Presentation of WHAT IS VIRTUAL LEARNING.ppt

Definition of Virtual Learning

1. VIRTUAL LEARNING

2. DEFINITION
E LEARNING OR VIRTUAL LEARNING CAN BE DEFINED AS A LEARNING
SYSTEM THAT IS DEVELOPED IN A VIRTUAL ENVIRONMENT
A VIRTUAL ENVIRONMENT IS A COMPUTER NETWORK SOFTWARE
THAT OWNS VARIOUS TOOLS THAT ENABLE LEARNERS TO INTERACT
WITH LEARNING MATERIALS, PEERS, TUTORS, TEACHERS, AND OTHER
RESOURCES
IN THIS LEARNING ENVIRONMENT LEARNERS ARE EXPECTED TO
LEARN ACTIVELY, AUTONOMOUSLY, INTERACTIVELY, AND
COLLABORATIVELY
THE LEARNING PROCESS IN A VIRTUAL LEARNING IS BASED ON
EDUCATIONAL THEORIES SUCH AS CONSTRUCTIVISM AND
CONVERSATIONAL
THOSE THEORIES ARE BASED ON THE PREMISE THAT KNOWLEDGE
MUST BE CONSTRUCTED IN THE MIND OF THE LEARNERS BY THE
LEARNERS THEMSELVES, NOT TRANSFERRED BY TEACHERS TO
LEARNERS (ALLADIN, 2001)
KNOWLEDGE CONSTRUCTION OCCURS BY ADAPTATIONS PROCESS OF
NEW INFORMATION TO PREVIOUS KNOWLEDGE AND EXPERIENCE

3. THE CONCEPT OF E-LEARNING
•AS A SUB-SET OF ODL E-LEARNING/VIRTUAL LEARNING HAS
THE FOLLOWING CHARRACTERISTICS (Paulsen. 2002):
•THE SEPARATION OF STUDENTS AND TEACHERS IN THE
PROCESS OF LEARNING
•THE INFLUENCE OF AN INSTITUTION
•THE USE OF COMPUTER NETWORK TO DELIVER LEARNING
CONTENTS
•THE PROVISION OF TWO-WAY COMMUNICATION
THROUGH COMPUTER NETWORK (THE STUDENTS BENEFIT
FROM THIS)
•THE ABSENT OF LEARNING GROUP (STUDENTS LEARN
COLLABORATIVELY IN A DISTANCE)

4. E-LEARNING OR VIRTUAL LEARNING AS A SYSTEM
•AS A SYSTEM E-LEARNING/VIRTUAL LEARNING HAS SEVERAL
SUBSYSTEM (PAULSEN-2002)
•COURSE CREATION SYSTEM (CCS)
•LEARNING MANAGEMENT SYSTEM (LMS) OR VIRTUAL LEARNING
ENVIRONMENT (VLE)
•STUDENT MANAGEMENT SYSTEM (SMS)
•ACCOUNTING SYSTEM
•LOGISTIC SYSTEM

5. PEDAGOGICAL ELEMENTS OF VIRTUAL LEARNING
THERE ARE TWO MAJOR EDUCATIONAL THEORIES
RELATING TO ICT INTEGRATION INTO LEARNING
AND TEACHING THAT ARE LARGELY USED:
• CONSTRUCTIVISM
• CONVERSATIONAL
THOSE TWO THEORIES ARE BASED ON THE BELIEVE
THAT KNOWLEDGE ARE CONSTRUCTED THROUGH
A PROCESS OF NEGOTIATED MEANING

6. CONSTRUCTIVIST MODEL
STUDENTS ACTIVELY CONSTRUCT THEIR
OWN KNOWLEDE
THE MIND OF THE STUDENTS MEDIATED INPUT
FROM OUTSIDE WORLD
THE STUDENT DETERMINE WHAT HE/SHE WILL
LEARN
LEARNING IS ACTIVE MENTAL WORK, NOT PASSIVE
RECEPTION OF MEANING

7. THE CONVERSATIONAL MODEL
1.A COMPLEX LEARNING PROCESS AT LEAST MUST INVOLVE
TWO PARTICIPANTS
2.THE TWO PARTICIPANTS WORK RESPONSIVELY AND
INTERACTIVELY
3.THIS MODEL DESCRIBES THE TEACHING AND LEARNING
PROCESS AS DIALOGIC RELATIONSHIP BETWEEN TEACHER
AND STUDENT
4.THERE ARE NEGOTIATION OF VIEWS OF THE GIVEN SUBJECT
BETWEEN TEACHER AND LEARNER
5.THE NEGOTIATION WILL MODIFY THE LEARNER PERCEPTIONS
OF THE SUBJECT BEING DISCUSSED

8. THE CONVERSATIONAL MODEL
THE PROCESS OF LEARNING:
THE LEARNER COME INTO THE LEARNING PROCESS
WITH HIS/HER OWN CONCEPTION CONCERNING THE
TOPIC BEING DISCUSSED.
THE TEACHER GIVES A TASK TO THE LEARNER AND
THE LEARNER WILL MAKE FURTHER EXPLORATION OF
THE SUBJECT BEING DISCUSSED
BASED ON THE FEEDBACK PROVIDED BY THE
TEACHER THE LEARNER WILL MODIFY HIS/HER
PREVIOUS CONCEPT AND CONSTRUCT A NEW CONCEPT
THE TEACHER THEN GIVE THE LEARNER A NEW TASK
TO GUIDE THE LEARNER TOWARD THE NEXT STAGE OF
SUBJECT INQUIRY

9. ROLE CHANGES OF TEACHERS AND LEARNERSROLE CHANGES OF TEACHERS AND LEARNERS
ROLE CHANGES IN THE PROCESS OF
INSTRUCTION
THE TEACHER’S ROLE CHANGES FROM
TRANSMITTER OF KNOWLEDGE TOBECOME
FACILITATOR OF LEARNING
THE LEARNER ROLE CHANGES FROM
PASSIVE RECEIVER OF KNOWLEDGE
TOBECOME ACTIVE CONSTRUCTOR OF
KNOWLEDGE

10. THE WORKING MECHANISM OF THE MODEL
1.THE SEAVLM USE A PLATFORM THAT HAS THE FOLLOWING CAPACITIES:
•COURSE CREATION
•LEARNING MANAGEMENT
•STUDENT’S MANAGEMENT
2.USING THE CCT, INSTRUCTIONAL DESIGNERS, CONTENT SPECIALIST
(FACULTY) AND TECHNICIAN DEVELOP OSLM
3.USING LMS, STUDENT CAN
•GET ACCESS AND INTERACT WITH OSLM
•CONSULT THE TEACHER/FACULTY
•DISCUSS WITH PEERS
•WORK COLLABORATIVELY WITH PEERS
•TAKE TEST
•HAVE EXAMINATION
•SUBMIT ASSIGNMENT AND PAPERWORK
•GET ACCESS TO REFERENCES
•SEARCH READING FROM LIBRARY

11. THE WORKING MECHANISM OF THE MODEL
4.USING THE LMS, TEACHER/FACULTY CAN MONITOR AND
TRACK STUDENTS’ LEARNING AND PROGRESS, PROVIDE
ASSISTANCE, AND CONSULTATION
5.USING STUDENT MANAGEMENT SYSTEM
ADMINSITARTOR CAN PROVIDE INFORMATION AND
SERVICES CONCERNING:
•STUDENT
•TEACHER/FACULTY
•COURSES
•APPLICATION
•ADMISSIONS
•EXAMS
•GRADES

12. PEDAGOGICAL ELEMENTS OF SEA VIRTUAL LEARNING
•THE PEDAGOGICAL STRENGTH OF THE SEA-LEARNING MODEL
LIES ON:
•THE ABILITY TO COMMUNICATE STUDENT TO STUDENTS,
STUDENTS TO TEACHERS, STUDENTS TO ADMINISTRATIVE
STAFF
•THE ABILITY TO CREATE LEARNING COLLABORATION
•THE RICHNESS OF LEARNING RESOURCES WITHIN THE
VIRTUAL ENVIRONMENT
•THE FULLNESS OF TEACHING METHODOLOGY FOR
TEACHERS (ARSHAM, 2002)
•IN THIS MODEL TEACHERS MAY APPLY THE CONSTRUCTIVISM
AND CONVERSATIONAL THEORY

13. PAEDAGOGICAL ELEMENTS (CONTINUED)
•THE LEARNING ENVIRONMENT SHOULD BE
ARRANGED IN SUCH A WAY THAT:
•STUDENTS WILL HAVE ACCESS TO VARIOUS KINDS OF LEARNING RESOURCES
•DISCUSSION FACILITIES THROUGH THE INTERNET ARE PROVIDED
•TELE-COLLABORATION THROUGH THE INTERNET AMONG STUDENTS ARE
MADE POSSIBLE
•TUTORS AND TEACHERS ARE AVAILABLE TO SERVE STUDENTS WHO NEED
INFORMATION, CLARIFICATION, EXPLANATION, GUIDANCE ETC.

14. PEDAGOGICAL ELEMENT IN SEA VIRTUAL LEARNING
• IN THAT ENVIRONMENT TEACHERS CAN CREATES
SITUATION WHERE LEARNERS MAY LEARN IN INDUCTIVE
MODE:
TEACHERS LET LEARNERS RAISE THEIR OWN
QUESTIONS/PROBLEMS
LEARNERS FIND THE ANSWER THROUGH RESEARCH AND
EXPERIMENTS
TEACHER DO NOT DELIVER KNOWLEDGE AND SKILLS IN
EXPOSITORY MODE
TEACHER , THROUGH ICT, PROVIDE LEARNING RESOURCES
AND LET LEARNERS INTERACT WITH THEM
THE ROLE OF THE TEACHER IS TO FACILITATE AND TO
ORGANIZE LEARNING
THE ROLE OF THE LEARNERS IS TO CONSTRUCT
KNOWLEDGE NOT TO RECEIVE KNOWLEDGE

15. PEDAGOGICAL ELEMENTS OF SEAVLM
LEARNERS
•THE LEARNERS ARE THE CENTERS OF INTEREST IN THE SOUTHEAST ASIAN VIRTUAL
LEARNING SYSTEM
•LEARNING PROCESS SHOULD BE BASED ON :
LEARNERS’ NEEDS
ACTIVE LEARNING
AUTONOMOUS LEARNING
SELF-PACED LEARNING
INTERACTIVE LEARNING
COLLABORATIVE LEARNING

16. THE FUNCTIONS OF TEACHERS AND TUTORS
•TEACHING
•TUTORING
•PROVIDING TASKS AND ASSIGNMENTS
•PROVIDING LEARNING RESOURCES
•CONSULTING
•GUIDING
•FACILITATING
•MONITORING
•MOTIVATING
•SUPERVISING
•EVALUATING/ASSESSING

17. TEACHING TROUGH THE VIRTUAL LEARNING ENVIRONMENT
•IN THIS MODEL
•TEACHING DOES NOT ONLY MEAN DELIVERING LEARNING
MATERIALS THROUGH INTERNET
•TEACHER SHOULD ENGAGE LEARNERS ON HIGH ORDER
THINKING SKILLS: ANALYSE, SYNTHESYZE, EVALUATE
•THE TEACHER SHOULD ENCOURAGE LEARNERS TO INTERACT
WITH PEERS, TEACHERS, LEARNING MATERIALS, AND OTHER
RELEVANT RESOURCES
•THE TEACHER SHOULD ALSO CREATE CONDITIONS THAT
PROMOTE LEARNING COLLABORATION AMONG STUDENTS
•THE TEACHER SHOULD CONTINOUSLY GIVES ASSIGNMENTS
THAT CREATE ACTIVE LEARNING
• THE TEACHER SHOULD ALSO MANAGE, MONITOR, AND
EVALUATE STUDENTS LEARNING ACTIVITIES AND RESULTS

18. LEARNING MATERIALS
•THEY SHOULD BE SUITABLE FOR ONLINE COURSE:
•SELF-LEARNING MATERIALS IN NATURE
•CONTAINS TASKS AND ASSIGNMENT
•PROVIDED WITH QUIZ AND EXERSICES
•PROVIDED WITH SELF ASSESSEMENT INSTRUMENT
•PRESENTED IN MANAGEABLE LEARNING CHUNKS
•MAY BE USED TO SERVE ALL LEVELS OF EDUCATION
PURPOSES
•SHOULD BE SPECIALLY DESIGN
•SHOULD BE PACKAGED INTO A WEB COURSE TOOL

19. SOUTHEAST ASIA VIRTUAL LEARNING MODEL
•THE MODEL IS DESIGNED
•TO ENABLE LEARNERS LEARN WITHOUT ATTENDING A CLASSROOM SESSION OR
REDUCE THE FACE-TO-FACE MEETING
•TO ENABLE LEARNERS INTERACT WITH THE TEACHER AND OTHER LEARNERS LIKE IN A
CLASSROOM
•ENABLE LEARNERS LEARN AUTONOMOUSLY, INTERACTIVELY, AND COLLABORATIVELY
•THE LEARNING CONTENTS ARE SENT ONLINE.

20. SOUTHEAST ASIA VIRTUAL LEARNING MODEL (CONTINUED)
•INTERACTIVE LEARNING
•WHILE LEARNING LEARNERS ARE EXPECTED TO
COMMUNICATE WITH OTHER STUDENTS TO:
•DISCUSS LEARNING CONTENT
•SOLVE PROBLEMS
•WORK COLLABORATIVELY TO DO ASSIGNMENT
•LEARNERS MAY COMMUNICATE SYNCHRONOUSLY OR
ASYNCHRONOUSLY
•WHEN ENCOUNTER DIFFICULTIES LEARNER MAY ASK
QUESTIONS TO TEACHERS OR TUTORS WHO WILL HELP
SOLVING PROBLEMS
•LEARNERS SHOULD HAVE ACCESS TO VARIOUS KINDS OF
RESOURCES
•TEACHER SHOULD HELP LEARNERS LOCATE THE LEARNING
RESOURCES THE LEARNERS NEEDS

21. SOUTHEAST ASIA VIRTUAL LEARNING MODEL (CONTINUED)
•IN THIS MODEL THERE ARE SEVERAL KINDS OF EVALUATION
•SELF EVALUATION
THE PURPOSE IS TO GIVE OPPORTUNITY TO STUDENTS TO EVALUATE THEIR
OWN PROGRESSES
•TEACHER’S MARK EVALUATION
AFTER COMPLETING THE TEST STUDENTS SENT IT TO THE TEACHERS. THE
TEACHER CORRECTS THE STUDENTS’ WORK AND SENDS THE MARK TO
STUDENTS
•FINAL EXAMINATION
•THE STUDENTS DO THE TEST, THE TEACHER WILL GIVE MARK
•THE TEACHER SENDS THE RESULT TO THE STUDENTS
•THE EXAMINATION IS DONE IN A DESIGNATED PLACE (CLASSROOM,
COMPUTER CLUSTER) SUPERVISED BY DESIGNATED PERSON
•EVALUATION MAY BE DONE THOUGH PROJECT ASSIGNMENT
•INDIVIDUAL PROJECT
•GROUP PROJECT

22. TECHNOLOGICAL NEEDS AND REQUIREMENTS
•AVAILABLE AND RELIABLE INFRASTRUCTURE OF NETWORK
•COMPUTER SERVER AS STORAGE, AND APPLICATIONS FOR
THE SUPPORT OF ONLINE COURSES
•COMPUTER SOFTWARE THAT HAS THE FOLLOWING
CAPACITY:
•COURSE CREATION TOOLS
•LEARNING MANAGEMENT SYSTEM
•STUDENT MANAGEMENT SYSTEM
•LICENSE OF THE COMPUTER SOFTWARE
•INTERNATIONAL TELEPHONE CONNECTION
•FACSIMILE
•OPERATING SYSTEM SOFTWARE (WINDOWS 2003/NT)