By Zaid Ali Alsagoff [email_address] Reflecting the Future e-Content Development Evolution in Higher Education Exploration Discovery Engagement Discussion Feedback Reflection Connection Integration Development

Different “Modes of Learning” Effectiveness What we read - 10% What we hear - 20% What we see - 30% What we see/hear - 50% What we discuss with others - 70% What we experience - 80% What we teach someone else - 95% - William Glasser

What we read - 10%

What we hear - 20%

What we see - 30%

What we see/hear - 50%

What we discuss with others - 70%

What we experience - 80%

What we teach someone else - 95%

Most Effective Mode of Learning? Teacher Student

PAST Dissemination + Lecture Paradigm Bla, Bla, Bla….. What should I have for lunch today?

PRESENT Interactivity + Content Paradigm They call it student-centred learning , but who said I wanted to learn from a not so intelligent green blob! #$%@*#!!#$!*!!@!@!$*$#*$()!@#$%!

FUTURE Empowerment + Learning Paradigm Exploration Discovery Engagement Discussion Feedback Reflection Connection Integration Development COURSE PLAN

Exploration

Discovery

Engagement

Discussion

Feedback

Reflection

Connection

Integration

Development

Contents What is e-Content? Major Challenges in e-Content Development Tools? Content? Infrastructure? (not discussed here) Us? 2 Learning Theories for the Digital Age Key Ingredients of Effective e-Content Future e-Content Development Model? Conclusion

What is e-Content?

Major Challenges in e-Content Development

Tools?

Content?

Infrastructure? (not discussed here)

Us?

2 Learning Theories for the Digital Age

Key Ingredients of Effective e-Content

Future e-Content Development Model?

Conclusion

What is e-Content? “ Any digitized content that can facilitate the learning process and/or learning outcome. ” I have not failed. I’ve found 10,000 ways that won’t work. Thomas Edison

“ Any digitized content that can facilitate the learning process and/or learning outcome. ”

e-Learning Challenge: Tools? A few options: In-house tools development team Outsource development Buy of-the-shelf tools Subscribe (to a service provider) Or simply use available ….

A few options:

In-house tools development team

Outsource development

Buy of-the-shelf tools

Subscribe (to a service provider)

Or simply use available ….

Free e-Learning Tools? LMS CMS Groupware Wikis Digital Library LCMS RSS E-Portfolio E-mail Survey LO Repository Operating System Blogs Forum Authoring Web-Conferencing VoIP Chat Atom OPML Aggregators Social Bookmarking Social Networking Podcasting File Sharing Instant Messaging Screencasting UNESCO Free Software Portal: http://www.unesco.org/webworld/portal_freesoft/Software/ Free Software Movement

The Future VLE Scott Wilson’s visual vision of the future Virtual Learning Environment (VLE) URL: http://www.cetis.ac.uk/members/scott/blogview?entry=20050125170206

Future Scenario: What if Google…? Integrates its existing tools to create an amazing Virtual Learning Environment (VLE), which is available for free to all? Collaborates with Sakai, Moodle & LAMS to provide free hosting (up to 1 Terabyte) and technical support to less fortunate educational institutions around the world? Simply buys Blackboard or a company that owns a fantastic LMS or VLE and makes it freely available and provides free hosting (up to 1 Terabyte) to less fortunate educational institutions around the world (Why not all!)? What if Yahoo Groups is enhanced and Yahoo does it before Google? What about MSN? I would not be surprised if something like this happens before 2007!

Integrates its existing tools to create an amazing Virtual Learning Environment (VLE), which is available for free to all?

Collaborates with Sakai, Moodle & LAMS to provide free hosting (up to 1 Terabyte) and technical support to less fortunate educational institutions around the world?

Simply buys Blackboard or a company that owns a fantastic LMS or VLE and makes it freely available and provides free hosting (up to 1 Terabyte) to less fortunate educational institutions around the world (Why not all!)?

What if Yahoo Groups is enhanced and Yahoo does it before Google? What about MSN?

e-Learning Challenge: Content? A few options: In-house content development team Develop ourselves (e.g. Breeze) Outsource development Buy of-the-shelf content Subscribe (to databases, LO repositories, etc) Or simply use available ….

A few options:

In-house content development team

Develop ourselves (e.g. Breeze)

Outsource development

Buy of-the-shelf content

Subscribe (to databases, LO repositories, etc)

Or simply use available ….

Free e-Content? MERLOT MIT OCW OLI Connexions UT OCW CAREO SOFIA Stanford on iTunes Tufts OCW USU OCW CLOE DLORN ARIADNE eGranary Digital Library Wikipedia e-Lee Gutenberg Project Fathom Archive Harvey Project ICONEX Lydia Global Repository OOPS World Lecture Hall WebJunction CORE PEOI ICTdev Library JHSPH OCW OAISTER SciQ W3Schools VCILT Open Courseware Laboratory URL: http://www.ictlogy.net/ictlogy/articles/ismael_pena_elearning_for_development.pdf RDN Free Content Movement

Challenges using “Free e-Content” “ Open Educational Resources (OER) ” (Common term) A few important issues: Finding relevant content Language translation Integrating content from various resources Instructional design Ensuring quality Managing externally linked content (lack of control, broken links, etc.) Copyrights (e.g. Creative Commons) Commercialization? How do WE integrate OER EFFICIENTLY and EFFECTIVELY into a course?

“ Open Educational Resources (OER) ” (Common term)

A few important issues:

Finding relevant content

Language translation

Integrating content from various resources

Instructional design

Ensuring quality

Managing externally linked content (lack of control, broken links, etc.)

Copyrights (e.g. Creative Commons)

Commercialization?

e-Learning Challenge: Us? How do we prepare students for the CREATIVE ECONOMY , which is driven by innovative IDEAS ?

2 Learning Theories For the Digital Age Heutagogy & Connectivism

Heutagogy Pedagogy Teacher-oriented Adult Learning Andragogy Heutagogy - Stewart Hase & Chris Kenyon Self-Determined Learning

Heutagogy “ The heutagogical approach can encompass informal learning, where the individual person has not identified a learning need but only the potential to learn from each novel experience as a matter of course, recognising the opportunity to act and reflect on the action to see how it challenges, disconfirms or supports existing values and assumptions” - Hase & Keynon 2000

“ The heutagogical approach can encompass informal learning, where the individual person has not identified a learning need but only the potential to learn from each novel experience as a matter of course, recognising the opportunity to act and reflect on the action to see how it challenges, disconfirms or supports existing values and assumptions”

Heutagogy – Self-Determined Learning Learning how to learn Nonlinear learning process Knowledge sharing Holistic learning Learner-centred “… the teacher provides resources but the learner designs the curriculum, not just the learning process, by negotiating the learning.” URL: http://www.wln.ualberta.ca/papers/pdf/17.pdf

Learning how to learn

Nonlinear learning process

Knowledge sharing

Holistic learning

Learner-centred

“… the teacher provides resources but the learner designs the curriculum, not just the learning process, by negotiating the learning.”

Connectivism “ A learning theory that seeks to detail how learning happens in complex environments, influenced through new social dynamics, and supported by new technologies.” URL: http://www.connectivism.ca/wiki/CoolConnections - George Siemens

“ A learning theory that seeks to detail how learning happens in complex environments, influenced through new social dynamics, and supported by new technologies.”

Connectivism - 8 Learning Principles Learning and knowledge rests in diversity of opinions. Learning is a process of connecting specialized nodes or information sources. Learning may reside in non-human appliances. Capacity to know more is more critical than what is currently known. URL: http://www.connectivism.ca/wiki/CoolConnections

Learning and knowledge rests in diversity of opinions.

Learning is a process of connecting specialized nodes or information sources.

Learning may reside in non-human appliances.

Capacity to know more is more critical than what is currently known.

Connectivism - 8 Learning Principles (2) Nurturing and maintaining connections is needed to facilitate continual learning. Ability to see connections and patterns between fields, ideas, and concepts is a core skill. Currency (accurate, up-to-date knowledge) is the most critical function in a knowledge economy. Decision-making is itself a learning process. URL: http://www.connectivism.ca/wiki/CoolConnections

Nurturing and maintaining connections is needed to facilitate continual learning.

Ability to see connections and patterns between fields, ideas, and concepts is a core skill.

Currency (accurate, up-to-date knowledge) is the most critical function in a knowledge economy.

Decision-making is itself a learning process.

URL: http://www.connectivism.ca/wiki/CoolConnections

Key Ingredients of Effective e-Content Using Roger Schank’s (2002) seven (7) criteria for assessing the effectiveness of an e-learning course: Make it relevant, interesting & enjoyable. Simply ask the students what motivates them. Supply or build upon existing motivation. M otivation Observe the real thing/world if possible. If not use the virtual alternative. Allow students to see things for themselves. O bservation Utilize multi-mode gaming/simulation, virtual labs, or the real thing (if possible). Encourage practice in doing. We learn so that we can do. D oing Promote web quests, aggregators, social bookmarking, e-portfolio & groupware. Promote exploration, curiosity and enable inquiry. E xploration Include emotionally evoking relevant stories that are preferably real. Evoke emotional reactions (feelings) in the student. E motionality Use forums, chat, podcasting, video recording, screencasting, blogs & wikis Encourage practice in reasoning. R easoning Include challenging games, simulations, exercises, assignments and quizzes. Enable failures that surprise the student. F ailure Tips Description CRITERIA

Using Roger Schank’s (2002) seven (7) criteria for assessing the effectiveness of an e-learning course:

Future e-Content Development Model? Learner-centred Course Plan Development Exploration Discovery Engagement Discussion Reflection Connection Integration

Conclusion By 2010 most e-content in higher education will be explored discovered, engaged, discussed, reflected, connected, integrated and developed by empowered students. WOW!

Thanks!

References Online Resources Brogan, P. (2003). “Using the web for interactive teaching and learning” . URL: http://www.ced.ntu.edu.sg/acedemia/vol_1/06/whitepaper_interactive.pdf [cited 21/11/2005] Hase, S. (2003). “Heutagogy and Developing Capable People and Capable Workplaces: Strategies for Dealing with Complexity”. URL: http://www.wln.ualberta.ca/papers/pdf/17.pdf [cited 21/11/2005] Kenyon, C. & Hase, S. (2001) . “Moving from andragogy to heutagogy in vocational education”. URL: http://www.avetra.org.au/abstracts_and_papers_2001/Hase-Kenyon_full.pdf [cited 21/11/2005] Peña López, Ismael. (2005) “e-Learning for Development: a model”. URL: http://www.ictlogy.net/ictlogy/articles/ismael_pena_elearning_for_development.pdf [cited 21/11/2005] Wilson, S. (2005). “Future VLE - The Visual Version” . URL: http://www.cetis.ac.uk/members/scott/blogview?entry=20050125170206 [cited 21/11/2005] Social Impact Games (+500): http://www.socialimpactgames.com/index.php Siemens, G. (2005). “Connectivism: Learning in a Digital Age” http://www.connectivism.ca/wiki/CoolConnections [cited 21/11/2005] UNESCO Free Software Portal : http://www.unesco.org/webworld/portal_freesoft/Software/ Books Chapnick, S. & Meloy (2005). “Renaissance eLearning: Creating Dramatic and Unconventional Learning Experiences” . John Wiley & Sons, Inc. Pfeiffer. Schank, R.C. (2005). “Lessons in Learning, e-Learning and Training”. John Wiley & Sons, Inc. Pfeiffer. Schank, R.C. (2002). “Designing World Class e-Learning”. McGraw-Hill Companies, Inc.

Online Resources

Brogan, P. (2003). “Using the web for interactive teaching and learning” . URL: http://www.ced.ntu.edu.sg/acedemia/vol_1/06/whitepaper_interactive.pdf [cited 21/11/2005]

Hase, S. (2003). “Heutagogy and Developing Capable People and Capable Workplaces: Strategies for Dealing with Complexity”. URL: http://www.wln.ualberta.ca/papers/pdf/17.pdf [cited 21/11/2005]

Kenyon, C. & Hase, S. (2001) . “Moving from andragogy to heutagogy in vocational education”. URL: http://www.avetra.org.au/abstracts_and_papers_2001/Hase-Kenyon_full.pdf [cited 21/11/2005]

Peña López, Ismael. (2005) “e-Learning for Development: a model”. URL: http://www.ictlogy.net/ictlogy/articles/ismael_pena_elearning_for_development.pdf [cited 21/11/2005]

Wilson, S. (2005). “Future VLE - The Visual Version” . URL: http://www.cetis.ac.uk/members/scott/blogview?entry=20050125170206 [cited 21/11/2005]

Social Impact Games (+500): http://www.socialimpactgames.com/index.php

Siemens, G. (2005). “Connectivism: Learning in a Digital Age” http://www.connectivism.ca/wiki/CoolConnections [cited 21/11/2005]

UNESCO Free Software Portal : http://www.unesco.org/webworld/portal_freesoft/Software/

Books

Chapnick, S. & Meloy (2005). “Renaissance eLearning: Creating Dramatic and Unconventional Learning Experiences” . John Wiley & Sons, Inc. Pfeiffer.

Schank, R.C. (2005). “Lessons in Learning, e-Learning and Training”. John Wiley & Sons, Inc. Pfeiffer.

Schank, R.C. (2002). “Designing World Class e-Learning”. McGraw-Hill Companies, Inc.

Contact Details Zaid Ali Alsagoff Learning & Teaching Unit Quality Assurance Department UNIVERSITI TUN ABDUL RAZAK 16-5, Jalan SS 6/12 47301 Kelana Jaya Selangor Darul Ehsan Malaysia E-mail: [email_address] Tel: 603-7627 7238 Fax: 603-7627 7246

Zaid Ali Alsagoff

Learning & Teaching Unit

Quality Assurance Department

UNIVERSITI TUN ABDUL RAZAK

16-5, Jalan SS 6/12

47301 Kelana Jaya

Selangor Darul Ehsan

Malaysia

E-mail: [email_address] Tel: 603-7627 7238 Fax: 603-7627 7246