I. HUMAN CAPITAL AND POST-SECONDARY EDUCATION

1. E-learning, Academic Culture, and Human CapitalProf. Dr. Charles Elerickcelerick@utep.eduThe University of Texas at El PasoThe University of Texas TeleCampus

2. There are regulatory, economic, technical, and cultural factors that will determine the appropriate extension of e-learning in Indonesia. Of these, the cultural----issues involving academic culture and strategies for the continuing development of human capital----will require the most careful attention.

3. I. HUMAN CAPITAL AND POST-SECONDARY EDUCATION

4. Challenges in post-secondary education in Indonesia include: • Increasing demand for 1st access • Pressure on existing capacity (facilities/faculty) • Highly dispersed population • Concentration of capacity on Jawa, in a few cities • Increasing demand for access to post-graduate programs • Difficulty for adult post-grads to manage work-family-study

5. No conventional resource solution • Physical facilities ? • Instructional Personnel/Top Content Experts ?

6. Additional human capital development needs • Mid-level technical training • Post-graduate continuing professionalization • In-service teacher training

7. Expanded E-Learning Part of the Solution? • Is e-learning an effective medium that supports learning? • Can it be a substitute for traditional in-class instruction?

8. “In a well-designed e-learning course there is no place for the student to hide from engagement with the learning objectives and the activities that support the mastery of testable outcomes.” (Charles Elerick, 2008)

9. 100% Online vs.Blended Learning • Both are important • Blended mode excellent for resident students • 100% will be needed for national access initiative

10. Current E-Learning Initiatives in Indonesia • Good initial efforts • High level of interest • Resourcefulness • Momentum

11. II. E-LEARNING IN POST-SECONDARY DEGREE PROGRAMS How can Indonesia employ e-learning appropriately and effectively in the Indonesian context to extend access to post-secondary education?

12. Standard Planning Questions: • Regulatory • Environmental • Economic • Technical • Cultural

13. Regulatory issues • Credit/contact time requirements • Cyber-time/F2F-time equivalence • Faculty workload and in-office requirements • Accreditation and quality-assurance

14. Accreditation • Independent, international • UAE seems to be a leader • http://portal.etqm.ae/en/home/latestNews/15-Jul-06.htm • http://aei.dest.gov.au/AEI/CEP/UAE/

15. Quality Assurance • Prelude to accreditation • Resources abound

17. A quick impression of online courses • Robust instruction • Clean and consistent look and feel • Functional and dynamic • Extended and complete • Support interactivity and a community of learning

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27. Economic issues • Standard cost/benefit questions • complicated by • Up-front costs/deferred payback • New funding or diverted resources? • Public-good/private-good pricing

28. Technical issues • Need for reliable Academic IT • Access and Bandwidth • Licensed CMS or extended open source? • Digital Library; Tutorial, and other Support Services

29. Cultural issues • These will be the most difficult to resolve IT Initiative? vs. IT-enabled Evolution of Academic Culture?

30. III. EVOLVING A NEW ACADEMIC CULTURE

31. New Vertical and Horizontal Integration and Relationships • Challenges to autonomy • Challenges to professional comfort

32. New emphasis on vertical integration Ministry of Higher Education | Universities | Faculties and Programs | Individual faculty and academic staff | Non-faculty professionals and support staff

33. New modes of Horizontal Integration • Possible new Inter-institutional relationships • Jointly offered online degree programs? • Most online degree programs (MPA, etc.) (doubtful) • Some online BA in Hospitality/Tourism (motivated) • Some online degree programs (MPH, etc.) (necessary?) • Leadership with Inclusiveness and Partnership

34. Difficulties and limitations of Inter-institutional collaboration • Coordination and alignment of academic programs • Cooperation in deployment of programs • Who teaches what? • Which institution gets credit? • Shared effort-distributed institutional compensation • Role of national universities • Role of regional universities

35. Inter-institutional students Admission to a degree-granting institution vs. Admission to an online degree program

36. Additional Critical Horizontal Integration • New Faculty and academic staff cooperation on campuses • Build courses • Coordinate content in courses in sequence • Maintain and revise courses

37. “Collaboration Matrix” for Course Development • Faculty as content experts • Faculty and technical support staff • Faculty, library, learning specialists • It takes a team

38. E-learning and the Collaboration Matrix promotes the New Pedagogy • Active/inquiry learning • Emphasis on learning objectives • Emphasis on mastery • Student Centered

39. “Collaboration Matrix” produces high-value courses • It takes 100’s of hours of effort to build a high-value course. • Economic note: Wide utility justifies development costs.

40. The Preeminent role of Faculty as Content Experts • An Opportunity for Faculty to: • Construct high-value editions of courses • Teach in their special areas of expertise more often. • Function as a Course Leader

41. Emphasis on a new professional/faculty culture • Faculty remain the arbiters of course content and excellence • Critical input in all decisions regarding academic IT • New accountability for excellence

42. A new measure of faculty excellence • Excellence in Pedagogy-The New Gold Standard • Refereed Publication-The Traditional Mark of Professionalism • Refereed Instruction- A Second Standard of Academic Excellence

43. A new instructional configuration • High-value/”refereed” e-courses used in multiple sections • Course leaders mentor/support junior faculty and adjuncts • Course leaders oversee maintenance/revision of course

44. Potential online degree configuration • A few (> several) complete degree programs • Many (> more) Instructional Support Centers • MoE?; not institution-specific • Implementation schedule to be determined

45. The Big Picture • Clear and Consistent Public Policy • Institutional Participation and Partnership • Strong Academic IT • New network of collaboration • Faculty at the Center

46. IV. E-LEARNING FOR NON-ACADEMIC CREDIT • Critical role • Complements and extends academic efforts • Non-academic human capital development

47. Applications of non-academic e-learning • Practical occupational • “Training” courses • Post-grad professionalization • Teacher in-service

48. Moderated vs. non-moderated courses • Academic courses instructor-moderated • Non-academic are very focused and may be self-guided

49. Functional characteristics of non-moderated courses • Accessible presentation of material with robust tutorial and self-tests. • Summative test of mastery of objectives with redirect learning loops. • Unique user access with database recovery of successful course completion

50. Specific course types and utilities-a few scenarios - 1 • Large retail corporation needs to insure employee compliance with cash handling procedures. Contracts with a univ. to construct a course for a fee. Course online or on CD. • A university constructs a course for technical personnel on preventive maintenance and makes it available for a per user fee to industrial and engineering firms.