NDLW International Power Point Wimba Wednesday

Welcome to NDLW Webinars International: Collaborative Learning Globally Webinars Sponsored by:

Introduction-USDLA Dr. John G. Flores Chief Executive Officer United States Distance Learning Association Dr. Kenneth E. Hartman 2008 NDLW National Committee Chairman Academic Director, Drexel University Online Mrs. Julie Young President, USDLA President and Chief Executive Officer Florida Virtual School Agenda 1. About USDLA 2. Global Activity 3. F. Soeltl 4. N. Sonwalkar 5. A. Szucs 6. Thank You Russ Colbert Global Education Market Director Polycom

Mission:

To support the development and application of distance learning, education and training (DLE&T) by uniting learners around the world.

Purpose:

In 1987, the USDLA was founded on the premise of creating a powerful alliance to meet the burgeoning education and training needs of learning communities globally.

Learning, education and training communities include:

Corporate Training - Pre K-12 - Higher Education

Home Schooling - Continuing Education

Military & Government Education & Training

Telehealth – Multinationals

Mission & Purpose

Francisco Antinio Soeltl

Founder, President and CEO

MicroPower (Founded 1994)

[email_address]

Tel: + 55 11 3041-8600

Brazil – Context & Main Findings 26 states + Capital 5,507 cities (Sao Paulo largest city in the world) 200 millions habitants 30 millions Internet users – 16% over total population 3 millions e-Learning users – 10% over Internet users +600 Organizations –> 50% GNP 5th largest country in the world (China, India, USA, Indonesia, Brasil) - Portuguese

Stimulate organizations (private, educational and government) to adopt the existing Technologies to support and promote “Continuous Learning” process Fund Visually Impaired Non Profit Organizations in the employment process. (social contribution) e-Learning Brasil – Award (2002 – 2008) Brazil – Context & Main Findings

105 participants Brazil – Context & Main Findings 64% 17% 19%

Business Strategies Alignment Brazil – Context & Main Findings 6 Main Business Reasons Increase Sales & Customers Satisfaction Streamline New Product & Services Launch Reduce T&D Costs Optimize Cost of Opportunity Stimulate Self-Development & Self-Carrier Planning Management (pro-active) Develop and Retain Human Capital

105 Organizations – 1999 / 2008 R$ 1,3 billions investments - R$ 2.9 billions benefits Break-even: 6 months Brazil – Context & Main Findings

ILT (+12% / 8 years) e-Learning (+25% / year) Brazil – Context & Main Findings Blended = 3% to 29%

“ Beyond e-Learning” www.marcrosenberg.com Training (Instructional Solutions) Workplace Learning and Support (Knowledge and Support Solutions) Informal Workplace Settings Formal Learning Settings Learning and Performance Architecture Classroom Training Mentoring and Coaching Next Generation E-Learning Simulations and Games Knowledge Management Experts and Expertise Communities of Practice Online Training Information Repositories Performance Support True Blended Learning (“Blended Training”) Traditional Blended Learning

1. Strategic Alignment 2. Results Measurement 3. Pedagogical x Technical Focus 4. Change Management 5. Sponsorship & Engagement 6. Infrastructure Best Practices

Dr. Nish Sonwalkar (Sc.D., MIT)‏

Director of Research, USDLA

Former Principal Educational Architect, MIT, Cambridge, MA

Founder, Sonwalkar Consulting Group, Arlington, MA

Contact Email: [email_address]

Agenda

Overview

Educational Market Space

Emerging Online Distance Education

The 4-D Individualization

Conclusions

Overview

India's population will surpass China in 2012

With technology services based economy the education is a priority

Largest middle class in the world with increasing financial resources

No language barrier (English is predominant)

90% of network coverage via Internet and satellite

Distance Learning Market India

Currently India has 300 Universities and 10,000 affiliated colleges

Next five year plan for India will need 1000 Universities and 30,000 affiliated college

The educational need will still not cover over 5 Million Indian students

Average age of the country is 18, hence emerging student population that will need online education

Emergence of Online Dist. Edu

The online distance learning is answer to the growing educational need of Indian sub-ocntinent.

Indra Gandhi National Open University (IGNOU)is largest distance learning University with over million students

Need high quality of individualized online distance learning

The students prefer blended model with limited face-to-face interaction over fully online delivery of courses

The online education with video conferencing and satellite delivery is growing trend

Technology Need for India

The learner value fact-to-face instruction along with online

Online part has to be individualized for learners

A combination of video-conferencing with individualized Synaptic Learning is necessary

Requires four dimensions of learning – multimedia, learning models, interactivity and social learning

4-D Learning online and video conferencing with faculty

Three Functions of Brain Primary Secondary Tertiary

4-Dimensions of Learning

Learning Dimensions

1-D Multimedia.............. Auditory, Visual and Kinesthetic

2-D Cognitive Models... Apprentice, Incidental, Inductive, Deductive and Discovery

3-D Interactivity ........... Simulations, Animations, Feedback

4-D Social Construction.. Forum, Chat, Blogs, Wiki

4D- Learning - HITE Multimedia Cognitive Models Interactivity Social Construction

Conclusions

The online distance learning is the ONLY viable answer to the growing education and training need in India

The technology integration in India will require 4-Dimensional approach

India needs help in setting the standards for online distance education: accreditation, best practices, and faculty training

USDLA can play a key role working with IGNOU - the Distance Learning Counsel (DEC)

USDLA must provide guidance on accreditation of online distance learning degree programs

Dr. András Szűcs

S ecretary General, EDEN

European Distance and E-Learning Network

Director, Centre for Learning Innovation and Adult Learning

Budapest University of Technology and Economics

www.eden-online.org

E-learning and the world of waters

“ Stormy waters and fair winds” (2004)

“ The underground waters

of e-learning” (2007)

EDEN - a membership organisation

European Distance and E-Learning Network (1991)

Institutions - individuals - networks

216 institutional members

1150+ members in NAP - Network of Academics and Professionals ( individual section)

400+ institutions represented from 4 4 countries within and outside Europe

Information services, professional development, conferences, publications

The European Journal of Distance and E-learning

www.eurodl.org

EUROPEAN DISTANCE AND E-LEARNING NETWORK A MEETING PLACE FOR THE OPEN, DISTANCE AND E-LEARNING COMMUNITY IN EUROPE

E-learning in Europe - State of the art

Supporting factors: emergence of lifelong learning, development of ICTs

eLearning helped education to enter the first row of policies - but it has also been subject of quick and sometimes superficial incorporation in policy programmes

Prognoses overestimated the power of free market and speed of developments , particularly in Europe

There is a general acceptance of online learning today that is different from the acceptance of distance learning in the past

Climate of discontinuity and uncertainity present – is eLearning a consolidated phenomenon ?

European eLearning –The policy approach

Avoiding social exlusion - Equal access, fighting against digital and age gap

Stressing the importance of pedagogy, educational methodology, instructional design

“ Critical and responsible application of technology”

“ There isn’t a real European eLearning industry ” – reasons: language, cultural differences

Remarkable differences in maturity across member states

Problems, bottlenecks

Current ICT policies give priority to formal education ( schools , universities ),

L ess attention and resources are devoted to promoting ICT in lifelong learning and non-formal/informal learning among adults

C onsolidation of professional knowledge is needed to ensure the application of consistent approaches and to realise the added value of e-learning.

Resistance of teachers and opposition of institutions has been underestimated,

Students’ approach: seek mostly only for efficiency gain with eLearning, not to explor e quality/pedagogy gains

N eed for v alidated experience and solid e ducational research !

S mall and M edium E nterprises represent a disadvantaged group of users of e -learning : most of their employees are excluded from opportunities

The ‘right place for e-learning’

The ideal place for new e-Learning is not where consolidated knowledge has to be spread but where new knowledge is developed, where innovation can be s hared in a participative way