E-learning and it's benefits to education system

Section outline

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  Presentation outline

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  1. Introduction

     e-Learning courses attended abroad

     ICT in Rwanda

     What is e-learning?

     Status of e-learning at UR-CST

     Importance of ODL

     E-learning tool

     Instructional design models

     Moocs-Massive Open Online Courses

     ICT WITH PWD

     Benefits of studying through “ODL” mode

     Challenges of studying through “ODL” mode

     Emerging challenges

     Conclusion

  • Select activity E-learning and it's benefits to education system

    

    E-learning and it's benefits to education system File
  • Select activity Do you think ICT is good tool for teaching and learning?

    

    Do you think ICT is good tool for teaching and learning? Forum
  • Select activity News forum

    

    News forum
  • Select activity Quiz 1

    

    Quiz 1

    do all questions

• Select section Tom's Biography

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  Tom's Biography

  • Select activity My names and my Education background

    

    My names and my Education background Page

    Mr. Tom NTAMBARA
    Distance learning coordinator UR-CST
    M.Sc in Information system
    B.Sc in compter Engineering and Information Technology

    ITIL,N+, CCNA, Linux+, Security+, ODL Certified

    tomntambara@gmail.com       
    +250 788894624 /+250 728894624

• Select section e-learning courses attended Abroad

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  e-learning courses attended Abroad

  1. USA (USTTI through SCOLA), Satellite and Internet Delivery of Educational Television and Multimedia
  2. INDIA-CDAC (Specialized Programme on Design, Development & Implementation of E-Learning Courses)
  3. Tulane University (USA) –Open Education-March 2013
  4. ICT in teaching and learning Mathematics & Science Through EdQual Research program-Novembers 2007
  5. AGH university of science and Technology in Poland
  6. Training program on Inclusive Publishing & Web Accessibility-26-29 May 2015, Kigali, Rwanda

  
  
• Select section ICT Policy in Rwanda

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  ICT Policy in Rwanda

  Rwanda aims towards a knowledge based society and ICT stands as a key pillar, the 21^st century needs people who can solve problems, make decisions, think critically, communicate ideas effectively and work efficiently within teams and groups. The Government of Rwanda aims to transform Rwanda into a middle income country by 2020, In Rwanda the Information and Communication Technology (ICT) sector is singled out as a priority that can change dramatically society. ICT can contribute towards creating employment and generating incomes, including disadvantaged communities, notably among women, youth, and persons with disabilities.

  Since 1998, the Government of Rwanda has initiated an ICT development programme, An ICT-related policy was launched in 2000 in Rwanda, ICT as a development policy is expected to be realised through the implementation of four 5-year rolling National Information and Communication Infrastructure (NICI) Plans

   

  NICI PLAN

  •      In 2000 GoR begun implementing the ICT4D policy, commonly known as NICI, and subsequently developed and implemented NICI I

  •      (NICI-2005 Plan), the first of the four five-year rolling plans.

  •     NICI I: Goal: To build the foundation and create an enabling environment for ICT development by putting in place the required institutional framework and policies in order to transform Rwanda into a knowledge-based society.

  •      NICI II: Goal: To develop and deploy world class ICT infrastructure that will support and accelerate ICT development and growth.

  •      NICI III: more flexible than previous ones in that it allows for easy adaptation to emerging technologies and sectoral changes. This approach ensures coherence and continuity throughout implementation of NICI III. Goal: To accelerate service development through ICT thereby facilitating sustainable economic

  •      NICI IV: Goal: To consolidate the NICI process towards achieving a middle-income country status and an information-rich knowledge-based society and economy. The fourth plan will complete the NICI process by consolidating the country’s ICT transformation.

  
  
• Select section What is E-learning?

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  What is E-learning?

  •      E-learning is a network technology-based mode of education that uses a mix of computer and other ICTs, across time and place constraints to deliver instruction and provide access to information resources ( Wallhaus, 2000).

  •      Online learning is defined as learning that takes place partially or entirely over the Internet.

  •      It can involve delivery systems such as videotape, interactive audio-video, CD-ROMs, DVDs, video-conferencing, Video on Demand (VOD), e-mail, live chat, use of the Web, television and satellite broadcasts.

  Types of e-learning

    There are fundamentally two types of e-Learning:

  •      Synchronous training

  •      Asynchronous training

  Synchronous E-Learning (Virtual Classrooms):

  •      Synchronous, means “at the same time,” involves interaction of participants with an instructor via the Web in real time.

  •      Synchronous activities involve the exchange of ideas and information with one or more participants during the same period of time.

  •       A face to face discussion is an example of synchronous communications.

  •       Modernized methods such as instant writing and webcam chatting, and virtual classrooms where student is receiving updated feedback from his/her tutor are utilizing.

  Asynchronous E-Learning:

  •      Asynchronous, which means “not at the same time,” allows the participants to complete the WBT (Web-based training) at their own pace, without live interaction with the instructor

  •      Asynchronous learning is a student-centered teaching method that uses online learning resources to facilitate information sharing outside the constraints of time and place among a network of people.

  •      It’s a connection panel between teacher and learner where the later is receiving extensive lectures or study lessons thru some e-learning methods, like e-mail and video tapes, according to a planned study program where time and place is suitably choose. 

  Blended learning

  •      "You may hear blended learning described as “integrative learning”, “hybrid learning”, “multi-method learning” (Node, 2001).

  •      "The term "blended learning" is being used with increasing frequency in both academic and corporate circles.

  •      A blended learning approach can combine face-to-face facilitation with computer-mediated instruction and/or discovery learning opportunities.

   Mixing synchronous learning and asynchronous learning
• Select section Status of e-learning at UR-CST

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  Status of e-learning at UR-CST

  •      E-Learning labs

  •      One at KIST4 third floor with 52 computers, sound system and smart board.

  •      KIST1 first floor (masters’ lab) with 20 computers, with pc and smart board.

  •      Video conferencing room

  •      Well equipped Server room

  •      E-Learning policy

  •      E-learning committee

  •      Student e-learning club

  •      Video conferencing system

  •      Learning management system(Moodle)

  •      Information KIOSK

  
  
• Select section Importance/Benefits of ODL

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  Importance/Benefits of ODL

  •      ODL allows students to take care of personal educational needs as well as of their families without facing the attendant risks associated with leaving them behind for an extended duration.

  •      ODL mode requires very limited regulation of the studies by the host University

  •      ODL enables students to use knowledge and skills that they gain through the   learning process immediately.

  •      Through ODL, students do not have to leave their jobs, homes or self-employment while they study.

  •      Widening the student body,

  •      Engaging with non-traditional and remote learners,

  •       Blending classroom and virtual higher education,

  •      Cross-border cooperation between institutions,

  •      Mainstreaming of a more interactive teaching and learning experience

  
  
• Select section ICT WITH People with disability

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  ICT WITH People with disability

  •      Training program on Inclusive Publishing & Web Accessibility, 26-29 May 2015, Kigali, Rwanda

  •      A census carried out in 2010 by (MINISANTE) and the (MINALOC) estimated the population of PWDs to be approximately 5% (522,856: 263,928 females and 258,928 males)

   
  

  Accessibility Testing – Manual

   

  •      Screen Readers

  –     NVDA – http://www.nvaccess.org/

  –     JAWS for Windows – http://www.freedomscientific.com

  •      Screen Magnifiers

  –     ZoomText Xtra – http://www.aisquared.com

  –     Dolphin Supernova – http://www.yourdolphin.com

  •      Alternate Input devices –

  –     Track ball and switch – http://www.ablenetinc.com

  •      Dragon Naturally Speaking

  –     http://www.nuance.com

  •      Talkback– Built-in screen reader for Android devices  

  •      Voiceover – Built-in screen reader for iOS devices

  
  
• Select section e-learning tool

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  e-learning tool

  •      Moodle

  •      Canvas

  •      Blackboard

  •      Vsee

  •      TeacherTube

  •      Youtube Recording

  •      Screen-castomatic

  •      Articulate studio 13

  •      Turntin…Scipro

  
  
• Select section Moodle meaning

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  Moodle meaning

  
  

        Moodle (abbreviation for Modular Object-Oriented Dynamic Learning Environment) is a free source e-learning software platform, also known as a Course Management System, Learning Management System, or Virtual Learning Environment (VLE).

  Moodle is an ideal online learning solution for:

   

        Colleges

          Universities

          Governmental Agencies

          Businesses

          Trade Associations

          Hospitals

          Libraries

          Employment Agencies

  
  
• Select section Instructional design models

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  Instructional design models

  •      Merrill's First Principles of Instruction

  •      ADDIE Model Dick and Carey Model

  •      Kemp's Instructional Design Model

  •      Gagné's Nine Events of Instruction

  •      Bloom's Learning Taxonomy

  •      Kirkpatrick's 4 Levels of Training Evaluation

  •      Cathy Moore's Action Mapping

  
  
• Select section Moocs-Massive Open Online Courses

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  Moocs-Massive Open Online Courses

  MOOC	Number of courses
  MIT Free Courses	2260 courses
  Coursera	1039 courses
  edX	535 courses
  Canvas.net	260 courses
  FutureLearn	157 courses
  Miríada X	137 courses
  Independent	121 courses
  Udacity	89 courses

  
  
  
• Select section Topic 12

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  Topic 12
• Select section EMERGING CHALLENGES

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  EMERGING CHALLENGES

  There are several potential constraints associated with intensified exploitation of ICTs that may or may be under the control of the Higher Education Institutions.

  •      Inadequacy of ICT infrastructure and access;

  •      Illiteracy of some lecturers and learners;

  •      Lack of pedagogical skills and competence of some lecturers in using ICT;

  •      Limited motivation of some instructors;

  •      Mindset and perceptions of some lecturers and students;

  •      Power fluctuations and regular power cuts;

  •      Low speed of internet as a result of narrow bandwidth.

  •      Inability to buy laptops or other ICT accessories.

  •      Limited skills of integration of the different databases to ensure all databases can talk to each other. This calls for linkage with such friendly but non-commercial institutions as some from Asia or South America if such capacities do not exist in Africa.

  
  
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  Topic 14
• Select section Topic 15

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  Topic 15