psg college of arts and science

Tertiary Education – E-content design and management

Tertiary Education – E-content design and management
Dr. D. Victor Arokia Doss
Reader, Department of Biochemistry
PSG College of Arts and Science
Coimbatore

Introduction
Allaire (1996) stated that countries that first establish an information infrastructure and effective e-content will enjoy enormous competitive advantage. The learners and the society requirements are very clear. The analytical capacity and thinking levels of the current generations are high. Their inherent ease in usage of modern gadgets is not only to be harnessed but that makes them to learn and retain more. But the older generation are left far behind. Thus the content providers and the technocrats should provide quick and novel solutions for managing, packaging and delivering the solutions to satisfy the requirements of the academia, society and the market in the coming years. This paper deals with areas such as e-content design and planning, governance models, internet adoption issues, infrastructure requirements, effective content management, hierarchy and evaluation in the use of ICT in tertiary education.

Advantages of e- (virtual) learning

* It is not limited by the classroom walls;
* It is does not know or care what the learner’s socioeconomic status is;
* It provides equal opportunity for everyone to learn;
* It is more in tune with the way our past students learn today;

Benefits of e-learning

e- learning is the use of new multimedia technologies and internet to improve the quality of learning by facilitating access to resources and services, as well as remote exchanges and collaboration. The benefits are;

* 60% faster learning curve
* 25%-60% higher content retention
* 56% greater learning gains
* 50%-60% better consistency of learning
* 38%-70% faster training comprehension
* Cost is 50%-70% less than instructor-led training

Supplementary nature of e-learning
It is important to note however that ICT should be used when it contributes to the interactive teaching. The use of ICT supplements other academic tools – investigations, scientific enquiry outside the classroom, collecting and recording evidence and many other traditional methods.

Developmental Goals for the new Milleneenium

Universal enrollment in primary education and elimination of gender disparities in primary and secondary education is the United Nations Millennium Development Goal. Whether the developing and transition countries have achieved that is doubtful But tertiary education can support the other education system passively.

ICT in Tertiary Education
In every society, the tertiary institution is the most dependable source of human resource capital for socio-political and economic development. Since the government is the prime mover of development in apart from funding, problems of Computer Hardware and Software, and Shortage of Technical Manpower has to be met by the government.
Benefits of ICT in Tertiary Education

1. Hardware and Networking
Institutions that provide a link between local researchers, teachers and scholars and their counterparts in other parts of the country will have to have improved the Internet connectivity. This benefits everyone in the project / team.

2. Provision of Teaching and Research Facilities
Provision of access to the best of teaching and research materials available on par with the world class cost, tertiary institutions.

Develeping ICT policy for Tertiary Education

Any IT policy must benefit all of a country’s population by combined private-public services, and so forth. Another important policy element will be linking IT with education. This means using IT for education, aggressively expanding its coverage with quality and relevance, and educating and training for IT as a must for social and individual progress.

Design and Planning

The following assertions have to be made before incorporating ICT in Tertiary Education.
* The level of knowledge that students already have.
* The use of technology for the entire curriculum of those who left school or college.
* Establishing a foundation upon primary and secondary education upon which to build the tertiary education.
* How faculty can expertise in using technology throughout the learning experience of the students ?
* How much infrastructure is to be built upon in which students routinely use technology with ease ?
e- Content Implementation Models
Several universities and higher education systems have created distinct distance education or e-learning delivery structures and governance model.

Three ways in which to organize an e-learning governance model are;

1) Technical service model In whereby institutional autonomy for all e-learning functions, while technical resources are supplied

2) Development and delivery model whereby the development and delivery of courses and programs is in all institutions.
3) Service center delivery model provides a seamless interface of e-learning support services to the institutions.

Infrastructure requirements
The infrastructure should supplied to handle the huge amount of data, intelligently and to deliver it efficiently and quickly. It should also avoid the delay even during heavy traffic times and without any loss of data.

Implementation of ICT In Tertiary Education
The biggest challenges to adopt appropriate development policies and implementing corresponding programmes of tertiary education is keeping in mind the existing local conditions and standards of the nascent learner.

Evaluating ICT in Tertiary Education
For any policy to be successfully implemented there is the need for constant evaluation of the policy especially for new and fast growing technologies like ICT. Dewey and Bentley (1949) in their book, Knowing and the Known, mentioned the importance of transaction. Rather than considering technology as a discrete object we have to see how the technology participates in an working relationship in the social practices such as Tertiary Education.

Instead of being rigid technology the different levels of the user has to be kept in mind while designing the e-content.

Pedagogical content Management
This system should support the content acquisition and archival, file conversions and transformation, version control, meta-tagging, workflow, integration with multiple repositories/delivery networks, platform independency, security, permission and rights management, conversions to any formats and channels, meta-data generation, non dependency of platforms etc.,.

High-level steps while entering e-content for Tertiary education
Review of prior e-learning reports, identification of key market segments, e-learning areas, selecting branding approach, developing e-learning governance model, consideration of funding issues including revenues and costs, developments of partnership with content providers and academics are the steps to be followed before actually entering into the production

Conclusion

Should ask what courses are learners starting from and what are their expectations and assessments? This should be followed by how do people learn and how do you facilitate learning. The answers to these two questions can be obtained if principles from Learning theories and Pedagogical theories are applied to the current reality for tertiary education.

REFERENCES
Allaire, P., Young, J., & Vest, C. (1996). Breaking the Barriers to the National Information Infrastructure, quoted by E. Talero and P. Gaudette, Harnessing Information for Development. A proposal for a World Bank group strategy, World Bank Discussion Papers no. 313, World

by Dr. D. Victor Arokia Doss

Tags: , , , ,

Tertiary Education – E-content design and management

Tertiary Education – E-content design and management
Dr. D. Victor Arokia Doss
Reader, Department of Biochemistry
PSG College of Arts and Science
Coimbatore

Introduction
Allaire (1996) stated that countries that first establish an information infrastructure and effective e-content will enjoy enormous competitive advantage. The learners and the society requirements are very clear. The analytical capacity and thinking levels of the current generations are high. Their inherent ease in usage of modern gadgets is not only to be harnessed but that makes them to learn and retain more. But the older generation are left far behind. Thus the content providers and the technocrats should provide quick and novel solutions for managing, packaging and delivering the solutions to satisfy the requirements of the academia, society and the market in the coming years. This paper deals with areas such as e-content design and planning, governance models, internet adoption issues, infrastructure requirements, effective content management, hierarchy and evaluation in the use of ICT in tertiary education.

Advantages of e- (virtual) learning

* It is not limited by the classroom walls;
* It is does not know or care what the learner’s socioeconomic status is;
* It provides equal opportunity for everyone to learn;
* It is more in tune with the way our past students learn today;

Benefits of e-learning

e- learning is the use of new multimedia technologies and internet to improve the quality of learning by facilitating access to resources and services, as well as remote exchanges and collaboration. The benefits are;

* 60% faster learning curve
* 25%-60% higher content retention
* 56% greater learning gains
* 50%-60% better consistency of learning
* 38%-70% faster training comprehension
* Cost is 50%-70% less than instructor-led training

Supplementary nature of e-learning
It is important to note however that ICT should be used when it contributes to the interactive teaching. The use of ICT supplements other academic tools – investigations, scientific enquiry outside the classroom, collecting and recording evidence and many other traditional methods.

Developmental Goals for the new Milleneenium

Universal enrollment in primary education and elimination of gender disparities in primary and secondary education is the United Nations Millennium Development Goal. Whether the developing and transition countries have achieved that is doubtful But tertiary education can support the other education system passively.

ICT in Tertiary Education
In every society, the tertiary institution is the most dependable source of human resource capital for socio-political and economic development. Since the government is the prime mover of development in apart from funding, problems of Computer Hardware and Software, and Shortage of Technical Manpower has to be met by the government.
Benefits of ICT in Tertiary Education

1. Hardware and Networking
Institutions that provide a link between local researchers, teachers and scholars and their counterparts in other parts of the country will have to have improved the Internet connectivity. This benefits everyone in the project / team.

2. Provision of Teaching and Research Facilities
Provision of access to the best of teaching and research materials available on par with the world class cost, tertiary institutions.

Develeping ICT policy for Tertiary Education

Any IT policy must benefit all of a country’s population by combined private-public services, and so forth. Another important policy element will be linking IT with education. This means using IT for education, aggressively expanding its coverage with quality and relevance, and educating and training for IT as a must for social and individual progress.

Design and Planning

The following assertions have to be made before incorporating ICT in Tertiary Education.
* The level of knowledge that students already have.
* The use of technology for the entire curriculum of those who left school or college.
* Establishing a foundation upon primary and secondary education upon which to build the tertiary education.
* How faculty can expertise in using technology throughout the learning experience of the students ?
* How much infrastructure is to be built upon in which students routinely use technology with ease ?
e- Content Implementation Models
Several universities and higher education systems have created distinct distance education or e-learning delivery structures and governance model.

Three ways in which to organize an e-learning governance model are;

1) Technical service model In whereby institutional autonomy for all e-learning functions, while technical resources are supplied

2) Development and delivery model whereby the development and delivery of courses and programs is in all institutions.
3) Service center delivery model provides a seamless interface of e-learning support services to the institutions.

Infrastructure requirements
The infrastructure should supplied to handle the huge amount of data, intelligently and to deliver it efficiently and quickly. It should also avoid the delay even during heavy traffic times and without any loss of data.

Implementation of ICT In Tertiary Education
The biggest challenges to adopt appropriate development policies and implementing corresponding programmes of tertiary education is keeping in mind the existing local conditions and standards of the nascent learner.

Evaluating ICT in Tertiary Education
For any policy to be successfully implemented there is the need for constant evaluation of the policy especially for new and fast growing technologies like ICT. Dewey and Bentley (1949) in their book, Knowing and the Known, mentioned the importance of transaction. Rather than considering technology as a discrete object we have to see how the technology participates in an working relationship in the social practices such as Tertiary Education.

Instead of being rigid technology the different levels of the user has to be kept in mind while designing the e-content.

Pedagogical content Management
This system should support the content acquisition and archival, file conversions and transformation, version control, meta-tagging, workflow, integration with multiple repositories/delivery networks, platform independency, security, permission and rights management, conversions to any formats and channels, meta-data generation, non dependency of platforms etc.,.

High-level steps while entering e-content for Tertiary education
Review of prior e-learning reports, identification of key market segments, e-learning areas, selecting branding approach, developing e-learning governance model, consideration of funding issues including revenues and costs, developments of partnership with content providers and academics are the steps to be followed before actually entering into the production

Conclusion

Should ask what courses are learners starting from and what are their expectations and assessments? This should be followed by how do people learn and how do you facilitate learning. The answers to these two questions can be obtained if principles from Learning theories and Pedagogical theories are applied to the current reality for tertiary education.

REFERENCES
Allaire, P., Young, J., & Vest, C. (1996). Breaking the Barriers to the National Information Infrastructure, quoted by E. Talero and P. Gaudette, Harnessing Information for Development. A proposal for a World Bank group strategy, World Bank Discussion Papers no. 313, World

by Dr. D. Victor Arokia Doss

Tags: , , , ,