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Presented at the eLearning Conference in Manama, Bahrain, April 2008
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Zoraini Wati Abas, Ed. D.Zoraini Wati Abas, Ed. D.Professor, Faculty of Education and Languages/Professor, Faculty of Education and Languages/Director, Centre for Quality Management and Research & InnovationDirector, Centre for Quality Management and Research & InnovationOpen University MalaysiaOpen University MalaysiaKuala LumpurKuala Lumpur
Zoraini Wati Abas, Ed. D.Zoraini Wati Abas, Ed. D.Professor, Faculty of Education and Languages/Professor, Faculty of Education and Languages/Director, Centre for Quality Management and Research & InnovationDirector, Centre for Quality Management and Research & InnovationOpen University MalaysiaOpen University MalaysiaKuala LumpurKuala Lumpur
Enhancing the Quality of E-Learning through Meaningful Interactions
Outline
•Introduction•The Pedagogical Blend at OUM•Design and Development of Quality E-
Learning•Concluding Remarks
24 April 2008CQMRI
On E-learning
“If we build it they will come”
"Someday, in the distant future, our grandchildren's grandchildren will develop a new equivalent of our classrooms. They will spend many
hours in front of boxes with fires glowing within. May they have the wisdom to
know the difference between light and knowledge."
Plato
Knowledge generation really occurs in teams
Where people engage in meaningful work.
Peter Senge
Open University Malaysia
• Established in 2001 • First intake of 753 students• 61 learning centres locally• Total enrolment > 67,000 students • >3,500 tutors (part-time)• About 50 degree and post-graduate
programmes• Over 400 courses• 70+ faculty members• Blended learning pedagogical approach
Interaction between print module and other forms of learning
The Pedagogical Blend at OUM
Success with E-learning
Systematic approach
Meaningful interactions
and appropriate
presence
Collaborative-Constructivist
Learning
Interactivity: learner, teacher, content
Modes of interaction between student, teacher and content (Garrison & Anderson, 2003)
Interactivity in forums
Community of Inquiry Model(Garrison, Anderson and Archer, 2000)
Extent to whichparticipants construct
meaning through sustained
communication
Ability ofParticipants to
project themselves socially and emotionally.
The facilitation of the construction of learning; providing guidance related to subject matter
myLMS Features (Selected)
Topics of Online Discussions
Topics of Online Discussions
Sample Discussion
Sample
Rubrics for Award of Marks for Online Discussions
Category Description Points
Frequency of Contributions
Contributions have been regular and varied without long lapses between postings
2
Learner has been present online but postings have been few and far between; student has been a lurker more than an active contributor
1
Learner is rarely or never present online 0
Quality of Contributions
High quality contributions focused on task; strong evidence of learner having generated discussion, analysed information, drawn conclusions and helped create a lively debate
3
Contributions have been focused on the task; some evidence of analysis, sharing and teamwork
2
Contributions have been minimal with little evidence of sharing and teamwork
1
Few or no contributions have been made toward the discussion or task
0
Continuum for interactivity and dynamism of learning materials
Design and Development of Quality E-Learning
Instructional Design and Motivational Elements
Sample
• Multimedia Courseware
Concluding Remarks
• Growth of e-learning has been explosive but care must be taken in the planning and implementation
• Create opportunities for collaborative-constructivist for deep, meaningful learning
• Quality depends on right kind/amount of expertise
• E-learning – continuously evolving (new tools, new ideas, new solutions)
• Consider the Gen Y learners (born 1981-1995) – Web 2.0
Thank you.