Session 5 (eFacilitation) : Online Learning in Higher Education in Pacific Island Countries

In week 12, Team Jonassen took charge of facilitating an online course focusing on higher education in the Pacific context. Four sub topics were created with each member facilitating a topic per day. Firstly, the background of online learning was introduced. In the Pacific, online learning took off  in the early 1970s, mainly at the University of the South Pacific to provide distance education across its 12 member countries. Since then, constant upgrades have been made to the infrastructure to expand and accommodate a variety of technological tools to support online and distance learning.  

The second sub topic which was facilitated by me encompassed the technology tools in online learning. Technology has gradually changed the way classrooms work, not just at school, but right throughout the education system. Students these days engage with online learning from day one. Information, communication and technology (ICT) systems have been able to build bridges to deliver online education to island countries scattered across the Pacific Ocean. The additional benefits of using technology are that instructors can also use technology enabled tools to streamline and improve aspects of the classroom experience, provide actionable, real-time data on student performance, suggest academic and non-academic interventions and create avenues for personal connections between students and instructors. Some of the technological tools used in online learning in PICs include:

• Learning Management System (LMS) - In Fiji, the three major tertiary institutes; University of the South Pacific, Fiji National University, and University of Fiji all use Moodle as their LMS. Moodle is an open source and free software that users and organizations have the freedom to run, study, share and modify to meet their needs. 

• Presentation and Multimedia - Microsoft Powerpoint, Prezi, SlideShare, Youtube and Vimeo

• Graphics, Audio and Open Software - GIMP, Audacity

• e-Portfolio - Mahara

• Social Networking Tools - wikis, blogs, Twitter, Facebook, Flickr, Pinterest

• Mobile Technology

• Gaming, Simulations and Virtual Learning Environments

The impact online learning is having on higher education in the Pacific was the third subtopic of discussion. Finally, the outlook of online learning was discussed which included mobile and blended learning in particular. To overcome the challenge of remoteness, accessibility and affordability of quality education, online learning can be regarded as critical to the development of PICs. 

Appropriately, this e-facilitation exercise has provided useful insight into the preparation, presentation, delivery and uniqueness of delivering an online course. There is more opportunity for one on one teacher-student interaction through forums as well as feedback which allows student to improve their quality of work. Consequently, it (online teaching) also brings facilitators up to par with the latest technology tools to support and analyse that effective learning has taken place. 

Session 5 (eFacilitation): Elements of Successful Online Learning

In this post, the focus is on the technological tools to support online learning. For online learning to be successful, foremost the resources available at institutional level should be considered. Institution needs to consider several factors before deciding which elements to use and it is advisable to adopt a strategic approach, linking technology choices to operational and technical considerations, curriculum design and identified student needs. Since online learning takes the approach of student centered learning, it is important to keep track of students' learning direction which can be achieved mostly through formative assessment where feedback from teachers/instructors would allow for continuous improvements.  

In the context of Pacific Island Countries (PICs), the University of the South Pacific (USP) has elevated online learning through providing electronic tablets to first year students. The effectiveness of this tablet learning is described in Sharma & Reddy (2015). Mobile devices like tablet computers have proven to be effective in accelerating student engagement, enhancing focus and supporting teacher interaction. Personally speaking, I have had first hand experience teaching first year engineering students since joining USP in 2015 and the integration of technology in the classroom (tutorials in particular) has been quite rapid. Students can quickly access teaching materials and resources without the need for printouts however at times it can be challenging to gauge if indeed students are 'browsing' L&T related materials. 

In engineering education at USP, there is a steady increase in working students registering in the newly accredited Bachelor of Engineering programme. Consequently, the push for face to face course to be delivered in online or blended mode seems more likely with the rapid advancement in technology, ICT infrastructure and resources within USP and its campuses. 

As part of Team Aristotle's Learning task 3, I made a video on e-Portfolio as a technological tool that enhances online learning. The Youtube video below explores the background, implementation and success of the Mahara e Portfolio system at U.S.P. 

References

     Sharma, B., & Reddy, P. (2015, December). Effectiveness of tablet learning in online courses at University of the South Pacific. In 2015 2nd Asia-Pacific World Congress on Computer Science and Engineering (APWC on CSE) (pp. 1-9). IEEE

Session 5 (eFacilitation): Opportunities and Challenges in e-Learning in Developing Countries Context

The first of three e-facilitation was carried out by team Downes in Week 10. E-learning has further strengthened the notation of student centered learning approach as has been the journey so far in the PGCTT programme. Not only related to formal education, e-learning also takes place when people have access to information related to their work or out of interest such as watching programming videos to create an own Android app. As with any learning and teaching (L&T) tool, it has its own set of opportunities and challenges, some of which are discussed below with respect to e-learning. 

Opportunities

1. All material is available online. Students can read, revise and revisit lectures and notes at their own pace. They can also post comments seeking clarification which can be addressed by teachers and peers. In other words, students are not confined to a particular style of teaching which is often the case in face to face courses. 
2. Related to the first point, student have control over their own learning. This would build self confidence in their abilities to solve problems and be take responsibility of their learning. 
3. Learning activities and assessment receive constant feedback from teachers and facilitators. This allows students to constantly revise and reassess their work and continuously improve throughout the course. This also encourages active student participation
4.  Students and teachers alike build on their technological skills. Students on their own may explore other online technological tools to assist in their learning as well as several mobile apps. 
5. Students would interact each other alot more online without having to meet a designated venue to complete assignments and projects. 

Challenges 

1. In Pacific Island Countries, connectivity continues to be a major hindrance to online learning. Least developed states have limited ICT infrastructure and bandwidth capacity to support regular and stable internet connectivity. This could result in students missing out on online resources that support their learning activity
2. Time management and self motivation can be major distractions. Online L&T may require certain hours per day to be dedicated which if not managed well may be stressful for students. It is very easy to get distracted online while binge watching videos, social networking and can become addictive if not managed well. 
3. In the Pacific context, not all secondary level education include ICT system curriculum which could be a major challenge at tertiary level.  

Session 4 (week 7 & 8) eLearning Practices in Higher Education

Session 3 introduced and examined e-learning trends in H.E., the focus now is on e-learning practices. The traditional learning environment consisted of classroom teaching with focus on the subject matter and subsequent assessment. However, the changing landscape of H.E. as well as the shift towards student centered learning has brought about the need for virtual learning environment. Few pointers to consider when working on Learning Environment Design (LED) include: 

• Who is the intended learner?
• What is the learning goal?
• What technology or other resources will be implemented into the environment, and how do we use them effectively to achieve the learning goal?
• What should the role of the teacher be in this environment? (Teacher as expert? Facilitator? Moderator?)
• What is the role of the learner? (Solo? Collaborator? Peer teacher?)
• How do we keep the learner motivated and engaged in this environment?
• How can we tell that learning occurred?

Keeping the above in perspective I was able to design my microLED given below that can also be found on Youtube. 

For the e-learning case study, Team Jonassen has chosen the topic ' Evaluation of learning and teaching technologies at U.S.P. Each member is focusing on a specific technology used in L&T and my research would be be on Mahara e-portfolio. Most importantly, the individual paper would focus on the history, and the impact of the technology on teaching and research at U.S.P. The paper is currently a work in progress, do make sure to visit my blog for further updates. 

Session 3: (week 5 & 6) E-Learning Trends in Higher Education

Technology to the current generation has become more of a necessity and it is only fair that it be utilized as a L&T tool in higher education. More and more people are arming themselves with smartphones and other electronic devices to stay informed and Fiji is no expectation. According to a press release by Vodafone Fiji C.E.O. in one of the dailies this week, it was claimed that there is a 78% smartphone penetration in Fiji compared to the global benchmark of 75%. 

At U.S.P. the most recent initiative towards e-learning has taken off with free e-tablet distribution to first year students which began in year 2017. This has noticeably resulted in a shift towards paperless classroom learning as most students in my class now access tutorial questions, charts, graphs, tables, solutions, etc on their personal devices. Consequently, most if not all teaching content is now available online through learning management system, namely Moodle as well as assignment and test submissions in some cases. Additionally, supplementary learning materials such as open educational resources can be easily pointed out to students. However, it can be difficult at times to police if students are indeed using it for the intended purpose during class.

Many at times, would have noticed that our social account pages, (Facebook, Youtube, Instagram, etc) would show adverts, videos, and posts that are related to recent searches or viewing history. This is done through data gathering and analysis by these sites based on our usage behavior and has now become an important source of revenue generation. (Article on Social Big Data by Business Insider, Australia: https://www.businessinsider.com.au/types-of-user-data-collected-by-social-networks-2014-7) .Similarly, learning analytics can be used effectively to design teaching strategies that promote learner interaction as well as early intervention for those at-risk. Analytics can be used to:

• predict learner performance
• provide learners with personal learning experience
• help improve future e-learning courses

According to a ADB report titled ' ICT for better Education in the Pacific' all PICs are expected to see a rapid increase in internet connectivity by the year 2021 and as a result strengthening its human capital resource. As a consequence a lot more courses and programs would be offered through e-learning at the peoples' 'doorsteps'. Latest features that are becoming a mainstay in smartphones are the inclusion of Augmented Reality (AR) and Virtual Reality (VR) platforms. In VR, the real world is replaced by a virtual one via the use of headsets and can provide an immersive experience that replaces your vision. On the contrary, AR adds to your vision in the real world such that information is overlayed on to the natural surrounding. AR apps can be useful in visualizing and analyzing existing structures such as bridges and roads that might require redesigning upon completion of their useful life. This could be given as project based learning activities to engineering students where critical measurements could be acquired through AR apps (Measure in iOS is one such example). Such projects could be undertaken in a VR environment and students could experiment with creative designs and analyses whilst having a more realistic and engaging learning experience. Perhaps the inclusion of VR in 1st year B.E. design course would greatly assist students in visualizing 3D drawings in CAD lab classes as well as in their design projects hence providing a more creative and meaningful introduction to their B.E. program. 

More than ever it has become evident to provide compulsory feedback to students that assist in transforming their learning experience. Hence moving away from traditional assessment techniques and adopting ones that promote reflective learning should be encouraged. Most appropriately, this has been put into practice in ED courses where e-assessments, peer and self review, and feedback are utilized. Additionally, marking rubrics act as guide towards self directed learning activities. The learning activities are cleverly designed such that learners are trapped (in a good way I must add) in to attempting activities and readings. On the same note, hope this post had you trapped till now. 

Session 2 (week 3 & 4): Learning Resources & Technology

Information and Communication Technologies (ICTs) have transformed the education sector and made access to education on the fingertips. Education feeds technology, which in turn forms the basis for education. Top institutions of higher education have adopted educational applications technologies to assist acquisition of skills, creative and critical analysis and how to go with advanced science and technology. ICT enabled technologies help to implement new pedagogical approaches in the teaching and learning environment. 

In the Pacific region learning technologies has mostly impacted tertiary education and this has resulted in a shift from teacher centered to student centered learning. At the University of the South Pacific a host of learning technologies are in use which include computers, internet, audio and video conferencing tools, synchronous and asynchronous online communication and collaboration tools, email, learning management systems (LMS) and mobile communication. The LMS forms the backbone for designing online courses and managing the classes, assignments and tests. It provides support to both teachers and students by ensuring effective interactions between the two, uploading and downloading of lessons and course materials, submission of assignments and reports, evaluation and grading of examinations. 

With these advancements and expanding infrastructure at U.S.P., teachers/instructors need to be well versed with online tools that make virtual classroom engaging and interesting. Online learning allows for self-paced learning, and allow students and teachers to collaboratively work together to meet scheduled targets. Additionally, teachers can engage in the realm of constant learning by non-conventional means through multimedia, video, chat and interactivity. Web 2.0 lists a host of learning tools that may be utilized by facilitators to engage on many levels with learners. I chose a visual tool that can be effectively used in Learning and Teaching. Videos improve learner performance by providing visual examples, allowing them to interact, explore and digest the content at their own pace. 

With Movie Maker you can create, edit and share video clips right on your computer. It is a Microsoft product and is pre-installed as an application on almost all Windows operating system. This eliminates the need for any third party downloads. Its major advantage is that it does not require an active internet connection to run. 

Open Educational Resource (OER) 

Integration of ICT in education has powered accessibility to OER which is continuing to gain a stronghold in mainstream HE curriculum. Open Educational Resources include freely-licensed educational content and related resources that support the production, distribution and use of such content. OER authors grant anyone the freedom to use their material, modify, translate and share with others. Interestingly, OERs have had a trickle effect in engineering programs offered at U.S.P. Lecturers can share and develop their materials with colleagues, and a peer-review system  implemented to validate it. Subsequently, such materials could be digitally reproduced with ease thanks to digital technology and be included as course materials. This would ultimately allow more courses to be offered in online mode and appeal to working students. Presented below is an interesting case where students at Victoria University created an open source textbook: 

For my part, I chose a visual and a textbook as a OER that I would likely implement in a 2nd year mechanical engineering program. The course in concern deals with manufacturing processes where students are introduced to theory and practicals on various machining operations. The OER could be used in the course to provide theoretical and practical knowledge of manufacturing processes and workshop technology to all students. It could be further used as preparatory materials for lab activities concerning:

• Proficiency in safely operating machines tools of various types.
• Knowledge of the working properties of metals and non metals
• Academic skill

 

Open Resource - Textbook

The video above is part of a three part series which demonstrates the anatomy, and fundamental operations of a lathe machine. Second year mechanical engineering students are given theory and practical knowledge on machining operations on a lathe machine. Similarly, the textbook covers a wide range of manufacturing processes in multiple chapters that are being currently taught to second year mechanical engineering students. Each chapter quite extensively introduces and demonstrates the mechanisms of machines, tools and safety features. It can be noted that both OERs complement each other in their delivery and would tremendously assist teachers, technicians, lab demonstrators and students alike.  

    

Session 1 (week 2) : Technology Enabled Learning in Higher Education

We as consumers strive to acquire quality products and access to quality education via technology is no exception. In the past, shopping for products meant being able to visually and physically inspect it hence making informed purchases. However, with the introduction of online or e-shopping, the product may not be to our expectation or may be of varied quality upon taking delivery.  In my opinion if the same analogy is applied to technology enabled learning, it becomes essential that the quality of education is not compromised and is aligned with meaningful student centered learning.

The Community of Inquiry (CoI) framework is aptly designed to address the challenges of technology based learning. Importantly, it is not technology that causes learning but rather the tools that may be chosen to facilitate certain activities. The influence and changes brought about by introducing learning technologies at higher education has been a first hand experience for me. At present all course materials can be conveniently accessed without the need for printouts, communication between teachers and learners is easily facilitated mainly for distant learning courses, missed lectures can always be revisited via lecture recordings, and exchanging and acquiring information has been made simple. In the regional sense, the introduction of learning technologies such as the Moodle platform has virtually brought the University of the South Pacific member countries closer.

Here is a article summary video on 'Technology-enhanced learning in higher education: