apan 2003 - 22 nd -24 th january 2003, fukuoka, japan
TRANSCRIPT
APAN 2003 - 22nd-24th January 2003, Fukuoka, JAPAN
APAN 2003 - 22nd-24th January 2003, Fukuoka, JAPAN
INTERACTION AND EVALUATION IN DISTANCE EDUCATION
Rozhan Mohammed Idrus &
Hanafi Atan
School of Distance EducationUniversiti Sains Malaysia
11800 USM, Penang, MALAYSIAE-mail: [email protected], [email protected]
APAN 2003 - 22nd-24th January 2003, Fukuoka, JAPAN
Technological advancement
• Each major transition in communication media, from speech to print to video to electronic forms has
resulted in changes in our means to create, record, store, distribute, access and retrieve information
• Communication transformation upon a technological breakthrough in education – teacher/student interaction and evaluation of class work.
• Doing something not thought possible – not just doing old
things better
•Technology - just a tool, enabler, enhancer..
“The tools have change, the job hasn’t”
APAN 2003 - 22nd-24th January 2003, Fukuoka, JAPAN
Transformation?
APAN 2003 - 22nd-24th January 2003, Fukuoka, JAPAN
1. Information & Communication Technologies (ICT)
One great implication of the paradigmatic shift for distance learning is a recommitment to creating an ideal environment for learning, employing both traditional and new technologies to address variances from that environment.
New Learning Environment…1
APAN 2003 - 22nd-24th January 2003, Fukuoka, JAPAN
The tools have change……..
APAN 2003 - 22nd-24th January 2003, Fukuoka, JAPAN
Information & Communication Technologies
• Satellite – Immediacy and international access• Cable & ISDN Networks – cost effective way of
reaching one another globally• Computer mediated activities – convergence of all forms of communication/instructional delivery• Printed materials – hardcopy with integration of technology• Wireless application – free from physical links
APAN 2003 - 22nd-24th January 2003, Fukuoka, JAPAN
2. Nature of Interaction We must now realise that with
the diminishing boundary for education as well as the forces of globalisation have blurred the distinction between different types of students such as part-time or full-time, internal or external and the young and the adult learner.
New Learning Environment…2
APAN 2003 - 22nd-24th January 2003, Fukuoka, JAPAN
Home learning, anyone…?
APAN 2003 - 22nd-24th January 2003, Fukuoka, JAPAN
Learning environment..
anytime, anywhere..
APAN 2003 - 22nd-24th January 2003, Fukuoka, JAPAN
Learning environment..
APAN 2003 - 22nd-24th January 2003, Fukuoka, JAPAN
Learning environment..
APAN 2003 - 22nd-24th January 2003, Fukuoka, JAPAN
3. Flexibility to LearningThe diversity of cognitive levels will call
for a high degree of flexibility to facilitate for distance learning.
Flexible access to courses; Flexible content; Flexible participation; Flexible teaching and learning resources and Flexible assessment and ongoing
evaluation
New Learning Environment…3
APAN 2003 - 22nd-24th January 2003, Fukuoka, JAPAN
Learning environment..
APAN 2003 - 22nd-24th January 2003, Fukuoka, JAPAN
4. Learner Support (24-7 Learning Facilitation System)
The provision of contact between students and human support - face-to-face, electronic communications;
The provision of feedback regarding learners progress and learning – synchronous or asynchronous;
The provision of supplementary learning materials The facilitation of contact between students; and
The provision and access to support structures such as library, study area, educational media and network.
New Learning Environment…4
APAN 2003 - 22nd-24th January 2003, Fukuoka, JAPAN
INTERACTION....
APAN 2003 - 22nd-24th January 2003, Fukuoka, JAPAN
Deconstruction of Traditional Pedagogy
CLASSROOM ACTIVITY Instruction …………… … -> Construction
Teacher-Centred …… …-> Student-Centred
Didactive …………… … .-> Interactive
TEACHER ROLE Expert …………… … -> Facilitator
STUDENT ROLE Passive Listener . ………-> Active Collaborator
INSTRUCTIONAL EMPHASIS Facts & Rote Learning ….-> Critical Thinking
KNOWLEDGE Accumulation & ……… .-> Transformation
Retention of Facts of Facts/ Ideas
DEMONSTRATION OF SUCCESS Retention & ………………..-> Assimilation & Quality
Quality
ASSESSMENT Norm Referred …………-> Criterion Referred
TEACHING METHOD Drill & Practice …………-> Collaboration & Interactivity
APAN 2003 - 22nd-24th January 2003, Fukuoka, JAPAN
5. Internet-Based Education
Use of the Internet for the delivery of designed, structured learning experience
WWW – provides alternative means of delivering course and services with an EXTRAORDINARY range of options.
New Learning Environment…5
APAN 2003 - 22nd-24th January 2003, Fukuoka, JAPAN
ICT-based pedagogy
One-alone technique. One-to-one. One-to many. Many-to-many.
APAN 2003 - 22nd-24th January 2003, Fukuoka, JAPAN
Pedagogical Model
Key Principles:
Learning situations should be designed for flexibility and adaptability; Learning situations should involve not only acquisition of skills and concepts but also opportunities to participate in and contribute to a
learning community.(Collis, B. & Moonen, J. (2001).
Flexible learning in a digital world:Experiences and challenges, Kogan Page, UK)
The primary goal of education at all levels should be to engage students in meaningful learning – which is defined as active, constructive, intentional, authentic and co-operative.
(Jonassen, D.H., Peck, K.L. & Wilson, B.G. (1999). Learning with technology: A constructivist perspective,
Prentice Hall, Upper Saddle River, NJ)
APAN 2003 - 22nd-24th January 2003, Fukuoka, JAPAN
Learner Control
Degree to which learner can direct his/her own learning experience
DTW individuals control the path,pace and/or contogenciesof instruction
Type of learning on the network that allows students to control depth of study, range of content, number and types of delivery media, and time spent learning - Tailor specifically - Learning to specific needs.
Doherty, P.B. (1998) Learner Control in Asynchronous Learning Environment,
Asyn Learning Networkk Magazine 2 (2) h:/w.aln.org/alweb/magazine
APAN 2003 - 22nd-24th January 2003, Fukuoka, JAPAN
The Learning Experience
To experience a wondeful teacher’s pedagogy is to be inside his/her mind.
Kathleen Gilroyhttp://www.destinationcrm.com/dcrm_ni_article_print.asp?id=432&art=mag
PEDAGOGY + CONTENT + COMMUNITY= VALUED LEARNING EXPERIENCE
APAN 2003 - 22nd-24th January 2003, Fukuoka, JAPAN
e- for….learning?
The learning experience now afforded to the learners in the digital era now can never be matched in the confines of the four walls, should now present, and be organized in a manner to promote;
Exploration Experience Engagement Empowerment Effectiveness Ease of use
Oblinger, D.G., Barone, C.A. & Hawkins, B.L. (2001). Distributed Education And Its Challenges: An Overview.
American Council On Education/EDUCAUSE, Washington D.C., p. 2.
APAN 2003 - 22nd-24th January 2003, Fukuoka, JAPAN
Delivery Technologies in DE Models
First Generation –The Correspondence Model
(Print)
Second Generation – The Multi-Media Model
Third Generation – The Telelearning Model
Fourth Generation – The Flexible Learning Model
APAN 2003 - 22nd-24th January 2003, Fukuoka, JAPAN
Open University Malaysia (OUM)
Presently, electronic learning makes up about 20% of course offerings delivered via diatence learning
Besides connecting via lease telephone lines, OUM has also opted for microwave lines to address the increasing number of student users quickly.
In addition to e-learning, OUM is pursuing the idea of mobile learning (M-learning) as students have access to handphones rather than computers
(Computimes, New Straits Times, Malaysia, August 19, 2002, p. 4)
APAN 2003 - 22nd-24th January 2003, Fukuoka, JAPAN
Universiti Tun Abdul Razak (UNITAR)
Own software-VOISS – Virtual Online Instruction Support System) for interfacing with students, instructors and administrators of online courses
UNITAR- web-based courses employ maninly text-based, enhanced by some illustrations and graphics.
Students accesss from home or office Supplemented by f2f Task dome in gropus
APAN 2003 - 22nd-24th January 2003, Fukuoka, JAPAN
Pew Internet and American Life Project
(Washington) (2,054 students in 27 Schools in the USA)
Nearly 75% of college students say they use the Internet more than they use the library to look for information; 9% said they used the library more
72% check their e-mail at least once a day.
“College students have so integrated the Internet into their lives; it’s something that goes unnoticed and taken for granted. They don’t think about using it, just like they don’t think about using the TV and the telephone”
Steve Jones, Prof. & Head of the Department of Communiocation,
University of Illinois-Chicago, USA(Computimes, New Straits Times, Malaysia, September 19, 2002, p. 24)
APAN 2003 - 22nd-24th January 2003, Fukuoka, JAPAN
Fifth Generation – The Flexible Learning Model - 1
Automating e-Learning :
Through the development and implementation of an automated courseware production systems, automated pedagogical advice systems, and automated business systems, the fifth generation of distance education has the potential to deliver a quantum leap in economies of scale and associated cost-effectiveness.
The system will provide an essential source of e-information in conjunction with an e-content management system. The latter system enables cross-media publishing from a single document source. This means that USQ is able to make courseware available to students in a variety of delivery modes (print, online, CD, DVD, etc.) from a single document source.
APAN 2003 - 22nd-24th January 2003, Fukuoka, JAPAN
Fifth Generation – The Flexible Learning Model - 2
The fifth generation Intelligent Flexible Learning Model has the potential to deliver major economies of scale in managing teaching and academic support through the exploitation of automated response systems.
USQ have developed prototypes of what we refer to as intelligent object databases, which can be searched by pre-specified key words.
Using structured, intelligent databases, the knowledge generated by solving student problems/enquiries is being progressively stored and made available so that, wherever possible, students with equivalent or similar problems can have their enquiries dealt with immediately through the self-help, automated response capacity of the USQAssist system, thereby facilitating effective first point of contact resolution.
APAN 2003 - 22nd-24th January 2003, Fukuoka, JAPAN
Learning Environment.. A ‘buffet’ of strategies is presented that will cater to the various
needs and preferences of the learner. As an example, this paper highlights a ‘buffet’ format as experimented upon by the Ohio State University (OSU, 2001), i.e.,
lectures, individual discovery laboratories (in-class and Web-based), team/group discovery laboratories, individual and group review (both live and remote), small group study sessions, videos, remedial/pre-requisite/procedures training modules, contacts for study groups, oral and written presentations, active large-group problem-solving, homework assignments (TA graded or self-graded), and individual and group projects;
OSU (2001). http://www.center.rpi.edu/PewGrant/RD3%20Award/Ohioab.html
APAN 2003 - 22nd-24th January 2003, Fukuoka, JAPAN
Reality?
Kearsley (1998) also pointed out that the promise of providing individualized instruction via computers has been met in only the most trivial ways and that thousands of drill and practice tutorial programmes have been developed and used in schools with very little impact. Too much instruction is judged by the glitz, glitter, or game-like interaction that too often is irrelevant to the effectiveness of the instruction.
APAN 2003 - 22nd-24th January 2003, Fukuoka, JAPAN
Web-based research
Short-Term Research Grant: Web-based distance education
Problem-based learning
Constructivistic learning
http://161.142.12.132/szbg_3/
http://161.142.12.132/mab_3/
APAN 2003 - 22nd-24th January 2003, Fukuoka, JAPAN
Association Test
Humans can recall some ‘words’ from the word or the something that acts as the stimulus one
It can be considered that these response words are produced from knowledge, experience, image for the stimulus word, strategy and tactics for problem solving on the stimulus word - this is called the schema
By cognitive psychology, the learning is defined that the schema of the learner changes and on this basis, the content of schema appears out of human by association.
How schema of learner change in pre- and post-class work – apply this in the e-learning scenario
Collaboration with the Faculty of Education, Nagasaki University,
Workshop in Distance Education, 25th January 2003, Nagasaki, Japan
APAN 2003 - 22nd-24th January 2003, Fukuoka, JAPAN
In emergency……
APAN 2003 - 22nd-24th January 2003, Fukuoka, JAPAN
ShukranXie-Xie
Thank YouTerima Kasih
Doomo Arigato Guzaimase
Merci…. And so on…
APAN 2003 - 22nd-24th January 2003, Fukuoka, JAPAN
APAN 2003 - 22nd-24th January 2003, Fukuoka, JAPAN
Objectivist Constructivist
Set to beImplemented
(execute)
Set to be discovered/constructed
(explore limits/integrated learning
environment)
Learning Behaviourism
APAN 2003 - 22nd-24th January 2003, Fukuoka, JAPAN
Gagne Instructional Events
•> Motivate Learner
•> Inform learner of objective(s)
•> Direct attention
•> Stimulate recall of prerequisite materials
•> Provide guidance for learning
•> Enhance retention
•> Elicit performance
•> Assess performance & provide feedback
•> Promote transfer of learning
Convert to electronic asynchronous
learning environment
APAN 2003 - 22nd-24th January 2003, Fukuoka, JAPAN
One-alone techniques
Online Resource Paradigm
On line data Journals Software libraries Online interest groups
APAN 2003 - 22nd-24th January 2003, Fukuoka, JAPAN
One-to-many techniques
Bulletin Paradigm
o Lectures o Symposiums
APAN 2003 - 22nd-24th January 2003, Fukuoka, JAPAN
One-to-one techniques
E-mail Paradigm Counseling sessions Learning contracts Correspondence studies Internship
APAN 2003 - 22nd-24th January 2003, Fukuoka, JAPAN
Many-to-many techniques
Conference Paradigm Debates Case studies Discussion Brainstorming Project group
APAN 2003 - 22nd-24th January 2003, Fukuoka, JAPAN
Second Generation – The Multi-Media Model
Audiotape
Videotape
Computer-based Learning
Interactive Video
APAN 2003 - 22nd-24th January 2003, Fukuoka, JAPAN
Models of Distance Education
Distributed Classroom Independent Learning Open Learning + Class
Characteristics
Technologies – out of class
Interaction
Technologies – in class
APAN 2003 - 22nd-24th January 2003, Fukuoka, JAPAN
Third Generation – The Telelearning Model
Audioteleconferencing
Videoconferencing
Audiographic Communication
Broadcast TV/Radio +
Audioteleconferencing
APAN 2003 - 22nd-24th January 2003, Fukuoka, JAPAN
Fourth Generation – The Flexible Learning Model
Interactive multimedia (IMM) Internet-based computer mediated Communication (CMC)