The document summarizes a keynote speech on ICT integration in distance education. It discusses the promises of ICT including pedagogical innovation, quality improvement, ubiquitous access, and high market value. However, realities have shown limitations in fully achieving these promises. Recent breakthroughs focus on cataloging lessons learned, starting small strategically, diversifying partnerships, blended approaches, m-learning, and quality assurance/accreditation to better support ubiquitous access to distance education.

2. I nternational C hristian U niversity Tokyo, Japan Liberal Arts College About 3,000 students from 40 countries 158 full-time faculty Accredited by MOE (Japan) and the American Academy for Liberal Education (AALE, USA) Blended learning

7. 1. Technology development Why ICT integration in DE? Source - http://www.weboma.com/internetic-world-in-the-year-2015/

8. 1. Technology development Why ICT integration in DE? Source - http://www.internetworldstats.com/stats.htm

10. 1. Technology development Why ICT integration in DE? Source - http://www.itu.int/ITU-D/ict/statistics/ict/index.html

13. 4. Changes in learning paradigm Why ICT integration in DE? Formal Schooling Lifelong Learning Society Fact/Information/ Answers Knowledge/Wisdom/ Solutions Teacher-centered Learner-centered ICT adoption ; E-learning development Singapore: Thinking School, Learning Nation Korea: Edutopia Germany: Lifelong education for everyone

14. 3) Ubiquitous access 2) Quality improvement 1) Pedagogical innovation 4) High market value Promises

15. 1) Pedagogical innovation From teacher-centered to learner-centered “ A truly learner-centered approach to education will be realized.” “The teacher will facilitate learning. ” Social constructivistic learning environment “ Learning would be engaged in authentic tasks or real world problem solving situations.” “New knowledge will be constructed collaboratively.” Global learning community building “ Learning communities will be formed to create knowledge.” Full of multimedia resources (Bates, 1995; 2005; Harasim, 1993; Khan, 1997; Zemsky & Massy, 2004)

16. Improved teaching quality “ Application of learner-centered instructional design; best teaching practices” “ Better adaptation to individual needs.” “ Better management of learning processes.” Improved learning effectiveness “ Communication will be improved.” “ Students will be more actively engaged in learning.” “ Higher level skills will be acquired.” Improved support “ 24/7, individualized support.” “ Added values - ICT skill improvement, collaboration, efficiency….” 2) Quality improvement

17. Ubiquitous access “ People would be able to learn anywhere, any time.” Expanded learning opportunities “ There will be a boom in adult education.” “ Lifelong society will be realized.” Bridging the Gap “ Quality education will be delivered to remote areas, underdeveloped regions” “ ICT can lessen the gender gap in education.” “ E-learning will bring about educational equity.” 3) Ubiquitous access

18. Improved cost-efficiency “ It is a cost-efficient approach to education.” “ Economies of scale will be achieved.” Revenue-generating; profit-making potentials “ E-learning market opportunity will grow drastically.” “ It would generate revenue for an organization.” “ There is a global market for e-learning.” 4) High market value

28. Realities – High market value Success stories 1) University of Pheonix Online Campus 2) University of Maryland University College 3) Canada’s Athabasca Univ. Online MBA 4) Online testing services (SAT; TOEFL) 5) Online cram schools (Megastudy, Korea) 6) Some MBA programs --- Owe more to past market success/brand image than to ICT integration Zemsky & Massy, 2004; Latchem & Jung, 2009

29. Realities – High market value Underperformed/failed 1) Fathom and NYU online gone 2) UK e-University failed 3) Not enough students in most programs --- Some generating revenue; but not making profit Garrett, 2004; Zemsky & Massy, 2004

31. Over a decade experience - Learned from successes and failures - Now….

32. Cataloguing lessons learned (cases, empirical research) Starting small and strategically Diversifying partnerships Blended approaches M-learning Quality assurance and accreditation Recent breakthroughs

48. Three guiding stars for integrating ICT and QA system in ODEL to supporting ubiquitous access Conclusions

49. #1. QA as an essential tool QA as an essential tool for educational development and ubiquitous access to ODEL There should be no distinction between QA in ODEL and conventional education , but there should be specific guidelines, criteria and methods for judging the various modes of delivery. The national level QA for ODEL/ICT use should be as strong as (not softer than) that of higher education. There should be a ‘culture of quality’ that is shared willingly by all managers and staff, links internal and external accountability, builds capacities in QA and involves open, transparent management and communication.

50. #2. Promoting research Research is essential for improving understanding and practice, assuring and improving quality, informing and influencing policy-making and ensuring that ODEL is recognized as scholarly activity in its own right.

51. #3. Changes in practice ODEL environments need to be conceived such that the technology does not simply provide an information repository but serves as a platform for student-centered, teacher-facilitated and collaborative knowledge building . The instructional design (ID) needs to fully exploit the potential of ICT. There is also need for ID models for constructivistic learning environment design.

52. Thank you!