Strong impact of the birth of globalization will result in a change in management strategy of education and training.
For that requires knowledge of education and learning methods are new
Design of Personal Learning Environment Framework for Learner AutonomyJennifer Lim
This document discusses personal learning environments (PLE) as a complement to learning management systems (LMS) that aim to promote learner autonomy and lifelong learning. It proposes a framework for PLE that encourages learner autonomy by allowing learners to control their own learning goals, activities, and experiences using Web 2.0 technologies. The framework is applied to "Studious Network", a PLE platform that allows learners to explore Web 2.0 apps and exercise autonomy in an informal learning setting. An evaluation of Studious Network found that users generally had a positive experience in using the system to support their autonomous learning.
Design and Development of Personal Learning Environment for Higher EducationJennifer Lim
The document proposes designing and developing a personal learning environment (PLE) to integrate with existing learning management systems (LMS) used in higher education. It outlines limitations of LMS in supporting learning beyond coursework and aims to address this by allowing learners more control over their learning through social software. The research will design a PLE prototype, identify types of social media that could be included, and evaluate the prototype to enhance e-learning and move beyond the boundaries of current institutional learning platforms.
Web 2.0: Innovating Teaching and Learning in Higher EducationJennifer Lim
This document discusses using Web 2.0 tools to innovate teaching and learning in higher education. It aims to improve collaboration between educators and learners, conduct formative assessments, and promote blended learning. Popular tools mentioned include WordPress, Google Apps, Facebook, and their uses like sharing course content, submitting assignments, making appointments with educators, conducting quizzes, and making announcements. The demonstration shows the author's education blog that won awards and their participation in a competition around e-learning invention, innovation, and design.
This document discusses how Web 2.0 technologies can be used to innovate teaching and learning in higher education. It outlines how tools like WordPress, Google Apps, and Facebook pages can be implemented in courses to promote blended learning environments. When used creatively, Web 2.0 tools can foster teaching, learning, collaboration, and relationship building between educators and learners. Specific examples provided include using WordPress for sharing course information, Google Forms for quizzes and attendance tracking, and Facebook pages for announcements.
The document summarizes the evolution of e-learning from its early definitions and use of learning management systems to control course content delivery, to the incorporation of Web 2.0 technologies that enable more collaborative, social, and learner-centered approaches. It describes how e-learning has shifted from a focus on formal, educator-controlled learning to incorporate informal, learner-driven activities through applications that support communication, networking, and content sharing. This evolution reflects a move from a pedagogical to a more self-directed heutagogical approach to learning.
The document discusses personal learning environments (PLEs). It defines a PLE as an individual's facility to access, organize, and manipulate digital artifacts of their ongoing learning experiences. A PLE integrates a person's personal and professional interests through distributed feeds. The document emphasizes that PLEs are part of personal and professional learning networks and should be started early in one's career. PLEs allow learners to engage in a distributed learning environment consisting of people, services, and resources. Forming learning networks provides sustainable value and stimulates continuous contribution of knowledge.
This document discusses personal learning environments (PLEs) as an alternative to traditional course management systems (CMS) like Blackboard and Moodle. It defines PLEs as systems that allow learners to take control of and manage their own learning through setting goals, managing content and processes, and connecting with others. PLEs utilize various lightweight, learner-controlled tools from across the web rather than a single centralized system. The document provides examples of how to create a basic PLE using free web services and platforms.
This document discusses the use of Web 2.0 tools for teaching and learning. It notes that Web 2.0 allows for collaborative and networked interactions, changing the dynamics of the classroom. Studies have shown that Web 2.0 tools can promote new forms of inquiry, enhance collaborative learning, and develop needed competencies. However, teachers must understand students' digital culture and relinquish some control to incorporate these tools effectively into pedagogy.
Design of Personal Learning Environment Framework for Learner AutonomyJennifer Lim
This document discusses personal learning environments (PLE) as a complement to learning management systems (LMS) that aim to promote learner autonomy and lifelong learning. It proposes a framework for PLE that encourages learner autonomy by allowing learners to control their own learning goals, activities, and experiences using Web 2.0 technologies. The framework is applied to "Studious Network", a PLE platform that allows learners to explore Web 2.0 apps and exercise autonomy in an informal learning setting. An evaluation of Studious Network found that users generally had a positive experience in using the system to support their autonomous learning.
Design and Development of Personal Learning Environment for Higher EducationJennifer Lim
The document proposes designing and developing a personal learning environment (PLE) to integrate with existing learning management systems (LMS) used in higher education. It outlines limitations of LMS in supporting learning beyond coursework and aims to address this by allowing learners more control over their learning through social software. The research will design a PLE prototype, identify types of social media that could be included, and evaluate the prototype to enhance e-learning and move beyond the boundaries of current institutional learning platforms.
Web 2.0: Innovating Teaching and Learning in Higher EducationJennifer Lim
This document discusses using Web 2.0 tools to innovate teaching and learning in higher education. It aims to improve collaboration between educators and learners, conduct formative assessments, and promote blended learning. Popular tools mentioned include WordPress, Google Apps, Facebook, and their uses like sharing course content, submitting assignments, making appointments with educators, conducting quizzes, and making announcements. The demonstration shows the author's education blog that won awards and their participation in a competition around e-learning invention, innovation, and design.
This document discusses how Web 2.0 technologies can be used to innovate teaching and learning in higher education. It outlines how tools like WordPress, Google Apps, and Facebook pages can be implemented in courses to promote blended learning environments. When used creatively, Web 2.0 tools can foster teaching, learning, collaboration, and relationship building between educators and learners. Specific examples provided include using WordPress for sharing course information, Google Forms for quizzes and attendance tracking, and Facebook pages for announcements.
The document summarizes the evolution of e-learning from its early definitions and use of learning management systems to control course content delivery, to the incorporation of Web 2.0 technologies that enable more collaborative, social, and learner-centered approaches. It describes how e-learning has shifted from a focus on formal, educator-controlled learning to incorporate informal, learner-driven activities through applications that support communication, networking, and content sharing. This evolution reflects a move from a pedagogical to a more self-directed heutagogical approach to learning.
The document discusses personal learning environments (PLEs). It defines a PLE as an individual's facility to access, organize, and manipulate digital artifacts of their ongoing learning experiences. A PLE integrates a person's personal and professional interests through distributed feeds. The document emphasizes that PLEs are part of personal and professional learning networks and should be started early in one's career. PLEs allow learners to engage in a distributed learning environment consisting of people, services, and resources. Forming learning networks provides sustainable value and stimulates continuous contribution of knowledge.
This document discusses personal learning environments (PLEs) as an alternative to traditional course management systems (CMS) like Blackboard and Moodle. It defines PLEs as systems that allow learners to take control of and manage their own learning through setting goals, managing content and processes, and connecting with others. PLEs utilize various lightweight, learner-controlled tools from across the web rather than a single centralized system. The document provides examples of how to create a basic PLE using free web services and platforms.
This document discusses the use of Web 2.0 tools for teaching and learning. It notes that Web 2.0 allows for collaborative and networked interactions, changing the dynamics of the classroom. Studies have shown that Web 2.0 tools can promote new forms of inquiry, enhance collaborative learning, and develop needed competencies. However, teachers must understand students' digital culture and relinquish some control to incorporate these tools effectively into pedagogy.
This document discusses personal learning environments (PLEs). It defines a PLE as a system that helps learners take control of and manage their own learning by setting goals, managing content and processes, and communicating with others. A PLE is a collection of tools and systems chosen by the individual learner, rather than a centralized system. It also discusses using start pages and web 2.0 applications to build a PLE by mashing up available data, and provides some free web services that can be used to implement a PLE, such as netvibes and pageflakes.
The document discusses blended learning and the integration of web technologies into language teaching. It defines blended learning as combining online and offline instruction. Blended learning provides benefits for both students and faculty by offering flexibility and active learning opportunities. However, a shift is needed from a teacher-centered approach to a more student-centered one that fosters autonomy and takes advantage of web tools. Constructivism, connectivism, and Web 2.0 can support this shift by emphasizing social and informal learning.
Personal Learning Environments (PLEs) are a new approach to learning that recognizes learning is lifelong, informal, and learner-driven. PLEs allow learners to organize their own learning across different tools, contexts, and communities using whatever technologies they choose. PLEs challenge traditional education systems by supporting competence development through communities of practice, informal learning, and giving learners control over their learning environment rather than a single institution. The promise of PLEs is to extend access to educational technology to anyone who wants to organize their own lifelong learning through a portal to connect to resources, people, and services on the web.
Personal Learning Environments (PLEs) are a new approach to learning based on Web 2.0 and social software. PLEs recognize that learning takes place across different contexts throughout one's life and aims to provide tools to support lifelong learning. PLEs allow learners to organize their own learning using whatever tools and devices they choose. They also recognize the role of informal learning and have the potential to extend access to educational technology to anyone who wishes to organize their own learning. PLEs present a challenge to traditional education systems by supporting learner-driven and interest-based learning across distributed environments.
Enriching E-Learning with web Services for the Creation of Virtual Learning P...IJERDJOURNAL
ABSTRACT:- The study aims at creation of virtual learning environment(VLE) using the context of web services .Now-a-days eLearning is gaining a wide spread acceptance since its inception. Much of the effort is placed on developing rich educational content & create global platform in which Information and Communication Technologies (ICTs) are used to transform education. Therefore education system need to be redesigned in a better way for which amalgamation of web services with eLearning is considered to solve the complex problems. The author tries to describe the web services architecture with the incorporation of eLearning that has defined a new way of learning. With the emergence of computer technology and urbane softwares, there is every possibility of enriching learning experience of students. Gamification, StoryBoard, Bring Your Own Device (BYOD), Localization are considered as supporting services for boosting up knowledge management process. Group Discussions, Twitter chats, Skype calls are performed in social learning. Web 2.0 services such as as blogs promote content creation, wikis make user enable of creating editable contents.
A MOOC is a free online course designed for large numbers of students from various geographic locations. They integrate social networking, online resources, and are facilitated by experts. MOOCs allow for self-organized participation based on learning goals and interests. Key advantages include no tuition fees, exposure to top professors, open access, and global collaboration. However, they can enable dropping out and limited feedback or real-world engagement due to large class sizes. Cloud-based learning delivers online education resources virtually via web-enabled devices, increasing flexibility, collaboration, accessibility via mobile devices, while reducing costs through an on-demand model where users only pay for what they use.
This document discusses personal learning environments (PLEs), personal learning networks (PLNs), and professional learning networks (PLNs). It addresses how PLEs allow learners to manage their own learning goals and processes. PLEs can then develop into PLNs for collaborating with others and sharing knowledge. Finally, PLNs form for connecting with professionals in fields of interest and contributing expertise on an ongoing basis after course completion. The document provides examples of roles and activities in these networks and models for developing competencies through them.
The document discusses the development of a personalized teaching system based on Web 2.0 technologies. It begins by introducing personalized teaching systems and how Web 2.0 can facilitate personalized learning. It then proposes a framework for a personalized teaching system based on Web 2.0, including exchange between learners, shared resources, learning systems, and the learning process. Key modules are analyzed, including syndication and sharing of resources using RSS, learner participation and interaction using social software, and the scalability of the platform. The goal is to combine Web 2.0 technologies with teaching system design to better support teaching and learning.
This document discusses the concept of personal learning environments (PLEs) in the context of changing technologies and learning behaviors. It argues that PLEs have the potential to support lifelong learning by allowing individuals to organize their own learning across different contexts using various tools and resources. PLEs recognize that learning is continuing and facilitate this learning by providing tools for learners to engage in distributed environments consisting of networks of people, services and resources. The document advocates for policies that support PLE development, communities of practice, digital literacy, and new pedagogies in order to challenge existing education systems and better facilitate lifelong learning.
This presentation provides an overview of MOOCs (Massive Open Online Courses). It defines MOOCs as online courses that provide unlimited and open access to students worldwide. The history section outlines that the first MOOC emerged in 2008 through a course on connectivism that had over 2,000 registered students. MOOCs work by having curriculum and video lectures and require students to participate in online discussions, quizzes and activities. They are characterized by being free, unlimited and allowing open access to learning content. The presentation also describes the two main types of MOOCs and outlines the presenter's fields of interest within biology for MOOC study.
The document discusses a study on students' experiences using a Learning Management System (LMS) at Universiti Putra Malaysia. Key findings from interviews with students include:
1) Students use the LMS mainly to download lecture notes and check assignment grades. However, they desire a more permanent profile and notification of successful file uploads.
2) Students interact with lecturers and peers on the LMS and appreciate its anonymity for shy students.
3) Emerging themes from students suggest needs for a permanent profile, file submission notifications, and a more attractive layout with embedded features. Addressing student needs could help accelerate adoption of the LMS.
THE MASSIVE OPEN ONLINE COURSE (MOOC) IS A NEW WAY OF DISTNCE LEARNING AT THE...Dr. Anjaiah Mothukuri
1. The document discusses Massive Open Online Courses (MOOCs), a recent development in distance education.
2. MOOCs are online courses that are open to unlimited participation through the internet. They provide video lectures, readings, and interactive forums to support student learning and community.
3. Prestigious universities have begun offering free MOOCs through platforms like Coursera and Udacity to expand access to education and potentially disrupt traditional higher education models. India has also launched its own MOOC platform called SWAYAM.
This document discusses design elements that should be considered when developing online learning environments. It identifies several key elements, including online modules that use multimedia to engage students, a study guide that outlines course content and structure, a course schedule, announcement boards, student profiles, interaction tools like discussion boards and chat rooms, online assessment, and class management tools. The document emphasizes that online courses need more than just uploading textbooks - they require careful instructional design considering elements like content, learning activities, and learner support.
This presentation looks at the changing ways in which young people are using technology for playing, for communication and for learning.
It suggests that the education systems are failing to respond to new ways of learning.
The presentation goes on to propose the development of Personal Learning Environments, based largely on social software especially as a way of reflecting on informal learning.
Comparing learning management systems global learn 2016 irelandDavid Brooks
This document compares two learning management systems (LMS), Moodle and Google Classroom. It discusses the advantages and disadvantages of each system. Moodle provides more comprehensive tools and flexibility, while Google Classroom is easier to set up and use, especially for schools already using Google Apps. Both systems allow teachers to communicate with students, distribute assignments, provide feedback, and track student progress online. The best choice depends on a teacher's needs and technical skills.
The document discusses why web-based training (WBT) was chosen as the medium for an instructional project. WBT allows for training a large, geographically diverse audience in a cost-effective manner while accommodating individual learner needs. It provides flexibility through self-paced learning and updates easily. Studies show WBT is as effective as traditional training and offers opportunities for corporate and continuing education. For these reasons, WBT was selected to provide the tools to develop problem-solving skills for human resource development students.
The study examined how blogging can help build teachers' computer-assisted language teaching skills. Twenty English teachers from five smart schools participated by forming an online community via blogs. Through posting blog entries about their teaching practices and interacting with each other, the teachers gained new technical skills and pedagogical knowledge for teaching in technology-rich environments. Blogging exposed teachers to skills like basic ICT competence and integrating tools like PowerPoint in their lessons. It also allowed for collaboration and sharing between teachers as they discussed challenges of using technology. The findings showed that blogging enhanced the teachers' skills and confidence in incorporating IT applications in their teaching.
Personal learning environments brenton dass 201225820Brenton Dass
I was truly inspired by the works of many if the collaborators when we were asked to compile this presentation in one of the modules for first semester I didnt hesitate to make use of their excellent depictions of a personal learning network
My love for IT goes way back when I was just 12 years old, enrolling into my first ever computer class. I enjoyed my classes very much. Here are some of my best work during those years. Nostalgic!
1) Colleges and universities have opportunities to apply knowledge management practices used in corporations to support their missions.
2) Knowledge management involves capturing both explicit knowledge found in documents and tacit knowledge held by individuals, and making it widely accessible.
3) Higher education institutions could benefit from knowledge management by improving decision making, reducing development cycles, and improving services through increased sharing of best practices and lessons learned.
This document discusses personal learning environments (PLEs). It defines a PLE as a system that helps learners take control of and manage their own learning by setting goals, managing content and processes, and communicating with others. A PLE is a collection of tools and systems chosen by the individual learner, rather than a centralized system. It also discusses using start pages and web 2.0 applications to build a PLE by mashing up available data, and provides some free web services that can be used to implement a PLE, such as netvibes and pageflakes.
The document discusses blended learning and the integration of web technologies into language teaching. It defines blended learning as combining online and offline instruction. Blended learning provides benefits for both students and faculty by offering flexibility and active learning opportunities. However, a shift is needed from a teacher-centered approach to a more student-centered one that fosters autonomy and takes advantage of web tools. Constructivism, connectivism, and Web 2.0 can support this shift by emphasizing social and informal learning.
Personal Learning Environments (PLEs) are a new approach to learning that recognizes learning is lifelong, informal, and learner-driven. PLEs allow learners to organize their own learning across different tools, contexts, and communities using whatever technologies they choose. PLEs challenge traditional education systems by supporting competence development through communities of practice, informal learning, and giving learners control over their learning environment rather than a single institution. The promise of PLEs is to extend access to educational technology to anyone who wants to organize their own lifelong learning through a portal to connect to resources, people, and services on the web.
Personal Learning Environments (PLEs) are a new approach to learning based on Web 2.0 and social software. PLEs recognize that learning takes place across different contexts throughout one's life and aims to provide tools to support lifelong learning. PLEs allow learners to organize their own learning using whatever tools and devices they choose. They also recognize the role of informal learning and have the potential to extend access to educational technology to anyone who wishes to organize their own learning. PLEs present a challenge to traditional education systems by supporting learner-driven and interest-based learning across distributed environments.
Enriching E-Learning with web Services for the Creation of Virtual Learning P...IJERDJOURNAL
ABSTRACT:- The study aims at creation of virtual learning environment(VLE) using the context of web services .Now-a-days eLearning is gaining a wide spread acceptance since its inception. Much of the effort is placed on developing rich educational content & create global platform in which Information and Communication Technologies (ICTs) are used to transform education. Therefore education system need to be redesigned in a better way for which amalgamation of web services with eLearning is considered to solve the complex problems. The author tries to describe the web services architecture with the incorporation of eLearning that has defined a new way of learning. With the emergence of computer technology and urbane softwares, there is every possibility of enriching learning experience of students. Gamification, StoryBoard, Bring Your Own Device (BYOD), Localization are considered as supporting services for boosting up knowledge management process. Group Discussions, Twitter chats, Skype calls are performed in social learning. Web 2.0 services such as as blogs promote content creation, wikis make user enable of creating editable contents.
A MOOC is a free online course designed for large numbers of students from various geographic locations. They integrate social networking, online resources, and are facilitated by experts. MOOCs allow for self-organized participation based on learning goals and interests. Key advantages include no tuition fees, exposure to top professors, open access, and global collaboration. However, they can enable dropping out and limited feedback or real-world engagement due to large class sizes. Cloud-based learning delivers online education resources virtually via web-enabled devices, increasing flexibility, collaboration, accessibility via mobile devices, while reducing costs through an on-demand model where users only pay for what they use.
This document discusses personal learning environments (PLEs), personal learning networks (PLNs), and professional learning networks (PLNs). It addresses how PLEs allow learners to manage their own learning goals and processes. PLEs can then develop into PLNs for collaborating with others and sharing knowledge. Finally, PLNs form for connecting with professionals in fields of interest and contributing expertise on an ongoing basis after course completion. The document provides examples of roles and activities in these networks and models for developing competencies through them.
The document discusses the development of a personalized teaching system based on Web 2.0 technologies. It begins by introducing personalized teaching systems and how Web 2.0 can facilitate personalized learning. It then proposes a framework for a personalized teaching system based on Web 2.0, including exchange between learners, shared resources, learning systems, and the learning process. Key modules are analyzed, including syndication and sharing of resources using RSS, learner participation and interaction using social software, and the scalability of the platform. The goal is to combine Web 2.0 technologies with teaching system design to better support teaching and learning.
This document discusses the concept of personal learning environments (PLEs) in the context of changing technologies and learning behaviors. It argues that PLEs have the potential to support lifelong learning by allowing individuals to organize their own learning across different contexts using various tools and resources. PLEs recognize that learning is continuing and facilitate this learning by providing tools for learners to engage in distributed environments consisting of networks of people, services and resources. The document advocates for policies that support PLE development, communities of practice, digital literacy, and new pedagogies in order to challenge existing education systems and better facilitate lifelong learning.
This presentation provides an overview of MOOCs (Massive Open Online Courses). It defines MOOCs as online courses that provide unlimited and open access to students worldwide. The history section outlines that the first MOOC emerged in 2008 through a course on connectivism that had over 2,000 registered students. MOOCs work by having curriculum and video lectures and require students to participate in online discussions, quizzes and activities. They are characterized by being free, unlimited and allowing open access to learning content. The presentation also describes the two main types of MOOCs and outlines the presenter's fields of interest within biology for MOOC study.
The document discusses a study on students' experiences using a Learning Management System (LMS) at Universiti Putra Malaysia. Key findings from interviews with students include:
1) Students use the LMS mainly to download lecture notes and check assignment grades. However, they desire a more permanent profile and notification of successful file uploads.
2) Students interact with lecturers and peers on the LMS and appreciate its anonymity for shy students.
3) Emerging themes from students suggest needs for a permanent profile, file submission notifications, and a more attractive layout with embedded features. Addressing student needs could help accelerate adoption of the LMS.
THE MASSIVE OPEN ONLINE COURSE (MOOC) IS A NEW WAY OF DISTNCE LEARNING AT THE...Dr. Anjaiah Mothukuri
1. The document discusses Massive Open Online Courses (MOOCs), a recent development in distance education.
2. MOOCs are online courses that are open to unlimited participation through the internet. They provide video lectures, readings, and interactive forums to support student learning and community.
3. Prestigious universities have begun offering free MOOCs through platforms like Coursera and Udacity to expand access to education and potentially disrupt traditional higher education models. India has also launched its own MOOC platform called SWAYAM.
This document discusses design elements that should be considered when developing online learning environments. It identifies several key elements, including online modules that use multimedia to engage students, a study guide that outlines course content and structure, a course schedule, announcement boards, student profiles, interaction tools like discussion boards and chat rooms, online assessment, and class management tools. The document emphasizes that online courses need more than just uploading textbooks - they require careful instructional design considering elements like content, learning activities, and learner support.
This presentation looks at the changing ways in which young people are using technology for playing, for communication and for learning.
It suggests that the education systems are failing to respond to new ways of learning.
The presentation goes on to propose the development of Personal Learning Environments, based largely on social software especially as a way of reflecting on informal learning.
Comparing learning management systems global learn 2016 irelandDavid Brooks
This document compares two learning management systems (LMS), Moodle and Google Classroom. It discusses the advantages and disadvantages of each system. Moodle provides more comprehensive tools and flexibility, while Google Classroom is easier to set up and use, especially for schools already using Google Apps. Both systems allow teachers to communicate with students, distribute assignments, provide feedback, and track student progress online. The best choice depends on a teacher's needs and technical skills.
The document discusses why web-based training (WBT) was chosen as the medium for an instructional project. WBT allows for training a large, geographically diverse audience in a cost-effective manner while accommodating individual learner needs. It provides flexibility through self-paced learning and updates easily. Studies show WBT is as effective as traditional training and offers opportunities for corporate and continuing education. For these reasons, WBT was selected to provide the tools to develop problem-solving skills for human resource development students.
The study examined how blogging can help build teachers' computer-assisted language teaching skills. Twenty English teachers from five smart schools participated by forming an online community via blogs. Through posting blog entries about their teaching practices and interacting with each other, the teachers gained new technical skills and pedagogical knowledge for teaching in technology-rich environments. Blogging exposed teachers to skills like basic ICT competence and integrating tools like PowerPoint in their lessons. It also allowed for collaboration and sharing between teachers as they discussed challenges of using technology. The findings showed that blogging enhanced the teachers' skills and confidence in incorporating IT applications in their teaching.
Personal learning environments brenton dass 201225820Brenton Dass
I was truly inspired by the works of many if the collaborators when we were asked to compile this presentation in one of the modules for first semester I didnt hesitate to make use of their excellent depictions of a personal learning network
My love for IT goes way back when I was just 12 years old, enrolling into my first ever computer class. I enjoyed my classes very much. Here are some of my best work during those years. Nostalgic!
1) Colleges and universities have opportunities to apply knowledge management practices used in corporations to support their missions.
2) Knowledge management involves capturing both explicit knowledge found in documents and tacit knowledge held by individuals, and making it widely accessible.
3) Higher education institutions could benefit from knowledge management by improving decision making, reducing development cycles, and improving services through increased sharing of best practices and lessons learned.
KM in Higher Education by Anne S. & Robert M.Jennifer Lim
The document summarizes a case study on implementing knowledge management (KM) strategies in the IT Services Department at the University of Wolverhampton. Prior to KM, communication and sharing of knowledge between teams was limited. The department introduced KM guidelines in 2002 to improve processes and inform future initiatives. Key aspects of the KM approach included identifying goals, creating awareness, identifying and sharing existing knowledge, encouraging collaboration and developing a central knowledge repository. While guidelines provided focus, rapid changes meant they had brief relevance. Creating an open environment that rewards sharing and utilizing existing employee expertise were important success factors.
(Higher) Education Beyond the UniversityAlec Couros
This document discusses the potential of open and connected learning beyond traditional universities. It notes that new technologies and tools allow academics to build online presences and connect with peers and students in new ways. Open educational resources and open online courses are mentioned as part of this transformation. The potential for open sharing of knowledge, resources and ideas is discussed. Challenges to traditional concepts of education and learning are also presented, given that learning can now happen anywhere through open and connected means.
The document discusses the problem of lack of classes at UiTM due to changes in intake between diploma and degree students. It conducted research through questionnaires and interviews of students and lecturers to understand the effects, perceptions, and potential solutions. The research found that students experienced difficulties finding classes, while perceptions of the problem's seriousness varied. Recommended solutions included reducing intake numbers, utilizing other facilities, and encouraging intersession registrations.
As you begin your research 10 June 2010Jennifer Lim
The document provides guidance on how to successfully conduct research. It emphasizes the importance of starting well by choosing an interesting topic, developing a research proposal and bibliography, and securing a committed supervisor. It also stresses the need to plan the research, get the necessary resources, maintain professional relationships, evaluate progress, and know what examiners will look for in the completed research. The overall message is to start research as soon as possible and keep moving forward according to a set plan.
Research Proposal on The role of the media technology for uitm undergraduate ...Muhamad Izwan
This document discusses a research proposal examining the role of media technology for undergraduate creative media students at Universiti Teknologi Mara (UiTM). The research aims to identify the types of media technology used by UiTM students, determine which types are most preferred, and examine how media technology can help improve students' academic proficiency. A literature review will cover digital learning, types of media technologies, and their benefits and drawbacks. The proposed research design uses a quantitative survey approach with random sampling of creative media undergraduates and unstructured interviews of two lecturers.
The document describes a multimedia skills program proposal. The objectives of the program are to equip students with skills in digital illustration, imaging, web design, multimedia software and peripherals, presentation software, 2D and 3D animation, digital audio/video software and visual effects. It also discusses understanding proposals in general, including their purpose, format, and components such as goals, objectives, timelines and budgets. The document provides examples of proposal templates and guidelines for multimedia, web development and partnership proposals.
“Reason of Choosing Private University for Higher Education in Bangladesh: A...Shahriar Rawshon
The document presents the findings of a study on the reasons students choose private universities over public universities in Bangladesh. It identifies the main reasons as session overcrowding at public universities, limited seating, and inability to secure admission to desired programs at public institutions. The study utilized surveys of 100 students from 10 private universities to understand their motivations. Analysis of the survey data found students believe private universities offer benefits like fewer admissions restrictions, less class disruptions, and opportunities to pursue double majors or study abroad. The hypotheses that private institutions provide better facilities and international collaboration opportunities were also confirmed.
This document provides guidelines for thesis/dissertation formatting at Universiti Teknologi MARA. It addresses technical specifications like length, font, margins and pagination. It also covers layout and arrangement of contents such as the title page, table of contents and reference list. Writing conventions, quality/integrity standards and avoiding plagiarism are discussed. Appendices provide sample pages for title, contents lists and references in APA and IEEE styles. The guidelines aim to help students properly format their theses/dissertations for submission according to the university's requirements.
Proposal on research 'imapct of television on children'Aima Masood
This document discusses a research project on the impact of media on children. It will examine the influence of television through a questionnaire distributed to 35-40 students. Previous studies discussed in the literature review found that television exposure of over 4 hours per day negatively impacted children's health and eating habits. Violence was found to be present in 61% of American television programs. The research aims to determine if media has positive or negative effects on children in the researcher's region.
This research proposal aims to investigate how to improve the quality of education in Sabah, Malaysia through effective school inspections. It will examine the responsibilities of school inspectors, hindrances to their effective performance of duties, and ways to improve their performance. Recent international test results have shown a decline in Malaysian students' performance, so there is a need to strengthen the role of school inspections in maintaining education quality standards. The study will interview Sabah state inspectors and a sample of school inspectors to understand their perspectives and identify issues. Findings hope to benefit inspectors, teachers, administrators and the Ministry of Education in enhancing supervisory practices and the overall education system in Malaysia.
ICOSIC2010 E-learning Policy in Higher Education Management StrategyDjadja Sardjana
E-learning or electronic learning is now increasingly recognized as one way to overcome the problem of education, both in the developed countries and in developing countries. The main vehicle in the development of human resources is education and training. But when watching the situation geography, socio-economic and cultural diversity of Indonesia, it is clear that it was not adequate anymore when only relying on the ways of traditional solutions alone. Therefore, various alternative strategies related to issues explored, studied and applied. In the global era, willingly or unwillingly, educations have to do with technology, especially information technology. Many research results indicate that the late master whom the information, it is too late also the gain opportunities to get ahead. Speed accompanied by demands could potentially contribute to the education and training sector. Positive potential that technology has not only increased efficiency and effectiveness and flexibility of the learning process, but also resulted in the development of materials, shifting the role of teachers/trainers and the development of learner autonomy.
In this presentation we will take a look at trends in the world of e-Learning.
There are many more to talk about and maybe that are very relevant for you.
But we hope this will give you some ideas and will inspire you for your own learning solutions
The document discusses the history and modern trends of e-learning. It outlines how e-learning has evolved from early forms of distance learning using postal services and radio/TV to today's internet-based learning using learning management systems and mobile technologies. The document also summarizes 10 key trends in modern e-learning, including the growing role of mobile devices, social computing, collaboration, information literacy, and using games as learning tools.
- The document discusses two types of MOOCs: connectivist MOOCs (c-MOOCs) and other MOOCs (x-MOOCs). C-MOOCs emerged in 2008 based on connectivist pedagogy and focused on networking, knowledge construction, and collaboration. X-MOOCs later emerged from elite universities focusing more on content delivery and assessment. The document provides details on early c-MOOCs and the differences between the two approaches.
Towards a model for m-learning in Africa.webdesignjhb9
Mobile learning (m-learning) extends e-learning by making learning available anywhere through mobile devices. M-learning enhances learning by optimizing interaction between students, teachers, and communities. It provides learning opportunities for rural and mobile learners without infrastructure. The document proposes a model for implementing m-learning in developing countries' higher education and shares developments from an m-learning project in Africa.
This document summarizes a presentation on using Web 2.0 resources in literature teaching. It discusses characterizations of "digital native" students and how current pedagogical theory relates to technology use. Popular social media tools are surveyed, including blogs, wikis, social bookmarking, and social networks. The presentation focuses on classroom materials and activities developed by students for literature courses using these tools. Examples of student work accessible online through various social media are provided.
TechnoEduPreneur 30 Mei 2013 Higher Education 21st Century Learning Djadja Sardjana
Future Paradigms in the Education:
- Strong impact of the birth of globalization will result in a change in management strategy of education and training
- For that requires knowledge of education and learning methods are new
- The structure of skills and knowledge to support changing lifelong learning and continuous learning that serves to prepare peoples to meet the demands or institution interests
I am NOT the author of this book. The author is Dr. George Siemens and it has a Creative Commons License. You can download it for reference. Thank you.
1. The document discusses the history and future of instructional technology. It begins by looking at how instructional technology evolved from a focus on hardware and media in the 1960s to incorporating learning theories today.
2. It then examines trends in instructional technology, including the influence of learning theories like behaviorism, cognitivism and constructivism. The role of technology is shifting from a delivery mechanism to a tool that can be used to address educational problems and improve learning.
3. Going forward, the document argues that instructional technology needs to consider issues like reducing costs and connecting learners through collaborative tools and resources. The role of teachers will also change as they adapt to new technologies and focus more on
The Learning Management System: Adapt or DisappearIain Doherty
This is a presentation that I gave at the Center for the Enhancement of Teaching and Learning. I argued that we need to re-think pedagogy and technology use and suggested that we need to conceive of the LMS as one system within a student's personal learning environment.
Catch Up and Leap Forward: The 10 Year Evolution of the Learning LandscapeAndy Petroski
This document outlines the evolution of learning and educational technology over the past 10 years from 2007-2017. It discusses how technologies have engaged students, enriched teaching approaches, and empowered learning. Key developments included the rise of web 2.0 technologies, MOOCs, flipped classrooms, and mobile learning. The goal is to help educators catch up with changes and prepare students for future opportunities.
This document summarizes Professor Gráinne Conole's presentation on the trajectories of e-learning. It discusses how technologies have evolved over time from multimedia authoring tools in the 1980s to today's mobile devices and massive open online courses. It presents a model for mapping how technologies can support different aspects of learning, such as individual vs social learning. Examples are given of how technologies have been used to support different pedagogical approaches like drill and practice, mobile learning, and immersive learning. The social and digital aspects of learning are also discussed.
Microblogging architecture and scenarios for learning in mobile groupsCarmen Holotescu
This document discusses microblogging and its use in education. Microblogging allows for brief text updates of 140 characters via various platforms and encourages real-time interaction between users. The Cirip.eu platform is highlighted as a microblogging tool designed specifically for education with over 70,000 users. Cirip.eu allows for public and private groups, polls, multimedia sharing, and mobile learning features. The document concludes that integrating social media like microblogging into academic courses requires rethinking pedagogy and assessment to match this new, collaborative learning environment.
This document discusses the evolution of e-learning technologies over time from multimedia authoring tools in the 1980s to current technologies like MOOCs and tablets. It describes key characteristics of social and participatory media like being open, distributed, networked, and dynamic. The document proposes a meta-model for learning that describes learning as occurring individually or socially, through information or experience, and in a reflective or non-reflective way. Examples are given of how technologies can support different pedagogical approaches like drill and practice, mobile learning, and immersive learning. The concept of a digital social milieu and digital identity are also discussed.
1) The document discusses the evolution of distance learning and e-learning from traditional media like correspondence courses to modern networked and community-based approaches using Web 2.0 tools.
2) It describes a study conducted at Eszterházy Károly College where students took an online course using blogs, bookmarks, documents, wikis and video annotations to collaborate.
3) A survey found students were highly motivated by these new tools and their technology skills improved, showing the value of integrating modern networks and media in education.
Higher education institutions in Kenya face increasing competition. The researcher examines whether social media could be integrated into eLearning.
The study collected data from faculty and students at Multimedia University of Kenya on their social media usage, eLearning experience, and readiness for social media integration. Faculty responses were too few for analysis but showed high social media usage.
Student responses indicated they see benefits of sharing ideas with peers and prefer eLearning for its flexibility, though opinions were diverse on replacing traditional classes. The results provide insight but not conclusions on integrating social media due to the small faculty sample size.
New Perspectives on Integrating Social Networking and Internet Communications...eLearning Papers
Author: José Gómez Galán
In this paper, several issues in Educational Technology are examined, including those related to the current concern about ICT integration in educational and social contexts, the basis for a reform in education and redirection of the instructional processes.
The document discusses several topics related to online education and educational technology trends:
- It addresses the need for education to scale up to meet growing populations, changing cultures, and economic pressures. This is driving a shift from traditional craft-based models to industrial models of education.
- It also discusses the rising importance of design in education and quality criteria for online courses and materials. There is a need for explicit links between pedagogy, technology, and content.
- Current research trends highlighted include the growing role of new technologies like mobile learning and social media, as well as shifts toward more active, collaborative, and challenge-based pedagogies. Business models are also evolving with the rise of MOOCs
Blended learning pace march 2013 slideshare versionapicciano
This presentation was delivered as the keynote at a conference held at Pace University, New York in March 2013. It examines blended learning and MOOCs as harbingers of education's digital future.
Similar to Digitalization in Higher Education Knowledge Management (20)
Perancangan Diklat/Training Berbasis e-Learning di PerusahaanDjadja Sardjana
Dokumen tersebut membahas tentang perancangan diklat berbasis e-learning yang mencakup persiapan sumber daya manusia, infrastruktur, konten, dan pengelolaan diklat secara keseluruhan."
Pengembangan SDM Pertanian Berbasis TIK Dalam Rangka Mengantisipasi MEA (Masy...Djadja Sardjana
1. Dokumen tersebut membahas pengembangan sumber daya manusia (SDM) pertanian berbasis teknologi informasi dan komunikasi (TIK) untuk mengantisipasi Masyarakat Ekonomi ASEAN (MEA).
2. Knowledge management dan e-learning diusulkan sebagai solusi untuk meningkatkan penguasaan pengetahuan SDM pertanian agar dapat bersaing di era globalisasi.
3. Model Lembaga Manajemen Pengetahuan dan Pembelajaran SDM Pertanian (L
Digitalization of Learning and Knowledge Management on Corporate Djadja Sardjana
Growing importance of knowledge and learning:
- Changing learning models from formal training to coaching, on-the-job learning, to communities… using variety of e-learning and KM tools
- Knowledge Management focus on access to learning resources and collaboration
- Human Resources development learning as a tool for performance improvement decentralising responsibility for learning
focus on formal learning models
Konsep, Model dan Pengembangan Knowledge Management & e-Learning di PerusahaanDjadja Sardjana
Konsep, Model dan Pengembangan Knowledge Management dan E-Learning di Perusahaan
This document discusses concepts, models, and development of knowledge management and e-learning in companies. It begins with an introduction to the speaker and their background. It then covers topics such as the role of human capital and human resource management, knowledge management processes, learning organizations, and linking knowledge management and e-learning to corporate strategies. Examples of knowledge management initiatives at various companies are also provided.
Corporate Learning Toward Corporate University (Pembelajaran Menuju Universit...Djadja Sardjana
Corporate University menyelenggarakan aktivitas berupa pembelajaran dalam kelas maupun jarak jauh untuk pengembangan eksekutif, perencanaan suksesi, pengelolaan pengetahuan (knowledge management), perekrutan strategis dan orientasi, dan lain-lain
Bisa bersifat pembelajaran, pengetahuan, dan kebijaksanaan, baik secara individual dan organisasional.
Fokus utama kegiatan Corporate University adalah individual, tetapi organisasi juga mendapatkan proses pembelajaran
Peningkatan Kemampuan Mahasiswa Muslim Dalam Menghadapi Era GlobalisasiDjadja Sardjana
Globalisasi ==> Sebuah era yang tidak
dapat dihindari:
- Semua bangsa sedang bersaing
untuk menjadi yang terdepan
dalam era persaingan.
- Setiap bangsa dituntut untuk
memiliki daya saing yang tinggi
- Ditandai kemampuan SDM yang andal,
penguasaan pengetahuan yang tinggi,
dan penguasaan perekonomian global
Seminar TechnoEduPreneur 1 Juni 2013: "Tantangan dan Kesempatan Yang Kita Had...Djadja Sardjana
Untuk dapat bersaing dan cepatnya perkembangan teknologi serta perubahan life style, dibutuhkan tenaga kerja yang berkompeten.
Masalah utama pengangguran ditingkat sarjana atau lulusan perguruan tinggi:
- Rendahnya mahasiswa yang berminat membuka usaha dan mampu menciptakan lapangan pekerjaan.
- Peranan dunia industri/usaha dan UKM dalam melakukan kolaborasi dengan perguruan tinggi masih belum optimal.
- Pengelolaan bisnis UKM masih lemah.
Seminar 39 jam nonstop membahas tentang teknik kreatif menjalankan usaha, proses kreatif, dan pengantar creativepreneurship. Seminar ini menyoroti pentingnya kreativitas dalam berwirausaha dan mengantisipasi perubahan global.
Human Capital Development & Future Learning for BCADjadja Sardjana
This document discusses human capital development and the role of human resource management in future learning for BCA. It covers several key topics:
1. It defines human capital and discusses how knowledge, skills, abilities, and experiences make up human capital.
2. It outlines new imperatives for human resource management, including building strategic capability, managing new roles, and expanding boundaries.
3. It discusses how information technology can support learning through various modes like listening, reading, discussing ideas, and practicing.
4. It emphasizes the importance of context, champions, capacity building, and change for successful e-learning implementation.
Ethics:
Is the consensusally accepted standards of behavior for an occupation, trade, or profession
Morality:
Is the precepts of personal behavior based on religious or philosophical grounds
.
Law:
- Formal codes that permit or forbid certain behavior
- May of may not enforce Ethics or morality
Code of Ethics:
Specifies how an organization expects its employees to behave while on the job
Basic Concept of Strategy & Strategic Management Djadja Sardjana
The document provides an overview of basic concepts in strategy and strategic management. It discusses key strategic questions around where a company is currently, where it wants to go, and how it will get there. The document defines strategy and explains that it consists of competitive moves and approaches used by managers. It also discusses the importance of strategy in providing direction and competitive advantage for a company. The document outlines different levels of strategy from corporate to business to functional strategies. It emphasizes that good strategy plus good execution is important for managerial and company success.
Manajemen Stratejik dan Manajemen Mutu Terpadu Bapinger UniversityDjadja Sardjana
Sesuai dengan tugas pokok dan fungsi, serta wewenang yang dimiliki, BAPINGER UNIVERSITY telah menyusun rencana strategis yang berorientasi pada hasil yang ingin dicapai selama kurun waktu 5 (lima) tahun yaitu tahun 2011 sampai tahun 2015. Rencana Strategis tersebut disusun dengan memperhitungkan potensi
yang dimiliki universitas, kelemahan yang masih dihadapi, tantangan dan peluang yang mungkin timbul. Dokumen ini menguraikan Rencana Strategis yang mencakup visi, misi, tujuan, sasaran serta cara pencapaian tujuan dan sasaran tersebut.
Policy Making and Decision Making in EducationDjadja Sardjana
What is Policy?
Decision makers, who are used to depending on their past experiences, must make decisions and take actions in the rapidly changing world we face today. In this turbulent environment, the ability to successfully view the current situation through the traditional "good judgment" viewpoint is weakened through increasing external noise (a multitude of information sources on multiple topics) and changing paradigms of how we think about social, cultural, organizational and economic issues, creating internal noise within our prevailing mental models. These noises skew our perception of what is really happening in the world. In addition to facing this constant flux, leaders are being asked to choose the path to the future as well as to explain exactly how they plan to get there. Before putting a stake in the sand, leaders begin by developing and testing hypotheses about possible scenarios, and then eliminate numerous courses of action until a small set of viable choices remain. Once the decision to act is made, the communication of the new initiatives begins. The results of these initiatives usually produce some expected behavior, but almost always, much to our surprise, our actions produce unexpected behavior as well, that once again changes our situation. And so it goes…
Kebijakan Pembelajaran Dengan e-Learning di Lembaga PendidikanDjadja Sardjana
Kebijakan Pengembangan Lembaga Pendidikan:
1. Kebijakan antara Lembaga Pendidikan, masyarakat dan pemerintah didasarkan kepada suatu keinginan proses peningkatan kualitas pendidikan dengan sumber daya yang ada.
2. Lembaga Pendidikan menangkap esensi kebijakan makro pendidikan untuk kemudian melalui proses perencanaan, harus merumuskannya ke dalam kebijakan mikro dalam bentuk program-program prioritas sesuai visi dan misinya
3. Lembaga Pendidikan menjadi mandiri tetapi masih dalam kerangka acuan kebijakan nasional yang memadai, memiliki tanggung jawab terhadap pengembangan sumber daya yang dimilikinya sesuai dengan kebutuhan belajar siswa dan masyarakat.
>>Penerapan Pembelajaran Dengan Media Baru tidak hanya menambahkan sesuatu, tetapi mengubah segalanya. Sistem baru biasanya melawan sistem yang sudah ada. Hal ini bersaing dengan waktu, uang, perhatian, prestise, dan pandangan dunia pendidikan<<
ICBEM2012: Knowledge Management for Small and Medium Enterprises to Win the C...Djadja Sardjana
Small medium enterprises (SMEs ) has been an active part in various improvements in the economy in a country. Globalization is an era that is inevitable. Today, all nations are competing to be the leader in the era of competition. One way is to create competitiveness through the implementation of Knowledge Management in SMEs . To go on such a needed institution building measures approach towards SMEs to understand the problems of the mastery of knowledge to businesses, especially those related to knowledge management efforts.
Management Creativity and Its Form: Lecture on Corporate CreativityDjadja Sardjana
The concept of creativity has been around long before management speak in many disciplines (the term has16th century etymological origins). For example:
# In Mathematics – as the art of making useful combinations from an almost infinite number of possible useless combinations
# In Philosophy – especially connected with serendipity (which is
not pure luck or chance) but results from identifying 'matching
In Philosophy – especially connected with serendipity (which is not pure luck or chance) but results from identifying 'matching pairs' of events that are subsequently put to practical use.
Baudrillard uses the analogy of the billiard game – playing off the cushion – to characterise the rebounding and richocheting nature of actions and ideas.
# Business examples of such a process can be found under the topic “innovation” and include the invention of the Swatch (new combinations or “pairings” of technologies developed in other
industries).
Process of Creative Regeneration: Lecture on Corporate CreativityDjadja Sardjana
Process of Creative Regeneration:
Edward de Bono suggests that you could choose a set of simple nouns at random from the dictionary and then work towards the the desired subject matter through random association.
Creative Management: Lecture on Corporate CreativityDjadja Sardjana
Creative management aims to transform
organisations through changing the way they are run, by trying to open up the climate and management style, increase participation and grant employees more freedom as to how things are accomplished, e.g. new product
development.
The Creative Manager: Lecture on Corporate CreativityDjadja Sardjana
Frontline workers see a great many problems and opportunities that their managers don’t. Today, most leaders either don’t realize the full power of employee ideas or have never learned power of employee ideas or have never learned
how to tap them effectively. To be truly excellent, innovative, lean or effective at execution, you have to be able to capture and implement large numbers of employee
ideas.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
2. About me
EDUCATION
Indonesia Education University (www.upi.ac.id)
2011 expected
Doctoral Candidate, Majoring on Education Management
with concentration on Knowledge Management & e-Learning/E-Learning.
Telkom Management Institute (www.imtelkom.ac.id)
MBA on Telecommunication Business (Biztel), Cum Laude Graduate (3.71 from 4.0)
with Theses “Role of Grameen Telecom Stakeholder at Bangladesh on Strategic Management”
National Technology Institute (www.itenas.ac.id)
May 30, 1990
Bachelor on Telecommunication Engineering, with Theses “Simulation of Automatic Direction Finder on Airplane”
EXPERIENCE
Council Member | Gerson Lehrman Group
May 2009 - Now
DIVISION HEAD | SAMPOERNA TELEKOMUNIKASI INDONESIA
May 2008 – April 2009
SENIOR MANAGER | MOTOROLA, INC.
November 2002 – April 2008
SENIOR MANAGER | MWEB, INC.
June 2001 – October 2002
IT MANAGER | Ariawest International
January 1997- May 2001
SUPERVISOR, CTS | AT&T/Lucent Technologies Indonesia
JUNE 1994 – JANUARY 1997
Lecture| Sekolah Tinggi Telekomunikasi Telkom (STTTelkom)
February 1991 – May 1994
Comslab-
Comslab-ITB Higher Education
26-Jan-11
26-Jan- Knowledge Management 2
4. Education Challenges in Indonesia
The main vehicle in the development of human resources is education and
training.
But when watching the situation geography, socio-economic and cultural
diversity of Indonesia, it is clear that it was not adequate anymore (not
practical) when only relying on the ways of traditional solutions alone.
Therefore, various alternative strategies relating to the problem needs to
explored, studied and applied.
Comslab-
Comslab-ITB Higher Education
26-Jan-11
26-Jan- Knowledge Management 4
5. Information Necessity on Education
Information is already a 'commodity' as like
other economic goods. Without runaway
from “ Philosophy of Education “
The role of information become increasingly
large and visible in the modern world it is today
including on education.
This is understandable because the public now
to the era of information society (information
age) or community knowledge (knowledge
society)
Comslab-
Comslab-ITB Higher Education
26-Jan-11
26-Jan- Knowledge Management 5
6. NEW MEDIA LEARNING
IN HIGHER EDUCATION
Mobile
learning-
1m14
Comslab-
Comslab-ITB Higher Education
26-Jan-11
26-Jan- Knowledge Management 6
7. The Significance of New Media!
student-
Can improve student-student, Can promote participation,
student- staff-
student-staff and staff-staff collaboration and active learning
communication
Can enhance student motivation,
enjoyment and learning
A combination of synchronous or asynchronous strategies
Comslab-
Comslab-ITB Higher Education
26-Jan-11
26-Jan- Knowledge Management 7
8. New Media – A Definition
PCMAG.COM (2008) define new media as:
“A generic term for the many different forms of electronic [digital] communication
that are made possible through the use of computer technology. The term is in
relation to “old” media forms, such as print newspapers and magazines, that are
static representations of text and graphics.” PCMAG.COM (2008)
Content Communication – Multimedia, Interactive Multimedia
co-
Human Communication – Interaction, collaboration, co-operation
Cutting Edge New Media – Web 2.0, Social Software
Comslab-
Comslab-ITB Higher Education
26-Jan-11
26-Jan- Knowledge Management 8
9. New Media -its Relationship to E-Learning
New Media facilitates Active Learning - Active Learning is preferable to
isolated independent study.
Palloff and Pratt (1999) suggest that:
“for E-Learning that an active learning model is the model of choice especially given
the separation between Lecturer and student. They suggest also that the Lecturer’s
role is to devise learning activities that promote interaction and collaboration,
facilitate active discussion, promote the development of critical thinking and research
skills”
Comslab-
Comslab-ITB Higher Education
26-Jan-11
26-Jan- Knowledge Management 9
10. New Media – Applications to Learning
Social Bookmarking
Blogs Connections to useful websites and
other online resources
Social Networking
Connections to people and
Reflection resources
Wikis
Online Media
Interaction with multimedia
content . Examples include
youtube (video), flickr (photos),
itunes (podcasts) plus self
Collaboration produced media
Comslab-
Comslab-ITB Higher Education
Web 2.0
26-Jan-11
26-Jan- Social Software
Knowledge Management Read/ Write Web10
11. Transitional Strategies
Consideration of economic, logistical, instructional, technological, historical and
political factors.
Consideration of each particular student cohort and their needs.
Strong explanation as to why new online ways of
learning (contributing, participating) are beneficial
Clear Expectations
and Ground Rules Lecturer Facilitation,
Encouragement and
Leading by example Good Quality
Student Inductions
Staff Training Introductory tasks
Comslab-
Comslab-ITB Higher Education for students
26-Jan-11
26-Jan- Knowledge Management 11
12. Disruptions in pedagogical spaces - 2003
Voices of policy – official Voices of Lecturers – professional
initiatives and programmes and curriculum interests
The
construction
of the ICT
curriculum
Voices of ICT – interests of Voices of pupils –
software developers out of school use of ICT
Comslab-
Comslab-ITB Higher Education
26-Jan-11
26-Jan- Knowledge Management 12
Robertson et al., 2003
14. Learning Explanations and Examples
Campus Based Programmes
Normal face to face teaching Blackboard for additional support
Distance Learning Programmes
Additional
Minimal face to face Block teaching Blackboard for core Additional Postal Additional Lecturer
Administrative
contact Weeks support Correspondence Phone Support
phone support
Blended Learning Programmes
in theory 25-50% May include additional
Blackboard for May include additional
delivered via e-learning Block teaching weeks Administrative phone
additional/core support Lecturer Phone Support
technology support
E-Learning Programmes
Different needs for different programmes
Comslab-
Comslab-ITB Higher Education
26-Jan-11
26-Jan- Knowledge Management 14
15. History of E-Learning
E-
Independent
Study
First Generation (late 19th, early 20th century)
Print based correspondence courses.
Second Generation (1960’s through to the 1980’s)
Radio and TV broadcast technology.
Third generation (1980’s to early 90’s)
Computer based learning, teleconferencing, videoconferencing, audio/video tapes,
teleconferencing,
multimedia CD-ROM’s.
CD-
Fourth Generation (early 90’s to late 90’s)
Interactive multimedia, Access to Internet resources and computer mediated
communications (e.g. asynchronous discussions).
Fifth Generation (late 90’s to mid 2000’s)
In addition to fourth generation delivery technologies, this generation includes the use of
automated response systems (e.g. email, online tests) and Virtual Learning Environments to
access institutional processes and resources.
Sixth Generation (mid 2000’s – current)
Web 2.0, Mobile and Synchronous technology: Much improved communications. A diverse
set of tools to facilitate more active, participatory and collaborative learning. Connectivity
Active Participation Comslab-
Comslab-ITB Higher Education
26-Jan-11
26-Jan- Knowledge Management 15
16. Implications of E-Learning
E-
There is still a place for ‘old’ media. Opportunity to Build on current good
practices.
Great opportunities, but it is a time for transition. There is a need to
experiment in order to progress. New media needs to be introduced
gradually.
For students more emphasis on active learning, participating and
collaborating could be scary – guidance and time to orientate to a new
approach is essential.
For Lecturers – it’s new too, they will need support to decide how best to
use ‘new media’ and how to change teaching strategies.
Cutting edge ‘New media’ technology is not controlled by the institution,
this could be an issue at times. Best alternatives within current
institutional online spaces may need to be found.
Comslab-
Comslab-ITB Higher Education
26-Jan-11
26-Jan- Knowledge Management 16
17. Profile of e-Learning Participants
e-
Has a self-learning motivation high
and has a commitment to study
seriously for learning responsibility
entirely on self-learning participants
themselves
(Loftus, 2001)
Have failed in certain subjects at
school and need a replacement to
Love to learn and conduct studies,
conventional, or who require specific
like reading for self development
subject matter that is not served by
continuously, and who enjoys
local conventional schools and who
freedom
want to accelerate their graduation
(Tucker, 2000).
Comslab-
Comslab-ITB Higher Education
26-Jan-11
26-Jan- Knowledge Management 17
18. THE ROLE OF E-LEARNING IN
E-
KNOWLEDGE MANAGEMENT
Merica+Garam
experiment.36s
Comslab-
Comslab-ITB Higher Education
26-Jan-11
26-Jan- Knowledge Management 18
19. Rosenberg (2008) three basic
criteria contained in e-learning
e-
E-learning is delivered
E-learning is a network,
to users through a E-learning is focused
which allows him to
computer using on the views of the
improve quickly, save
standard Internet most extensive
or bring back,
technology. CD ROM, learning, learning
distributing, and
Web TV, Web Cell solutions beat
sharing of learning and
Phones, Pagers, and traditional paradigm in
information absolute
aids other personal training
requirement.
digital devices.
Comslab-
Comslab-ITB Higher Education
26-Jan-11
26-Jan- Knowledge Management 19
20. Cisco’s E-learning
E-
Management Strategies
E-learning is the delivery of information,
communication, education, training of on-line
E-learning provides a set of tools that can enrich the
value of learning in the conventional (conventional
learning models, the study of text books, CD-ROMs,
and computer-based training) in order to answer the
challenges of globalization development
E-learning is not meant to replace conventional
learning models in the classroom, but to strengthen
the model of learning through content enrichment
and development of educational technology
Comslab-
Comslab-ITB Higher Education
26-Jan-11
26-Jan- Knowledge Management 20
21. Future Paradigms in the Education
The structure of
vocational skills and
Strong impact of the knowledge to support
For that requires
birth of globalization changing lifelong
knowledge of
will result in a change learning and
education and
in management continuous learning
learning methods are
strategy of education that serves to prepare
new
and training workers to meet the
demands or industry
interests
Comslab-
Comslab-ITB Higher Education
26-Jan-11
26-Jan- Knowledge Management 21
22. E-LEARNING POLICY IN
HIGHER EDUCATION
KNOWLEDGE MANAGEMENT
Light an
Educational Fire
1m15
Comslab-
Comslab-ITB Higher Education
26-Jan-11
26-Jan- Knowledge Management 22
24. Current Target of E-learning Policy
E-
in Indonesia Higher Education
ICT literacy (ability to access, utilize and use the radio,
television, computers and the Internet) of the students
and faculty with strengthening on Governance,
Accountability, and Public Image
Enhanced capacity of higher education unit conducted
through competitive grant programs run by
governments such as competitive grant programs,
partnership programs, research grants, education
development center and instructional activities
Management capacity building will also be supported
by the application of Information and Communication
Technology (ICT), such as the development of higher
education information system
Source: Education Strategic Plan of the Ministry of Education 2009-2014
Comslab-
Comslab-ITB Higher Education
26-Jan-11
26-Jan- Knowledge Management 24
25. Operational E-learning Policy
E-
in Indonesia Higher Education
The accreditation document (BOOK IIIB) point 6.4.1 (Information Systems) as follows:
"Describe the management information systems and facilities of ICT (Information and
Communication Technology) used the Faculty / School for the academic administration
and administration (eg SIAKAD, SIMKEU, SIMAWA, SIMFA, SIMPEG and the like),
including distance / e-learning. Explain utilization in decision-making processes in the
development of institutions
In Book VI - ACCREDITATION ASSESSMENT INSTRUMENTS FOR GRADUATE
PROGRAM STUDY also described in detail the policy "Access and utilization of
information systems in managing data and information on the implementation of
academic programs in the course of study”
Source: The accreditation document of the Ministry of Education - 2008
Comslab-
Comslab-ITB Higher Education
26-Jan-11
26-Jan- Knowledge Management 25
26. Operational E-learning Policy
E-
in Indonesia Higher Education
Source: The accreditation document of the Ministry of Education -2008
Comslab-
Comslab-ITB Higher Education
26-Jan-11
26-Jan- Knowledge Management 26
27. E-learning shortcomings
(Bullen, 2001, Beam, 1997)
Bullen,
Lack of interaction
between Lecturers and The tendency to ignore
students or even among aspects of the academic The process of learning
the students themselves. or social aspects and and teaching tend
Lack of this interaction instead encouraging the toward training than
could slow the formation growth of the business / education
of values in the process commercial
of learning and teaching
The changing role of
Lecturers from the Not all the available
original master internet facilities (this
Students who do not
conventional learning may be related to the
have a high learning
techniques, are now also problem of availability of
motivation tended to fail
required to know the electricity, telephone or
learning techniques that computer);
use ICT
Comslab-
Comslab-ITB Higher Education
26-Jan-11
26-Jan- Knowledge Management 27
28. E-learning in Higher Education
Policy Framework Propose
Policy Area Key Issues
Calendar, Course integrity, Transferability, Transcripts, Student/Course evaluation,
Academic Admission standards, Curriculum/Course approval, Accreditation, Class cancellations ,
Course/Program/Degree availability, Recruiting/Marketing
Governance / Administration Tuition rate, Technology fee, Administration cost, State fiscal regulations, Tuition
/ Fiscal disbursement, Space, Single versus multiple board oversight, Staffing
Compensation and workload, Development incentives, Faculty training, Congruence
Faculty
with existing union contracts, Class monitoring, Faculty support, Faculty evaluation
Legal Intellectual property, Faculty, Student and institutional liability
Advisement, Counseling, Library access, Materials delivery, Student training, Test
Student Support Services
proctoring, Videotaping, Computer accounts, Registration, Financial aid, Labs
Systems reliability, Connectivity/access, Hardware/software, Setup concerns,
Technical
Infrastructure, Technical support (staffing), Scheduling, Costs
Adoption of innovations, Acceptance of on-line/distance teaching, Understanding of
Cultural
distance education (what works at a distance), Organizational values
Comslab-
Comslab-ITB Higher Education Gellman-Danley and Fetzner (1998)
26-Jan-11
26-Jan- Knowledge Management 28
29. Policy Analysis Framework Propose on
E-learning in Higher Education
Policy Area Description
Rewards (e.g., stipends, promotion and tenure, merit increases, etc.); Support
Faculty (including Continuing
(e.g., student help, technical assistance, training, etc.); Opportunities to learn
Education and Cooperative
about technology and new applications (e.g., release time, training, etc.);
Extension)
Intellectual property (e.g. ownership of materials, copyright, etc.)
Support (e.g., access to technology, library resources, registration, advising,
financial aid, etc.); Requirements and records (e.g., residency requirements,
Students/Participants
acceptance of courses from other places, transfer of credit, continuing education,
etc.)
Tuition and fee structure; Funding formula; Collaboration (e.g., with other
Departments, units, institutions, consortia, intra-and inter-institutional, service
areas, etc.); Resources (e.g., financial resources to support distance education,
Management and Organization equipment, new technologies, etc.); Curricula/individual courses (e.g., delivery
modes, course/program selection, plans to develop, individual sequences,
course development, entire program delivery, interactivity requirements, test
requirements, contact hour definitions, etc.)
Comslab-
Comslab-ITB Higher Education
26-Jan-11
26-Jan- Knowledge Management 29
30. The Policy Construction
Process (Weimer & Vining)
Analyze • We need to develop a strategy for
doing analysis;
yourself first • Analysis of the analysis
• Linear thinkers tend to solve
Linear and problem by moving sequentially
through a series of logical steps.
• Nonlinear thinkers tend to view
Non-linear problems configuratively, moving
back and forth over steps
• Linear thinkers should adopt
Never a right or nonlinear thinking strategies and
vice versa
• Analyst should simultaneously utilize
a wrong answer linear and nonlinear thinking when
conducting policy analysis.
Comslab-
Comslab-ITB Higher Education
26-Jan-11
26-Jan- Knowledge Management 30
31. Seven Stages Policy Design Process
Stage
Setting goals and Formulation of the
assessment
policy objectives model
issues
Determination of
Assessment of Formulation of
alternative policy
policy alternatives policy alternatives
selection criteria.
Formulation of
policy William N. Dunn (2008)
recommendations
Comslab-
Comslab-ITB Higher Education
26-Jan-11
26-Jan- Knowledge Management 31
32. PROBLEM ANALYSIS (Weimer & Vining, p.205)
1. Understanding the
problem
a) Receiving the
problem: SOLUTION
assessing the ANALYSIS
symptoms. 4. Choosing
b) Framing the evaluation criteria
problem: 5. Specifying policy
analyzing market alternatives COMMUNICATION
and government 6. Evaluating: Conveying useful
failures. predicting impacts Advice to client
c) Modeling the of alternatives and
problem: valuing them in
identifying policy terms of criteria
variables. 7. Recommending
2. Choosing and
actions.
explaining relevant
goals and constraints
3. Choosing a solution
method. A summary of
Steps in the
INFORMATION GATHERING
Rationalist
Identifying and organizing relevant data, theories and facts; using facts as Mode
evidence about future consequences of current and alternative policies.
Comslab-
Comslab-ITB Higher Education
26-Jan-11
26-Jan- Knowledge Management 32
33. Choosing a Solution Methods
(Weimer & Vining, p.219)
Yes
No Benefit Cost
Efficiency Can Efficiency Analysis
Only Monetized
Qualitative
Benefit Cost
No Analysis
Other Goals Yes Efficiency Yes Can Other
Yes “Modified”
in Addition to Plus Others Goals
Benefit Cost
Efficiency Goal Monetized
Analysis
Can Efficiency &
Other Goals Cost
Quantified No Effectiveness
Yes No
Efficiency Analysis
+ 2 Others
Goal Multi-Goal
Analysis
Comslab-
Comslab-ITB Higher Education
26-Jan-11
26-Jan- Knowledge Management 33
34. Conclusion
Focus on
Solution not
Problem-1m12
Comslab-
Comslab-ITB Higher Education
26-Jan-11
26-Jan- Knowledge Management 34
35. Higher Education E-Learning
E-
E-Learning
will be used
or not depends on
government policy
in education and
how users view
or assess the e-learning.
Generally the use of these technologies depends on:
(1). Is the technology was already a requirement?, (2).
Is adequate supporting facilities?, (3). Is supported by
adequate funding?, and (4). Is there support from
policy makers?
Comslab-
Comslab-ITB Higher Education
26-Jan-11
26-Jan- Knowledge Management 35
36. E-Learning Prerequisites
Many people often try to launch e-learning without
careful consideration and use it to look prestigious
without Management Policy and Strategy Education.
Therefore one thing to note before using the Internet
for learning, the policy analysis to answer whether it
requires e-learning.
In this analysis would have included whether it is
technically and non-technical e-learning can be
carried out this analysis regarding the availability of
People, Process and Technology.
Comslab-
Comslab-ITB Higher Education
26-Jan-11
26-Jan- Knowledge Management 36
37. E-Learning Social Economic Analysis
Economic analysis Social Analysis Resistances
• Economic analysis • Furthermore • Because
such as Cost Benefit whether socially, the sometimes, although
(B / C) ratio, the use of e-learning the usage of e-
Internal Rate of must be accepted by learning for learning
Return (IRR), Net the community has been prepared
Present Value (NPV) (socially properly and operate
or Return on acceptable). quality is also good,
Investment (ROI) people can not
can be used as a accept it because
measuring tool. they consider the
ways of
conventional
education is
considered better.
Comslab-
Comslab-ITB Higher Education
26-Jan-11
26-Jan- Knowledge Management 37
38. Thank you very much
for your attention
Educational
Philosophy-1m48
Djadja.Sardjana,
Djadja.Sardjana, S.T., M.M.
Djadja@bapinger.web.id
www.slideshare.net/djadja
Comslab-
Comslab-ITB Higher Education
26-Jan-11
26-Jan- Knowledge Management 38