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Infrastructure and Technologies for Online teaching.pdf
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- 4. WHY ONLINE LEARNINGREQUIRES INSTITUTIONAL SYSTEMS “Online learning is not simply a matter of delivering content online.” holistic administrative ecosystem
- 5. ONLINE LEARNING SYSTEM LMS POLICIES STAFFROLES AND RESPONSIBILITIES PROFESSIONAL DEVELOPMENT STRUCTURES TECHNOLOGICAL INFRASTRUCTURE
- 6. THE NEED FORCAREFUL INSTITUTIONAL PLANNING DELIBERATE, STRATEGIC PLANNING LEADERSHIP GOVERNANCE CHANGE MANAGEMENT
- 7. II. FOUNDATIONS OF ANONLINE LEARNING SYSTEM
- 8. FOUNDATIONS OF A sustainableonline system depends on: Learner needs Pedagogy-driven tools Institutional capacity Governance Change management AN ONLINE LEARNING SYSTEM
- 9. Systems must adaptto real learner conditions. UDL →reduce access barriers Flexible: synchronous + asynchronous Examples: Students in rural areas need downloadable videos instead of livestreams. Working adults prefer weekend or self-paced modules. Gen Z expect visuals, short videos, interactive tasks. STARTING WITH LEARNER NEEDS
- 10. Theories behind student-centereddesign: Learner-Centered Teaching (Weimer, 2013) →systems should be designed to support diverse learner needs. UDL: multiple ways to access content Examples: Add captions for low-audio environments Provide PDF + video + audio formats for one lesson Simple interface →fewer clicks →better engagement STARTING WITH LEARNER NEEDS
- 11. Technology must servepedagogy. Backward Design (Wiggins & McTighe, 2005) Constructive Alignment (Biggs, 1996) Theory link: TPACK (Mishra & Koehler, 2006) →Effective online teaching integrates content, pedagogy, and technology. Examples: Pronunciation →recording tools Collaboration →shared editing platforms CLARIFYING Page 04 LEARNING OUTCOMES
- 12. Systems must fitinstitutional capacity. Consider: Budget IT infrastructure Staff skills Policy environment Examples: Small colleges choose Moodle (free). Large universities invest in Canvas. Public universities must integrate with government portals. UNDERSTANDING Page 04 INSTITUTIONAL CONTEXT
- 13. Readiness includes: Leadership commitment Stableservers Teacher training Clear workflows Technology Acceptance Model (TAM, Davis, 1989) →Adoption depends on perceived usefulness & ease of use. Theory link: Systems Theory (Banathy, 1991) →online learning infrastructure depends on interconnected organizational components. Page 04 UNDERSTANDING INSTITUTIONAL CONTEXT
- 14. Page 04 DISTINGUISHING IDEAL VSREAL SYSTEMS Unified LMS Fully trained teachers No legacy systems IDEAL Teachers use different tools Limited time for training Old databases cannot be replaced REAL Examples: “Ideal”: Everyone uses Moodle. “Real”: Some still use Zalo or Facebook groups →confusion. Diffusion of Innovation (Rogers, 2003) →explains why adoption varies among staff.
- 15. Fragmentation creates: Multiple platforms Mixedcommunication channels Uneven quality across courses Examples: Students check 5 places for announcements. One teacher uses Zoom; another uses Google Meet →inconsistent user experience. Theory link: Bates (2015) →system inconsistency reduces student confidence and course quality. Page 04 DISTINGUISHING IDEAL VS REAL SYSTEMS
- 16. Governance aligns academic+ administrative needs. Roles: Approving tools Ensuring security Standardizing systems Providing staff support Examples: IT blocks risky plugins even if teachers want them. A governance committee chooses 1 official LMS for the whole institution. Page 04 CONSIDERING GOVERNANCE
- 17. Digital transformation requires: Leadership Clearcommunication Pilot testing Training Human-centered support Examples: New LMS tested with 2 departments before campus-wide rollout. Monthly “tech tips” emails help teachers transition smoothly. Page 04 CHANGE MANAGEMENT
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- 19. 1. CENTRALIZATION VSDECENTRALIZATION Centralized model Decentralized model explaination the entire university uses the same LMS each faculty/department selects the tools that best meet its needs. consistency, easier support, unified data more innovation, flexibility. less flexibility for innovation fragmentation and confusion NOPERFECTMODEL Hybrid model: one main LMS for basic use, and extra tools for special needs Davis et al. (2007)
- 20. 2. ACADEMIC VSADMINISTRATIVE COMPUTING Administrative computing units (IT/ admin staff) prefer centralized, stable, and secure systems Academic units prefer flexibility and innovation ⟶ should establish: a shared institutional vision, clear governance roles, decision-making structures, Davis et al. (2007)
- 21. 3. THE 9-PARTONLINE LEARNING SYSTEM 1. LEARNING OUTCOMES 2. COURSEWARE DEVELOPMENT 3. LMS 4. LIBRARY & REPOSITORIES 5. LEARNER SUPPORT SERVICES 6. SIS (STUDENT INFORMATION SYSTEM) 7. SECURE SERVER 8. USER PORTAL 9. QUALITY ASSESSMENT Davis, Little, & Stewart (2007)
- 22. guide the course design 1.LEARNING OUTCOMES 3.LMS 2. COURSEWARE DEVELOPMENT need a team: subject experts designers multimedia staff technical support central learning platform (a big decision) cost training support long-term use
- 23. includes: technical help advising counselling specialized support services SISmust be integrated with the LMS to automate enrollment synchronize grades attendance ⟶ reduce errors & save time 4. LIBRARY & REPOSITORIES 5. LEARNER SUPPORT SERVICES 6. SIS (STUDENT INFORMATION SYSTEM) integrated access to e-journals, e-books, videos
- 24. authentication backups protection of student data. 7.SECURE SERVER Single point of access LMS library grades email 8. USER PORTAL reviews surveys analytics technical checks ⟶ improve course quality over time 9. QUALITY ASSESSMENT
- 25. Definition:Online learning isa social system that requires planning to handle complexity and constant change (Davis et al., 2008). Definition:Infrastructure refers to the integrated system of planning, organizational issues, components, and interfaces among those components (Davis et al., 2008). Key components Why is "infrastructure" the foundation?
- 26. Courseware Development Learning ManagementSystem (LMS) Content Management System (CMS) Library & Digital Resources Student Information System (SIS) Technical Infrastructure (Servers/Network) Non-Academic Learner Support Quality Assessment & Evaluation Key components 8 key components
- 27. Definition:Courseware goes beyondsimple text conversion, requiring the merging of instructional design principles, learning activities, media, and assessment components into a single course of study (Caplan & Graham, 2008). Key components 1. Component 1: Development of Courseware
- 28. Process&Roles: +InstructionalDesign(ID): => Courseware mustalign with sound learning theories (behaviorist, cognitivist, constructivist) and learning outcomes (Ally, 2008). +TheTeam: => High-quality production requires a team (Subject Matter Expert, Instructional Designer, editor, developer). => The editor (Multimedia Instructional Design Editor) plays a key role in quality control, checking for instructional efficacy, and managing complexity (Thiessen & Ambrock, 2008). Key components 1. Component 1: Development of Courseware
- 29. Quality&Scalability: => Courseware mustbe designed to be flexible, reusable, and easily updated, often leveraging learning objects to improve efficiency and maintain currency (Caplan & Graham, 2008). Key components 1. Component 1: Development of Courseware
- 30. ThePlatform: => The primarydelivery engine (e.g., Moodle, Blackboard) that students interact with daily (Davis et al., 2008). Function: => The Learning Management System manages learner enrollment and course access (Davis et al., 2008). RoleinQuality: => The choice of Learning Management System is a critical strategic decision that impacts the student and faculty experience, as well as institutional cost and scalability (Davis et al., 2008). Key components 2. Component 2: Learning Management System
- 31. Key components 3. Component3: Content Management System TheContentEngine: - The backend system focused on asset creation, management, and storage (Davis et al., 2008). Function: - Responsible for creating, storing, and organizing standardized course materials, often in generic formats like Extensible Markup Language to support multi-channel publishing (print, web, mobile) (Davis et al., 2008). RelationshiptoLearningManagementSystem: - It is essential for managing version control, copyright clearance, and maximizing content reuse across multiple courses (Caplan & Graham, 2008).
- 32. Key components 4. Component4: Library and Digital Resources e-Resources: - The shift from physical holdings to licensed digital access (e-journals, e- books, databases) => Must provide equitable access for remote learners (Johnson et al., 2008). e-Services: - Online library services that go beyond access. + Reference: Using chat/Instant Messaging or toll-free lines for immediate help (Johnson et al., 2008). + Instruction: Providing self-paced information literacy and research skills training via online tutorials.
- 33. Key components 4. Component4: Library and Digital Resources TheHumanFactor: - Emphasize that technology facilitates, but librarians and faculty must partner (embedded librarians) to ensure resources are used effectively and critical information literacy is taught (Johnson et al., 2008).
- 34. 5. LEARNER SUPPORT SERVICES HOMESERVICE ABOUT US CONTACT US Learner support services include all academic and non-academic assistance provided to students in an online environment. To help students: Navigate systems Complete learning tasks Remain engaged. Definition
- 35. KEY FUNCTIONS HOME SERVICEABOUT US CONTACT US Technical support Academic support Administrative support Social–emotional support Accessibility support 24/7 assistance
- 36. TECHNOLOGIES USED -TOOLS HOME SERVICE ABOUT US CONTACT US Chatbots & live chat Online tutoring & video conferencing AI writing tools Accessibility tools (screen readers, captions) Page 04
- 37. Improve student success& retention Reduce frustration and dropout Support diverse learners (tech skills, disabilities) Ensure smooth access to online learning Build confidence and independence WHY LEARNER SUPPORT SERVICES MATTER
- 38. 2. STUDENT INFORMATIONSYSTEM (SIS) HOME SERVICE ABOUT US CONTACT US Definition Page 09 An SIS is the institutional backbone that manages student data, academic records, enrollment, and administrative workflows. Functions&Integration Auto enrollment & attendance Billing + reporting Notifications MUST integrate with LMS (SSO)
- 39. SIS: FUNCTIONS & INTEGRATION STUDIO SHODWE HOMESERVICE ABOUT US CONTACT US Auto enrollment & attendance Billing + reporting Notifications MUST integrate with LMS (SSO)
- 40. WHY SIS MATTERS STUDIO SHODWE HOMESERVICE ABOUT US CONTACT US Page 10 Ensures accurate student records Automates enrollment and grade syncing Reduces staff workload and errors Supports SSO for easy student access Creates a unified, reliable learning environment
- 41. USER PORTAL: OVERVIEW STUDIO SHODWE HOMESERVICE ABOUT US CONTACT US Definition A user portal is a centralized dashboard where students access all essential academic and administrative functions through one login. Functions: One login →unified dashboard Access to LMS, grades, library Pay tuition, message advisor
- 42. USER PORTAL: WHY ITMATTERS HOME SERVICE ABOUT US CONTACT US Reduces platform fragmentation Enhances student independence Supports personalization Page 09
- 43. QUALITY ASSURANCE: STUDIO SHODWE HOME SERVICEABOUT US CONTACT US Quality Assurance ensures that online learning is effective, consistent, student-centered, and technically reliable. QA evaluates both pedagogical quality and technological performance. Page 06 DEFINITION Surveys + analytics Peer review Technical audits Accessibility checks KEY METHODS Low completion rate QA reveals broken links + unclear instructions Course revised → completion increases EXAMPLE
- 44. CONCLUSION STUDIO SHODWE HOME SERVICE ABOUTUS CONTACT US Four components work together Create seamless and effective online learning Support students academically + technically
- 45. TECHNOLOGIES OF ONLINE LEARNING Multimedia& Streaming Audio Tools Web Conferencing Instant Messaging Mobile Learning Peer-to-Peer Tech Blogs, Wikis, RSS OVERVIEW
- 47. Multimedia: text, images,audio, video, and animations Streaming technology: watch videos instantly without downloading In many ways: Short YouTube-style Animated explanations Microlearning modules MULTIMEDIA & STREAMING
- 48. Audio tools allowreal-time spoken interaction Examples include: Oral exams on Zoom Virtual office hours on Skype Practicing pronunciation AUDIO / VOICE TOOLS (VOIP)
- 49. Supports synchronous, real-time onlineclasses Modern platforms include: Breakout rooms Screen sharing Digital whiteboards Polls WEB CONFERENCING
- 50. INSTANT MESSAGING Supports fast,informal communication Especially useful for: Quick reminders Group project coordination Sharing links or updates Asking clarifying questions
- 51. Emphasizes short, flexible,and accessible learning experiences Watching lecture videos Completing a short quiz Receiving push notifications Accessing reading materials MOBILE LEARNING
- 52. Allow students tocollaborate and share resources directly with each other Examples include: Sharing documents Giving peer feedback Building group presentations PEER-TO-PEER (P2P) TECHNOLOGIES
- 53. Powerful knowledge-construction technologies => promotewriting skills, collaboration, and independent learning BLOGS, WIKIS, AND RSS
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- 64. THANK YOU HOME SERVICEABOUT US CONTACT US
- 65. References Ally, M. (2008).Foundations of educational theory for online learning. In T. Anderson (Ed.), The theory and practice of online learning (2nd ed., pp. 15–44). AU Press. Caplan, D., & Graham, R. (2008). The development of online courses. In T. Anderson (Ed.), The theory and practice of online learning (2nd ed., pp. 245–264). AU Press. Davis, A., Little, P., & Stewart, B. (2008). Developing an infrastructure for online learning. In T. Anderson (Ed.), The theory and practice of online learning (2nd ed., pp. 121–142). AU Press. Johnson, K., Trabelsi, H., & Fabbro, E. (2008). Library support for e-learners: E-resources, e-services, and the human factors. In T. Anderson (Ed.), The theory and practice of online learning (2nd ed., pp. 397–418). AU Press. Kondra, A. Z., Huber, C., Michalczuk, K., & Woudstra, A. (2008). Call centres in distance education. In T. Anderson (Ed.), The theory and practice of online learning (2nd ed., pp. 367–396). AU Press. Moisey, S. D., & Hughes, J. A. (2008). Supporting the online learner. In T. Anderson (Ed.), The theory and practice of online learning (2nd ed., pp. 419–439). AU Press. Parker, N. K. (2008). The quality dilemma in online education revisited. In T. Anderson (Ed.), The theory and practice of online learning (2nd ed., pp. 305–342). AU Press. Thiessen, J., & Ambrock, V. (2008). Value added – The editor in design and development of online courses. In T. Anderson (Ed.), The theory and practice of online learning (2nd ed., pp. 265–277). AU Press.