview of Online Learning, Blended Learning and Open Education Resources Karen Vignare Michigan State University
    2. 2. Agenda• Objectives• Introduction• Definitions• Discussion• Summary• References
    3. 3. Objectives• Provide a basic understanding of Online Learning• Provide a basic understanding of Blended Learning• Provide a basic understanding of Open Educational Resources
    4. 4. Introduction• Karen Vignare, Director, MSUglobal• Designing elearning and internet based solutions since 1995• Taught first online course in 1997• Various roles in online learning: faculty, marketing, administrator, researcher• Have written extensively on subject• Worked at MSUglobal since 2005
    5. 5. Introduction• MSUglobal engages in technology based projects that leverage content and research expertise at Michigan State University• Work with faculty and staff to infuse technology especially online into curriculum and projects• Create university wide policy and procedures• Work with different technologies and software solutions as needed by project• Use scalable approaches and available repositories to maximize impact
    6. 6. Design Technology to FitProject ToolsMSU Online Learning Programs Angel, Adobe ConnectMy Horse University (work with Adobe Connect • Adobe Creative Suite •Chile/University Mayor) ANGEL • Camtasia • Constant Contact • Dreamweaver • Drupal • Facebook • Microsoft CRM • NCRS • Raptivity • Twitter • YouTubeFood Safety Knowledge Network Articulate • Camtasia Relay • Camtasia Studio Search Indexing Tool • Wordpress • Open OfficeKing Khalid University ANGEL • MSU eNet • Online platform •Blackboard CollaborateAfrica Lead Resource DatabaseAgShare OER reliance on third partyLatin America Learning Drupal • PanoptoCollege of VetMED Multi-media Platform
    7. 7. Elearning/Online Learning Foundations• The elearning revolution started as part of Information Communication & Technology (ICT)• ICT typically involves more on telecommunications than learning• Education has long practiced distance learning without online learning• The internet improvements as part of ICT has led to changes in the way education can be designed and delivered
    8. 8. Online versus Elearning• Education and training have been and will continue to be impacted by these new technology tools• Elearning terminology precedes online as it was used for computer based learning prior to internet connectivity• Elearning is more associated with corporations and government
    9. 9. Online versus Elearning• Elearning is more likely to be purely self-guided. It may be interactive but lacks the presence of a teacher• Online learning more often occurs as an outgrowth of distance education• Online learning is still mainly asynchronous although synchronous tools are growing in importance
    10. 10. Where are we going online?•
    11. 11. Horizon Report- New Media Consortium• Technologies to watch• Near-term (less than one year) • eBooks and Mobiles• Medium term ( two to three years) • Augmented Reality • Game-based Learning• Longer-term (four to five years) • Gesture Based Computing • Learning Analytics
    12. 12. WorldWide Learn Top Ten Elearning Trends• Application Service Providers offer more quick start options• Companies integrate e-learning into their infrastructure• Churning skill sets require e-learning initiatives• E-Learning cuts the cost of high quality content• E-Learning levels professional playing field around the world
    13. 13. WorldWide Learn Top Ten Elearning Trends Gamers bring interactive skills to e-learning7. Governments deploy e-learning at all levels8. Partners and collaborators use e-learning to get everyone on the same page sooner9. Wireless technology helps e-learning initiatives "cut the cord“10. E-Learnings Movers and Shakers
    14. 14. The Essence of Online Learning• Allows the learner and professor to be in different places only connected through the course in the internet• Most online learning remains asynchronous which means at a different time and place• Synchronous tools which mean the learning community is still connected through the internet but online at the same time.• The convenience, flexibility and scalability all still favor asynchronous over synchronous
    15. 15. Why Online helps Learning• Creating materials for online use requires making them ordered and clear• Learning materials and design becomes more apparent• Tools like instructional design processes are used more regularly• Outcomes and processes required are stipulated.• Learning is designed for clients and customers to achieve goals.
    16. 16. Online Design support Best Practices Online Learning The 7 principles of good Community practice encourage: 1. Contact between Students and Faculty Cognitive Presence 2. Reciprocity and (Knowledge Centered) Cooperation (Learner Centered) 3. Prompt Feedback Supporting 4. Time on Task Discourse 5. Active Learning Social Presence Techniques 6. Communication of High Selecting Expectations Content 7. Respect for Diverse Talents Setting and Ways of Learning Climate Teaching Presence (Assessment Centered)
    17. 17. Inquiry Model
    18. 18. Blended Learning Conceptualization BlendedConvention FullyalFace to OnlineFaceClassroom Picciano, A.G, & Dziuban, C. (2007). Blended learning: Research perspectives. Needham, MA:
    19. 19. Blended Online Learning Environment
    20. 20. Minimal Technology/Media Students meet online Students meet f2f - teacher uses simple – teacher uses technology such as simple technology CMS, electronic such as email, or bulletin boards. web for e-lectures. Blended BlendedConventionalFace to Face Fully OnlineClassroom Students meet f2f Students meet online – teacher uses Blended Blended – teacher uses technology such as advanced technology simulations, such as interactive tutorials, digital videoconferencing video. Technology/Media Infused Source: Picciano, A.G. (February 9, 2005).
    21. 21. Convergence of traditional and distributed environmentsBonk, C. J. & Graham, C. R. (Eds.). (2005). Handbook of blended learning: Global Perspectives, local designs.San Francisco, CA: Pfeiffer Publishing.
    22. 22. Blended Learning• Increasing is recognized through research as a more effective way of delivering learning• Requires much of the planning of online learning• Allows for face to face interactions to build trust, credibility, interact and network
    23. 23. Developing Open Educational Resources Design to Share
    24. 24. What are Open Educational Resources (OER)?Educational materials that are freely available for• use (access)• reuse (copy)• adaptation (modify)• sharing (redistribute) (Foote 2005, Doyle 2005)
    25. 25. Materials can include:• courseware • white papers• curriculum • simulations• lecture materials • labs• lecture captures • collections• learning objects • journals• content modules • tools• textbooks • and more!
    26. 26. Materials are openly licensed in a way that• creators/authors retain their copyright• users are given permission by the creator/author to do the following to the work without having to first ask permission – reuse: use the work verbatim (unaltered) – revise: alter or transform the work to meet their needs – remix: combine the (verbatim or altered) work with other works for enhanced effect – redistribute: share the verbatim, reworked, or remixed work with others (Wiley, 2007)
    27. 27. The Dual ApproachDevelopment Usage & DiscoverabilityCreating a systematic process so Building awareness of OER resourcesindividuals can create & publish OERDevelop Content Training staff to support search of OERLicense Making use of repositories and digital librariesPublish & Distribute License, Publish & Disseminate
    28. 28. The ProcessDevelop Content• Create, clear, or capture content License Content • Choose Creative Commons license Publish & Distribute Content • Choose format(s) • Choose platform and add metadata
    29. 29. Developing ContentCREATE CLEAR CAPTURE Develop new Clear existing Video recordcontent utilizing content of 3rd-party lectures and open practices objects utilizing presentations open practices utilizing open practices
    30. 30. Developing ContentOpen best practices • No 3rd-party objects. These are objects you have not created yourself (e.g. images, diagrams, videos, graphs, animations, scans, etc.) • Forms. When applicable, appropriate release/permission forms to openly share the work are signed by the owner of the work • Open formats. The work is made available in a format that allows others to easily use and make derivative works – For example, presentation slides are made available as PowerPoint and OpenOffice slides instead of just as a PDF – For video recorded lectures, video and audio files are made available (e.g. - *.mp4, *.m4v, *.avi, *mp3, etc.) • Licensing. Licensing language is clearly visible on the work
    31. 31. Developing ContentMore on 3rd-party objectsIf you have objects in your work that you have notcreated yourself, you have the following options:1. Replace the object with a similar one that is openly licensed.2. Recreate the object with a different expression but the same meaning as the original object.3. Remove and annotate the object if it is too difficult to replace but is useful for the presentation.
    32. 32. Publishing & Distributing ContentChoose platform to publish work • Own website/webpage • OER Repositories: – Connexions ( – WikiEducator ( – Curriki ( • 3rd-party sites that allow Creative Commons designations: – YouTube ( – Vimeo ( – ( – SlideShare ( – Scribd (
    33. 33. Publishing & Distributing ContentAdd metadataBased on the platform you choose, be sure toinclude appropriate metadata including: • Attribution language • Rights/License • Keywords/Tags • Source URL
    34. 34. Discussion• How will online and blended learning help you to achieve your goals?
    35. 35. Summary• ICT tools continue to play an increasing role in society• Online and Blended Learning play a large role in increasing access to students• Open Education Resources will help reduce costs and creating more localized content
    36. 36. References:• Sloan Consortium,• EDUCAUSE,• Wikieducator,• OER Africa,• MERLOT and MAN (Merlot Africa Network),
    37. 37. Terms of Use © Karen Vignare, Michigan State University, MEAS project. This work is licensed under a Creative Commons Attribution 3.0 Unported License.Users are free: • to Share — to copy, distribute and transmit the work • to Remix — to adapt the workUnder the following conditions: • Attribution — Users must attribute the work to the author(s)/institution (but not in any way that suggests that the authors/ institution endorse the user or the user’s use of the work).
    38. 38. DisclaimerThis presentation was made possible by thegenerous support of the American peoplethrough the United States Agency forInternational Development, USAID. Thecontents are the responsibility of theauthor(s) and do not necessarily reflect theviews of USAID or the United StatesGovernment.