e-Learning : Why, What and How?

1. e-Learning : Why, What and How? Royal Thai Police June 21, 2006 Asst. Prof. Bundit Thipakorn Computer Engineering Department

2. Why do we need to change the way we learn?

3. Driving Forces Knowledge is a valuable resource. Advances in Information and Communication Technologies (ICTs) Globalization Shorten Knowledge Life Circle Knowledge Based Economy

4. Learning Knowledge Based Economy Active and Dynamic Information. (Information that is read/communicated, digested, and used.) Knowledge

5. Shorten Knowledge Life-Cycle Knowledge Based Economy (cont’d) In the knowledge society, Creating, Sharing, and Using of Knowledge Prosperity and Well-being of People

6. Knowledge Based Economy (cont’d) The knowledge economy is dependent on knowledge workers who have ability to: • adapt to new information, • update their knowledge, • know where to find knowledge (networking), • and to apply it to new situation.

7. Knowledge Based Economy (cont’d) Education can no longer be seen as the right of everyone distributed arbitrarily, but as an investment in success or failure. The need for continuous learning (lifelong learning) on the job.

8. Education for Tomorrow • Everyone is a learner. • Information will mostly in digital format and everyone can access through computer/ internet: “Information Age”. • Lifelong process - seamless, ongoing: “Lifelong”. • Education will be available in the home and workspace as well as special places: “anywhere”.

9. Education for Tomorrow (cont’d) • Education on demand: “anytime”. • Learner centred, less teacher controlled. • New funding partnerships between providers and those organizations requiring education services: “partnerships”. • Provider collaborating and co-operating and sharing.

10. Education for Tomorrow (cont’d) In the future everyone in the community will be a learner - all of his life. Lifelong learning for all - anyplace and at any time - will be available.

11. Paradigm Shifts in Education • Learner is the centre and is learning actively rather than absorbing information passively. • A shift from “teaching and learning” to “learning and teaching”: Focus on learning outcomes instead of teaching objectives. • Learning environments are being developed in such the way that integrate all kinds of learning support. Lecturer Facilitator

12. Paradigm Shifts in Education (cont’d) Traditional Learning Features Impact Linear/Sequential One size fits all One to many Economies mainly in student/staff Minimal interaction Subtle learning opportunities missed Practice confined to laboratories, etc. Removed from ‘practice’ Lockstep Inflexible timetables

13. Paradigm Shifts in Education (cont’d) New Learning Features Impact Non sequential Tailored to student competence One/one, many/one Student/student learning Greater tutor mean Improved learning economics Simulations Improved ‘practice’ preparation Asynchronous Continuous enrolment

14. Learning methodologies Pedagogy Technology Education System Now and Beyond

15. Whazit?

16. What is e-Lerning ? • The convergence of Internet (electronic media) and learning or Internet-enabled learning. • The use of network technologies to create, foster, deliver and facilitate learning, anytime and anywhere. • The delivery of individualized, comprehensive, dynamic learning content in real time, aiding the development of communities of knowledge, linking learners and practitioners with experts.

17. What is e-Lerning ? (cont’d) • A phenomenon delivering accountability, accessibility and opportunity to allow people and organizations to keep up with the rapid changes that define the Internet world. • A force that gives people and organizations the competitive edge to allow them to keep ahead of the rapidly changing global economy.

18. Virtual Laboratory Simulation Laboratory Knowledge Based Reaching out and within Performance Use of e-Learning e-Learning

19. How can we implement e-learning system?

20. Participants and Processes Creating • Student • Reader • User • Worker • Consumer Offering Producer Learner e-learning System • Designer • Author • Writer • Illustrator • Photographer • Animator • Videographer Accessing • Making e-learning available over internet, • Hosting, • Administering, • Maintaining, and • Supporting.

21. Types of e-learning • Learner-led e-learning:self-directed e-learning; no either an instructor or a facilitator to help learners, • Instructor-led e-learning:use e-learning to conduct conventional classes with distant learners; providing some communication tools such as e-mail, chat, etc. , • Facilitated e-learning:self-directed e-learning with a facilitator or subject matter expert, • Embedded e-learning:providing just-in-time training; embedded in computer programs, help files, web pages, etc. ,

22. Types of e-learning (cont’d) • Computer-based (DVD/CD-ROM), • Video/audiotape, • Purely online – no face-to-face meetings, • Blended Learning, etc.

23. Curriculum Categories of Software Tools Levels of granularity: Course 1, Course 2, … Lesson 1, Lesson 2, Lesson3, … Page 1, Page 2, Page 3, Page 4, … Media 1, Media 2, Media 3, Media 4, …

24. Web Browser Web Server Web Site Authoring Categories of Software Tools (cont’d) Creating Offering Accessing Curriculum Course Lesson Page Media

25. Course Authoring Collaboration Server Collaboration Client Content Converter Testing Tool Media Server Media Player Media Editor Categories of Software Tools (cont’d) Creating Offering Accessing Curriculum Course Lesson Page Media

26. Learning Management System Course Authoring Learning Content Management System Testing Tool Categories of Software Tools (cont’d) Creating Offering Accessing Curriculum Course Collaboration Server Lesson Collaboration Client Page Content Converter Media Server Media Player Media Editor Media

27. e-learning Functional Model Content Repository and Offering Catalog Learner Profile Manager Goals Learning Planner Offerings Content Authoring Tools Content Objects Plans Learner Registrar Offerings Plans Register Info Learner Info Content Assembly Tools Profile Info Delivery Environment Learning Objects Learning Objects Activity Info Profile Info Collaborative Environment Recorded Events Activity Info Catalog Manager Learning Offerings Profile Info Assessment / Testing Engine Assessment Objects Results Info

28. e-learning Functional Model (cont’d) • Content Repositories and Offering Catalogs:object storehouses; should be able to handle commercially available “off the shelf” content as well as more specialized content created in-house, • Metadata:data about data; card catalog; descriptive information about the structure and properties of the learning objects, • Metadata and Content Storage:, • Content and Workflow Management: handle transferring learning objects among systems,

29. e-learning Functional Model (cont’d) • Reusable Learning Objects:Learning object repositories allow users to develop, index, find, and reuse learning objects. This requires the objects to be indexed with learning metadata, and often requires the ability to mix and match learning objects from different sources and deliver them in different systems., • Offering Catalog:a special kind of repository that contains offerings (learning paths that lead to degrees, certifications and/or skills); a learning offering is defined as content that is assembled into a package of learning , • Content Authoring Tools: create and modify learning content objects (text ,graphics, photos, animation, simulation, audio and video; should allow authors to reuse too,

30. e-learning Functional Model (cont’d) • Content Assembly Tools:linking of content objects together into cohesive learning modules; should allow linking to other components of the learning experience such as chat rooms, discussion forums, collaboration environments, • Catalog Manager:define the learning that will be offered to different audiences, establish learning plans, scheduling the resources needed to support learning delivery; that is it allows authorized individuals to make learning available and to set access rules, restrictions, prices, and so on. , • Learner Profile Manager: organize and manage information about the learners such as personal data, learning plans, learning history, certifications and degrees, assessments of knowledge (skills and competencies), etc.,

31. e-learning Functional Model (cont’d) • Learning Planner:determine the learning target; assess the existing learning or skill level of the learner; evaluate the existing educational and/or skill level of the learner in comparison to the learning target; establish a plan for the learner, • Learner Registrar:provide learners with access to learning offerings and administers the business processes related to that access (checking seat availability, instructor approval, prerequisite, payment processing , • Delivery Environment: provide the learner with access to learning content and other components of a learning environment, • Offline Learning and Mobile Learning,

32. e-learning Functional Model (cont’d) • Accessibility:, • Collaborative Environment:virtual classroom , • Informal Learning: ability to capture the audio, video and other content associated with informal events (difficult !!!), • Assessment and Testing Engines.

33. Technology Infrastructure These following characteristics of e-learning system must be consider: • Capacity, • Scalability, • Stability, • Availability, • Open Environment (interoperability), and • Security.

34. Media Players and Viewers Players for Audio and Video • QuickTime Player: QuickTime format, MPEG and MP3, • Window Media Player: Windows Media format, MPEG and MP3, • RealOne Player : RealAudio and RealVideo format, MPEG and MP3, • WinAmp Player, etc.

35. Media Players and Viewers (cont’d) Viewers for Proprietary Content • Flash Player, • Acrobat Reader, • Microsoft Office Viewers, • Authorware, • Director, • Quest, ToolBook, etc.

36. Media Players and Viewers (cont’d) What you should specify: • File formats to play, • Browser, • Operating system, • Brand, and • Version.

37. Collaboration Tools • Use to help learners work and learn together at distance. • There are two types of collaboration tools: Synchronous: Asynchronous: • Chat, • Whiteboards, • Audio and Video Conferences, etc. • E-mail, • Discussion forum, • Web board, etc.

38. Definition and Principles of Knowledge Management (KM)

39. What is Knowledge? Knowledge • the power to act and to make value-producing decisions; • information made actionable in a way that adds value to the organization; • things that are held to be true in a given context and that drive people to action.

40. Knowledge (cont’d.)? Personal Knowledge • Skill: acting according to rules, • Know-How: skill plus acting in a social context and • Expertise: know-how plus the ability to influence the rules and domain of knowledge.

41. Knowledge (cont’d.)? 2 Types of Knowledge (based on where the knowledge comes from) : • Explicit Knowledge:formal models, rules, and proceduresand • Tacit or Implicit Knowledge:mental models and experience of individuals.

42. Knowledge (cont’d.)? 4 Types of Knowledge (based on human actions) : • know about things, • know how to do things, • know how to become yourself, • know how to achieve things with others.

43. Knowledge (cont’d.)? 3 Knowledge Levels: • know how to implement, • know how to improve, • know how to integrate.

44. Data, Information and Knowledge

45. Data Information Knowledge Wisdom Data, Information and Knowledge?(cont’d.) Entities Reality Representation, Recording, Storage Data Processing: Organizing, Sorting, Calculating, Retrieving, Reporting Attributes Information Processing: Learning, Comparison, Co sequencing, Reformatting, Disseminating, Clustering, Connecting, Conversation Knowing that Discovery, Inference, Values, Judgment, Intuition, Abstraction Time, Volume, Storage, Use Knowing how Knowing when and/or if

46. What is KM? • The process through which we translate the lessons learnt, residing in our individual brains, into information that everyone can use. • Typically, the systematic management and use of the knowledge in an organization; or, more abstrusely, "the leveraging of collective wisdom to increase responsiveness and innovation." • The use of computer technology to organize, manage, and distribute electronically all types of information, customized to meet the needs of a wide variety of users.

47. KM? (cont’d.) • The process of capturing value, knowledge and understanding of corporate information, using IT systems, in order to maintain, re-use and re-deploy that knowledge. • It is about action and change, not just about installing intranets and managing documents. • It is very similar to information management but the main difference is the sharing (mapping) of information and experience of many individuals towards the betterment of an organization, rather than information remaining with different individuals working separately towards the same goal.

48. KM? (cont’d.) • A term with many meanings. It includes deliberate efforts to maximize an organization's performance through creating, sharing and leveraging knowledge and experience from internal and externalsources. • creating, managing, applying and sharing explicit knowledge (that exists typically in documents, databases and as part of processes) and tacit knowledge (embedded in people and their experience) in order to “make a difference” in overcoming poverty and suffering.

49. KM? (cont’d.) Common Themes: • Learning • Capturing, Sharing, Leveraging • Having people in the right place at the right time • Effective decision-making • Creativity • Making people’s jobs easier • Generating new business and business value

50. KM? (cont’d.) Knowledge Management • Capturing • Tacit Knowledge + Use of ICTs • Creating • Explicit Knowledge • Sharing • Leveraging of many individuals • Organizing Improve/Increase Organizational Performance