elearning Policy
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 061 2063001/206 3348 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
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
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 2030. 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
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
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
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
8.3 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
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