20/Feb/2004 Korea Agency for Digital Opportunity and Promotion 1 E-Learning, Is It tool for Social Inclusion Feb, 2004 Cho, Cheung-Moon [email protected]

20/Feb/2004 Korea Agency for Digital Opportunity and Promotion

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E-Learning, Is It tool for Social Inclusion

Feb, 2004

Cho, [email protected]

Korea Agency for Digital Opportunity and Promotion Republic of Korea


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ContentsContentsContentsContents

General Picture of the Digital Divide in Korea

e-Learning as Tool for Social Inclusion

Usage of e-Learning in General

Usage of e-Learning in Korea

Suggestions


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General Picture of the Digital Divide

in Korea


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President suggested several projects to solve digital divide at several summits and meetings ※ http://www.cwd.go.kr/warp/app/home/en_home

Ministry of Information and Communication(MIC) made master plan and executed several projects to bridge the digital divide ※ http://www.mic.go.kr/eng/index.jsp

Korea Agency for Digital Opportunity and Promotion (KADO) ha

s worked several projects for closing the digital divide

※ http://www.kado.or.kr


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Grand Plan for Closing the Digital Divide (Oct, 2003)

Cyber Korea 21 (March,1999)1

All Koreans regardless of their age, gender, location, occupation or income should have an equal opportunity to use computer and Internet

Information Strategy Meeting (April,2000)2

The President expressed a deep concern over the widening digital divide and devised several policies to deal with this problem

Digital Divide Act(rev.) (Jan, 2003)3

Establishment of a Special Committee for Bridging the Digital Divide, and Korea Agency for Digital Opportunity and Promotion along with a 5-year plan to narrow the digital divide

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Internet Users : 64%, 28.61million (July, 2003)

Broadband subscribers : 11.2 million (July, 2003)

▶ Broadband users worldwide

Internet banking users : 14.5 million Internet banking accounts (2002)


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Internet Users : 64%, 28.61million (July, 2003)

Broadband subscribers : 11.2 million (July, 2003)




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Internet Users : 64%, 28.61million (July. 2003) Broadband subscribers : 11.2 million (Dec. 2003)



Broadband Internet Penetration RateBroadband Internet Penetration Rate (As of Jun. 2002)

Korea

(Unit : No. of Users per 100 Person)

15 Source : OECD

10

51

Canada

8.408.40

2

U.S.A.

4.474.47

4

Japan

2.232.2311

EU Average

1.551.55

17.1617.16


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Internet Usage (July, 2003)

GenderMale

Female

EducationMiddle School graduates and below

College graduates and above

Occupation Manual workers

Office workers

Age50 and above

6 - 19

Housewives

Category Sub-categoryInternet

Users(%)

70.7

57.5

5.8

82.1

47.0

31.8

88.7

23.291.3


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Internet Usage (July, 2003)

MonthlyIncome

Less than $ 1,250More than $ 2,500

Category Sub-categoryInternetUsers(%)

22.967.2

RegionMetropolitan Cities

Rural towns86.144.2

% out of the Total 64.0

Internet Usage among the Disabled (July,2002)

Age7 - 19

Category Sub-categoryInternetUsers(%)

81.850 and above 7.1

% out of the Total 27.6


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Main Reasons not to use Internet in Korea

Main Reasons for no Internet use in U.S.

Data : NTIA. 2001. A Nation Online

Data : Korea Network Information Center. 2002.

Don’t Want it

Lack of ability

No computer

Too expensive

Don’t have time

Others

44.4 36.3 6.5 0.9 7.6 4.2

Don’t Want it

Too expensive

Can use elsewhere

Lack of ability

No computer at home

Others

53.1 25.3 11.6 3.2 5.9 8.5


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National plan of IT training program for 10 million people (April,2000) Provided IT learning opportunity to 13 million by 2002

Number of people attending IT training classes (June,2002)

Type 2000 2001 2002 Total

Students in Low-income Household 53,734 1,929,331 1,598,339 4,481,404

Residents in Local Communities 1,265,062 2,949,937 1,143,841 5,358,840

Farmers 33,161 75,738 20,271 129,170

Prison Inmates 23,075 70,767 26,356 120,198

Housewives 299,947 124,212 9,844 434,003

People with Disabilities 13,680 47,354 39,544 100,578

The Elderly 36,330 361,875 44,530 442,735

Others 1,870,521 746,891 1,020,852 2,738,264

Total 3,595,510 6,306,105 3,903,577 13,805,192


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2nd Stage of the National IT Training Program (June,2002)

Vision Producing “Creative e-Koreans” who can utilize IT effectively

Strategies Customized programs suitable for various social circumstances Efficient use of existing facilities and online learning programs

Use of IT literacy gauging tool to increase the efficiency of the learning program

Goals Enabling 3.5 M persons to apply IT in their everyday lives and

businesses. Enabling 1.5 M persons to obtain basic IT literacy


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e-Learning as Tool for Social

Inclusion


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E-Learning as Tool for Development


Two Dimension of Learning

Synchronous

Asynchronous


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Conventional Learning

E-learning : a Form of distance education that uses web browsers for accessing content from remote locations on the Internet

Distance Learning, Open Learning, Web-based Learning, and On-line Learning


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Comparison between E-Learning and Conventional

Places of learning

Contents of learning

Means of learning

The way of learning

E-learning Conventional

Anywhere One place

Self-study

Text files audio & multi-media files

Instructor-led

Customization Personalization

Direct lecture, Book, Text

Costs of learning Low High

One-way/Ready-made

Hybrid learning


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Pros and Cons of e-learning

Cost Efficiency : the Cheapest way to accomplish a

defined objective

Cost Effectiveness : Quantity of the output achieved for

a given sum of money, with considering the quality of

that output

No one Training Method is more effective than Another : Result of 355 researches by Thomas

Russell


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Advantages Conditional Unconditional

Accessibility Flexibility

Satisfaction Decreased Travel

Time saving Quick Revision

Consistency Just in time knowledge

Learning Retention


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E-Learning Development Model ADDIE (Analysis, Design, Development, Implementation, and

Evaluation)

Analysis : what problems, nature of contents

Design : what form(specific media and methodologies)

Development : making of contents

Implementation : delivery of contents

Evaluation : accomplishment of goals, cost-effective


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Design(Contents Design Phase) Writing proper learner objectives and anticipatory sets

Organizing and sequencing contents

Writing appropriate lesson transitions

Preparing review and/or assessment questions

Preparing learner assignments


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Design(Delivery System Architecture)

Person with knowledge of the subject

Designing SME’s contents into a prop

er format

Building e-learning contents


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Check Points Prior to Storyboarding Components and elements of a lesson

How much contents in each lesson

Proper ratio of text to audio, graphics, and interactivity

How are the objectives written

Structure of a storyboard

Assessment of the learner’s knowledge of the objectives

Blueprint to contractors


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Text 79% of users scan the page instead of reading word-for-word

Text in narrow column (~325 pixels wide) rather than across

the entire webpage

50% of the word count of its paper equivalent

Reading from a computer screen is 25% slower than from

paper

Less than 300 words of text per lesson.


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Graphics

A picture is worth a thousand words

Graphics, in the form of photos, charts, diagrams, and

artwork, for an effective way to describe concepts and

add visual interest to your lessons

The overuse of graphics are distracting and reduce the

speed of downloading connection your lessons with audio.


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Audio

humanizing the content by either welcome message or

introduction to a lesson.

No need to read the entire lesson

Effective for providing auditory interest to simulations.

Users must have a soundcard and speakers installed


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Simulation

Simulations make the content real

Simulations are time consuming to build but

provide a powerful means for bringing content to

life


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an writing for paper!

Photos


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an writing for paper!

Techanics for Dynamic Contents

flipbooks : explantion of concept through a series of pages, useful for grouping contents

rollovers : rolling mouse over objects to display additional contents

click-ons : Clicking objects to display additional contents

drag and drops :Clicking, holing & dragging text or images into appropriate space, ideal for learner self-assessment or concept builidng

simulations : Ideal for modeling events or processes that normally occur in the natural world

form entry : Check boxes buttons, sliders, text field, true or false, multiple choice


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Four Levels to evaluate e-Learning Level 1 : Learner satisfaction

Level 2 : Competence

Level 3 : Job Application

Level 4 : Organizational Impact

Effective E-learning Interaction with Learners

Interaction with Contents

Interaction with Instructors


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Usage of e-learning in General


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Usage of e-learning in General Usage of e-learning in General

U. S. More 60% of University Use e-learning

World Bank’s Global Development Learning Network(GDLN) A partnership program for providing knowledge and capacity

building through the use of distance learning technologies and

methodologies

Started in 2000, Currently over 50 centers with more than 30,000

participants

Using two-way videoconferencing capabilities and Internet

access

Korea Development Institute (KDI)’s School of Public Policy and

Management is a partner organization of GDLN


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Usage of e-learning in General Usage of e-learning in General

ITU ITU e-Learning Center

Purpose : Online skill development and Knowledge sharing,

Promotion of e-learning culture

1999 2000 2001 2002 2003

N. Of session 8 15 17 44 98

• Face to face 8 13 15 32 69

• Distance education 0 2 2 12 29

Trend of ITU Training Program


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Usage of e-learning in Korea


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Usage of e-learning in Korea Usage of e-learning in Korea

E-learning Industry Promotion Act(03)

Korea University Alliance for Cyber Education ※ http://www.kuace.org

Korean Association of Cyber Education (KAOCE,01) ※ http://www.kaoce.org/

63% of Traditional University Use e-learning


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Life-long Education Act(01) Anybody can offer lifelong learning to specific or unspecific

groups through telecommunication media

Life-long education institute can offer degree equitable to

junior college or 4 year university graduation to the

students, if they meet the regulations set by Minister of

Education and Human Resources Development

Conventional University is set under Advanced Education Act


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Usage of e-learning in KoreaUsage of e-learning in Korea

17 Cyber U.

Korea Digital University(http://www.koreadu.ac.kr)

Sejong Cyber University(http://www.cybersejong.ac.kr)

Seoul Cyber University(http://www.iscu.ac.kr)

Open Cyber University(http://www.ocu.ac.kr)

Korea Cyber University(http://www.kcu.ac)

Seoul Digital University(http://www.sdu.ac.kr)

Kyung Hee Cyber University(http://www.khcu.ac.kr)

Semin Digital University(http://www.usm.ac.kr)

World Cyber University(http://world.ac.kr)

Hanyang Cyber University(http://www.hanyangcyber.ac.kr)

Gukje Digital University(http://www.gdu.ac.kr)

Yeungjin Cyber University(http://www.ycc.ac.kr)

International Cyber Beauty Col(http://ibc.kingston-college.net)

Daegu Cyber University(http://www.idaegu.ac.kr)

East West Cyber University(http://www.ewcu.ac.kr)

Han Sung Digital University(http://www.adu.ac.kr)

Wonkwang Digital University(http://wdu.ac.kr)


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BaeUm Nara(meaning learning place) by KADO

Open : 2001. 9.(http://www.estudy.or.kr, http://blind.estudy.or.kr)

Objectives

- Enabling people to improve their ICT skills

- Access IT training anytime and any places via Web

Features

- Special classes for housewife, the elderly, people with

disabilities

- Using multimedia tools(audio, motion character..)

- Separate web site for the visually handicapped(the

blind,etc)


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Users Analysis(2003. 12)

- Total users : 120,943(male : 60,404, female : 60,269)

- the disabled : 2,618(including 300 visually disabled persons)

- Age distribution

Groups Less than 20

30 - 49 50 - 59 More than 60

No response

Total

% 16% 50.6% 14.7% 9.1% 9.4% 120,943


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Lecture for the people with visual disabilities


Menu for the blind, Accessible by voice

reader


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Control by Tab, Shift Tab, Control keys


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Keyboard control

Audio Service


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Lecture for the people with hearing disabilities


Captioning Service

Sign Language


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Survey of Users’ Satisfaction Period : 2003.7 ~ 12, Method : Online Survey on Users of Baeum Nara site Respondents : 540 persons Satisfaction of Class

Very Satisfaction (33.9%), Satisfaction(45.4%), So so (20%), No satisfaction ( 0.7%)

Effect of Training Helpful to getting job and social participation (15.6%) Improvement of Information literacy (80.4%)

Evaluation by Expert Group AA level (94/100 point) by Donga Newspaper and Website Evaluatio

n Institute

Get high scores in contents, service, and interface



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Suggestions


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Suggestions Suggestions

Supply side success factors Relevant contents

Easily understandable contents

E-learning culture

Demand side success factors Physical environment

Network accessibility

Disability accessibility

Network affordability

Psychological environment High learning motivation, learner/self centered attitude


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Suggestions Suggestions

Target Group Trainers rather than trainees

Mature learners rather than young learners

Employed rather than un-employed

Self-motivated Persons

Persons with network accessibility or digital

literacy


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Thank You !!!!

Documents

20/Feb/2004 Korea Agency for Digital Opportunity and Promotion 1 E-Learning, Is It tool for Social Inclusion Feb, 2004 Cho, Cheung-Moon [email protected]