Title: Dr' Saleh AlSaleem
1e-Learning Experience at the AOU
- Dr. Saleh Al-Saleem
- Arab Open University
2AOUs 3-step approach
Step 3 Learning objects
Step 2 Integrate
Step 1 LMS/LCMS
3AOU e-Learning platform Closer look
AOU e-Learning platform
Learning Object Repository (courses)
CMC (conferencing, email, chat, WB)
e-Competency (scheduling, archiving, grading,
monitoring)
Learning Management System
e-Tutoring (Live tutorials, on-line AV, etc.)
Other features (tools, templates, etc.)
4Alternative pathways
- Sub-contracting
- 3rd party custom solution
- Proprietary
- Lease or perpetual
- In-house
- Local resources
- F/OSS feasible in-house development
- Mix-and-match from the wealth of existing code
5LMS Assessment Excerpt
6Concerns?
- Security
- the code is exposed to extreme scrutiny, with
problems being found and fixed instead of being
kept secret until the wrong person discovers
them. - Support
- just remember that OSS customers are not bound
by a single supplier. - Reliability
- large pool of developers with true peer review
for the code. - Maintainability
- See the Communication of ACM November 2004
issue. - 4 business models for OSS developers (see
opensource.org)
7e-Learning Experience at the AOUe-Content
Production
- Dr. Saleh Al-Saleem
- Arab Open University
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9Course production phases
10Description of the online course
11Models
- Content-plus-support
- Integrated
- Wraparound
12Content-plus-support
activity
activity
activity
Content
activity
activity
activity
13Integrated
14Wraparound
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24Monitor when and what course resources the
learner has accessed. Moodle's Logs provide
detailed learner activity.
Logs pin-point where a student is within
coursework. Easily locate specific course,
student, date and module activity access.
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26TU170 Short demo
27Planning phase
- Assumed inputs
- Course code, title, and weight in credit hours
- Prerequisites
- Short description
- Suggested references
-
- Outputs
- Prerequisite knowledge and target groups
- Recount of the course objectives and specific
learning outcomes - Number and title for each module
- Detailed descriptions for each module
(alternative routes) - Content-objective matrix showing
- Assessment methods Parts and justification for
each part - Tentative number and type of activities
28Design phase
- Assumed inputs Planning phase successfully
completed -
- Outputs
- Material formats will the module contents be
developed as web pages in a course website,
printable documents in PDF for example,
electronic version on a CD, or a combination of
all of these? - Supplements Which modules need external
resources and how they will be made available. - Additional learning recourses Text books,
articles, animations, simulators, audio-video
resources and so on. - Supporting materials Manuals for using certain
systems (e.g. the LMS), course related packages,
and alike. These manuals might be developed as
part of the course or taken from somewhere else.
29Development phase
- Assumed inputs Design phase successfully
completed -
- Outputs
- Learning materials consisting of a set of web
pages, printable (PDF, Word, PTT, etc.)
resources, supplements, and supporting martial
that comprise the online course. All these parts
should be installed on top of the chosen LMS - A course guide
- A tutor guide
- An assignment booklet
- This phase wins the major share in terms of time
and cost. The author/s should be in constant
contact with the curriculum committee in order to
ensure timely delivery (according to a pre-set
work-plan for the course deliverables) of a
course satisfying certain quality indicators.
30Assessment phase
- Assumed inputs Development phase successfully
completed -
- Outputs
- An assessment report
- List of revisions for the authors