This document discusses learner centered environments in distance education. It provides an overview of topics like the target learner, management and administration of distance education, relevant technologies, and the business of education. It presents evidence on the growth of online enrollments in higher education using statistics. Finally, it discusses some challenges of implementing distance education and concludes that adopting a learner centered approach requires systems thinking, openness to new approaches, understanding differentiators, and questioning suitability.

1. Learner Centered Environments In Distance Education By RajiGogulapati

3. Target Learner

4. Management / Administration

5. Technologies

6. Business of Education

7. Evidence

8. Conclusions Raji Gogulapati 2

9. Learner Centered Environments (LCE) An Overview Raji Gogulapati 3

10. LCEs Shift Focus To Learning & Learner Raji Gogulapati 4

11. e-Learning Quote Raji Gogulapati “E-Learning is the continuous assimilation of knowledge and skills by adults stimulated by synchronous and asynchronous learning events – and sometimes Knowledge Management outputs – which are authored, delivered, engaged with, supported and administered using Internet technologies” Source: Chapter 1, E-Learning Strategies, How to get implementation and delivery right first time, by Don Morrison, Published by John Wiley & Sons Ltd., 5

12. Towards An Operating Model For LCE & e-Learning From Traditional Settings To Learner Centered Settings 7

13. Target Learner Raji Gogulapati 7

14. Raji Gogulapati 8

15. Management & Administration Raji Gogulapati 9

16. Glimpses Into Course Management Raji Gogulapati 10

17. Technologies Raji Gogulapati 11

19. eBooks Publishers

20. Computer Systems Vendors

21. Alliances & Consortiums, Infomediary Websites

22. Search Engines collaborationRaji Gogulapati 12

23. E-Learning System Application - Desirables Raji Gogulapati 13

25. Tool For - Administration - Collaboration - Communication- Learner Engagement- Evaluation and Feedback

26. Effective in Improved learning outcomes14

27. e-sources of knowledge in practice Raji Gogulapati 15

28. Technology Participants 16

29. Learning Networks In Practice First generation (materials online, faculty webpage, email) Second generation (thread based discussion forums, online evaluation & feedback, access to web materials, facilitation, e-learning course management systems) Open Source (Moodle, Sakai) Social Software & e-learning (role of Google, YouTube, MySpace, Facebook, blogs) More to come! Raji Gogulapati 17

30. Prototype With Moodle Raji Gogulapati 18

31. Consortiums, Alliances IBM works closely with several consortia and companies that focus on open computing The Kuali Project (http://kuali.org/) The Sakai Project (http://sakaiproject.org/) Wikipedia (http://en.wikipedia.org/wiki/Wikipedia) Moodle (http://moodle.org/) The Consortium for School Networking (CoSN) Open Technologies Partnership (http://www.cosn.org/about/press/030706.cfm) The rSmart Group (www.rsmart.com) Source: www.ibm.com, Open Technologies glossary Raji Gogulapati 19

33. Microsoft U S Partners In Learning http://www.microsoft.com/Education/PiLUS.mspx

34. http://www-03.ibm.com/industries/education/index.jspRaji Gogulapati 20

35. Business Of Education Raji Gogulapati 21

37. Competition

38. Value Chain

39. Revenue Models Raji Gogulapati 22

40. Demand Drivers Raji Gogulapati 23

41. Demand Drivers Raji Gogulapati 24

42. Raji Gogulapati 25 Competition Universities Infrastructure Integrators Consulting Services Work place Training Content providers

43. Value Chain:source: Retrieved and adapted from http://www.bctechnology.com/statics/bcelearning.swf Raji Gogulapati 26

44. Revenue Models Raji Gogulapati 27

45. Evidence Raji Gogulapati 28

46. Key Statistics for higher education “The evidence: Online enrollments have continued to grow at rates far in excess of the total higher education student population, with the most recent data demonstrating no signs of slowing. Over 3.9 million students were taking at least one online course during the fall 2007 term; a 12 percent increase over the number reported the previous year. The 12.9 percent growth rate for online enrollments far exceeds the 1.2 percent growth of the overall higher education student population. Over twenty percent of all U.S. higher education students were taking at least one online course in the fall of 2007” http://www.sloan-c.org/publications/survey/index.asp Source:Staying the Course: Online Education in the United States, 2008 by Sloan-C The complete survey report, “Staying the Course: Online Education in the United States, 2008” is available Raji Gogulapati 29

47. Key Statistics for higher education “Almost 3.5 million students were taking at least one online course during the fall 2006 term; a nearly 10 percent increase over the number reported the previous year. The 9.7 percent growth rate for online enrollments far exceeds the 1.5 percent growth of the overall higher education student population. Nearly twenty percent of all U.S. higher education students were taking at least one online course in the fall of 2006”Source: Online Nation: Five Years of Growth in Online Learningrepresents the fifth annual report on the state of online learning in U.S. higher education Raji Gogulapati 30

48. Key statistics – contd. “Two-year associate’s institutions have the highest growth rates and account for over one-half of all online enrollments for the last five years. Baccalaureate institutions began the period with the fewest online enrollments and have had the lowest rates of growth.”Source: Online Nation: Five Years of Growth in Online Learningrepresents the fifth annual report on the state of online learning in U.S. higher education Raji Gogulapati 31

49. Key statistics – (MIT Open courseware) Site Statistics 67 million visits by 48 million visitors from virtually every country. OCW is accessed by a broadly international population of educators and learners. MIT OpenCourseWare averages 1 million visits each month; translations receive 500,000 more. Visitors from all over the world use OpenCourseWare:Our audience is divided among students, educators, and self-learners: MIT OpenCourseWare is being successfully used for a wide range of purposes.Source: http://ocw.mit.edu/OcwWeb/web/about/stats/index.htm Raji Gogulapati 32

50. References 1. Chapter 5, Disruptive Diplomas in the book Seeing what ‘s next : Using the theories of innovation to predict industry change authored by Clayton M. Christensen (author of the Innovator’s dilemma and the Innovator’s solution), Scott D. Anthony, Erik A. Roth (2004) - Harvard Business School Press.The chapter on Disruptive Diplomas identifies several types of consumers of education.It exposes some of the drawbacks and misconceptions about viewing distance learning (e-learning) as just another vehicle to provide the same class-room based education. Analyzing the needs of target audience is as important as the course design for e-learning to be successful is the essence of this chapter. 2. Distance Education, Vol. 27, No. 2, August 2006, pp. 139 -153 Distance Education Trends: Integrating new technologies to foster student interaction and collaboration YoanyBeldarrain Florida Virtual School, USA 3. Journal of Information Technology Education Volume 6, 2007,Web-Based Learning Environment: A Theory-Based Design Process forDevelopment and EvaluationChang S. Nam University of Arkansas Fayetteville, AR, USATonya L. Smith-Jackson Virginia Tech Blacksburg, VA, USA 4. Several blogs focusing on e-learning technologies.http://mivanova.blogspot.com/ www.learningcircuits.org http://www.tutorvista.com/ Raji Gogulapati 33

51. References contd. www.sric-bi.combi.com/LoD/summaries/EvolvBizModelsSum.pdf http://www.sloan-c.org/publications/survey/index.asp http://www.google.com/Top/Reference/Education/Distance_Learning/Online_Teaching_and_Learning/E-learning_Companies/ sites.google.com http://www.elearninglearning.com/corporate-learning Raji Gogulapati 34

52. E-Learning Once Again - Learner Perspectives Raji Gogulapati 35 Convenience Readiness Learner Profiles Control Life & Learning Choices Course Design Level of Learning Services Technologies Expectations

53. Trends & Possibilities Continuous evolution Personal Learning Environment Customization, NOT standardization User interfaces & interactions Message from games in learning Learning on the Semantic Web Raji Gogulapati 36

55. Infrastructure

56. Teams for Project management & Support

57. Systems Integration

58. Vendor Selection

59. Security

60. Feasibility! Raji Gogulapati 37

62. Envisioning training/ educational institute as an Organization delivering products suitable for it’s customers/ consumers wants and needs

63. Openness to new approaches

64. Understanding Key Differentiators

65. Questioning The SuitabilityRaji Gogulapati 38