FRESHWATER FISH PRODUCTION IN PORTABLE CANVAS TANKS

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INTERACTION AND EVALUATION IN DISTANCE
EDUCATION  

• Rozhan Mohammed Idrus
• Hanafi Atan
• School of Distance Education
• Universiti Sains Malaysia
• 11800 USM, Penang, MALAYSIA
• E-mail rozhan_at_usm.my, rozhanidrus_at_yahoo.com
• ahanafi_at_usm.my, hanafiatan_at_hotmail.com

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Technological advancement

• Each major transition in communication media,
  from speech to print to video to electronic
  forms has resulted in changes in our means to
  create, record, store, distribute, access and
  retrieve information
• Communication transformation upon a
  technological breakthrough in education
  teacher/student interaction and evaluation of
  class work.
• Doing something not thought possible not just
  doing old things better
• Technology - just a tool, enabler, enhancer..
• The tools have change, the job hasnt

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Transformation?
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New Learning Environment1

• Information Communication Technologies (ICT)
• One great implication of the paradigmatic shift
  for distance learning is a recommitment to
  creating an ideal environment for learning,
  employing both traditional and new technologies
  to address variances from that environment.

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The tools have change..
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Information Communication Technologies

• Satellite Immediacy and international access
• Cable ISDN Networks cost effective way of
  reaching one another globally
• Computer mediated activities convergence of
  all forms of communication/instructional
  delivery
• Printed materials hardcopy with integration
  of technology
• Wireless application free from physical links

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New Learning Environment2

• Nature of Interaction
• We must now realise that with the diminishing
  boundary for education as well as the forces of
  globalisation have blurred the distinction
  between different types of students such as
  part-time or full-time, internal or external and
  the young and the adult learner.

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Home learning, anyone?
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Learning environment.. anytime, anywhere..
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Learning environment..
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Learning environment..
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New Learning Environment3

• Flexibility to Learning
• The diversity of cognitive levels will call for a
  high degree of flexibility to facilitate for
  distance learning.
• Flexible access to courses
• Flexible content
• Flexible participation
• Flexible teaching and learning resources and
• Flexible assessment and ongoing evaluation

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Learning environment..
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New Learning Environment4

• 4. Learner Support (24-7 Learning Facilitation
  System)
• The provision of contact between students and
  human support - face-to-face, electronic
  communications
• The provision of feedback regarding learners
  progress and learning synchronous or
  asynchronous
• The provision of supplementary learning materials
  The facilitation of contact between students and
• The provision and access to support structures
  such as library, study area, educational media
  and network.

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INTERACTION....
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Deconstruction of Traditional Pedagogy

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• CLASSROOM ACTIVITY
  Instruction -gt Construction
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  Teacher-Centred -gt
  Student-Centred
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  Didactive .-gt
  Interactive
• TEACHER ROLE
  Expert -gt Facilitator
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• STUDENT ROLE
  Passive Listener . -gt Active
  Collaborator
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• INSTRUCTIONAL EMPHASIS Facts Rote
  Learning .-gt Critical Thinking
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• KNOWLEDGE
  Accumulation .-gt Transformation
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  Retention of Facts
  of Facts/ Ideas
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• DEMONSTRATION OF SUCCESS Retention
  ..-gt Assimilation Quality
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  Quality
  
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• ASSESSMENT
  Norm Referred -gt Criterion Referred
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New Learning Environment5

• Internet-Based Education
• Use of the Internet for the delivery of designed,
  structured learning experience
• WWW provides alternative means of delivering
  course and services with an EXTRAORDINARY range
  of options.

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ICT-based pedagogy

• One-alone technique.
• One-to-one.
• One-to many.
• Many-to-many.

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Pedagogical Model

• Key Principles
• Learning situations should be designed for
  flexibility and adaptability
• Learning situations should involve not only
  acquisition of skills and concepts but also
  opportunities to participate in and contribute to
  a learning community.
• (Collis, B. Moonen, J. (2001).
• Flexible learning in a digital worldExperiences
  and challenges,
• Kogan Page, UK)
• The primary goal of education at all levels
  should be to engage students in meaningful
  learning which is defined as active,
  constructive, intentional, authentic and
  co-operative.
• (Jonassen, D.H., Peck, K.L. Wilson, B.G.
  (1999).
• Learning with technology A constructivist
  perspective,
• Prentice Hall, Upper Saddle River, NJ)

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Learner Control

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• Degree to which learner can direct his/her own
  learning experience
• DTW individuals control the path,pace and/or
  contogenciesof instruction
• Type of learning on the network that allows
  students to control depth of study, range of
  content, number and types of delivery media, and
  time spent learning - Tailor specifically -
  Learning to specific needs.
• Doherty, P.B. (1998) Learner Control in
  Asynchronous Learning Environment,
• Asyn Learning Networkk Magazine 2 (2)
  h/w.aln.org/alweb/magazine

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The Learning Experience

• To experience a wondeful teachers pedagogy
• is to be inside his/her mind.
• Kathleen Gilroy
• http//www.destinationcrm.com/dcrm_ni_article_prin
  t.asp?id432artmag

• PEDAGOGY CONTENT COMMUNITY
• VALUED LEARNING EXPERIENCE

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e- for.learning?

• The learning experience now afforded to the
  learners in the digital era now can never be
  matched in the confines of the four walls, should
  now present, and be organized in a manner to
  promote
• Exploration
• Experience
• Engagement
• Empowerment
• Effectiveness
• Ease of use
• Oblinger, D.G., Barone, C.A. Hawkins, B.L.
  (2001).
• Distributed Education And Its Challenges An
  Overview.
• American Council On Education/EDUCAUSE,
  Washington D.C., p. 2.

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Delivery Technologies in DE Models

• First Generation The Correspondence Model
• (Print)
• Second Generation The Multi-Media Model
• Third Generation The Telelearning Model
• Fourth Generation The Flexible Learning
  Model

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Open University Malaysia (OUM)

• Presently, electronic learning makes up about
  20 of course offerings delivered via diatence
  learning
• Besides connecting via lease telephone lines, OUM
  has also opted for microwave lines to address the
  increasing number of student users quickly.
• In addition to e-learning, OUM is pursuing the
  idea of mobile learning (M-learning) as students
  have access to handphones rather than computers
• (Computimes, New Straits Times, Malaysia, August
  19, 2002, p. 4)

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Universiti Tun Abdul Razak (UNITAR)

• Own software-VOISS Virtual Online Instruction
  Support System) for interfacing with students,
  instructors and administrators of online courses
• UNITAR- web-based courses employ maninly
  text-based, enhanced by some illustrations and
  graphics.
• Students accesss from home or office
• Supplemented by f2f
• Task dome in gropus

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Pew Internet and American Life Project

• (Washington) (2,054 students in 27 Schools in
  the USA)
• Nearly 75 of college students say they use the
  Internet more than they use the library to look
  for information 9 said they used the library
  more
• 72 check their e-mail at least once a day.
• College students have so integrated the Internet
  into their lives its something that goes
  unnoticed and taken for granted. They dont think
  about using it, just like they dont think about
  using the TV and the telephone
• Steve Jones, Prof. Head of the Department of
  Communiocation,
• University of Illinois-Chicago, USA
• (Computimes, New Straits Times, Malaysia,
  September 19, 2002, p. 24)

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Fifth Generation The Flexible Learning
Model - 1

• Automating e-Learning
• Through the development and implementation of an
  automated courseware production systems,
  automated pedagogical advice systems, and
  automated business systems, the fifth generation
  of distance education has the potential to
  deliver a quantum leap in economies of scale and
  associated cost-effectiveness.
• The system will provide an essential source of
  e-information in conjunction with an e-content
  management system. The latter system enables
  cross-media publishing from a single document
  source. This means that USQ is able to make
  courseware available to students in a variety of
  delivery modes (print, online, CD, DVD, etc.)
  from a single document source.

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Fifth Generation The Flexible Learning
Model - 2

• The fifth generation Intelligent Flexible
  Learning Model has the potential to deliver major
  economies of scale in managing teaching and
  academic support through the exploitation of
  automated response systems.
• USQ have developed prototypes of what we refer to
  as intelligent object databases, which can be
  searched by pre-specified key words.
• Using structured, intelligent databases, the
  knowledge generated by solving student
  problems/enquiries is being progressively stored
  and made available so that, wherever possible,
  students with equivalent or similar problems can
  have their enquiries dealt with immediately
  through the self-help, automated response
  capacity of the USQAssist system, thereby
  facilitating effective first point of contact
  resolution.

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Learning Environment..

• A buffet of strategies is presented that will
  cater to the various needs and preferences of the
  learner. As an example, this paper highlights a
  buffet format as experimented upon by the Ohio
  State University (OSU, 2001), i.e.,
• lectures,
• individual discovery laboratories (in-class and
  Web-based),
• team/group discovery laboratories,
• individual and group review (both live and
  remote),
• small group study sessions,
• videos,
• remedial/pre-requisite/procedures training
  modules,
• contacts for study groups,
• oral and written presentations, active
  large-group
• problem-solving,
• homework assignments (TA graded or self-graded),
  and
• individual and group projects
• OSU (2001). http//www.center.rpi.edu/PewGrant/RD3
  20Award/Ohioab.html

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Reality?

• Kearsley (1998) also pointed out that the promise
  of providing individualized instruction via
  computers has been met in only the most trivial
  ways and that thousands of drill and practice
  tutorial programmes have been developed and used
  in schools with very little impact. Too much
  instruction is judged by the glitz, glitter, or
  game-like interaction that too often is
  irrelevant to the effectiveness of the
  instruction.

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Web-based research

• Short-Term Research Grant
• Web-based distance education
• Problem-based learning
• Constructivistic learning
• http//161.142.12.132/szbg_3/
• http//161.142.12.132/mab_3/

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Association Test

• Humans can recall some words from the word or
  the something that acts as the stimulus one
• It can be considered that these response words
  are produced from knowledge, experience, image
  for the stimulus word, strategy and tactics for
  problem solving on the stimulus word - this is
  called the schema
• By cognitive psychology, the learning is defined
  that the schema of the learner changes and on
  this basis, the content of schema appears out of
  human by association.
• How schema of learner change in pre- and
  post-class work apply this in the e-learning
  scenario
• Collaboration with the Faculty of Education,
  Nagasaki University,
• Workshop in Distance Education, 25th January
  2003, Nagasaki, Japan

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In emergency
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• Shukran
• Xie-Xie
• Thank You
• Terima Kasih
• Doomo Arigato Guzaimase
• Merci. And so on

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Learning Behaviourism
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Gagne Instructional Events

• gt Motivate Learner
• gt Inform learner of objective(s)
• gt Direct attention
• gt Stimulate recall of prerequisite materials
• gt Provide guidance for learning
• gt Enhance retention
• gt Elicit performance
• gt Assess performance provide feedback
• gt Promote transfer of learning
• Convert to electronic asynchronous
• learning environment
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One-alone techniques

• Online Resource Paradigm
• On line data
• Journals
• Software libraries
• Online interest groups

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One-to-many techniques

• Bulletin Paradigm
• Lectures
• Symposiums

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One-to-one techniques

• E-mail Paradigm
• Counseling sessions
• Learning contracts
• Correspondence studies
• Internship

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Many-to-many techniques

• Conference Paradigm
• Debates
• Case studies
• Discussion
• Brainstorming
• Project group

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Second Generation The Multi-Media Model

• Print
• Audiotape
• Videotape
• Computer-based Learning
• Interactive Video

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Models of Distance Education

• Distributed Classroom
• Independent Learning
• Open Learning Class

Characteristics
Technologies in class
Technologies out of class
Interaction
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Third Generation The Telelearning Model

• Audioteleconferencing
• Videoconferencing
• Audiographic Communication
• Broadcast TV/Radio
• Audioteleconferencing

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Fourth Generation The Flexible
Learning Model

• Interactive multimedia (IMM)
• Internet-based computer mediated
• Communication (CMC)