Dr' Saleh AlSaleem

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e-Learning Experience at the AOU

• Dr. Saleh Al-Saleem
• Arab Open University

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AOUs 3-step approach
Step 3 Learning objects
Step 2 Integrate
Step 1 LMS/LCMS
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AOU e-Learning platform Closer look
AOU e-Learning platform
Learning Object Repository (courses)
CMC (conferencing, email, chat, WB)
e-Competency (scheduling, archiving, grading,
monitoring)
Learning Management System
e-Tutoring (Live tutorials, on-line AV, etc.)
Other features (tools, templates, etc.)
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Alternative pathways

• Sub-contracting
• 3rd party custom solution
• Proprietary
• Lease or perpetual
• In-house
• Local resources
• F/OSS feasible in-house development
• Mix-and-match from the wealth of existing code

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LMS Assessment Excerpt
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Concerns?

• Security
• the code is exposed to extreme scrutiny, with
  problems being found and fixed instead of being
  kept secret until the wrong person discovers
  them.
• Support
• just remember that OSS customers are not bound
  by a single supplier.
• Reliability
• large pool of developers with true peer review
  for the code.
• Maintainability
• See the Communication of ACM November 2004
  issue.
• 4 business models for OSS developers (see
  opensource.org)

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e-Learning Experience at the AOUe-Content
Production

• Dr. Saleh Al-Saleem
• Arab Open University

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Course production phases  
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Description of the online course
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Models

• Content-plus-support
• Integrated
• Wraparound

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Content-plus-support
activity
activity
activity
Content
activity
activity
activity
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Integrated
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Wraparound
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Monitor when and what course resources the
learner has accessed. Moodle's Logs provide
detailed learner activity.
Logs pin-point where a student is within
coursework. Easily locate specific course,
student, date and module activity access.
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TU170 Short demo

• AOU-LMS

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Planning phase

• Assumed inputs
• Course code, title, and weight in credit hours
• Prerequisites
• Short description
• Suggested references
• Outputs
• Prerequisite knowledge and target groups
• Recount of the course objectives and specific
  learning outcomes
• Number and title for each module
• Detailed descriptions for each module
  (alternative routes)
• Content-objective matrix showing
• Assessment methods Parts and justification for
  each part
• Tentative number and type of activities

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Design phase

• Assumed inputs Planning phase successfully
  completed
• Outputs
• Material formats will the module contents be
  developed as web pages in a course website,
  printable documents in PDF for example,
  electronic version on a CD, or a combination of
  all of these?
• Supplements Which modules need external
  resources and how they will be made available.
• Additional learning recourses Text books,
  articles, animations, simulators, audio-video
  resources and so on.
• Supporting materials Manuals for using certain
  systems (e.g. the LMS), course related packages,
  and alike. These manuals might be developed as
  part of the course or taken from somewhere else.

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Development phase

• Assumed inputs Design phase successfully
  completed
• Outputs
• Learning materials consisting of a set of web
  pages, printable (PDF, Word, PTT, etc.)
  resources, supplements, and supporting martial
  that comprise the online course. All these parts
  should be installed on top of the chosen LMS
• A course guide
• A tutor guide
• An assignment booklet
• This phase wins the major share in terms of time
  and cost. The author/s should be in constant
  contact with the curriculum committee in order to
  ensure timely delivery (according to a pre-set
  work-plan for the course deliverables) of a
  course satisfying certain quality indicators.

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Assessment phase

• Assumed inputs Development phase successfully
  completed
• Outputs
• An assessment report
• List of revisions for the authors