Technology Enhanced Learning (TEL): Exploring possibilities and - - PowerPoint PPT Presentation

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Technology Enhanced Learning (TEL): Exploring possibilities and tools for low-resource settings Challenges in implementing e-Learning programmes

Linda Venter Department of Veterinary Tropical Diseases (DVTD)

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• Introduction
• Challenges for lecturers
• Challenges for learners
• Case study: Web-based MSc programme and CPD modules in

Veterinary Tropical Diseases

Agenda

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• A team-based approach is required to successfully implement and

support online learning: – Lecturers – Technology support – User-accessible help resources – Education consultancy / learning development support – Administrative support

• There has to be commitment from everyone (above) involved
• Role players are all dependent on each other
• Lecturers and students face unique challenges during and after

implementation

Introduction

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• Pedagogical challenges:

– It is a new way of lecturing, which requires training – Courses have to be re-designed for the e-learning environment and to accommodate different learning styles – One of the biggest challenges is to engage the learners online

• Computer skills:

– Adopting and using new technologies is a huge leap – Support is required to bridge the gap in computer/internet skills

• Time management:

– Lecturers often underestimate the time required to write complete, clear instructions – The volume of student communication could be overwhelming – Maintenance of e-learning courses - regular updates, e.g. web links

Challenges for lecturers

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• Technological challenges:

– Low bandwidth, intermittent or slow internet access, intermittent power supply, out of date computers, etc. – Applies to lecturers as well as to students – There must be consideration for the technological constraints of students – flexibility in submission dates, etc.

• Organizational resistance:

– Could be a stumbling block in some cases – Buy-in and support by the Organization / Faculty / Management is essential

Challenges for lecturers

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• A steep learning curve:

– New technologies can be bewildering and sometimes overwhelming for adult learners – May lack the required computer skills

• Isolation:

– The lack of social interaction can result in students becoming unmotivated and disengaged from their peers and the course content – Has to be counteracted with the use of applicable tools for interaction

• Time management:

– Many are professionals who study after hours – Field work may limit internet access – Underestimate the time commitment required

Challenges for learners

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• Technological challenges:

– Low bandwidth, intermittent or slow internet access, intermittent power supply, out of date computers, etc.

• Meta-cognitive skills and self-regulation:

– Meta-cognition: learners’ awareness of their own knowledge, their ability to understand, control, and manipulate their own cognitive processes – Self-Regulation: learners’ ability to adjust their own learning processes in response to feedback regarding their current status of learning – Learners with good meta-cognitive skills are able to monitor and direct their own learning processes and are successful learners

Challenges for learners

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– To become self-directed learners, students must learn to:

• assess the demands of the task
• evaluate their own knowledge and skills
• plan their approach
• monitor their progress
• adjust their strategies as needed

– Students can be helped to develop meta-cognitive skills by:

• being aware of what the student(s) know
• providing learning objectives
• emphasizing time-on-task
• providing opportunities for self-assessment and reflection
• providing opportunities for peer discussion
• help students to change their strategy if necessary

Challenges for learners

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Community of Inquiry framework

Social presence Cognitive presence Teacher presence

Karen Swan, University of Springfield, Illinois. http://www.uis.edu/colrs/research/coi.html

Learning

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• “ Welcome” or “Meet your classmates” discussion with photograph
• State rules of communication – Netiquette
• Use humour, but do not be sarcastic
• Share experiences and beliefs - make the students perceive you as a

real person

• Make a video of yourself to introduce the course
• Journal with students on a personal basis

Guidelines for successful online facilitation

Karen Swan, University of Springfield, Illinois. http://www.uis.edu/colrs/research/coi.html

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• Use graded discussions – develop rubrics to achieve your goals
• Make students responsible for summarising discussions
• Require students to incorporate discussions into assignments
• Reward students for reading discussions as well as for posting
• Facilitate student interaction but do not be overly present

Guidelines for successful online facilitation

Karen Swan, University of Springfield, Illinois. http://www.uis.edu/colrs/research/coi.html

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• Consider using synchronous communication
• Use multiple representations – learning styles
• Provide timely and supportive feedback
• Provide important information on several places
• Identify 5 big ideas and develop major activities around that
• Develop forums and learning communities

Guidelines for successful online facilitation

Karen Swan, University of Springfield, Illinois. http://www.uis.edu/colrs/research/coi.html

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• The web-based Masters programme (Veterinary Tropical Diseases ) was

implemented by the DVTD in 2006

• Modular approach – modules were also presented for CPD
• Currently about 40 modules are presented each year, in 2 semesters
• Educational model:

– Online, distance education, supplemented with multimedia resources on CD/DVD – Contact sessions in some modules – Communication via e-mail and online discussions – Assessment:

• Written assignments, PowerPoint presentations, online quizzes,

graded discussions and graded chat sessions

Case study: Web-based MSc programme and CPD modules in Veterinary Tropical Diseases

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• The Department for Education Innovation (UP) provides an academic

support service

• Strategic focus is to promote and enhance education innovation
• Provide education consultancy and support for e-learning:

– pedagogical support – technical assistance – multimedia development – computer-based testing (CBT)

• Graphic designers, photographers, video specialists and animators
• Training for lecturers – formal training and short focussed training sessions
• The e-learning manager (DVTD) provides full-time support for lecturers

and students with computer- and skills-related problems

Support for lecturers

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• An e-learning manager to provide full-time support
• E-support help desk available for technical problems
• Lecturers are encouraged to incorporate communication activities in their

courses

• Lecturers are flexible in scheduling due dates and other activities
• Additional learning materials on CD/DVD are provided
• Learner training resources website (www.click.up.ac.za) and step-by-

step instructions (show pdf) mailed in advance

• Two-week introductory period before the academic programme starts
• Invitation to introduce themselves in the Discussions tool

Constant involvement of the facilitator is the most powerful support for students!

Support for students

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• Online module survey – 44 questions, 3 open-ended (survey)
• Examples of positive feedback:
• “The module has a practical approach. The material was easily
• comprehensible. The lecturer was gentle and persuasive, very
• encouraging. The lecturer has an excellent disposition and this helped us

to learn a great deal. Lecturers and facilitators were excellent.”

• “I strongly commend the lecturer for his prompt response to discussions

queries etc and quick marking of assignments - please keep up. The lecturer also directed discussions very well - excellent.”

• “Perhaps too many assignments with too short a time for completion in

some cases due to regular jobs/work schedule, but this module did have more credits than any others done to date. CD material excellent!”

Feedback from students

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• http://education.calumet.purdue.edu/vockell/edPsybook/Edpsy7/edpsy7_

meta.htm

• http://www.teachingprofessor.com/articles/improving-

teaching/metacognitive-skills-for-self-directed-learners

• Karen Swan, University of Springfield, Illinois.

http://www.uis.edu/colrs/research/coi.html

• Judith A Pirani, Supporting E-Learning in Higher Education. Educause

Center for Applied Research. July 2004.

• George Siemens, Peter Tittenberger, Handbook of Emerging

Technologies for Learning. (March 2009).

• Tan S. D. Anuwar Ali, Issues and challenges in implementing e-learing in

Malaysia.

• Manir Abdullahi Kamba Bayero, Problems, Challenges and Benefits of

Implementing E-learning in Nigerian Universities: An Empirical Study University Kano. iJET – Volume 4, Issue 1, March 2009.

References

Thank you! Merci bien! Gracias!

linda.venter@up.ac.za