E-LEARNING POLICY. Centre for elearning and Interactive Multimedia Status
|
|
- Ruby Harrison
- 7 years ago
- Views:
Transcription
1 elearning Policy
2 E-LEARNING POLICY Custodian Pro-Vice-Chancellor: Academic Affairs and Research Responsible Division Centre for elearning and Interactive Multimedia Status Draft Contact Persons Dr C.M. Beukes-Amiss and Dr T.K. Mufeti / Recommended by Date recommended Approved by Date Approved Effective date Review Date 2018 Stakeholders affected by this policy All UNAM academic staff and students E-Learning Policy Draft Document 1
3 1. PREAMBLE The University of Namibia recognizes that universities worldwide are harnessing Information and Communication Technologies (ICTs) to improve efficiency and effectiveness in their teaching, learning and research activities. In any modern institution of higher learning, elearning is a key contributor to enhancing the academic profile of the institution. It also has a potential for enhancing the learner s educational experience by enabling students to pursue world class education in a flexible learning environment outside of a conventional classroom setting. The use of elearning requires a paradigm shift that puts the student at the center of the learning process and gives the lecturer more time for individual interaction with students. This enables even distance learning students to have two way, interactive discussions with their instructors, as opposed to a one way delivery system currently in place by the Centre of External Studies at UNAM. elearning implementation therefore provides a strategy to respond to the three major challenges currently facing UNAM: equity, efficiency and quality of learning. 2. POLICY STATEMENT The University of Namibia supports the intentional use of Technology-enhanced Learning to increase equity, enhance efficiency and improve the quality of teaching and learning. To develop as a leading national institution in learning, teaching and research, and to cultivate standards of excellence in all functions prescribed by the University of Namibia Act No. 18 of 1992, the University will take full advantage of opportunities provided by Information and Communications Technologies (ICTs) to provide instructors and students with a technology rich physical and online learning environment that is designed to appreciate diverse teaching and learning style preferences and accommodate the diversity of its users. This policy provides the basis to harmonize Technology-enhanced Learning implementation across the University, and to also guide staff in the process of planning, design, development and delivery of Technology-enhanced modules and module units. The University will harness the availability of champions in elearning, those willing to take the lead, to become early adopters in the implementation of elearning processes. This policy further elaborates on the integrated nature of the current Interactive Multimedia Unit (IMMU) and its potential to become a stand-alone Centre incorporating elearning as another core function, hence referred to as the Centre for elearning and Interactive Multimedia. This Centre will work in close collaboration with the Teaching and Learning Unit, the Computer Centre, CES, the University Library and any other relevant units or divisions within the University, in order to expedite its overall mandate. E-Learning Policy Draft Document 2
4 3. RATIONALE/PRINCIPLES The development of elearning activities will be guided by the following principles: 3.1 Equity The University will exploit a variety of technologies to enable distance students, as well as work-based and lifelong learners to participate in continuing professional development. 3.2 Fairness - The University will ensure that students enrolled in modules supported through Technology- enhanced learning are not discriminated against, but that they have equity of opportunity with students enrolled for face-to-face modules in terms of delivery and administrative and support procedures. It will also ensure that the workloads of staff members delivering their courses through elearning are acknowledged. 3.3 Flexibility The University will ensure an anytime, anywhere environment catering for all modes of learning. 3.4 Capacity The University will create organizational trainer capacity and provide adequate infrastructural resources necessary for assuring continuous in-house e-learning development capabilities in the long-term. 3.5 Sustainability - All students and academic staff will be trained on a continuing basis to equip them with the requisite skills to fully exploit the learning environment in their different disciplines. A sustainable model should be considered for the Centre for elearning and Interactive Multimedia to become self-sustainable with consideration for this Centre to become a division within CES. 3.6 Scalability The University will expand elearning services to all in order to reach the tipping point. The point where enough individuals will become comfortable users of ICTs. 4. OBJECTIVES The objective of this policy is to support the mission of the University by providing multiple approaches that enhance effective and flexible teaching and learning. This is in-line with the University's ICT strategy of December 2003, the national ICT policy for Education, and Namibia s long term development plan, Vision Therefore, the main objectives of this policy are to: 4.1 define how ICTs can be used as a delivery mechanism to assist and facilitate learning for the benefit of both face-to-face and distance students, and their lecturers 4.2 provide greater access to quality education by increasing enrolment opportunities through non face-to-face approaches E-Learning Policy Draft Document 3
5 4.3 improve efficiency in the administration and management of Technologyenhanced learning 4.4 provide guidance on the planning, designing, developing and delivering of modules that use elearning as a method of teaching and learning 4.5 create, maintain and execute the implementation plan of elearning at UNAM 4.6 monitor and review progress of activities and implementation plan 4.7 produce ICT literate graduates, capable of participating in knowledge-based economies and societies UNAM is cognizant that the use of ICT does not necessitate physical co-location of students and instructors. Online content can be accessed remotely from anywhere as long as the student or instructor has access to the content. In addition, interaction and assessment activities can also be carried out online. The current attendance rule, which requires students to attend at least 80% of the lectures in order to be admitted to examinations, will be revisited. UNAM has long shown its willingness to adopt ICT in education, as demonstrated by the considerable investments made in the acquisition and maintenance of video conferencing systems in all its campuses, and the installation of interactive smart systems in many of its lecturing venues on various campuses. However, these systems alone cannot cater for all our student population, neither are they sufficient to prepare our nation to meet the challenges and educational demands of the 21st century. Online learning is however, beneficial because it increases learning opportunities for lecturers and students by widening access and catering for multiple learning styles. In addition, students have access to information at any place and any time, enabling them to determine their own learning pace and catering for slow learners. elearning can indeed enable students and lecturers to develop skills that are essential today in a global information society. It is therefore an important component in improving the quality of teaching and learning, and enhancing the academic profile of our institution. It also has the potential to provide community support by encouraging effective lifelong and continuing education to the public sector. 5. PRE-AND CO-REQUISITES FOR IMPLEMENTATION elearning implementation will require the following: 5.1 A fully functional Centre responsible for coordinating all elearning services as well as other services as depicted in the organogram. The Centre requires staff members and an operational budget to enable execution of all services and activities. It will coordinate and manage the implementation of elearning activities. 5.2 Appropriate infrastructure - infrastructure readiness in terms of hardware and software, peripheral devices, and network connectivity. It is crucial that UNAM acquires appropriate equipment and infrastructure 5.3 Platform deployment and administration The use of an acceptable and functional Learning Management System 5.4 ICT competencies - It is important that staff members participating in elearning are trained to use and implement elearning effectively. Training E-Learning Policy Draft Document 4
6 should focus on developing the necessary ICT skills, as well as emphasise the pedagogical aspects of using ICTs in teaching and learning 5.5 Quality design standards Employ the services of qualified Instructional Designers (ID) following ID principles and theories 5.6 Support for users It is critical to provide a walk-in fully functional unit for staff and students alike 5.7 Learning implications Actively engage in learning and learning processes supported in various ways 5.8 Workload implications It is important to recognize engagement in elearning activities specifically for staff members, as part of the current workload formula. It is also important to consider incentivizing and rewards, which does not automatically imply consideration of a monetary value, but can be reduced workload, promotional points, opportunities to publish, release time to attend elearning conferences, workshops etc. 5.9 Research and development Support regular and frequent research into current elearning trends 5.10 Monitoring and evaluation Regular monitoring and evaluation of all elearning activities through the subsequent implementation strategy 6. SCOPE This policy details the courses of actions that the University will take on all matters related to elearning. Its purpose is to define the guidelines, regulations and procedures for all involved in elearning at the University. These guidelines must be followed when elearning activities are carried out at the University, to ensure that there is uniformity and consistency when dealing with elearning. It also encourages staff members to genuinely participate in elearning to ensure that all staff benefit from this initiative. Through this effort, students are encouraged to become facile with a virtual learning environment, while staff members and particularly academic staff members, are also encouraged to develop good ICT skills which are critical to the success of a tertiary education institution in this century. 7. DEFINITIONS For the purpose of this policy, elearning refers to a systematic application and integration of Information and Communication Technologies in the process of teaching and learning, also synonymously referred to as Technology-enhanced Learning. It compliments traditional teaching and learning methods currently offered by the University, by providing a conducive teaching and learning environment that compliments (and not necessarily replaces) the traditional learning methods thereby following a blended approach. Conceptually however, it goes beyond mere information dissemination and knowledge transfer, in that it has measurable objectives and expected outcomes that are attained through the provision of student-centered learning, collaborative work and active participatory and exploratory learning. It provides students and instructors with an environment that increases teaching and learning opportunities and allows them to access knowledge banks from outside the premises of the University. This ability to access information at any time and in any place enhances flexible teaching and learning. It also E-Learning Policy Draft Document 5
7 promotes the development of new pedagogical methods, which are not in any way intended to eliminate the need for face-to-face training, but complements it with additional flexibility. In this context therefore, elearning formats at UNAM can differ widely. They include computer-based training (CBT) that can be provided through the use of CD ROMs to online web-based learning (WBT) provided through the Internet. They also do not exclude the use of video conferencing systems to teach students that are located at the different regional campuses of our institution, or in some cases, in the comfort of their homes. Regardless of the format, elearning uses a combination of lecture notes, animations, audio and video components to address specific learning objectives at any time. Mobile learning is a form of learning that is offered through handheld mobile devices such as iphones, ipads, and other PDAs and can also be used in addition to elearning activities. Virtual learning environment and a Learning Management System is a web-based system that allows learning activities to be integrated in a single multimedia enabled environment. Blended learning a form of learning that combines traditional instruction, print based and multimedia delivery with online instruction. Social Media is associated with the use of Web 2.0 tools i.e. Blogs, Wikis, Facebook, Twitter, YouTube, RSS feeds etc. within an educational context to support collaborative activities among communities resulting in collaborative learning opportunities. 8. RESPONSIBILITIES All elearning activities that resort under the Centre for elearning and Interactive Multimedia are carried out under the direction of the Library and Information Technology Committee of Senate, which is chaired by the Pro Vice Chancellor. The LITC committee should however be supported by the Centre for elearning and Interactive Multimedia, that will advise and guide LITC on elearning matters, as well as to provide the overall vision, planning, and coordination of elearning activities. The Centre for elearning and Interactive Multimedia shall be responsible for the implementation of the elearning policy, related guidelines and regulations. The Centre will work as an elearning service function that plans and coordinates the implementation of all elearning related activities at the University, for the benefit of lecturers and students. The Role of the Centre will therefore be: 8.1 To investigate the different Technology-enhanced Learning methods available for both on and off campus students and promote these methods to the academic community. 8.2 To assist lecturers in planning, designing and implementation of elearning courses on approved delivery systems. E-Learning Policy Draft Document 6
8 8.3 To train and support lecturers on the use of ICT for teaching and learning. 8.4 To maintain, support and encourage the adoption of the online Learning Environment. 8.5 Identify factors and devise methods to overcome the limited use of ICT and technology effectively. 8.6 To ensure that elearning courses adhere to the adopted workflow and standards. 8.7 Encourage research that critically analyzes the working methods of elearning. 8.8 Monitor and evaluate elearning at UNAM. 9. CENTRE FOR ELEARNING AND INTERACTIVE MULTIMEDIA PARTNER UNITS/DIRECTORATES: 9.1 The Teaching and Learning Improvement Unit (TLIU) TLIU will provide guidance and support in online teaching and learning, a strong link is required with the Teaching and Learning Unit, specifically through the Director. 9.2 The Computer Centre Lecturers will only be able to transform their classroom practice to online learning if they have access to ICT resources, especially computers and other peripheral devices needed to effectively carry out all interactive activities. It is the responsibility of the Computer Centre to ensure that lecturers have access to computers in their offices, and that student labs have adequate computers that will enable students to access online learning (tutorials/materials). In addition, the Computer Centre shall ensure that the campus-wide network has adequate functionality, security, performance and external connectivity that will enable students to access online learning from wherever they are. Direct collaboration is needed, specifically through the Director. 9.3 Centre for External Studies (CES) Distance learning students at UNAM are currently registered via the Centre of External Studies. It is these students that will benefit most from elearning. It is therefore critical for the Centre to ensure that all modules taught to the distance learning students adhere to the approved elearning workflow, and that assessment and other module-related activities are implemented in an efficient manner. Direct collaboration is needed, specifically through the Director as CES should be considered among the first for the piloting of online course development. While the Interactive Multimedia and elearning Directorate is proposed for at least a five year term to establish itself and caters for the needs of both full-time and distance students, as well as lecturing staff, this Directorate can eventually be housed within CES as a division, taking into consideration the global expectation of how traditional distance institutions should transform. 9.4 University Library A strong link between the Directorate and the University Library is needed, specifically through the Chief Librarian, in order to widely reach out to all University stakeholders and E-Learning Policy Draft Document 7
9 provide further access to library resources and the role of the library in achieving and supporting elearning activities. 9.5 Faculties/Departments and Satellite Campuses Success in the implementation of elearning depends on the willingness of faculties/ departments and all satellite campuses to deliver their courses online. The courses that will be delivered using elearning belong to the Faculties/Departments and Satellite Campuses. Individuals as well as the faculties/departments and satellite campuses are therefore responsible for identifying the courses and the lecturers that will be involved in online courses. The experts in the faculties/departments and satellite campuses will also be responsible for content creation and authoring, student support and the general administration of their elearning courses. Faculties/departments and satellite campuses should make a provision for online tutors to assist in providing relief that is especially essential for online student support. In addition, each Faculty/satellite campus must also nominate a representative that will serve as a member of the elearning advisory committee, as well as serve as a champion for the faculty/satellite campus. The representative will also be expected to spearhead the design of an elearning plan for the faculty/satellite campus on an annual basis. 9.6 elearning Advisory Committee UNAM will establish the elearning Advisory Committee to advise the elearning and Interactive Multimedia Directorate in the implementation of this policy. The Committee shall comprise the following members: -One representative from each of the Faculties/ and Schools at UNAM -The Director of Centre for External Studies -The Director of Computer Centre -The Director of Teaching and Learning Improvement Unit -One representative from the library -One representative from the Student Representative Council 10. REVIEW OF THE POLICY The University is cognisant that the field of ICT evolves rapidly, and that the policy can become obsolete or outdated very quickly. It is therefore imperative that revisions and new clauses are added periodically to account for new developments in the field. On behalf of the Senate of the University of Namibia, the Office of the Director: Centre for elearning and Interactive Multimedia will be responsible for overseeing the review of the elearning policy at UNAM. E-Learning Policy Draft Document 8
QUEEN S UNIVERSITY BELFAST. e-learning and Distance Learning Policy 2009-2012
QUEEN S UNIVERSITY BELFAST e-learning and Distance Learning Policy 2009-2012 1 Introduction The University defines e-learning as learning facilitated and supported through the use of information and communication
More informationThe University of Hawai i Community Colleges Online Learning Strategic Plan
The University of Hawai i Community Colleges Online Learning Strategic Plan GOAL 1,2,3,4,5 DESCRIPTION OUTCOMES RESEARCH QUESTIONS AND DATA REPORTING FURTHER CONSIDERATIONS Overview As an important subset
More informationLibrary Documentation for Undergraduate Program Reviews Guidelines and Template
Library Documentation for Undergraduate Program Reviews Guidelines and Template The Undergraduate Program Review Audit Committee has established guidelines for the regular and systematic review of all
More informationDigital College Direction
Algonquin College s Digital College Direction Introduction: The educational demands of a community constantly change and with this change the technology and the material and educational resources evolve
More informationQUALITY ASSURANCE POLICY
QUALITY ASSURANCE POLICY ACADEMIC DEVELOPMENT & QUALITY ASSURANCE OFFICE ALPHA UNIVERSITY COLLEGE 1. BACKGROUND The Strategic Plan of 2003-2005 E.C of Alpha University s defines the direction Alpha University
More informationUNIVERSITY OF NAMIBIA
UNIVERSITY OF NAMIBIA SCHOLARLY COMMUNICATIONS POLICY FOR THE UNIVERSITY OF NAMIBIA Custodian /Responsible Executive Responsible Division Status Recommended by Pro Vice-Chancellor: Academic Affairs and
More informationTexas State University University Library Strategic Plan 2012 2017
Texas State University University Library Strategic Plan 2012 2017 Mission The University Library advances the teaching and research mission of the University and supports students, faculty, and other
More informationMASTER OF EDUCATION IN INSTRUCTIONAL TECHNOLOGY Student Handbook
MASTER OF EDUCATION IN INSTRUCTIONAL TECHNOLOGY Student Handbook Overview The Graduate School Department of Education Online Student Handbook is intended to serve as a general guide for current and prospective
More informationLUPANE STATE UNIVERSITY LUPANE STATE UNIVERSITY. P O Box AC 255, ASCOT, BULAWAYO ZIMBABWE. www.lsu.ac.zw. Lupane State University E-learning Policy
LUPANE STATE UNIVERSITY Lupane State University E-learning Policy LUPANE STATE UNIVERSITY P O Box AC 255, ASCOT, BULAWAYO ZIMBABWE www.lsu.ac.zw Lupane State University E-learning Policy Date effected
More informationelearning Integration at York University Consultation Summary Describing York s 2017 Vision for elearning
elearning Integration at York University Consultation Summary Describing York s 2017 Vision for elearning List of Consultations (November 2012 January 2013): 1. Deans Retreat 2. Student Representative
More informationLMS Advisory Committee Recommendation
LMS Advisory Committee Recommendation INTRODUCTION At Ohio State, we are not just about providing education, we are about advancing education. In fact, the first of the university s core goals is "to provide
More informationEducation and Research via the Open University Malaysia An Opportunity for Local Government
PRACTICE Education and Research via the Open University Malaysia An Opportunity for Local Government Commonwealth Journal of Local Governance Issue 4: November 2009 http://epress.lib.uts.edu.au/ojs/index.php/cjlg
More informationBuilding a BYOD Strategy For Education
A CBTS White Paper Building a BYOD Strategy For Education Chris Burns Marketing Director, CBTS 8/1/2012 www.cbts.cinbell.com Overview the BYOD Trend in Education Bring Your Own Device (BYOD) is one of
More informationClass Scheduling Including E-Learning
2011 Class Scheduling Including E-Learning A Faculty Guide on How to Schedule All Your Classes with the New Parameters Table of Contents Quick Start Guide: Questions to Ask When Scheduling Classes 1 1
More informationELCC Lifelong Learning Program Learning for life Learning for All
ELCC Lifelong Learning Program Learning for life Learning for All The lifelong learning program of ELCC focuses on enhancing the technical, professional and entrepreneurial skills of the largest segments
More informationHow To Use Elearning In Music Education
E- Learning as a Strategy for Enhancing Access to Music Education* Dr. Beatrice A. Digolo (Corresponding Author) E mail: digolobetty@yahoo.com, Tel:254-0712506224 Miss Elizabeth A. Andang o E mail: betsango@yahoo.com,
More informationTraditional courses are taught primarily face to face.
REACH Distance Learning Program Center Handbook Introduction Distance learning is an educational delivery method where students work on their own and communicate with faculty and other students through
More information(ICON) Company Facts and Figures. Case: Symbiosis Centre for Distance Learning. Introduction. Why Technology based Learning?
Case: Symbiosis Centre for Distance Learning Company Facts and Figures Industry: Higher education 2008 Revenues: US$37 million Scope of Services and Products: Providing post university education, 16 programs,
More informationTechnology Master Plan 2010-2015 Irvine Valley College
Technology Master Plan 2010-2015 Irvine Valley College Adopted Fall Term 2010 V4.0 Created By: Irvine Valley College Page 1 6/21/2010 Table of Contents Introduction and Overview... 3 Background and Planning
More informationLibrary Information Literacy Instruction Service Guideline
Library Information Literacy Instruction Service Guideline Implementation Date: June 2012 Replaces: June 2010 Table of Contents Section Description Page 1.0 Goal of Information Literacy Instruction Service
More informationE LEARNING STRATEGY 1. INTRODUCTION
E LEARNING STRATEGY 1. INTRODUCTION The aim of this strategy is to describe how the Trust can develop a progressive approach towards the continued application of e learning to ensure maximum use of this
More informationDISTANCE AND CORRESPONDENCE EDUCATION
DISTANCE AND CORRESPONDENCE EDUCATION Policy Title: Distance and Correspondence Education Policy Type: Administrative Policy Number: 34-01(2014) Approved: 01/12/2015 Responsible Office: Dean, School of
More informationInstructional Design and Development (IDD) Model 1
Instructional design models incorporating Information and Communication Technology (ICT) for wider access of learners to educational opportunities at the Open University of Sri Lanka (OUSL). H.T.R. Jayasooriya,
More informationDistance Education Enhancements Banner Scheduling Manual
Distance Education Enhancements Banner Scheduling Manual How to Schedule All Your Classes with the New Distance Education Parameters 2011 Table of Contents TERMS AND DEFINITIONS...iii 1 INTRODUCTION...
More informationDisrupting Class How disruptive innovation will change the way the world learns
Disrupting Class How disruptive innovation will change the way the world learns Clayton Christensen, Michael B Horn Curtis W Johnson Mc Graw Hill, 2008 Introduction This book is about how to reform the
More information3.2 Stranmillis University College
STRANMILLIS UNIVERSITY COLLEGE A College of The Queen's University of Belfast E-LEARNING STRATEGY 1. Introduction 2. Definition 3. Context 3.1 The Regional Context 3.2 Stranmillis University College 4.
More informationSystemwide Program to Support and Enhance Academic Quality in Online Courses
Systemwide Program to Support and Enhance Academic Quality in Online Courses March 5, 2014 Introduction The CSU follows the national, accelerating trend of significant growth in online teaching and learning.
More informationE-Learning @ Pasco-Hernando Community College Operational Guidelines
E-Learning @ Pasco-Hernando Community College Operational Guidelines I. Operational Definition: E-Learning @ PHCC is a formal education process in which the majority of the instructional interaction occurs
More informationCreating Online Faculty Training Modules to Support Continuous Quality Improvement
Creating Online Faculty Training Modules to Support Continuous Quality Improvement Dr. Anthony Trippe, RIT faculty a_trippe@cast-fc.rit.edu Karen Vignare, Sr. Research Analyst kvignare@firstclass.rit.edu
More informationInformation Strategy 2006-2009
The University of Sheffield Information Strategy 2006-2009 The Information Strategy exists to support the University s mission and its objectives in research, teaching and learning, and knowledge transfer.
More informationTHE AUSTRALIAN HIGHER EDUCATION SECTOR LEADERSHIP COLLOQUIUM - PROFESSIONAL STAFF -
National Excellence in Educational Leadership Initiative THE AUSTRALIAN HIGHER EDUCATION SECTOR LEADERSHIP COLLOQUIUM - PROFESSIONAL STAFF - Supporting dynamic and collaborative leadership practice throughout
More information2010-2016 TECHNOLOGY PLAN
2010-2016 TECHNOLOGY PLAN Bland County Public Schools 361 Bears Trl. Bastian, VA 24315 www.bland.k12.va.us Six Year Technology Plan for Bland County Public Schools APPROVED BY SCHOOL BOARD MAY 23, 2011
More informationUNH Strategic Technology Plan
UNH Strategic Technology Plan Joanna Young, UNH Chief Information Officer - April 2010 People increasingly experience or interact with an organization through a technology lens. Accessible, engaging, responsive,
More informationCenter for Instructional Technology Strategic Plan 2007 2011
Center for Instructional Technology Strategic Plan 2007 2011 Last update 8/9/07 CIT's mission The Duke Center for Instructional Technology supports the academic mission of Duke University by helping instructors
More informationBlackburn College Teaching, Learning and Assessment Strategy. 25 August 2015
Blackburn College Teaching, Learning and Assessment Strategy 25 August 2015 1 Introduction This document provides a Teaching, Learning and Assessment Strategy covering all of the College s Further Education
More informationBlended Course Evaluation Standards
Introduction: Blended learning is defined as to combine Face-to-Face instruction with computer-mediated instruction Graham 2006. Mixing technology and content does not necessarily yield effective learning.
More informationSubject Experience Survey Instrument Questions
Quality of Teaching and Learning - Subject Review Procedure SCHEDULE A Subject Experience Survey (SES) SCHEDULE Subject Experience Survey Instrument Questions The SES is structured so as to have a group
More informationMaster of Laws LL.M IN CRIMINAL JUSTICE ADMINISTRATION 2015/2016
Message from the Vice-Chancellor The Open University of Sri Lanka (OUSL) is the premier Open and Distance Learning (ODL) institution in Sri Lanka where students can pursue their studies from foundation
More informationGUIDELINE ON QUALITY OF DISTANCE EDUCATION FOR EXTERNAL STUDENTS AT THE HEI S OF PAKISTAN
GUIDELINE ON QUALITY OF DISTANCE EDUCATION FOR EXTERNAL STUDENTS AT THE HEI S OF PAKISTAN (QUALITY ASSURANCE DIVISION) HIGHER EDUCATION COMMISSION (HEC) ISLAMABAD, PAKISTAN 0 Module 1: Guidelines for Establishment
More informationStandard Seven: Library and Other Information Resources
Standard Seven: Library and Other Information Resources The institution demonstrates sufficient and appropriate information resources and services and instructional and information technology and utilizes
More informationThe University of Akron College of Nursing Technology Plan 2009-2012
The University of Akron College of Nursing Technology Plan 2009-2012 Vision: The vision for information technology (IT) in the College of Nursing is that all students, faculty, and staff learn, teach,
More informationUBC Certificate in Multimedia and Web Development Program Handbook
UBC Certificate in Multimedia and Web Development Program Handbook cstudies.ubc.ca/mmwd cert Contact Information UBC Certificate in Multimedia and Web Development Continuing Studies The University of British
More informationCLOUD COMPUTING CONCEPTS FOR ACADEMIC COLLABORATION
Bulgarian Journal of Science and Education Policy (BJSEP), Volume 7, Number 1, 2013 CLOUD COMPUTING CONCEPTS FOR ACADEMIC COLLABORATION Khayrazad Kari JABBOUR Lebanese University, LEBANON Abstract. The
More informationCourse Development Resource Guide. Professional Development & Community Engagement Educational Technology Support
Course Development Resource Guide Professional Development & Community Engagement Educational Technology Support Introduction The Course Development Resource Guide provides information to course writers
More informationTechnology Planning for Adult Education: All the Pieces of the Puzzle
Technology Planning for Adult Education: All the Pieces of the Puzzle COABE 2004 John Fleischman, OTAN, jfleischman@scoe.net Marian Thacher, OTAN, mthacher@otan.us OTAN activities are funded by contract
More informationRWWL 2010-2015 STRATEGIC PLAN: Building a 21st Century Learning Community Advancing the Academic Village
RWWL 2010-2015 STRATEGIC PLAN: Building a 21st Century Learning Community Advancing the Academic Village Clark Atlanta University Interdenominational Theological Center Morehouse College Spelman College
More informationThe University of Reading. e-learning Strategy 2005-2010
The University of Reading e-learning Strategy 2005-2010 This strategy has been approved by the University Board for Teaching and Learning and noted by the Information Strategy Committee in June 2005. The
More informationTEACHING AND LEARNING STRATEGY. 2002 to 2005
July 2002 TEACHING AND LEARNING STRATEGY 2002 to 2005 CONTENTS Introduction 1 Mission Statement for the College 2 Link to the Strategic Plan 3 HR Issues 4 Curriculum Issues 5 Integrating Equal Opportunities
More informationInformation Technology Services
Information Technology Services 2015 Annual Report The 2015 Information Technology Services Annual Report Key Performance Indicators (KPIs) and Highlights of the 2014-2015 Academic Year Information Technology
More informationUNIVERSITY OF CALIFORNIA Office of Academic Personnel Academic Personnel Manual (APM) Policy Development Process Guide
Overview The at the University of California Office of the President manages the Academic Personnel Manual (APM) policy development process from inception to issuance on behalf of the Provost and Executive
More informationUniversity Libraries Strategic Goals and Objectives. extracted from: A Strategic Plan for the UNLV Libraries: 2005-2010.
University Libraries Strategic Goals and Objectives extracted from: A Strategic Plan for the UNLV Libraries: 2005-2010 June 1, 2005 For a copy of the complete Libraries Strategic Plan, please contact the
More informationTechnology Enhanced Learning Strategy and Implementation Plan 2012-2017
Technology Enhanced Learning Strategy and Implementation Plan 2012-2017 Contents PART ONE TEL STRATEGY... 2 Introduction... 2 Context... 2 Underlying principles... 3 Main objectives... 3 PART TWO IMPLEMENTATION
More informationUniversity of Nebraska at Omaha s College of Education Embraces Collaboration Technology to Create Open Classroom Experience
Cisco Collaboration for Higher Education Case Study University of Nebraska at Omaha s College of Education Embraces Collaboration Technology to Create Open Classroom Experience Using collaborative solutions
More informationDistance Learning Education of Software Engineering: Principles
Distance Learning Education of Software Engineering: Principles and Experiences c Software Technology Research Laboratory (STRL) September 8, 2010 CONCLUSION! Distance Learning is expensive Accreditation/Validation
More informationFor Android A LEADING PROVIDER OF CONSULTANCY & TRAINING IN MOBILE TECHNOLOGIES IN EDUCATION
For Android A LEADING PROVIDER OF CONSULTANCY & TRAINING IN MOBILE TECHNOLOGIES IN EDUCATION Android Tablets in Education Tablet initiatives are revolutionising how schools meet and deliver their vision
More informationDistance Learning University of Bedfordshire
Distance Learning University of Bedfordshire Professor Ashraf Jawaid Deputy Vice Chancellor External Relations University of Bedfordshire New University created in August 2006, merged University of Luton
More informationCloud Computing in European Schools Analysis of 59 Case Studies
Ingo K. Bosse, Niamh Armstrong, Daniela Schmeinck Cloud Computing in European Schools Analysis of 59 Case Studies 1 Research Cluster Jun. Prof. Ingo Bosse, Ph.D. School of Rehabilitation Sciences Department
More informationIT@CSUEB: Strategic Plan for IT 2007-2011
IT@CSUEB: Strategic Plan for IT 2007-2011 DRAFT May 3, 2007 California State University, East Bay Table of Contents Page Introduction 3 Strategic Imperatives Imperative A Solid Foundation of IT Infrastructure
More informationBlended Learning: Where Teaching Meets Technology
Blended Learning: Where Teaching Meets Technology We are in an era of educational reform. With technologies evolving at a rapid pace in an increasinglyconnected global community, modern learners are able
More informationKaren Vahlberg, RN, BSN Chief Executive Officer Juli Wallace Chief Operations Officer, LSF
Karen Vahlberg, RN, BSN Chief Executive Officer Juli Wallace Chief Operations Officer, LSF The Problem Recently, I was asked if I was going to fire an employee who made a mistake that cost the company
More informationBOCES Educational Consortium Testimony
New NY Education Reform Commission October 11, 2012 SUNY Old Westbury BOCES Educational Consortium Testimony Good morning/afternoon. My name is Dr. Lydia Begley and for the past year, I have been the Associate
More informationFall 2009 Fall 2010 Fall 2011 Fall 2012 Fall 2013 Enrollment 6 - - - - 1 33 Degrees Awarded 2 - - - - - - 1
Principalship MED Enrollment and Graduate History Data in PED Fall 2009 Fall 2010 Fall 2011 Fall 2012 Fall 2013 Enrollment 6 - - - - 1 33 Degrees Awarded 2 - - - - - - 1 Program description The Master
More informationKent Strategy For E-Learning
University of Kent e-learning Strategy 2007 Page Executive Summary... 2 National Context... 3 Why engage?... 3 Why do we need a strategy?... 4 Institutional Context... 6 Background... 6 Vision and Guiding
More informationGovernance Processes and Organizational Structures for Information Management
UNIVERSITY BUSINESS EXECUTIVE ROUNDTABLE Governance Processes and Organizational Structures for Information Management Custom Research Brief Research Associate Lauren Edmonds Research Manager Priya Kumar
More informationFAQs Cal State Online
FAQs Cal State Online 1. What is Cal State Online? Cal State Online is a coordinated systemwide collection of services that not only support the delivery of online programs from systemwide campuses but
More informationE-Learning Learnings from Vocational Education in Victoria, Australia
E-Learning Learnings from Vocational Education in Victoria, Australia Investment and innovation to better support industry and learner needs Skills Development Skills Development for National Development.
More informationExecutive summary. Table of Contents. How closer ties between management, operations and training make for higher impact learning, faster
White Paper Integrated learning How closer ties between management, operations and training make for higher impact learning, faster Executive summary Today, more than ever, organizations are focused on
More informationPerspectives of Open and Distance Learning in Myanmar
Perspectives of Open and Distance Learning in Myanmar Dr Hla Tint Acting Rector Yangon University of Distance Education Abstract This paper deals with the present situation of distance education implemented
More informationDistance Learning Policy With Proposed Procedures
Distance Learning Adopted by PWO 19 Feb 2010 Distance Learning Policy With Proposed The Instructional Division will be responsible for the development, delivery, assessment and accreditation of Distance
More informationFall Summer W e s t e r n C o n n e c t i c u t S t a t e U n i v e r s i t y
Summer 12 WCSU Online Policy Faculty Senate Distance Education Committee Please see http://library.wcsu.edu/wcsu/distanceed/wiki for a list of committee members and working documents. W e s t e r n C o
More informationOnline Teaching and Learning
Teaching online requires faculty members to shift their roles from instructor to facilitator or coach. Content shifts to customized materials and learning includes many active components. Simonson, Smaldino,
More informationDistance Learning Guidelines
Distance Learning Guidelines Introduction Florida Gateway College strives to offer the highest quality educational learning experience to all of its students, whether it is in a traditional classroom setting
More information2014, Project Tomorrow Page 1 Speak Up 2014 District Administrator Survey Questions
1.) What is your primary job assignment this year? o Superintendent (District Executive, CEO) o Assistant/Deputy Superintendent o CTO/CIO/Technology Director o Curriculum & Instruction Director o ELL/ESL
More informationProposal to Deliver the BBA and the MBA Degree Programs at Off-Campus Site Fairburn Educational Complex Fairburn, Georgia
BOARD OF REGENTS OF THE UNIVERSITY SYSTEM OF GEORGIA Proposal to Deliver the BBA and the MBA Degree Programs at Off-Campus Site Fairburn Educational Complex Fairburn, Georgia If an institution seeks to
More informationMissouri Baptist University Center for Distance Learning
Missouri Baptist University Center for Distance Learning Policies and Procedures Manual MBU Center for Distance Learning Vision, Mission and Goals Through technologically-enhanced teaching-learning opportunities,
More informationTechnological Requirements of the TEACH Act
Introduction Technological Requirements of the TEACH Act The President signed the Technology, Education and Copyright Harmonization Act (TEACH) on November 2, 2002. TEACH amends the copyright law by expanding
More informationElearning: Building an Effective and Engaging Solution Online
PERSPECTIVES Elearning: Building an Effective and Engaging Solution Online There s a lot of buzz about elearning, and with good reason. When done effectively, organizations find it can reduce time away
More informationCHANGING HRM PRACTICES WITH SPECIAL REFERENCE TO RETENTION POLICIES AT TCS
CHANGING HRM PRACTICES WITH SPECIAL REFERENCE TO RETENTION POLICIES AT TCS Ms. Ruchita Petkar Asst. Professor ATSS CBSCA, Chinchwad, Pune Dr. Suhas Sahasrabudhe Principal CSIT, Shahu Nagar, Pune Abstract:
More informationNorthwestern State University Electronic and Continuing Education Departmental Guidelines
Northwestern State University Electronic and Continuing Education Departmental Guidelines June 2016 Contents Contents... 2 Introduction... 3 The Goals of the Office of Electronic and Continuing Education...
More informationThe University of Manchester elearning Strategy
The University of Manchester elearning Strategy Definition 1. The Joint Information Systems Committee (JISC) defines elearning as 'learning facilitated and supported through the use of information and
More informationAcademic Affairs Working Plan 2014-17
1 Division of Academic Affairs Academic Affairs Working Plan 2014-17 Strategic planning in Academic Affairs is guided by the five goals of the SJSU Strategic Plan: Vision 2017 and the planning previously
More informationTurkish Online Journal of Distance Education-TOJDE July 2006 ISSN 1302-6488 Volume: 7 Number: 4 Review: 2
Turkish Online Journal of Distance Education-TOJDE July 2006 ISSN 1302-6488 Volume: 7 Number: 4 Review: 2 ADVANCED METHODS IN DISTANCE EDUCATION: Applications and Practices for Educators, Administrators
More informationSan Diego City San Diego City College Applied Math Project (AMP) IMPACT ON SYSTEMWIDE NEED SPECIFIC EDUCATIONAL PROGRAM BEING ADDRESSED
CALIFORNIA COMMUNITY COLLEGES Depository of Funded Projects 1994 PROPOSAL NARRATIVES 94-1020 San Diego City San Diego City College Applied Math Project (AMP) CONTENTS BACKGROUND / INTRODUCTION IMPACT ON
More informationCisco Solutions: Meeting Today s Challenges in Scaling Educator Professional Development
Cisco Solutions: Meeting Today s Challenges in Scaling Educator Professional Development As an increasingly critical partner in education, Cisco is bringing new technologies and solutions to the mission
More informationThe Effect of Web-Based Learning Management System on Knowledge Acquisition of Information Technology Students at Jose Rizal University
The Effect of Web-Based Learning Management System on Knowledge Acquisition of Information Technology Students at Jose Rizal University Ryan A. Ebardo Computer Science Department, Jose Rizal University
More informationE learning Forest Departments Faculty of Agriculture and Forestry
E learning Forest Departments Faculty of Agriculture and Forestry Outi Valkama Outline of the presentation E learning support structure E learning at the Faculty of Agriculture and Forestry Case examples
More informationDeveloping Research & Communication Skills
Developing Research & Communication Skills Guidelines for Information Literacy in the Curriculum Executive Summary This handbook provides colleges and universities with suggestions for how they might develop
More informationD R A F T. Faculty Senate Ad Hoc Committee on Quality in Online Learning.
Faculty Senate Ad Hoc Committee on Quality in Online Learning. The Faculty Senate Ad Hoc Committee on the Future Direction of Quality Education is charged with: Defining quality in online/distance education
More information2. Recognizing and Promoting Quality in Online Education
College of Education, Health and Human Services University of Michigan Dearborn Quality Online Course Development and Delivery Plan DRAFT of June 20, 2014 The Curriculum Committee of the College of Education,
More informationABSTRACT 1. INTRODUCTION
Policies, Master plans and a Rolling Strategic Plan in Effective Implementation of ICT Infrastructure and Services: Case Study of the Open University of Tanzania Jabiri Kuwe Bakari 1, Tolly.S.A. Mbwette
More informationFaculty Workload & Compensation in Online and Blended Courses
UNIVERSITY LEADERSHIP COUNCIL Faculty Workload & Compensation in Online and Blended Courses Custom Research Brief Research Associate David Godow Research Manager Katie Sue Zellner May 2012 2 of 11 3 of
More informationc o n t e m p o r a r y
c o n t e m p o r a r y MCEETYA A u s t r a l i a - N e w Z e a l a n d 21 st century education integrates technologies, engaging students in ways not previously possible, creating new learning and teaching
More informationDefinitive Questions for Distance Learning Models
Definitive Questions for Distance Learning Models Nicole Meredith EDUC 6135-4 Dr. Ronald Paige February 11, 2012 Using the matrix on the next slide click on each of the links for more information. Distance
More informationSolomon Islands National University (SINU)
Solomon Islands National University (SINU) SOLOMON ISLANDS NATIONAL UNIVERSITY Strategic Plan 2016 2020 Creating your future is our commitment 0 Message from the Pro Chancellor As the transitional period
More informationRealizing the Full Potential of Blended Learning
A STRATEGY PAPER FROM Realizing the Full Potential of Blended Learning FLICKR/CONCORDIA What higher education institutions say about effective instructional strategies, practices and technologies for student
More informationA framework for Assuring Quality of e-learning Programs in the Kingdom of Saudi Arabia Dr Muhammad Abdul Wahid Usmani1
A framework for Assuring Quality of e-learning Programs in the Kingdom of Saudi Arabia Dr Muhammad Abdul Wahid Usmani1 Head of Quality Planning Unit Deanship of Quality, King Saud University, Riyadh Prof.
More informationUNIVERSITY OF LEEDS BLENDED LEARNING STRATEGY Learning and Teaching in a Digital Age
UNIVERSITY OF LEEDS TAUGHT STUDENT EDUCATION BOARD BLENDED LEARNING STEERING GROUP BLENDED LEARNING STRATEGY REFRESH At its meeting on the 2 nd October, the Taught Student Education Board endorsed the
More informationWhitepaper Education. Video Collaboration for an enhanced Interactive Learning Experience with elearning Suite
Whitepaper Education Video Collaboration for an enhanced Interactive Learning Experience with elearning Suite Introduction Video collaboration solutions for education, can bring the best of learning environment
More informationSouthwest Texas Junior College Distance Education Policy
Southwest Texas Junior College Distance Education Policy I. Institutional Policies A. Mission To provide quality education to students who prefer or require an alternative classroom setting. To accomplish
More informationDistance Learning Programme Administrator. Graduate School DL Division
Job Description Job title: Distance Learning Programme Administrator Department/School: Faculty of Engineering & Design Grade: 6 Location: Graduate School DL Division Job purpose This postholder will form
More information