The direction of the seminar workshop was
provided by two papers: one, “Selecting Suitable and
Feasible Strategies for e-Learning Enterprises of Educational Institutions”
and two “Prospects
of Educational Innovation on e-Learning:
Adapting to Changing Needs in Asia Pacific.”
The country papers mapped the situation
of e-Learning in participating countries focused on national/ experiences on e-Learning
developments related to: national
policies, curriculum integration, training of teachers, inclusion in the assessment
process, and utilization in various learning areas; innovative practices in the
utilization of e-Learning in educational activities; sample of national plans
of action for improving/strengthening existing e-Learning strategies which have
specific implications to the teaching-learning process, and assessment of
learning outcomes. Key observations and issues were identified.
In translating policies into practice, and
targets for e-Learning. participants were divided into two groups, each group
focused their discussion on: the rationale for promoting e-Learning;
identification of policies existing in respective countries related to
e-Learning; how the policies are translated into practices in terms of
curriculum integration, training of teachers, assessment in the curriculum
process, and utilization in various learning areas; and targets and partners
for making these translations possible.
The discussions were based on one of the four cross-cutting themes of
the 7th Programming cycle of APEID “Using Information and
Communication Technologies (ICT) for Educational Innovations” in preparation
for the UN Decade of Education for Sustainable Development (UNDESD), 2004-2015,
wherein UNESCO was designated as the lead agency. Education for Sustainable Development (ESD)
is one of the strategic areas in APEID’s Framework for Action, 2002 -
2007.
Innovative Practices and Software and
Websites on the utilization of e-Learning have been identified and specific
practices in participating countries have been pointed out. A general picture
of e-Learning practices and how to utilize in educational activities of
participating countries are shown.
Recommendations and follow-up actions are
proposed for UNESCO APEID and participating countries to consider with regard
to policy, curriculum and material development, capacity building, and
infrastructure. UNESCO APEID should continue its efforts to support the
countries and to mobilize resources for the implementation of programmes and
projects.
The printed report contains the 6 chapters,
and the CD-ROM contains both the information in print and the annexes which
include: the list of participants resource persons observers and organizers;
the agenda and schedule of work; the direction and country/institution papers;
list of work group members; descriptions of institutions involved in this
year’s activity and selected pictures from the seminar workshop.
Table of Contents
Foreword
Executive Summary
I. Introduction
I.1 Background and Rationale 2
I.2 Objectives of the Seminar-Workshop and Expected
Outcomes 3
I.3 Participation 4
I.4 Process of the Workshop 4
l
Opening
Ceremony 4
l
Paper
Presentations 5
l
Panel
Presentations 5
l
Workshops
1 and 2 5
l
School
and Study Visits 6
l
Recommendations
and Plans of Action and Planning
for Tokyo-Kyoto Seminar 2005 6
l
Adoption
of Draft Final Report and Closing of
the Tokyo-Kyoto Seminar Workshop 2004 6
II. Setting the Direction of the Seminar
Workshop
II.1 Introduction 7
II.2 Paper Presentations
8
Paper 1: Selecting Suitable
and Feasible Strategies for
e-Learning Enterprises of Educational Institutions 8
Paper 2: Prospects of Educational Innovation on e-Learning:
Adapting to Changing Needs in Asia Pacific 8
III. Mapping the Situation of e-Learning in
Participating Countries
III.1 Introduction 11
III.2 Country Presentations 14
IV. Translating Policies into Practice
IV.1 Introduction 28
IV.2 Rationale for Promoting e-Learning 28
IV.3 Policies Existing in Participating Countries
Related to
e-Learning 30
IV.4 Translating Policy into Action 31
IV.5 Targets and Partners for Translating Theory
into Practice
33
V. Innovative Practices and Websites on the Utilization
of
e-Learning
V.1 General Picture of e-Learning in the participating
countries 46
V.2 Specific Examples of Innovative Practices 48
V.3 Websites to be visited 66
VI. Recommendations and Plan of Action for the
Tokyo-Kyoto
Seminar
Workshop 2005
VI.1 Recommendations 67
VI.2 Plan
of Action for Tokyo Kyoto Seminar 2005 71
Annexes: (CD-ROM)
I. List of Participants
II. Agenda and Schedule of
Work
III. Direction Papers
IV. Country Papers
V. Workshops 1 and 2 Members
VI. Description of
Institutions
VII. Greetings
VIII. Photos
Chapter I
Introduction
I.1 Background and Rationale
The Asia and the Pacific Seminar-Workshop on
Educational Technology - 2004 (Tokyo-Kyoto Seminar-Workshop 2004 ) is the 3rd
in the series of activities agreed upon by participating countries during the
“First Seminar-Workshop of the Seventh Programming Cycle of APEID” organized by
Japanese National Commission UNESCO, Department of International Cooperation
Ministry of Education Culture Sports Science and Technology (MEXT), Tokyo Gakugei University Center for the Research and Support of Educational Practice, the Japan Council of National University Centers
for Educational Practice Research and the Asia Pacific Programme of Educational
Innovation for Development (APEID) -
Asia and Pacific Regional Bureau for Education, UNESCO Bangkok. This was
held on 15-22 October 2002 in Tokyo Japan. The Final reports of previous
Seminar-Workshops are seen in the web page:
http://gauge.u-gakugei.ac.jp/apeid/apeid.html
The Tokyo Seminar for the 7th
programming cycle started in 2002, focused on the “Promotion of ICT Education
to Narrow the Digital Divide” under the general theme “Information and
Communication Technologies for Educational Innovations.”
The 2002 Tokyo Seminar-Workshop suggested the following themes for the five
succeeding years:
2003: ICT in
the Classroom;
2004: e-Learning;
2005:
Lifelong Learning and
Information Literacy;
2006:
Professional
Development and Teacher Training;
2007:
Innovations and Developments in ICT.
I.2 Objectives of the Seminar-Workshop and
Expected Outcomes
The objectives of the 2004 Seminar-Workshop are:
·
To bring together national
experts on e-Learning from the view of educational innovation for development,
for the sharing of information and experiences on e-learning developments as
related to national policies, curriculum integration, training of teachers, inclusion
in the assessment process, and utilization in various learning areas;
·
To identify and document
innovative practices in the utilization of e-Learning in educational activities
of participating countries;
·
To formulate plans of action
for improving/strengthening existing e-Learning strategies which have specific
implications to the teaching-learning process, and assessment of learning
outcomes;
·
To formulate recommendations
and guidelines for follow-up actions and plan for the 2005 Tokyo-Kyoto Seminar-Workshop.
The expected outcomes are:
·
Documentation of country
experiences on e-Learning developments as related to national policies,
curriculum integration, training of teachers, inclusion in the assessment
process, and utilization in various learning areas;
·
Compilation of innovative
practices in the utilization of e-Learning in educational activities of
participating countries;
·
Plans of action for
improving/strengthening existing e-Learning strategies which have specific
implications to the teaching-learning process, and assessment of learning
outcomes
·
Recommendations and guidelines
for follow-up actions and plans for the 2005 Tokyo-Kyoto Seminar-Workshop
I.3 Participation
There were 32
participants, observers and resource persons from 10 countries and 2
institutions, namely: Australia, China, Indonesia, Japan, Korea, Malaysia, Nepal, Philippines, Thailand, Vietnam, the Southeast Asian Ministers of
Education Organization Regional Center for Educational Innovation and
Technology (SEAMEO-INNOTECH), and UNESCO Bangkok (List of Participants,
Resource Persons, Observers, and Organizers
in Annex I in the CD-ROM).
I. 4 Process of the Workshop
A brief description of the sequence of the
seminar workshop is shown below. The details of the Agenda and Schedule of Work
are in Annex II in the CD-ROM.
l
Opening
Ceremony
Held on the first day of the seminar workshop from 11 am to 12 noon, the Master of Ceremony was Professor Yoshikazu Murakami, Faculty of Business
Administration Matsuyama University.
Remarks were delivered by: Mr. Isao Kondo, Chairperson of the Japan Council of
National University Centers for Educational Practice Research; Mr. Yasuhiko
Washiyama, President, Tokyo Gakugei University; Ms. Mayumi Ogawa, Programme
Specialist, Office of the Director-General for International Affairs, Japanese
National Commission for UNESCO, Ministry of Education, Culture, Sports, Science
and Technology; and Ms. Lucille Gregorio, APEID Specialist in Science and
Technology Education, UNESCO Bangkok. The speakers welcomed the participants,
focused their comments on the value of e-Learning in the current times to cope
with the changing global and regional developments, and thanked everyone involved in the planning,
and organizing of the activity. The Japanese speakers wished the overseas
participant a pleasant stay in Tokyo and Kyoto.
The participants then introduced
themselves. The closing remark was given by Mr. Takashi Sugihara, Director,
Center for the Research and support of Educational Practice, Tokyo Gakugei University.
l
Paper
Presentations
The papers presented set the direction of the
workshop. The titles are: (1) “Selecting Suitable and Feasible
Strategies for e-Learning Enterprises of Educational Institutions” by
Dr. Masami Yoshida of Chiba
University, Japan; and
(2) “Prospects of
Educational Innovation on e-Learning: Adapting to Changing Needs in Asia Pacific”
by Ms. Lucille C. Gregorio and Mr.
Fumihiko Shinohara, UNESCO APEID.
Summaries are presented in Chapter II, and
full papers are in Annex III in the CD-ROM.
l
Panel
Presentations
The participants presented their papers for 20 minutes
based on the guidelines sent to them for preparatory work. Questions and
answers followed the presentations. The summary of the presentations are in Chapter IV and full
papers are in Annex IV in the CD-ROM.
l
Workshops
1 and 2
Two workshops were organized, participants discussed
issues based on the suggested guide questions. Results of the discussion were
later reported in plenary. Workshop 1 was on “Rationale, Policies, Approaches
and Methodology of Translating Policies into Practice, and Targets for
e-Learning; and Workshop 2 was on Identification of Innovative Practices in the
Utilization of e-Learning in Educational Activities. Results of discussion are
in Chapter V, and the list of group members are Annex V in the CD-ROM.
l
School
and Study Visits
Four
institutions were visited. These were: Setagaya Elementary School - school attached to Tokyo Gakugei University; the National Institute for Multimedia
Education (NIME); Kyoto University of Education – Center for Educational
Research and Practice; and the Stanford Japan Center are shown in Annex VI in
the CD-ROM.
l
Recommendations
and Plans of Action and Planning for Tokyo-Kyoto Seminar 2005
This was formulated in the discussion in Tokyo followed up during the sessions organized
in Kyoto. At the Kyoto University of Education participants
were received by the President and Staff of the University. The recommendations
and plans of action are in Chapter VI.
l
Adoption
of Draft Final Report and Closing of the Tokyo-Kyoto Seminar Workshop 2004
The seminar workshop participants reviewed
the draft final report, provided their suggestions and comments which will be
integrated in the final report. This was followed by the Closing Ceremony.
Chapter II
Setting the Direction of the Seminar-Workshop
II.1
Introduction
One of the four cross-cutting themes of the 7th
Programming cycle of APEID “Using Information and Communication Technologies
(ICT) for Educational Innovations” is implemented by the Tokyo Gakugei University Integrated Center for Research on Educational Practice, and the
Japan Council of National University Centers for Educational Practice Research.
The 2004 seminar workshop was organized as
a contribution to the preparation of the forthcoming celebration for the UN
Decade of Education for Sustainable Development (UNDESD), 2004-2015, wherein
UNESCO was designated as the lead agency.
Education for Sustainable Development (ESD) is one of the strategic
areas in APEID’s Framework for Action, 2002 - 2007, Promoting and
strengthening educational innovation for e-Learning in the member countries
could be a major part of the celebration.
The process of educational innovation for e-Learning requires the recognition of the ‘four pillars of learning’ from the
report of the International Commission of Education for the 21st Century
(Delor’s Report) “Learning: A Treasure
Within.” The 4 pillars of learning focused on developing in the learners the
abilities in (1) learning to know, (2) learning to do, (3) learning to live
together, and (4) learning to be. One of the important aspects of e-Learning is
the curriculum, the determination of the stages of curriculum process, and the
organization of the curriculum focused on
the learners. The process may include:
(1) undertaking situational analysis; (2) determining the philosophy,
aims, mission, vision, goals and objectives; (3) determining the contents; (4)
developing teaching materials and approaches of teaching and learning; and (5)
developing appropriate evaluation strategies.
Continuing assessment, evaluation, and renewal are built-in.
Understanding the learners through individualized and group learning approaches
could be emphasized in e-Learning. Two
presentations gave the seminar workshop the context and the direction for which
this 2004 Tokyo-Kyoto Seminar is organized. The papers are summarized below.
II.2 Paper Presentations
Paper 1: Selecting Suitable and Feasible
Strategies for e-Learning Enterprises of Educational Institutions by Dr. Masami Yoshida of Chiba University, Japan
This report was conducted through a long term
international cooperative action research aimed at developing profitable
enterprises of Continuous Education Center (CEC), at Chulalongkorn University, Thailand. A massive role of national Universities
is contributing academic knowledge property to society. Also, diffusion and
effects of activities, and moderate income are issues to be concerned.
To
illustrate the adequate figures into University enterprises, two major
enhancements in the training courses are specified. One, enhancing
active affiliation with commercial firms, and developing e-Learning environment
with keeping fixed cost from rising; and two, enhancing use of e-Learning
into a huge size of training project, and empowering business competencies to
be able to contribute a nationwide human resource development.
An example of a developed training project
was introduced with anecdote statements of strategies of management. (See
Annex III in the CD-ROM for the full paper)
Paper 2:
Prospects of Educational Innovation on e-Learning: adapting to changing
needs in Asia Pacific by Ms. Lucille C. Gregorio and Mr. Fumihiko Shinohara, UNESCO APEID
The paper started with questions and
corresponding answers related to the common understanding of e-Learning and on-line learning, the value of using
multi-media technologies, the use of internet and intranet, and the value of
e-Learning in educational innovation. The following factors have been recognized
as important in promoting e-Learning: one, understanding the psychology
of learning; two, how to make e-Learning fun, interesting, effective and
increase retention; three, the not so obvious benefits of e-Learning; four,
the delivery of e-Learning to any computer that have access to internet and
intranet; five, evaluating e-Learning; six, minimum expertise to
develop e-Learning; seven, authoring systems available for e-Learning;
and eight, emerging technologies for e-Learning. Issues addressing
e-Learning in Asia and Pacific were identified, such as
national policy, infrastructure, instruction and training and mobilization of
resources. Opportunities to address the issues include continuous upgrading of
competencies, identification of relevant curriculum content, identification of
models/best practices for replication, partnership with various stakeholders,
and resource sharing among schools.
The second part of the paper explains the
rationale of the ICT programme in the Asia Pacific region, especially those
receiving support from the Japanese Funds-in-Trust. The factors considered in
terms of disparity and diversity of the region, the objectives of the programme
contributing to bridging the ‘digital divide’ and promoting ‘digital
inclusion.’ Supporting activities were also mentioned, the visions and guiding
principles. Interestingly the four visions are: 1st – the new kind
of learning created, 2nd – the use of ICT and e-Learning in teacher
education, 3rd – the use of systems approach for implementation, and
4th designing local guidelines. There was a chance to identify the
differences between e-Learning, web-based teaching, and u-Learning (u stands
for ubiquitous and universal).
The paper concluded envisioning the new
kind of learning culture, the strategic implementation, the local principles of
integration and selected websites to visit from the more than 1M web-sites on
e-Learning. (See Annex III in the CD-ROM for the full paper)
Chapter III
Mapping the Situation of e-Learning
in Participating Countries
III.1 Introduction
The country papers were focused on national/ experiences on e-Learning
developments related to: national
policies, curriculum integration, training of teachers, inclusion in the
assessment process, and utilization in various learning areas; innovative
practices in the utilization of e-Learning in educational activities of
participating countries; sample of national plans of action for
improving/strengthening existing e-Learning strategies which have specific
implications to the teaching-learning process, and assessment of learning
outcomes.
The key observations and issues which
emerged from the country presentations are as follows:
·
All
countries have a “Roadmap” and policies to guide their work along the road to
their goals in e-Learning.
·
All
are working hard on major projects to implement their diverse plans for
e-Learning and all want many of the same things - improved education outcomes
for economic and social gains.
·
There is
diversity in the situation of countries, but much in common.
·
Some
common underpinning assumptions and rationale:
o
strong
confidence in e-Learning as a way to improve education and bring social and
economic benefits;
o
e-Learning
is expensive, but essential because the potential benefits are great.
·
A
major theme was improving access to
the benefits of e-Learning:
o
for
some, access to basic education and attendance or retention at school;
o
access
to telecommunications services and infrastructure to enable e-Learning to happen - from telephones,
computers (more student access) and software, networks, intra- and internet
access, and broadband services;
o
access
to tools and services which can enable learning for more students and in many
more places,
§
for
example, through web-based portals where teachers, students and others can find
many resources online, find curriculum and course materials, and can
collaborate with others – ‘anytime, anywhere’
§
access
for vocational learning and general public information.
o
distance
education and open university models, some sophisticated, are being used and
refined to bring quality higher education to more students and at different,
flexible times.
·
The
work in many projects is bridging digital divides – particularly bridging the
gap between students in urban and students in remote regions and economic gaps.
·
Many
presentations had a theme of the need for quality e-Learning content:
o
there
is a need for content in the local language and which reflects the local
culture;
o
e-Learning
content can be for all curriculum areas and many purposes e.g. to improve basic literacy or to bring advanced knowledge in key areas
(science, mathematics, language) to more students;
o
the
question of how can content best be developed? It can be in many ways, for
example through multimedia companies working with government, but there is a
goal for teachers to have more skills to develop content.
·
All
presentations emphasized the importance of teacher and leader pre-service and
in-service training and more development to improve skills.
·
Some
presentations mentioned the need to develop industry and companies to support
e-Learning. There was some mention of
developing technical standards for e-learning and use of open source products.
·
There
was mention of the need for legal frameworks which support e-Learning, for
example in intellectual property especially copyright.
·
The
need to work together internationally was important also through UNESCO, other
international organizations, NGOs and various stakeholders.
The synthesis of country
presentations are shown below. Full
papers of Country and SEAMEO-INNOTECH Papers are in Annex IV in
the CD-ROM.
III.2 Country Presentations
Australia
In Australia, the Australian Government, eight state
and territory governments and non government education authorities are working
together towards an agreed vision and to implement agreed policies and
frameworks for e-Learning. A new policy framework for 2003-2006 for ICT in
schooling, Contemporary Learning-Learning
in an Online World is expected to be developed by late 2004. It is recognized that it is important for
work to be cooperative across governments
in this area of high
investment.
Australia has some key challenges where work is now
focused. A plan is being implemented
which aims to provide cost effective bandwidth to remote areas, a problem in a
large country with a small population.
There is work towards allowing many different information systems in
education to share and re-use information, through use of agreed, open
technical standards which connect with internationally agreed standards. There
is a strong need to develop the confidence and skills of teachers to integrate
ICT in teaching and learning. There is
also a need to address digital divide issues, for example, for indigenous
students and students with disabilities.
EdNA online (see site below) provides online access to
education and training resources (including teaching resources) and services.
A significant current initiative in
Australia (The Le@rning Federation: Schools Online Curriculum Content
Initiative) is developing exciting, interactive e-Learning content which
places the learner in control of his/her own learning; this initiative is also
developing important tools and educational and technical standards for online
content, compatible with international standards. The initiative has established broad
processed for developing the content in association with industry, so that it
is quality assured and meets schools’ needs.
Research is being developed to help progress work in
these key areas.
More information is at:
http://www.dest.gov.au/schools/publications/2000/learning.htm
http://www.thelearningfederation.edu.au
http://www.dest.gov.au
http://icttaskforce.edna.edu.au/policy/index.html
http://www.edna.edu.au/edna/page1.html
China
In China, the development of
information technology education has experienced three stages. These are:
one, from computer course to the information technology course; two,
from CAI (Computer-Assisted-Instruction) to Integration between the subjects
and information technology; and three, multi-media classroom changed to
network education.
Recently, the
information basic equipments have been established. According to the statistics
of 2003, there were 5,840,000 computers in whole elementary and secondary
schools, about 35 students for every set. There were more than 10,000 school
networks that can access to Internet. Many regions have opened the information
technology curriculum in China. More and more elementary and
secondary school teacher study and apply information technology. But there are
537,900 elementary and secondary schools in whole country, which are about
205,279,500 school students. So the government faces most pressure, for the
shortage of the hardware and software and the enormous educated population. At
the same time, e-Learning can make more people enjoy modern information
technology, and many instructional resources can be shared by many people.
After 1990, the Chinese government began to
carry out education reform, pushing forward literacy education, increasing
citizen's literacy, and developing the student's creative spirit and practical
ability. Facing the challenge of information age, the Chinese government thinks
that the only way to respond to the challenges is developing education
modernization, and the information education as one of the important marks. In
October 2000, the Meeting of National Information Technology Education was held
in Beijing, wherein the Ministry of Education circulated a series of documents,
and carried out several actions as follows: (1) the information technology
course will become the required course in elementary and secondary school;
(2) the government will encourage teachers to apply information technology
and to integrate information technology into the other subjects during their
teaching process; (3) the government will carry out school network projects,
which will enable 90% elementary and secondary schools access to the Internet and make many teachers and students
share Internet resources, to quickly improve instructional quality in five
years; (4) the government will enhance teachers’ instructional ability, and
these teachers are teaching information technology course in elementary and
secondary schools; (5) information technology education experimental areas and
thousands of experimental schools will be set up.
There are great differences in
the East, Central and West
China on
information technology education, for various reasons. There is more financing
and less pressure for entering schools in developed regions, so the information
technology education was implemented better. On the other hand, in developing
regions, there are poor conditions for implementing information technology
education, entrance examinations and passed ratio were paid more attention, so
implementation of information technology education has not been good enough.
Under these conditions, integrated curriculum and e-Learning were first
developed in East
China, for
example, integrating information technology into Chinese course of grade one
and grade two in elementary schools. Students learn to read and write using the
computer and linking with the network. Through integration, the students not
only can improve the ability of reading, writing and listening, but improve
information technology as well.
In order to reduce the
disparities between eastern and western areas, the Chinese State Department
held a meeting on village education in 2003, and promulgated The
Decision about Further Enhancing Village Education. The government will
implement modern distance education project, for promoting instructional
resources to be shared between the cities and villages and improving village’s
instructional quality and efficiency.
It is important to train teacher for
promoting the quality of teaching and learning. There are about 10,000,000
teachers in Chinese elementary and secondary schools. Many teachers lack
adequate ability to solve problems. The Ministry of Education implemented the Plan
of National Teacher Training Network Alliance (NTTNA) in September 2003,
wherein normal universities will make full use school education and distance
education to establish excellent instructional resources, and form
instructional network for village and city teachers. The excellent
instructional resources and curriculum will be implemented in teacher training,
and different regions will adopt different training methods. For example, the
regions, which had been equipped computer and school network well, will develop
network training and TV training. But some regions, which weren’t good
condition for training, will adopt traditional training methods. Some normal
universities and educational departments have established NTTNA, the task of
which include enacting regulation and criterion, establishing public service
web site, thus forming instruction resources network. With NTTNA, educational
department will develop many kinds of diploma and non-diploma training. There
are some aspects to which attention should be focused: (1) because of imbalance
of investment to information technology between east and west China, research should be undertaken on new
instructional model about e-Learning,
adapted to western regions,
instructional resources will be shared in order to reduce the gap between
eastern and western regions; (2) although the government paid more attention to
the e-Learning project, and many schools put the ratio of students to computers
as important factor for the evaluating school, these instructional facilities
must be fully utilized – an important research issue; (3) although many
instructional softwares have been developed, there are few excellent
instructional softwares for teachers to adapt – another research issue.
Indonesia
Indonesian education is still facing some major
problems and of the most crucial ones are those related to access and quality.
The government has done some efforts in handling the problem of access, by
extending packages A, B, and C that are equivalent with primary school, junior
secondary school, and senior secondary school, respectively, and piloting open
senior secondary schools that utilized e-Learning. In resolving the quality
problem it also has done several efforts such as improving the teachers’
qualification and making the use of ICT in education more extensive.
e-Learning program in Indonesia is under the umbrella of Telematika Pendidikan (the education
telemathics) or e-education. In order
to realize the program there is a working team that developed a five-year
action plan of e-education 2001-2005 whose tasks are to:
·
Develop
ICT Networks for public and private universities as well as research and
education networks in Indonesia;
·
Prepare
the master plan for the development of human resources on ICT;
·
Develop
and implement ICT curricula;
·
Use
ICT as an essential part of the curricula and learning tools in schools,
universities, and training centers;
·
Establish
the related-education programs including the schools’ participation in global
development learning and other networks; and
·
Facilitate
the use of internet for more efficient teaching-learning process.
In regard to making the
implementation of e-Learning in Indonesia more extensive, a software in Indonesian
language has been developed, i.e., Win
BI (Windows in Indonesian Language), and Kantaya (Virtual Office). In 2002, the
Center for Information and Communication Technologies for Education in
collaboration with the Directorate of Secondary Education and Directorate of
Vocational Education developed e-Learning materials for some school subjects of
the senior secondary school and vocational school curriculum. In the school
year of 2002/2003, the Ministry of National Education also started piloting
open senior secondary schools by using e-Learning as the mode of its delivery
system. In 2002, the Director of Vocational Education connected vocational
schools by internet and it is targeted that within three years every vocational
school teacher is mandated to take training on the use of ICT and every school
should provide the students with the 90 minutes per week subject of ICT. There
are some constraints in the implementation of e-Learning in Indonesia, however,
such as those related to the government policy and regulation, the
infrastructure, the curriculum, the financial aspect, and the human resources.
One of the examples of e-Learning implementation for education is
the development of a school net program called Edukasi.net.
In the
future, this program will be equipped by developing the Content Management
System, improving the development of its learning materials: widening the
target audience to all levels of education, increasing the materials
development, developing the on line courses, and also increasing the access and
networks by utilizing the satellite to supports the current infrastructures
already developed (Wide Area Networks/ WANKota) and other existing ones.
Further, the development of this program
will be strengthened with the collaboration of the Directorate of Vocational
Secondary School for further development of the infrastructure, the Directorate
of Secondary Education for providing the ICTs facilities and teachers’ capacity
building, Pustekkom for developing system design and content and other related
parties such as local governments, IT vendors, NGOs and other stakeholders.
Japan
It is comparatively easy to introduce
e-Learning system into educational activities at the university level, in the
case of the application to small groups such as laboratories or
individuals. However, ‘problems as
system’ emerge when the introduction of e-Learning system is planned as a
policy of the entire university.
In a case of Gifu University,
Information and Multimedia Center have
tried to integrate existing media services as ‘AIMS-Gifu’ (Academic
Instructional Media Service Gifu) from 2002 (http://guaims.cc.gifu-u.ac.jp/). On AIMS-Gifu, many media services (i.e. Video
Conference System for Satellite Classrooms) are integrated under Learning Management
System (LMS; Blackboard Learning System ML).
Through our work, we found that
introducing new e-Learning system was very difficult work. For example, recently the university has
personal affairs’ database or educational affairs’ database. These databases are designed and implemented
as individual, isolated system. If we
use these system’s data for e-Learning system, existing systems maybe
changed. Therefore, introducing
e-Learning system is not only design and implementation process of hardware and
software, but also process of changing the existing systems.
Korea
The Ministries of the Korean government entered into
competition to put e-Learning policy under their control, and the e-Learning business is regarded as one of the
most profitable industry in Korea. Large
investment has been made in IT infrastructure,
e-Learning application, and
e-Learning content both in public and private sectors. Thanks to these circumstances, the
e-Learning has prevailed in Korea.
The Ministry of Education and Human
Resource Development (MOEHRD) of Korea announced a new e-Learning policy for primary and secondary education; e-Learning as
an educational system to promote learning community by improving
teaching-learning quality (at school）, extending self-directed learning (at
home), and networking school-home-local community (at local community) via ICT.
The vision of e-Learning is strengthening national competitiveness through
developing Human Resources of the 21st
century and realizing education welfare.
http://www.edunet.net
http://www.cyber.hs.kr
Malaysia
As technologies change, educational institutions in Malaysia need to review their technological status.
Even though e-Learning was introduced in the Malaysian higher institutions in
1998, e-Learning in the primary and secondary schools is still in its infancy.
The current supporting national policies for e-Learning focus on various
aspects, among which, ICT for all students and promoting ICT culture throughout
educational institutions.
Substantial investments to upgrade the ICT infrastructures
have been made by the government, among which, to provide high speed bandwidth
to all schools in Malaysia by the end of 2004. Better internet
connection will help in greater sharing of the learning content accessible
through the internet. Courseware and other on-line teaching and learning
content are currently being developed for web-based delivery to reach a wider
population of students. The development is managed by the Ministry of Education
whilst the private sector is entrusted with the responsibility of designing and
developing the materials. Efforts have also been made by the Ministry to train
the teachers to develop their own on-line content. The Ministry of Education is
also implementing more training programs to ensure that school administrators
and teachers make the most of updated teaching methods and acquire various ICT
competencies. The government recognizes e-Learning as a tool in improving
education, hence further development calls for more coordinated efforts from
the government agencies and the industry players in taking e-Learning forward.
Nepal
The marked increase in the use of computers both in
the governmental and non-governmental sectors for creating data bank, recently,
has aided in the smooth running of their daily business and has enhanced
performance. However, there is a lack of a strong mechanism for the collection
of information in an integrated manner in a nation-wide scale and has not yet
been realized as its common assets. Moreover, incorporating of the computer
education right from the school level to tertiary level and flourishing it have
become a real challenge. Furthermore, expansion of Internet facility as an
integral part of learning to all parts of the country demands both the
coordinated approaches for the development of the IT-infrastructure and the
conceptual clarity among the educators as to how the learning occurs.
To maximize the quality of education
through e-Learning a major shift in approach, for example, in the areas of
curriculum formulation and teacher education is required, where children with
different interests and varying experiences get opportunities to learn at their
own pace. Moreover, a subsidized internet/intranet facility should be made
available to both students and teachers
in public schools and colleges while a more coordinated approach is required to
facilitate the e-Learning taking place in private schools and colleges.
Furthermore, the distance mode teacher-education-programme requires some
modifications so as to make it compatible to self-learning by introducing ICT
to it.
Philippines
The recent statement by the President of the Philippines of providing for every child to go to
school is supportive to meeting the universalization of education. In addition, she stated that every classroom
in all schools should have a computer. The Information Technology and
E-Commerce Council (ITECC) have supported the enactment of Republic Act 8972 to
promote electronic commerce. The Human
Resource Development Committee of the said Council has been given the task to
develop policy and program in e-Learning, to develop guidelines on enhanced
basic education, and to develop IT human resources.
The tri-focal agencies in education that include the Department of Education
(DepEd), the Commission on Higher Education (CHED), and the Technical
Education, and Skills Development Authority have been tasked to create an
e-Learning environment by actively promoting e-Learning in their programs. The
following e-Learning projects were therefore conceptualized and
implemented 1) The Philippine Research
Education and Government Information Network (PREGINET) Project, 2) The
University of the Philippines Open University; 3) Internet-enhanced Master of
Arts in Teaching Literature Program of De La Salle University, 4) Philippine
School Net of the Foundation of Information Technology Education Development
(FIT-Ed) and Ayala Foundation, 5) CISCO Networking Academy Program, 6) Pilot
Distance Education Project with the (Japan International Cooperating Agency)
Network (JICANet) 7) Internet-based Video conferencing Technology Project
Management and Monitoring, 8) Strong Republic Schools and 8)Intel Teach to
Future Project.
The current
revision of the curriculum for basic education would need the use of e-Learning in schools to conduct
collaborative and integration activities. The importance of conducting research
activities to promote the use of e-Learning as a multi-sectoral collaboration
and exchange of practices is necessary.
Thailand
According to the Education ICT Master plan, Thailand
has developed ICT in Education with four major strategies, They are: (1) the use of ICT to improve teaching and
learning; (2) the use of ICT to enhance the education management; (3) the personal training and development; and
(4) ICT equipment provision and distribution for all educational levels. The
expectation in the year 2006 is for all basic education schools to have access
to internet and all teachers in this education level will already have computer
and internet literacy. At the same time every student will have access to
internet and has computer knowledge for communication and able to find out what
they want to know.
e-Learning is one of the important targets for Thai education development. The readiness
of four necessary components has been prepared. These are: (1) computer
connectivity for all schools; (2) capability of people which relate to the
education system; (3) life-long learning; and (4) a high rate of literacy. The
third component - online content access is in urgent preparation. The learning
and teaching culture has been adapted corresponding with the e-Learning
process. e-Learning will generate, share and disseminate knowledge and
information among its citizens to the betterment of the country’s economic
activities and productivity.
Vietnam
With the rapid and fundamental changes occurring in
the telecommunications and education sectors, e-Learning has a key role to play
in coping with this reality. One of the
greatest challenges facing Vietnam is how to change and prepare Vietnamese to
introduce e-Learning in order to improve the effectiveness and efficiency of
the country’s learning systems. Firstly,
it involves communities to participate in education activities to a greater
extent. Vietnam is geographically spread out as a long
narrow country. Furthermore, 80% of 80
million populations are living in the rural areas. That means, more than 60 million people in
remote areas have difficulties accessing the current education system, which
are mainly located in urban areas.
e-Learning will bring a great opportunity to bridge this gap to these
missed opportunities. Secondly, e-Learning introduces a new method of
education and training. e-Learning
proves to be a suitable education and training methodology that meet the needs of
globalization. Moreover, utilizing e-Learning, the Ministry of Education and
Training (MOET) will be able to capture state-of-the-art technology in
education as well as in the management of the system. This is in line with the MOET national
education reform strategy, one of them its EduNet project.
e-Learning have been given interest by many
universities and companies both in
application and research and implementation. The institutions create the
authoring tools, LMS, LCMS. Some universities organize distance training, some
use for supporting the formal education, for learning actively. Many e-Learning websites have been opened in Vietnam, such as www.elearning.com.vn, www.newcenturysotf.com, www.ephysicsvn.com/eclass,
www.vitec.org.vn … e-Learning has become
the main topic in several national workshops.
The ICT Center for Education at the (Ministry of
Education and Training (MoET) takes the
main role in e-Learning activities. The Center
prepared the e-Learning portal at http://www.edu.net.vn,
and use open sources for developing one LMS and LCMS. The Center also motivate
the teachers to develop the contents themselves, motivate students to develop
the contents, and thus donot purchase LMS immediately. The first e-Learning
Club of Vietnam was established by the ICT Center for Education. The purpose of the Club is to gather interested people to research, develop, and
utilize Educational Technology and e-Learning, to support renewing contents and
methodologies of education and training. The main activities of the Club are:
(1) to research on new educational technologies; (2) to write books and guide
documents on educational technologies and e-Learning; (3) to create e-lectures,
post on the official website of the Club so that every member can access the
information, (4) to organize competitions for creating e-Learning content;
(5) to train teachers, educators how to
use educational soft wares; (6) to co-operate with international organizations
like UNESCO, APEC, World Bank and to hold workshops on educational technologies
and e-Learning.
SEAMEO-INNOTECH
Topic: Present Day Profiles,
Prospects and Challenges on the Use of e-Learning in South East Asia
Present socio-economic realities in the countries of Southeast Asia have considerable implications on the
e-Learning in the region: socio-cultural and economic diversity, uneven
population profile, digital divide between the countries and even within each
country, and technology infrastructures which vary from county to country.
However, its positive performance in education provides opportunities on the
use of e-Learning to reach the various clients in education. The countries of Southeast Asia have marked accomplishments in improving
equity of access to basic education. There have been increased net enrolment ratios
over the past 15 years or so. It is to
be noted, however, that while access to basic education in the region has
improved substantially, universal access to education for all children of
school age has yet to become a reality in all countries. Still another concern
is quality improvement. This is a common focus of many educational initiatives
of Southeast Asian countries, as evidenced by programs and projects assisted by
donor organizations.
Some entry points for e-Learning in the
member countries include: (1) the policy environment in many Asian countries
promote the use of newer technologies in delivering instruction, (2) the need
of the countries to develop mass-based delivery modes to reach the ever-growing
education clients, (3) the emergence of education programs which recognize
equivalent or prior learning, (4) the development of work-specific and
off-campus learning strategies, and (5) the positive growth of open and
distance education in delivering education.
Some considerations on the use of
e-Learning are: capacity building and re-tooling of educators; creating
conducive environments for the
learner who is his/her own
teacher; stimulating research and benchmarking and partnerships, both national
and regional, as well as sharing of resources.
Chapter IV
Translating Policies into Practice
IV.1
Introduction
This chapter presents the workshop discussion related
to rationale, policies, approaches and methodology of translating policies into
practice, and targets for e-Learning. Participants were divided into two
groups, each group focused their
discussion on the following: (1) the
rationale for promoting e-Learning; (2) identification of policies existing in
respective countries related to e-Learning; (3) how the policies are translated
into practices in terms of curriculum integration, training of teachers,
assessment in the curriculum process, and utilization in various learning
areas; and (4) targets and partners for making these translations (adaptations)
possible. The discussions were based on
one of the four cross-cutting themes of the 7th Programming cycle of
APEID “Using Information and Communication Technologies (ICT) for educational
innovations” in preparation for the UN Decade of Education for Sustainable
Development (UNDESD), 2004-2015, wherein UNESCO was designated as the lead
agency. Education for Sustainable
Development (ESD) is one of the strategic areas in APEID’s Framework for
Action, 2002-2007.
IV.2 Rationale for Promoting e-Learning
In order for e-Learning to be in place, appropriate
infrastructure has to be provided. e-Learning is considered as a fast-emerging
strategy to help reduce digital divide in the Asia Pacific Region. For some
countries like Japan, digital divide between rural-urban areas
or rich and poor settings may not be a problem but it is apparent in terms of
the digital divide between generations (old and young) and between men and
women. For other countries in the region, the digital divide is visible between
the more progressive areas and the disadvantaged places as well as between the
more endowed, richer members of the community and the marginalized clients of
society. It covers formal and non-formal
education without border of time, people
and place; sharing learning object,
interactive communication, sharing of
learner’s experiences and opinions, mass media, empowered multimedia that
include broadband, mobile phone, television works as a monitor, multi-media integration, allows synchronous and asynchronous learning
as component of e-Learning; create the new type of in-classroom learning
environment; and learn and link globally (students can link to the world
knowledge even in the classroom).
Another rationale is that e-Learning is
seen as an instrument in facing the challenge of globalization. The potential
for learning standardized content via e-Learning could help learners in
economically-challenged countries. By developing a human power that could be
globally competitive, the economic growth of developing countries would be
enhanced.
e-Learning gives the opportunity to bring
quality learning to more people in different places at different times. e-Learning has the high potential provide
access and quality education to various learners.
Flexibility is an attribute of e-Learning
which helps address the learning needs and respond to the various learning
styles of education clients. It is also flexible in that it could be updated
easily in terms of content, methodology and processes.
Interactivity is another attribute of
e-Learning which makes it a potentially effective delivery strategy.
IV.3 Policies Existing in
Participating Countries Related to e-Learning
Participating countries have policies that promote the use of newer
technologies, including e-Learning technologies, to advance education and
learning particularly for poverty alleviation in the countryside. Most of these
policies are included in the ICT policies of the countries.
Some policy gaps are seen in the following areas:
1)Band width issues
Learners are impatient with slow
technologies. The issue needs to be addressed by the governments and other
stakeholders.
2) Regulations on e-Learning
· Intellectual Property Rights (IPR) – IPR regulations
need to be reviewed so that they do not interfere with or pose constraints to
the use of e-Learning in education.
· The need to facilitate e-Learning on the
one hand and the need to protect intellectual property on the other is a
challenge that many participating countries face at present.
3) Integrating e-Learning
being into the over-all Educational Policy Measures
Policy measures are needed to either make e-Learning an in-syllabus
strategy or a complementary/enrichment strategy. At present, it is still quite
difficult to promote the concept to the educators who are used to the
conventional mode. Sometimes teachers who are familiar with the technology are
given more tasks (e.g. Japan). There is still strong
resistance in using computers among many teachers in the participating
countries.
IV.4 Translating Policy into
Action
1) Curriculum Integration
·
Content development and
materials production are important components in promoting the use of
e-Learning. If materials are available, teachers are encouraged to use them in
the classroom.
·
Capacity-building of school
leaders and teachers is an important component in developing competencies in
curriculum integration of e-Learning concepts and tools.
2) Training of teachers
·
advocacy and paradigm shift are
recognized requisites in promoting e-Learning especially among teachers and
school heads
·
The teachers should realize
that they are not the sole sources of knowledge
·
Learning to learn - from knower
to learners. Learners should be trained
learn how to learn the elements of e-Learning
·
There should be training
programs/teacher courses on the use and practice of e-Learning. The pre-service
curriculum needs be reviewed/revitalized/renewed in order to include e-Learning
concepts and tools. At present, there is a mismatch between e-Learning concepts
and courses offered by many teacher education institutes and those offered in
various in-service training programs for
teachers or seen as most relevant for the current and future needs of schools.
In addition, the school heads, managers and supervisors also need be trained or
given in-depth orientation on e-Learning. As a response to this issue, some
projects such as Intel Teach to the
Future, undertake capacity-building
projects which develop e-Learning competencies of both teachers and school
managers.
3) Assessment in the
Curriculum Process
·
For assessment, the summative
evaluation needs to be done in a
conventional manner, however, the formative evaluation task may be
integrated into the e-Learning strategy
·
The quality of learning, not
just what students are learning (not only factual topics but more important,
the higher order thinking skills), should be looked into.
·
Two evaluation focus may be
considered: (1) Skills development on the use of the technology and the (2)
learning substance content via the use of technology. There is a concern in Item 1 because of the different
platforms (some are Mckintosh while others are Microsoft platforms).
·
Schools/universities are
generally autonomous and the evaluation activities are institution-bound. A
possible strategy is to develop consortium-type arrangements and other types of partnerships so that
schools may have common evaluation and assessment instruments that will allow
students to take examinations recognized by participating schools/universities.
·
The inter-active attribute of
computer-based programs maybe introduced.
4) Utilization in Various
Learning Areas
·
e-Learning may be used in almost all subject
areas but it will never substitute or replace the teacher. It is best used as a
complementary strategy to enrich learning. The computers are oftentimes put in
the classrooms as tools to improve and enrich learning.
·
e-Learning is emerging as a
strategy to deliver learning in various areas, to different educational
clients.
- Some
issues for reflection: Can we develop values via e-Learning? Can we change
human attitude using e-Learning?
IV.5
Targets and Partners for Translating Theory into Practice
1)
Collaboration
between and among institutions and countries can help reduce redundancies,
prevent pitfalls and eventually make e-Learning more efficient. These groups
can collaborate on the processes and how they do things that could serve as
basis for doing their own individual activities.
2)
Benchmarking
is a corollary activity. Models and best
practices by some e-Learning projects are good examples which can provide
insights to others in planning their own projects.
3)
The
need for common platforms needs to be addressed in order to enable users in
different places/countries to use the e-Learning materials
4)
Partners may include: business, parents, the community, and other
stakeholders (e.g. In the SMART schools of Malaysia), big software companies
bonded to develop the courseware in various subject areas; in Australia –
partnership between the education and training sectors, (schools, universities and vocational education) and
partnerships between different governments helps work in e-Learning and
government also works with the multi-media industry to strengthen it and
improve its skills.
5)
Targets
and client reach include: teachers, school managers, supervisors, school
inspectors and other stakeholders
Specific
details for participating countries are shown in the matrix below
|
Country
|
Existing policy
|
Curriculum
|
Teacher training workshop
|
|
1. Australia
|
Full integration of e-learning in the
curriculum and teaching practice in schools
|
e-learning across all curriculum areas, curriculum content appropriate for Australia, but using international standards
|
Pre-service and in-service teacher
development to ensure all teachers have confidence and skills to integrate
e-learning in their practices.
Currently research is being developed in this area.
|
|
2. China
|
Establish many school net and develop resources
Request teachers to investigate net-based
teaching model and apply the computer and network in classroom
|
Integrate ICT into other subjects in
cities
|
Case-based training
National Teacher Training Network Alliance for Lifelong Learning
|
|
Assessment in
Curriculum Process
|
Learning Area
Leaning area
|
Target
|
Partner
|
|
|
Assessment processes which make fuller use of the advantages of ICT.
This is the goal.
|
All learning areas
|
Teachers, education leaders and students
as active learners
|
All education systems, education leaders
and teachers, industry
eg multimedia developers
|
|
|
a..
Some schools and educational departments begin to research for assessment
methods and practise.
b.. Local educational departments
introduce excellent courseware to schools depending on assessment in
courseware.
|
Chinese language,
English language,
Science
Other subjects
|
Students
Teachers
|
IT Companies
|
|
Country
|
Existing policy
|
Curriculum
|
Teacher training workshop
|
|
|
3. Indonesia
|
Promote the use of ICT and -learning
: teaching-learning process, learning
administration, to support the open/distance learning
|
Beginning to integrate ICT into the
curriculum
|
e-Learning becomes one topic in teacher
training
|
|
|
4. Japan
|
NICER (National Information Center of Education Resources)
|
Curriculum integration (e-Case, IT NAVI)
in NICER web page
digital clips (Teaching materials,
teaching contents) 100,000 over contents
|
In NICER Webpage “Integrate IT into your
class” video clips of class and curriculum
|
|
|
|
|
|
|
|
|
|
|
|
Assessment in
Curriculum Process
|
Learning Area
Leaning area
|
Target
|
Partner
|
|
Assessment should refer to national
standard according to the national curriculum
|
English
Math
Physics
ICT Training in all subjects
|
Students
Teachers
|
Local governments
Educators
Re-searchers
Private sector
|
|
|
Japanese language
Social science
Math
Science
English
etc.
|
Teachers
Students
Pa-rents
|
Teachers
Students
Pa-rents
|
|
Country
|
Existing policy
|
Curriculum
|
Teacher training workshop
|
|
5. Korea
|
Plans for ICT use in education
Plans for support of e-learning
|
Promote
use of ICT in class-rooms by 10% (beginning process)
|
Every subject has ICT integrated
curriculum by at least 10%
|
|
6. Malaysia
|
Encourage ICT culture throughout
educational institutions. Promote utilization of ICT in the school management
and
Administration
|
ICT is one of the subjects offered in the
curriculum for secondary or high schools.
ICT is highly encouraged in teaching-learning process in various
areas.
|
Basic ICT competency skills are offered
in the pre-service training.
Course-ware and on-line materials development skills available for
in-service training.
|
|
Assessment in
Curriculum Process
|
Learning Area
Leaning area
|
Target
|
Partner
|
|
Basic ICT literacy skills For
INSETcompleted in 2000. The INSET entered a new phase, from 2001 focused on integrating ICT into
subject matters consist 33% of is
annual training
|
Diverse
methods adapted, e.g.
performance controlling quality of contents and mgmt, sharing and delivering
of contents, inducing teachers and studs to join the program
|
Sharing standardized educ’l contents,
training teachers to develop confidence and skills, monitoring effectiveness
of the programs
|
Make authority understand the
effectiveness of e-Learning, encourage teachers to train voluntarily, build
partnership, follow technical standards
|
|
Only assessment in the course-ware
through inter-activity. No standard
instruments yet.
|
All subjects in the curriculum, but
priority given to sciences and mathematics
|
School administrators
Teachers
Students
Community
Government
|
Government agencies
Private Sector(ITC Companies)
|
|
Country
|
Existing policy
|
Curriculum
|
Teacher training workshop
|
|
7. Nepal
|
Introduce computer education in the
national curriculum (in school at all levels)
and broaden its scope
|
ICT is introduced at primary level as
compulsory subject and as an optional subject at the secondary level
|
Introduce ICT to teachers through
work-shops and in-service teacher
education
|
|
8.Philippines
|
Computer in every classroom
e-Learning
Program
|
Computer use in lessons across the
curriculum
e-Learning development
|
ICT skills for teachers
Computer software development skills
e-Learning for teachers, students, and
community
|
|
Assessment in
Curriculum Process
|
Learning Area
Leaning area
|
Target
|
Partner
|
|
As a part of continuous assessment
|
As a means of getting information to
solve assignments
Sharing of experiences through chatting
|
Students and teachers
|
NGOs/INGOs
|
|
Use of teacher made and commercial
software in assessment
|
Filipino
English
Math
Science
Makabayan (Nationalism)
|
Students
Teachers
Community
|
|
|
Country
|
Existing policy
|
Curriculum
|
Teacher training workshop
|
|
9.Thailand
|
ICT Pedagogy integration, strengthen
science and technology and eliminate digital divide
|
Follow the standard curriculum and develop
courseware for e-Learning and traditional learning
|
All teachers should be trained to utilize
ICT pedagogy integration
|
|
10.Vietnam
|
Motivate teachers
|
Just beginning to integrate
Difficulty of applying it in traditional
teaching
|
e-Learning clubs
Workshop
Training
|
|
Assessment in
Curriculum Process
|
Learning Area
Leaning area
|
Target
|
Partner
|
|
Establish an standard course- ware, and
course-ware content
|
Science
Technology
Foreign language
Social studies
|
Every child can have access to e-Learning
|
|
|
|
English Math Physics
|
Government and Educators
Teachers
Students
|
|
N.B.:
ICT includes e-Learning
e-Learning includes use of Internet for teaching and
learning (on-line learning)
Chapter V
Innovative Practices and Websites on the Utilization of e-Learning
V.1 General Picture of
e-Learning in the participating
countries
The following matrix provides a general picture of
e-Learning practices and how to utilize in educational activities of
participating countries.
|
Educational Activity
|
e-Learning Practices
|
|
How
to manage?
|
|
1. Distance learning is viewed for Higher
Education. In general, be able to
transmit information, opinions, on campus and off campus/globally via
synchronous media; Video-TV conference, e-mail
2. Blended learning
allows the combination of the traditional
and modern (e-Learning) technology
3. Hybrid learning
4. Creating e-Learning courses, to design
courses by using e-Learning Techniques
|
Digital curricular content
Teaching materials
Curriculum and sample class
|
|
e-Learning
Practices
|
|
Problem/Solution
|
Support Requirements
|
Recommendation(Teaching/Learning)
|
|
Problems:
Technology, courses and human
resources; teacher training, funding became the focus point to solve point to
consider
Solution/All
basic e-Learning practice should be free of charge
Solution/More
cooperation required among the government and educational private sectors
|
Financial
and
Technical
support
Technical standards and conformance
Human
resource support
Support
from educational management level
Regulation
and legal procedures
Information
and dissemination
Support
of international organizations like UNESCO, UNICEF, UNDP, UNHabitat
|
To
develop:
Courses
of curriculum and instruction designers
Quality
assurance standard of e-Learning
|
V.2 Specific Examples of
Innovative Practices
Specific examples of practices,
managements, problems, solutions, and recommendations from participating
countries are shown below.
|
country
|
examples of practices
|
managements
|
|
Australia
|
Example 1
Developing content which is /learner centered so students can
construct meaning and be motivated.
Example 2
Developing education systems which use computers so that they
can communicate with each other.
|
Example 1
National working together - governments, schools, NGOs,
companies. Use of curriculum experts
to develop concepts multimedia companies to help develop quality, motivating
content.
Example 2
National strategy for learning architectures.
|
|
problems
|
solutions
|
recommendations
|
|
Example 1
The curriculum is unique for each State or Territory. Capacity building is needed to develop
teachers' confidence and skill to integrate content in teaching practices.
Example 2
Computer
systems used for education across Australia (eg
for student data) are not always compatible with each other. This leads to inefficiencies because
information or resources developed in one system can’t be used by
others.
|
Example 1
Participation of curriculum experts from each system.
Trialing of material in each system, with teachers and
students. Using agreed/international technical specifications
Example 2.
Progressive work to design and redesign systems using common and
agreed technical standards.
|
Example 1.
Close involvement of curriculum experts, teachers, and students
when developing content. Use of
international standards. Participation
and skill development of multi-media companies.
Example 2.
Use of agreed/international technical standards when designing
information systems for education (eg for student data, assessment outcomes,
learning resources).
|
|
country
|
examples of practices
|
managements
|
|
China
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To lead students independence learning/interactive
learning/cooperation learning with applying network.
To use Internet/BBS/Website for learning at home, especially
during SARS
|
To research the instructional model for e-learning
in some schools and implement in other schools by NRCCE or local educational
department.
To provide the standard of data for exchanging and
developing the instructional resources.
|
|
|
|
|
|
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problems
|
solutions
|
recommendations
|
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There are great differences in different regions in China on
economy and information technology education.
There is not enough instructional materiel for
teaching and learning on various course
|
participation of Village education projects were
implemented in China, which will equip computer classrooms and satellite-teaching
facilities for village school, and improve village’s instructional quality
and efficiency.
China
Basic Education Resource Network was established by Ministry of Education in
2003.
|
To strengthen the relations between
schools/educational department and information technology companies and to
develop more excellent platform/materiel for e-learning.
To
enact educational technical standard for teacher/quality assurance standards
for e-Learning.
|
|
country
|
examples of practices
|
managements
|
|
Indonesia
|
used in math, science, ICT
vocational education
/by 2007 all
vocational schools will apply e-Learning
/vocational
teachers trained to apply e-Learning
/vocational
schools: 9-minutes per week for e-Learning
open senior secondary schools: in 7 cities
/for
dropouts, second chance education
/combination
of A-V technologies with ICT
Edukasi-net
/supported by
the government
/built ICT learning
centers
|
coordination between directorates of vocational education schools and basic
/ educational
center for information, and communication technology
developing action plans for implementing ICT
collaboration with industries and national
telecommunication company, office of research and application of technology;
other
private
groups: ISP servers, Internet providers, and media groups,
encouraging local governments to promote the
application of e-Learning in schools
|
|
problems
|
solutions
|
recommendations
|
|
limited infrastructure
e.g. remote areas
do not have telephone lines
limited numbers of computers
especially in
primary schools
problems of human resource
|
We are grateful for the support provided by the Japanese National
Commission UNESCO, Department of International Cooperation Ministry of
Education Culture Sports Science and Technology (MEXT), the Japan Council of National University
Centers for Educational Practice Research,
and the Asia Pacific Programme of Educational Innovation for Development
(APEID) - Asia and Pacific Regional
Bureau for Education, UNESCO Bangkok to ensure the successful implementation of
the Tokyo Kyoto Seminar Workshops on Educational Technology. We also extend our
appreciation to the participants, resource persons, and observers for their
active participation in this year’s seminar workshop.
The outcomes are shown in 6 chapters and annexes. : Chapter I: Background and Rationale; Chapter
II: Setting the Direction of the Seminar; Chapter III: Mapping the Situation of
e-Learning in Participating Countries; Chapter IV. Translating Policies into
Practice; Chapter V. Innovative Practices and Software and Websites on the
Utilization of e-Learning; and Chapter VI. Recommendations, Strategies and Plan
of Action for 2005.