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This presentation will probably involve audience discussion, which will create action items. Use PowerPoint to keep track of these action items during your presentation In Slide Show, click on the right mouse button Select “Meeting Minder” Select the “Action Items” tab
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This presentation will probably involve audience discussion, which will create action items. Use PowerPoint to keep track of these action items during your presentation • In Slide Show, click on the right mouse button • Select “Meeting Minder” • Select the “Action Items” tab • Type in action items as they come up • Click OK to dismiss this box • This will automatically create an Action Item slide at the end of your presentation with your points entered. Educational institutes structure re-engineering Group Members: Fadwa Ishaq Mariam Saleh Iman Al Zaabi
Presentation Overview • Definitions • Campus wide IT strategy • Case Studies • Palestine High School • ADWC • Conclusion
What is Re-reengineering? • Re-engineering can be defined as using the power of modern information technology to radically redesign administrative business processes in order to achieve remarkable improvements in their performance.
What is e-learning & Blended learning? • Electronic learning (e-learning) is a term covers a wide set of applications and processes, such as Web-based learning, computer-based learning, virtual classrooms, and digital collaboration. It includes the delivery of content via Internet, intranet/extranet (LAN/WAN), audio- and videotape, satellite broadcast, interactive TV, CD-ROM, and more. • http://www.dsv.su.se/~klas/Learn/E-learning/e-learning.html • Blended learning is learning which combines the above mentioned means and face-to-face approaches.
Why Blended Learning for re-structuring? • A key success factor for re-engineering is the development and operation of a highly integrated IT infrastructure • In our research we have focused on implementing blended learning as a technological model that will drive the restructuring process
Campus wide information technology strategy • The rationale for a campus wide network for voice, data, video and image transmission which links to regional, national and international networks. • The nature and architecture of the corporate database. • The manner in which academic access to information will be addressed • The definition of IT support mechanisms.
Campus wide information technology strategy • The institutional school, department and individual roles and responsibility areas for IT • Policy for such things as privacy, security, intellectual property rights, and so forth • The methods of access for executives, knowledge workers, and front-line operations personnel (is there an executive information system? a decision support system?) Such a strategy will require the IT plan to be integral to the institutional strategic plan.
What are we looking for when implementing blended learning? • We looked at two main areas: • Faculty’s requirements • Policies and procedures
Case Studies PalestineHigh School
Case Studies –Palestine High School • School background • Sample of the survey • Seven admin staff • 27 non IT subject teachers • 17 IT subject teachers • Aim of the survey is to make sure that willingness and readiness exists from both management and faculty
Case Studies –Palestine High School • Management Survey Goals • Recruitment policy • Teachers’ schedule, workload and allocating time for training • Teachers Survey Goals • Current reliance on technology • Schedule, workload and allocating time for training and development
Survey Findings –Palestine High School Management Survey • Recruitment Procedures : • Receiving CVs: • 71% receive CVs via manual filling form, 29% via mail • Interviews: • 86% face to face in management own premises • 14% face to face in the area of the applicant • Recruiting overseas teachers: • 100% would recruit overseas teachers for online courses • Recruiting teachers with non face to face communication skills and time management skills: • 100 % would require such skills • Teacher as an independent learner • 43% yes 57% no
Survey Findings –Palestine High School Management Survey • Teachers’ workload • 71% consider E-learning/blended learning as a good reason to reduce number of classes assigned for a teacher • Teachers’ Training • 71% are willing to allocate time for teachers training and development
Survey Findings –Palestine High School Faculty Survey • Reliance on Technology (prepare, deliver lessons)
Survey Findings –Palestine High School Faculty Survey • Expected workload if E-learning/blended learning is applied
Faculty Survey Training on E-learning/blended learning courses Survey Findings –Palestine High School
Case Studies Abu Dhabi Women’s College
Case Studies - ADWC Faculty and Management Survey: • The main purpose of the survey is to: • Measure faculty, academic supervisors and college management satisfaction of new concepts related to Blended Learning • Review responses to transformations whilst setting up blended learning as a course delivery method
Policies: • 70% of management and 76% of faculty members agree that college policies should change according to the change in adopted technologies • Only 17.64% of faculty and 30% of management disagree.
Faculty work load, schedule and contact hours running a blended learning course would make major changes to: 1- Work Load: • 76.48% disagree that running a blended learning course would reduce faculty work • 90% of management disagree that blended learning courses will free up some of their faculty time
Faculty work load, schedule and contact hours running a blended learning course would make major changes to: 2-Faculty schedule
Faculty work load, schedule and contact hours running a blended learning course would make major changes to: 3- Reducing contact hours
Training and recruitment • 90% of the surveyed college management agrees that training policies should change when adopting blended learning solutions • 80% of them agree that they should change their recruitment policies to cater for the implemented technologies (i.e. blended learning)
Training and recruitment • 79% of faculty who think they have the required set of skills to run a blended learning course • 90% of management disagree that their staff have the required skills to run blended learning courses
Training and recruitment • Majority of staff, around 58.83%, think that they should be enrolled in intensive training before using blended learning courses • 50% of the management is aware that their staff had not taken proper training before using blended learning courses.
Equipment and access frequency • Access frequency of course websites from home:
Should the college should provide me with the necessary equipment to run blended learning courses including a computer and an internet connection at home?
What does that mean? • It means an increase in faculty work load • Increase in faculty working hours (working beyond office hours) • Offering flexibility of working hours
Future Work? • Is it time for high schools to go for blended learning? • How effectively ADWC is handling blended learning courses? • Consider the other areas for re-structuring such as technology requirements, student requirements and curriculum