This document discusses the costs and cost-effectiveness of e-learning. It notes that while distance education can be cheaper than traditional education due to different cost structures, the cost-efficiency of e-learning depends greatly on the specific project design, size, and circumstances. Effectiveness is also difficult to determine and depends on the metrics and standards used. The document analyzes factors that influence the costs of developing, delivering, and supporting e-learning like method of development, media costs, teacher to student ratios, student numbers, and level of activities. It provides some examples of costs based on student learning hours for different media and notes economies of scale with larger class sizes.
Management of Distance Learning Systems in China - Cost benefit and cost-effe...Giovanni Marconato
The document discusses the cost-efficiency, effectiveness, and cost-benefit of distance learning (DL) systems compared to traditional education. It finds that DL can be more cost-efficient due to lower labor costs, but its effectiveness is less clear. The cost-effectiveness of DL depends greatly on the specific project design, size, and circumstances. While individuals may see higher returns, the social returns of DL compared to traditional education have varying results depending on factors like country development level and education type (primary vs secondary).
Developing a culture of blended learning innovationJisc
Developing a culture of blended learning innovation Graham Galbraith (University of Hertfordshire) and Jon Alltree (University of Hertfordshire) Facilitated by Mark Russell.
Jisc conference 2010
Webinar slides - What makes a successful e-learning project?Brightwave Group
As part of a series of webinars hosted by e.Learning Age to celebrate the winners of the E-Learning Awards 2012, Brightwave and Clyde Valley Learning Development Group share the success of their recent project that has become the largest peer-managed shared service learning project in the UK, delivering over £9 million in savings.
Best practices in designing a blended learning courseDavid Asirvatham
This document outlines best practices for designing a blended learning course. It begins with an introduction to the University of Malaya and discusses the reshaping of education due to globalization and technology. Blended learning combines online and face-to-face learning. The top 10 best practices for course design are then outlined: 1) Focus on learning outcomes over technology, 2) Choose an appropriate instructional model, 3) Balance online and in-person delivery modes, 4) Redefine the teacher's role, 5) Consider optimal class sizes, 6) Support varying technology skills, 7) Balance content development time, 8) Implement effective assessment and feedback, 9) Allow time for teacher professional development, and 10) Engage students.
With unexpected events requiring K-12 schools to adopt remote learning initiatives, e-Learning has never been more important. We are outlining what e-Learning means for K-12 education, why it is so important to the current and future education landscape, and how to implement e-Learning initiatives in your school or district.
This document summarizes a workshop on adopting new learning technologies. It discusses various topics that will be covered, including content development processes, new technologies for hands-on learning, and tools for activities like lectures, quizzes, discussions and storyboarding. The document provides information on designing blended learning content, including preparing objectives and materials, organizing content, and developing digital content. It also introduces different learning management systems, tools for activities like screen sharing and live polling, and technologies for lecture capture and video editing.
The document summarizes the work of the EADTU Special Interest Group on Online Assessment. It discusses several themes related to challenges and emerging ideas around online assessment design, trust and ethics, operational processes and technology support, and the future of assessment. The SIG aims to share expertise on institutional strategies and experiences with online assessment through activities like compiling inventories of practices and projects, publishing reports, and building an online community. It takes a bottom-up approach and seeks to support institutions in navigating quality standards, student needs, and different national contexts regarding online assessment.
Management of Distance Learning Systems in China - Cost benefit and cost-effe...Giovanni Marconato
The document discusses the cost-efficiency, effectiveness, and cost-benefit of distance learning (DL) systems compared to traditional education. It finds that DL can be more cost-efficient due to lower labor costs, but its effectiveness is less clear. The cost-effectiveness of DL depends greatly on the specific project design, size, and circumstances. While individuals may see higher returns, the social returns of DL compared to traditional education have varying results depending on factors like country development level and education type (primary vs secondary).
Developing a culture of blended learning innovationJisc
Developing a culture of blended learning innovation Graham Galbraith (University of Hertfordshire) and Jon Alltree (University of Hertfordshire) Facilitated by Mark Russell.
Jisc conference 2010
Webinar slides - What makes a successful e-learning project?Brightwave Group
As part of a series of webinars hosted by e.Learning Age to celebrate the winners of the E-Learning Awards 2012, Brightwave and Clyde Valley Learning Development Group share the success of their recent project that has become the largest peer-managed shared service learning project in the UK, delivering over £9 million in savings.
Best practices in designing a blended learning courseDavid Asirvatham
This document outlines best practices for designing a blended learning course. It begins with an introduction to the University of Malaya and discusses the reshaping of education due to globalization and technology. Blended learning combines online and face-to-face learning. The top 10 best practices for course design are then outlined: 1) Focus on learning outcomes over technology, 2) Choose an appropriate instructional model, 3) Balance online and in-person delivery modes, 4) Redefine the teacher's role, 5) Consider optimal class sizes, 6) Support varying technology skills, 7) Balance content development time, 8) Implement effective assessment and feedback, 9) Allow time for teacher professional development, and 10) Engage students.
With unexpected events requiring K-12 schools to adopt remote learning initiatives, e-Learning has never been more important. We are outlining what e-Learning means for K-12 education, why it is so important to the current and future education landscape, and how to implement e-Learning initiatives in your school or district.
This document summarizes a workshop on adopting new learning technologies. It discusses various topics that will be covered, including content development processes, new technologies for hands-on learning, and tools for activities like lectures, quizzes, discussions and storyboarding. The document provides information on designing blended learning content, including preparing objectives and materials, organizing content, and developing digital content. It also introduces different learning management systems, tools for activities like screen sharing and live polling, and technologies for lecture capture and video editing.
The document summarizes the work of the EADTU Special Interest Group on Online Assessment. It discusses several themes related to challenges and emerging ideas around online assessment design, trust and ethics, operational processes and technology support, and the future of assessment. The SIG aims to share expertise on institutional strategies and experiences with online assessment through activities like compiling inventories of practices and projects, publishing reports, and building an online community. It takes a bottom-up approach and seeks to support institutions in navigating quality standards, student needs, and different national contexts regarding online assessment.
Presentation of Alfredo Soeiro for EDEN's new Education in time of pandemic webinar series on 'How to design and manage assessments for online learning' - 20 April 2020, 17:00 CET
More info:
http://www.eden-online.org/eden_conference/how-to-design-and-manage-assessments-for-online-learning/
Best practices and trends for technology integration1erica pitrack
This document discusses best practices and trends for technology integration in education. It identifies four phases of technology integration: entry, adoption, adaptation, and invention. It also outlines the four stages of technology integration: substitution, augmentation, modification, and redefinition. The document provides examples for each stage. It discusses how to provide community outreach using technology, funding opportunities for schools to acquire technology resources, and benefits of technology in the classroom like improved research, motivation, communication, and assessment.
Best practices and trends for technology integrationerica pitrack
This document discusses best practices and trends for technology integration in education. It identifies four phases of technology integration: entry, adoption, adaptation, and invention. It also outlines the four stages of technology integration: substitution, augmentation, modification, and redefinition. The document provides examples for each stage. It discusses how to provide community outreach using technology resources such as assessments and mobile phones. Finally, it discusses various funding opportunities for schools and school districts to implement technology, including bonds, fundraising, government grants, and equipment donations.
Collaboration & Learning Environment to enable to be a university leader in e...Willem van Valkenburg
This document summarizes the TU Delft's project to migrate from Blackboard to Brightspace. It discusses (1) the context and goals of TU Delft, (2) how the project was set up with interdependent teams, (3) their change and implementation strategy of involving faculty and a two-stage migration, (4) lessons learned about ensuring education is the focus, governance, and support, and (5) their plans for education innovation now that the foundation is in place.
How are students actually using technology? EMEA Online Symposium 2020Studiosity.com
At the EMEA Symposium 2020, Sarah Knight, Head of data and digital capability at Jisc, delivered a data-focused insight into how students are actually using technology in further and higher education. Here are some key findings:
- Office for Students predicts that over a million digitally skilled people will be needed by 2022 whilst 24% of HE students said they never worked online with others
- 70% of HE students agreed that digital skills were important for their chosen career but only 42% agreed that their course prepared them for the digital workplace
Here are the key recommendations that, now more than ever, can practically help your students:
- Raise awareness of the importance of digital skills
- Ensure they know what digital skills they need to have before they start and provide opportunities to develop these only online
- Encourage collaboration to emulate business practices
- Embed digital skills through curriculum design
This year's EMEA Studiosity Symposium was hosted online on 1st and 2nd April 2020.
The document discusses opportunities and challenges for online higher education. It notes that online education is growing and can help learners access education flexibly. However, learners and employers expect high-quality, engaging, career-relevant learning. Online programs need strong branding, mobile access, personalized learning, and community support. The document also provides strategies for institutions to develop online education, such as aligning with their mission, starting small, and incentivizing faculty involvement.
The document discusses barriers to transformation in higher education and proposes ways to challenge those barriers. The five main barriers are: viewing education as the role of specialists; a lack of demand crisis; technology being adopted to suit universities; high barriers to new competitors; and systemic inertia resisting change. The document suggests taking a learner-centered perspective, competing with existing approaches, and enabling changes within quality and funding systems to drive transformation through digital distance education.
NDLW International Power Point Wimba Wednesdayvideoreg
International: Collaborative Learning Globally
Sponsored & Hosted by: Wimba, Inc. (http://www.wimba.com/)
This webinar will explore a broad range of issues related to collaborative learning globally. Specific areas of interest may focus on what various countries are doing in regards to distance/open learning, distribution, policy, mobile and providing overall accesses to learning globally.
- KU Leuven invested in synchronous hybrid spaces to deal with transitions in higher education, allowing both in-person and remote participation.
- Research on student engagement in different learning settings found that students participating remotely reported lower intrinsic motivation than those participating in-person, but cognitive outcomes did not differ significantly.
- Multiple factors influence student engagement in synchronous hybrid courses, including the teacher's ability to interact and facilitate discussion, whether students feel socially connected to their peers, and the design of learning tasks and activities. Successful courses integrate set, epistemic, and social design considerations.
The keynote presentation discusses a framework for guiding digital transformation at institutions. It explores case studies in learning, teaching, and capability development. The first case study examines how professional development for faculty positively impacts classroom pedagogy and student learning. The second case study looks at "education focused" academics and their purpose of delivering educational excellence while raising the status of teaching. It also notes risks like these roles becoming a casual "teaching-only" position. The third case study explores moving exams online (OLX) and the opportunities it provides for flexible exam sittings and accessibility, while also addressing challenges of academic integrity and technical issues.
South Eastern Regional College: a whole college approach to developing digita...Jisc
From the Jisc student experience experts group meeting in Birmingham on 29 March 2017
https://www.jisc.ac.uk/events/student-experience-experts-group-meeting-29-mar-2017
Benchmarking for future growth, a must for institutions with a strong regional focus: You are not alone. A presentation on the refreshed ACODE Benchmarks for technology enhanced learning, to the Digital Rural Futures Conference 25-27 June 2014 at the University of Southern Queensland, Toowoomba, Australia.
Presentation given at the EADTU 2014 conference in Krakow Poland describing the use of the participatory pattern workshop approach to developing design patterns for MOOCs. More details available on the project website at:
http://www.moocdesign.cde.london.ac.uk/
The document discusses innovation in distance learning based on a study of opinions from experienced distance learning leaders around the world. It summarizes their responses to questions about the most significant innovations in distance learning from 1988-2008, factors affecting the level of innovation, and the greatest challenge facing distance learning over the next decade. The responses highlighted many technological innovations like the internet, learning management systems, and mobile learning. Non-technological innovations included shifts to more student-centered and collaborative learning models. Barriers to innovation included lack of institutional support and risk aversion. The biggest future challenge was identified as addressing language barriers.
The OpenER project at the Open University of the Netherlands aimed to increase access to higher education through open educational resources. It exceeded targets with over 550,000 unique website visits and 4,400 registered learners. Evaluation found most visitors and learners were satisfied and many planned to pursue further study. Lessons learned included needing top management support and identifying champions. The university will likely continue the OpenER approach, and is considering making all its materials open resources or launching a new initiative, depending on funding and policy changes.
How can data help students make key decisions?Jisc
Slides from a webinar held on Tuesday 13 July 2021.
This online event built on suggested themes from the audience at the Digifest Fringe online event earlier in the year on 'Data and analytics in 2030 - seismic shift or incremental change?'
The event, led by Charlie Ball, senior consultant: labour market intelligence, Jisc, explored how data can help students make key decisions. Charlie was joined by a small panel of experts with experience in HE, employability and student insights.
Highly qualified and competent teachers are fundamental for equitable and effective education systems. Teachers today are facing higher and more complex expectations to help students reach their full potential and become valuable members of 21st century society. The nature and variety of these demands imply that teachers, more than ever before, must be professionals who make decisions based on a robust and updated knowledge base.
Online Learning: Meaning, Scope and Its Importance in Teaching and Learning P...Syed Basha
This document discusses online learning, including its meaning, scope, and importance in education. It defines online learning as internet-based courses offered synchronously or asynchronously. The scope of online learning includes online courses, revisions, training, libraries, apps, and games. It is important as it provides increased flexibility of time and location, access to diverse resources, and develops digital literacy skills useful for today's world. Advantages include convenience, enhanced learning, and cost savings, while disadvantages include lack of human interaction and health issues from isolation.
This document discusses online teaching and learning. It begins by defining online learning as instruction delivered over the internet by faculty, which can be synchronous (real-time) or asynchronous (anytime access). It then discusses the advantages of online learning for both students and teachers, such as flexible access, use of multimedia, and opportunities for collaborative work. Challenges of online teaching are also addressed, like maintaining student engagement and providing timely feedback. Overall assessments in online courses need to evaluate not just tests but also student interaction through discussions and group projects.
1. The document discusses resource generation and costs in distance education, comparing traditional and unbundled faculty models. In the unbundled model, faculty roles are divided among multiple roles like instructors, graders, and instructional designers.
2. Costs in distance education are more complex, with multiple cost centers for activities like course development, instruction, and maintenance. Hidden costs also exist in areas like HR, administration, and facilities.
3. Whether distance education is truly a "cheap alternative" depends on factors like enrollment size, curriculum breadth, technology choices, and efforts to contain development costs. Cost-benefit analysis and cost-effectiveness ratios can further evaluate financial impacts.
Presentation of Alfredo Soeiro for EDEN's new Education in time of pandemic webinar series on 'How to design and manage assessments for online learning' - 20 April 2020, 17:00 CET
More info:
http://www.eden-online.org/eden_conference/how-to-design-and-manage-assessments-for-online-learning/
Best practices and trends for technology integration1erica pitrack
This document discusses best practices and trends for technology integration in education. It identifies four phases of technology integration: entry, adoption, adaptation, and invention. It also outlines the four stages of technology integration: substitution, augmentation, modification, and redefinition. The document provides examples for each stage. It discusses how to provide community outreach using technology, funding opportunities for schools to acquire technology resources, and benefits of technology in the classroom like improved research, motivation, communication, and assessment.
Best practices and trends for technology integrationerica pitrack
This document discusses best practices and trends for technology integration in education. It identifies four phases of technology integration: entry, adoption, adaptation, and invention. It also outlines the four stages of technology integration: substitution, augmentation, modification, and redefinition. The document provides examples for each stage. It discusses how to provide community outreach using technology resources such as assessments and mobile phones. Finally, it discusses various funding opportunities for schools and school districts to implement technology, including bonds, fundraising, government grants, and equipment donations.
Collaboration & Learning Environment to enable to be a university leader in e...Willem van Valkenburg
This document summarizes the TU Delft's project to migrate from Blackboard to Brightspace. It discusses (1) the context and goals of TU Delft, (2) how the project was set up with interdependent teams, (3) their change and implementation strategy of involving faculty and a two-stage migration, (4) lessons learned about ensuring education is the focus, governance, and support, and (5) their plans for education innovation now that the foundation is in place.
How are students actually using technology? EMEA Online Symposium 2020Studiosity.com
At the EMEA Symposium 2020, Sarah Knight, Head of data and digital capability at Jisc, delivered a data-focused insight into how students are actually using technology in further and higher education. Here are some key findings:
- Office for Students predicts that over a million digitally skilled people will be needed by 2022 whilst 24% of HE students said they never worked online with others
- 70% of HE students agreed that digital skills were important for their chosen career but only 42% agreed that their course prepared them for the digital workplace
Here are the key recommendations that, now more than ever, can practically help your students:
- Raise awareness of the importance of digital skills
- Ensure they know what digital skills they need to have before they start and provide opportunities to develop these only online
- Encourage collaboration to emulate business practices
- Embed digital skills through curriculum design
This year's EMEA Studiosity Symposium was hosted online on 1st and 2nd April 2020.
The document discusses opportunities and challenges for online higher education. It notes that online education is growing and can help learners access education flexibly. However, learners and employers expect high-quality, engaging, career-relevant learning. Online programs need strong branding, mobile access, personalized learning, and community support. The document also provides strategies for institutions to develop online education, such as aligning with their mission, starting small, and incentivizing faculty involvement.
The document discusses barriers to transformation in higher education and proposes ways to challenge those barriers. The five main barriers are: viewing education as the role of specialists; a lack of demand crisis; technology being adopted to suit universities; high barriers to new competitors; and systemic inertia resisting change. The document suggests taking a learner-centered perspective, competing with existing approaches, and enabling changes within quality and funding systems to drive transformation through digital distance education.
NDLW International Power Point Wimba Wednesdayvideoreg
International: Collaborative Learning Globally
Sponsored & Hosted by: Wimba, Inc. (http://www.wimba.com/)
This webinar will explore a broad range of issues related to collaborative learning globally. Specific areas of interest may focus on what various countries are doing in regards to distance/open learning, distribution, policy, mobile and providing overall accesses to learning globally.
- KU Leuven invested in synchronous hybrid spaces to deal with transitions in higher education, allowing both in-person and remote participation.
- Research on student engagement in different learning settings found that students participating remotely reported lower intrinsic motivation than those participating in-person, but cognitive outcomes did not differ significantly.
- Multiple factors influence student engagement in synchronous hybrid courses, including the teacher's ability to interact and facilitate discussion, whether students feel socially connected to their peers, and the design of learning tasks and activities. Successful courses integrate set, epistemic, and social design considerations.
The keynote presentation discusses a framework for guiding digital transformation at institutions. It explores case studies in learning, teaching, and capability development. The first case study examines how professional development for faculty positively impacts classroom pedagogy and student learning. The second case study looks at "education focused" academics and their purpose of delivering educational excellence while raising the status of teaching. It also notes risks like these roles becoming a casual "teaching-only" position. The third case study explores moving exams online (OLX) and the opportunities it provides for flexible exam sittings and accessibility, while also addressing challenges of academic integrity and technical issues.
South Eastern Regional College: a whole college approach to developing digita...Jisc
From the Jisc student experience experts group meeting in Birmingham on 29 March 2017
https://www.jisc.ac.uk/events/student-experience-experts-group-meeting-29-mar-2017
Benchmarking for future growth, a must for institutions with a strong regional focus: You are not alone. A presentation on the refreshed ACODE Benchmarks for technology enhanced learning, to the Digital Rural Futures Conference 25-27 June 2014 at the University of Southern Queensland, Toowoomba, Australia.
Presentation given at the EADTU 2014 conference in Krakow Poland describing the use of the participatory pattern workshop approach to developing design patterns for MOOCs. More details available on the project website at:
http://www.moocdesign.cde.london.ac.uk/
The document discusses innovation in distance learning based on a study of opinions from experienced distance learning leaders around the world. It summarizes their responses to questions about the most significant innovations in distance learning from 1988-2008, factors affecting the level of innovation, and the greatest challenge facing distance learning over the next decade. The responses highlighted many technological innovations like the internet, learning management systems, and mobile learning. Non-technological innovations included shifts to more student-centered and collaborative learning models. Barriers to innovation included lack of institutional support and risk aversion. The biggest future challenge was identified as addressing language barriers.
The OpenER project at the Open University of the Netherlands aimed to increase access to higher education through open educational resources. It exceeded targets with over 550,000 unique website visits and 4,400 registered learners. Evaluation found most visitors and learners were satisfied and many planned to pursue further study. Lessons learned included needing top management support and identifying champions. The university will likely continue the OpenER approach, and is considering making all its materials open resources or launching a new initiative, depending on funding and policy changes.
How can data help students make key decisions?Jisc
Slides from a webinar held on Tuesday 13 July 2021.
This online event built on suggested themes from the audience at the Digifest Fringe online event earlier in the year on 'Data and analytics in 2030 - seismic shift or incremental change?'
The event, led by Charlie Ball, senior consultant: labour market intelligence, Jisc, explored how data can help students make key decisions. Charlie was joined by a small panel of experts with experience in HE, employability and student insights.
Highly qualified and competent teachers are fundamental for equitable and effective education systems. Teachers today are facing higher and more complex expectations to help students reach their full potential and become valuable members of 21st century society. The nature and variety of these demands imply that teachers, more than ever before, must be professionals who make decisions based on a robust and updated knowledge base.
Online Learning: Meaning, Scope and Its Importance in Teaching and Learning P...Syed Basha
This document discusses online learning, including its meaning, scope, and importance in education. It defines online learning as internet-based courses offered synchronously or asynchronously. The scope of online learning includes online courses, revisions, training, libraries, apps, and games. It is important as it provides increased flexibility of time and location, access to diverse resources, and develops digital literacy skills useful for today's world. Advantages include convenience, enhanced learning, and cost savings, while disadvantages include lack of human interaction and health issues from isolation.
This document discusses online teaching and learning. It begins by defining online learning as instruction delivered over the internet by faculty, which can be synchronous (real-time) or asynchronous (anytime access). It then discusses the advantages of online learning for both students and teachers, such as flexible access, use of multimedia, and opportunities for collaborative work. Challenges of online teaching are also addressed, like maintaining student engagement and providing timely feedback. Overall assessments in online courses need to evaluate not just tests but also student interaction through discussions and group projects.
1. The document discusses resource generation and costs in distance education, comparing traditional and unbundled faculty models. In the unbundled model, faculty roles are divided among multiple roles like instructors, graders, and instructional designers.
2. Costs in distance education are more complex, with multiple cost centers for activities like course development, instruction, and maintenance. Hidden costs also exist in areas like HR, administration, and facilities.
3. Whether distance education is truly a "cheap alternative" depends on factors like enrollment size, curriculum breadth, technology choices, and efforts to contain development costs. Cost-benefit analysis and cost-effectiveness ratios can further evaluate financial impacts.
The document discusses why early e-learning projects failed and why e-learning will succeed. It analyzes why for-profit e-learning programs in the 1990s crashed due to bad business plans, unrealistic expectations of costs, and ignoring expertise in distance education. While e-learning adoption has been slow in public education, it argues e-learning will succeed by meeting lifelong learning needs in a knowledge-based society and developing skills like problem-solving and collaboration. E-learning needs strategic use focusing on appropriate learners, skills, and niche markets to be effective and potentially profitable.
Distance education allows students to learn without being physically present through online courses and communication methods. It provides increased flexibility but requires self-discipline. Common types include video conferencing, synchronous learning with live instruction, and asynchronous learning where students complete assignments on their own schedule. Advantages include flexibility, easy access, and lower costs compared to traditional education. Non-formal education focuses on job skills rather than degrees and allows flexible coursework. Continuing education brings adults up to date in a particular field through non-credit courses focusing on lifelong learning and skill development. Technology is also playing a larger role in higher education through smart classrooms, learning analytics, and collaborative online learning approaches.
Elearning @ UoM: Past, Present and the FutureM I Santally
This document discusses the past, present, and future of eLearning at the University of Mauritius (UoM). It provides a brief history of technology-enabled learning at UoM since 1993. It outlines various policies and instruments developed over time to support eLearning. It also describes the current state of blended and fully online programs offered at UoM. Looking ahead, the document discusses emerging trends in distributed learning and proposes strategic focus on distributed online learning through collaborative programs, faculty-driven online programs, and MOOCs. It outlines implications and provides an action plan to rethink the role of the Centre for Innovative and Lifelong Learning to support this vision over the next 5 years.
This document discusses e-training (electronic training), which involves using computers or electronic devices to provide training or educational material. It defines e-training and explains its importance in allowing continuous learning anywhere and anytime. The document classifies e-training as either synchronous (real-time) or asynchronous (delayed) and outlines the advantages and disadvantages of each. It also describes the typical process for developing and implementing an e-training program. The document discusses the advantages and disadvantages of e-training and introduces the concept of blended training, which combines e-training with traditional training methods.
This document provides an introduction and overview of e-learning. It defines e-learning as learning that uses computer technology, usually via the Internet. It discusses how companies can benefit from e-learning by allowing employees to learn without traveling, at their convenience and based on their learning styles. It also addresses common e-learning models, research showing e-learning outcomes are comparable to face-to-face, and considerations for implementing an e-learning program such as barriers, management support needs, and technology requirements. The document also summarizes e-learning styles, examples of blended courses, and considerations for student and instructor responses to e-learning.
Tensions in collaboration in a changing landscapeJisc
The Theme 1 keynote: tensions in collaboration in a changing landscape is given by Bill Rammell, Deputy Vice-Chancellor, Plymouth University. Facilitated by Neil Witt (Plymouth University).
Jisc conference 2011
Slides for a talk on "The Agile University" presented by Niall Lavery and Dan Babington, PwC at the IWMW 2015 event held at Edge Hill University, Ormskirk on 27-29 July 2015.
See http://iwmw.org/iwmw2015/talks/beyond-digital-the-agile-university/
This document discusses e-learning and its impact on the University of Saint Louis Tuguegarao. It defines e-learning as using technology to enhance learning in higher education. E-learning can take various forms from supplementing classroom courses with online materials to fully online programs. The university uses e-learning through online course components like tutorials, virtual labs, and simulations. While e-learning may help cut costs over time, its benefits are difficult to directly measure. The document argues that continued funding and better analysis of e-learning's various activities could help improve understanding of its costs and benefits.
This slide presentation shares what kind of benefits are implied in using Financial Knowledge´s Elearning services, which are more cost effective than traditional
learning because less time and money is spent
in traveling.
Changing current practice to meet the needs of learners and societyJisc
A presentation from Connect More by Dale Clancy, independent learning specialist, Borders College.
Pre-COVID alterations to the way that the electrical apprenticeship has been delivered, in a remote wide reaching area, has brought around positives in student engagement, skills and achievement during the current crisis.
Teaching and learning has had to be adapted across the world, but in most cases assessment has not or has been less flexible. Is there a case now to alter the way learners are assessed now more than ever?
This session briefly highlights the tools used to engage learners, skills they have developed, and obstacles in assessment which could be adopted to suit modern learners and society in both theory and practical environments.
This document discusses the organizational benefits of e-learning beyond just cost savings. It argues that while cost reductions are an important first level benefit, focusing only on costs can prevent organizations from realizing e-learning's full strategic potential. The document outlines evidence that e-learning can improve performance through faster learning, knowledge retention, and just-in-time support. It also asserts that e-learning can transform organizations by facilitating learning communities, continuous improvement, and competitive advantages when properly aligned with strategic goals.
E-learning refers to learning utilizing electronic technologies to access educational curriculum outside of a traditional classroom. It can involve fully online courses, programs, or degrees delivered via the internet. Key aspects of e-learning include various online learning management systems that allow students to access course materials and interact with instructors and classmates from anywhere. While e-learning has benefits like flexibility, consistency, and retention of materials, it also faces limitations such as electricity outages, slow internet speeds, and a lack of multimedia technologies in some areas. Overall, e-learning has been shown to improve learning outcomes when implemented effectively.
This document discusses the costs and benefits of distance education. It examines three models for determining the costs of online learning: capital/recurrent costs, production/delivery costs, and fixed/variable costs. Capital/recurrent costs include equipment and support. Production/delivery costs include course development and delivery. Fixed costs remain constant, while variable costs change with the number of students. The document also outlines benefits of distance education like reduced travel costs, flexible scheduling, improved interactivity, access to new markets, and increased competition leading to better quality. Overall, it provides an overview of factors that affect the costs and cost-effectiveness of online education programs.
This document discusses the costs and benefits of distance education. It examines three models for determining the costs of online learning: capital/recurrent costs, production/delivery costs, and fixed/variable costs. Capital/recurrent costs include equipment and support. Production/delivery costs include course development and delivery. Fixed costs remain constant, while variable costs change with the number of students. The document also outlines benefits of distance education like reduced travel costs, flexible scheduling, improved interactivity, access to new markets, and increased competition leading to better quality. Overall, it provides an overview of factors that affect the costs and cost-effectiveness of online education programs.
- A survey was administered to 1,500 online students nationwide to understand trends in online education. Key findings included that mobile-friendly content and interfaces are critical for online students, with over half conducting initial research and completing some course activities on mobile devices. Students also found online instruction and programs to provide good value relative to cost. There was strong interest in competency-based and textbook-free programs among respondents. The presentation concluded with contact information for the presenters to learn more.
The economic implications of using simple approaches in distance learningBrian Mulligan
Mulligan, B., Schroeder, R. “The economic implications of using simple approaches in distance learning.”, Discussion Workshop, US Distance Learning Association National Conference 2011, St. Louis, 1-4 May 2011
Using OER and MOOCs for education and training - leadersPaul Bacsich
This presentation provides a 12-slide snapshot in March 2016 of the D-TRANSFORM project funded under Erasmus+ to develop leadership training in e-learning (digital learning) for senior leaders (Rectors, Vice-Rectors, Board Directors) in universities and other higher education institutions across Europe. It was presented virtually to the workshop "Open Education - concepts, tools, resources, practices" in Timisoara, Romania, on 11 March 2016 - which was also streamed
Ähnlich wie Management of Distance Learning Systems in China - Evaluating investment (20)
Management of Distance Learning Systems in China - From managing pilot projec...Giovanni Marconato
The document discusses the challenges of transitioning an e-learning pilot project into an institutionalized, long-term program. It notes that while pilot projects can be easy to implement and obtain initial support for, moving to a sustainable program requires awareness of all variables, resources, stakeholders, and resistance to change. The curve of innovation diffusion is discussed, with early adoption followed by a potential decline if projects are poorly designed or benefits do not materialize. For successful institutionalization, competence development, social consensus, partnerships, and attention to learner and organizational needs are critical factors.
Management of Distance Learning Systems in China - Selecting technologiesGiovanni Marconato
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Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
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Management of Distance Learning Systems in China - Evaluating investment
1. Evaluating Investments
for E-Learning: VLE and
LMS: Cost-benefit and
cost effectiveness
assessment in E-Learning
ILO course
Management of Distance Learning
Systems
Turin 19-20 January 2005
Lecture by G. Marconato
2. Cost-efficiency
• Efficiency: the ratio of output to
input
• A system is cost-efficient if, related
to another system , its outputs cost
less per unit of input.
3. The efficiency of DL/e-
Learning
• Many research showed that distance
education (even if not technology
based) is cheaper than conventional
one
• (not all the cases taken into
consideration confirm this finding and
even if many issues on methodological
costing methodologies are opened) .
4. This is due to the nature of
cost structure:
• cost of traditional education are driven by the
labour cost of classroom teachers
• these costs are directly related to the number
of students
• in DE, the production function of education
changes: the classroom teaching is
substitute by a range of media
5. caution in making
generalisations:
• the cost-efficiency of DL much depends
on the project
– Design
– Size
– Circumstances
• there is a limit to the extent to which DL
institution can achieve economies of
scale
6. Effectiveness
• …………..is concerned with outputs
• an organisation is effective to the extent
that it produces outputs that are
relevant to to the needs and the
demand of its clients
7. effectiveness against an
absolute standard
• the ratio of actual outcome to the
possible or ideal outcome
• Eg: from many studies, the completion
rate for DE courses is often fairly low.
Drop-out rates around 50% are not
unusual
8. effectiveness against a
relative standard
• to compare the relative effectiveness of
DE with traditional institution
• using a pass-rate approach: many
studies doesn’t displays a clear
effectiveness for one over the other
9. quality indicators
• perhaps we should use quality
indicators for educational settings, such
as the value added performance
indicators : the change of students’
performance during their time at the
institution (entry and exit test). For DE
courses not enough studies have been
carried out in this direction.
10. Cost benefit
• The private rate of return to the
individual (education provides
individuals with utility like any other
goods or services)
• The social rate of return (society as
a whole benefits from the investment
in education)
11. Some findings from a
research
• Private rate of return almost exceed
the social
• In general return is higher in less
developed countries
• The return of primary education is
greater than that of secondary
12. Return for ODL
• Conventional school: 10%; distance
course: 27% (High School in Korea)
• In other cases the discovered lower
private return of DL have to be
attributed to the higher age of
people attending DL so they can
benefit from the investment in a
shorter job life span
13. %
• Employers benefit from ODL
reducing travel and subsistence
allowance costs and time off the
work-place
(D. Rumble, The cost and Economics of
ODL)
14. Conclusion
• Distance learning can be effective, but
in general far less is known about its
effectiveness than about its efficiency
• G. Rumble, The Costs and Economics
of Open and Distance Learning 1997
15. Conclusion….. and beyond
• Why ODL and ICT-based education
must be cost-effective and cost-
efficient when compared to
conventional educational mode?
16. Driving forces towards
cost-saving
• Number of people needing/wishing to
gain a higher educational level for
personal and economic reasons
• Decreasing of public budget allocated
to education and training
• Economic and social forces that pull
towards a Life-long Learning
approach to education
17. Not only costs
• The cost-side of education is only
one side of education policy;
• The other, and much more important
is: the quality of the learning
experience (what a people learns and
can do with what has learned)
18. What is a high cost?
• A learning system that
doesn't cost much but that
produce low level outputs
(private and social), costs too
much
19. • You can learn from a book …but
• …. a library is quite different from a
learning centre
20. From which points of
view to consider ODL and
ICT?
• Which are your organisation/institution’s
social, economic and learning long-terms
aims?
• In which environments will you act?
• Which are the best educational “tools” at
your disposal to gain the result expected
in the context of resources, opportunities,
threatenings you must to confront with?
21. Your educational aim is…
• …………..to deliver information
or…
• …. to develop knowledge and
competencies?
22. Your educational aim is…
• …what people remember/can
repeat at the end of the
course, or….
• …. what they can do in their
lives or in their jobs with that
knowledge?
23. Looking at from these
backgrounds …..
• ODL and ICT are nothing but…..
• ….two of the “tools” into your tool-
box…
• …to be chosen when and where they
are what you really need (are
coherent with the context you have
to act on)
24. Cost-benefit & cost-
effectiveness in
e-learning
From T. Bates, National Strategies for
e-learning in post-secondary education
and training. IIEP.UNESCO 2001
25. …it is always possible to do things
more cheaply if one is prepared to
sacrifice quality
26. • E-learning is not a cheap alternative
to face-to-face teaching
• Its main benefit is to improve the
quality of instruction, rather than
reduce cost
27. • The average cost per student of e-
learning, in general, will be greater than
the average cost per student of traditional
distance education
• For course enrolling less than 100 students
per course offering, the cost difference
per student between e-learning and
traditional DE are slight
28. • The direct cost will be roughly
similar to face-to-face teaching for
course enrolling between 20 to 30
students per course offering, over a
five-year period
29. • For course with less than 20 enrolments,
the direct costs of face-to-face teaching
are likely to be lower than for e-learning
• For course with more than 30 enrolments
the direct costs of e-learning per student
are likely to be slightly lower (with a
similar student/teacher ratios for both
methods)
30. • With a large number of enrolment and if
teacher/student ratios are maintained, e-
learning becomes progressively cheaper
than face-to-face teaching
• Both forms of teaching become
progressively cheaper per student if class
size are increased without maintaining the
same teacher/student ratio, but quality of
interaction with students will drop.
31. • Face-to-face teaching has very high
indirect/overhead (building..); the
indirect costs of e-learning have not
been well researched, but appear to
be substantially lower
32. • For part-time or working adults who
already have a computer and
Internet access, e-learning could
result in considerable cost-saving
such as travelling and lost work time
33. • The benefit of e-learning are much
clearer for working adults and more
mature students,
• There re also benefits for younger
full-time students if e-learning is
combined with face-to-face teaching,
although costs are likely to be higer
34. • Few institution are making large
profits so far from e-learning
• The market, however, is limited to
certain areas such as continuing
professional education, business
programme, information techologies
36. Method of developing
and delivering e-learning
• Individual professor working alone to
develop learning materials and to deliver
student support: lower costs but lower
products and services quality
• Project team (project management
approach): members of a team with
different skills develop product and
services needed working within time and
budget constrains: more costly but
“professional” standard outcomes
37. Media costs
• Broadcasting, specially TV, requires heavy
up-front costs, justified only with very
large number of students (over 1.000)
• Web-based course that requires a lot of
multimedia production costs can vary from
$ 10.000 to $ 25.000 for a CD-ROM: the
same large number of students to justify
the costs
38. Teacher/students ratio
• The higher the class size, the lower
cost per student
• … but the individual teacher/student
interaction decreases
• … and is necessary to move towards a
more transmissive instructional
methods
39. • In on-line distance education, instructor
has to organize and participate in the on-
line discussion forum
• ….. the on-line instructor can handle fewer
students per course than a print-based
distance educator tutor
• …. thus there are lower economy of scale
for on-line teaching than for traditional
print-based teaching
40. To lower the costs…
• … you can use a lower paid adjunct
instructor instead of a research professor
or of a subject expert, or
• ….. you can design the web-based course so
that there is a little on-line
discussion/work or interaction with the
instructor
Quality is sacrificed to save money
41. Student number and number of
times a course is offered
• Because of fixed cost in the
development of a on-line course
• … course costs have to be averaged
over the life of a course to take
account of student numbers over the
whole course
42. Level of activity
You need to spread over a large number
of course to be viable some costs as
• Setting up administrative system
(online registration, fee payment)
• Instructional design
• Server maintenance
43. For a smaller number of courses you could
• outsource some organisational activities,
or
• set up a central unit that supports e-
learning activities
• The latter, usually brings an increase both
in quality and in costs saving
44. • For e-learning to be economically
justified, it is necessary to act
strategically and restructure activity
45. • One of the main benefit of technology-
supported training comes from increasing
interaction in on-line discussion forums,
this facilitating critical thinking and active
learning
• Thus e-learning, rather reducing costs,
helps to increase the quality of learning
47. It has been shown that…
• E-learning is not a cheap option to
face-to-face teaching
So
• E-learning must be approached in the
same way as any other new line of
business
• It needs investments
48. • The main benefit of the investment
in technology is not so much to
reduce costs as to gain competitive
advantage
49. • The main advantage for a public
institution and governments investing
in e-learning is not likely to save
money, but improve the quality of
learning, and to develop workforce
skills that will eventually facilitate
economic development
50. • Governments and institution that
think that e-learning can successfully
introduced without additional
investment should not go this route
56. some data for technology
based material
Parameter: SLH – Student Learning
Hour
• SHL for print is £350
• SHL for CD-ROM £13.000
• SHL for TV £121.000
(Hulsmann: The Cost of Open Learning: a Handbook,
2000)
57. Academic work to produce 1
hour of student learning (1)
Lecturing 2-10
Small group teaching 1-10
Teaching by telephone 2-10
Video-tape lectures 3-10
Audiovision 10-20
58. Academic work to produce 1
hour of student learning (2)
Teaching texts 50-100
Broadcast television 100
Computer-aided learning 200
Interactive video 300
(Sparkes cited by Rumble in : the costs and
economics of open and distance learning, 1997)
59. different SHL cost for
print
At Anglia Polytechnic Univ. £139
At NKS Norway £ 856
At the UK Open University £ 1.500
(Hulsmann: The Cost of Open Learning: a Handbook,
2000)
60. referred to the type of
communication
Asynchronous course development:
1.321 hours spent
Synchronous course development: 144
hours spent
(Hulsmann: The Cost of Open Learning: a Handbook,
2000)
65. the framework
dimensions
The learning experience set
• Classroom-based
• At a distance
Type of learning
• Supported self-learning
• Collaborative learning
67. Supporting learning
activities costs 1
Supported self-learning
• High learning material development costs
level (learning materials must be self-
standing – see: CD-ROM's, Courseware)
• Low student assistance costs level
(tutor/teacher intervention only on-
demand)
68. Supporting learning
activities costs 2
Collaborative learning
• High student assistance costs level
(tutor/teacher intervention is the
core of the learning experience)
• Low learning material development
costs level (learning materials could
have a row format – such as a
knowledge base)
69. Economic advantage of China’s RTVUE China’s
Radio and TV Universities Education (1)
• the per-student cost is much lower
(25%) than that of conventional
universities System
(Economics of Distance Education, OL Institute of
Hong Kong. 1994)
70. Economic advantage of China’s RTVUE China’s
Radio and TV Universities Education (2)
• From the single-item variables (student-
teacher rate, student-staff rate, per
student allocated capital value, per
student occupied building area, campus
area), RTVUEs has an economic
advantage in the efficient use of various
educational resources in comparison with
conventional universities
71. Volume of activity and
costs
The case of Forest College – garden design
course
Student no. 837 cost per student £139,23
1000 £132,79
1350 £126,11
1700 £122,11
Rumble, the costs and economics of open and distance learning,
1997)
72. Break-even point
between traditional ed.
and OL
The case of Stonehill College of Advanced
Technology:
In traditional format course: 20 students
for covering the costs
In OL format course: 32
Passing the numbre of 32 students, the OL
course will be cheaper than the traditional
methods
Rumble, the costs and economics of open and distance learning,
1997)
73. Case study - costs
Copernicus Project at the Province
of Bolzano (Italy)
By G. Marconato &
I. Keymeulen
74. SCR – Shared Resources
Centre
Phase one: basic resources set up
costs
75. Systems Components Description Cost $
Central Technological Infrastructure n. 4 Server 40.000
Virtual Learning Environment (basic functions) 80.000
Dispersed Technological Infrastructure Using existing learning centres 50.000
Staff development Tutors course 500 hrs 170.000
Tutor course 120 hrs 34.000
Learning materials and training activities ICT Learning packages (in Italian and
German))
20.000
ICT Training activity 200 learners 160.000
Training activity for civil servant (300 learners) 160.000
SCR didactic services Support training activities to be implemented
during the phase
20.000
Supervision for these activities 30.000
Project site set up and development of the data
base on e-learning
20.000
Project Management and advertising 80.000
total $ 824.000
76. SCR – Shared Resources
Centre
Phase two: System upgrading costs
(three years activity)
77. Systems Components Description Cost $
Central Technological Infrastructure n. 1 Server streaming audio video 10.000
Virtual Learning Environment (Upgrading) 30.000
VLE integration with synchronous communication
functionalities and collaboration tools
50.000
Dispersed Technological Infrastructure 6 Learning Centres set up 3.000.000
Staff development One further Tutors course 500 hrs 170.000
One further Tutor course 120 hrs 34.000
Learning materials and training activities Upgrading ICT Learning packages (in Italian and
German))
40.000
Training courses for 1.500 learners 1.200.000
SCR didactic services Support trainers and tutors involved in the training
activities
30.000
International research on on-line learning
environment
30.000
Upgrading the e-learning database 20.000
Project Management and advertising 40.000
total $ 4.650