Programming Cycle of APEID - CiteSeerX

0

The 7th

Programming Cycle of APEID

The 2004 Asia and the Pacific Seminar-Workshop on Educational

Technology (Tokyo-Kyoto Seminar-Workshop 2004) is the 3rd of the series

within the framework of the 7th

programming cycle of the UNESCO Asia

Pacific Programme of Educational Innovation for Development (APEID), 2003-

2007. The Tokyo Seminar for the 7th

programming cycle started in 2002,

focused on the “Promotion of ICT Education to Narrow the Digital Divide”

under the general theme “Information and Communication Technologies for

Educational Innovations.” The 2002 Tokyo Seminar-Workshop suggested the

following themes for the five succeeding years:

2003: ICT in the Classroom

2004: e-Learning

2005: ICT and Lifelong Learning and Information

Literacy

2006: ICT and Professional Development and Teacher

Training

2007: Innovations and Developments in ICT

e-Learning is instruction delivered electronically on line, using new multimedia

technologies (CD-ROM or DVD) and the internet/intranet to improve the quality

of learning. e-Learning could be delivered through web-based portals where

teachers, students and others can find many resources online, find curriculum

and course materials, and can collaborate with others – ‘anytime, anywhere.’

1

FOREWORD

We are now in the 3rd

year of the 7th

programming cycle of the Asia Pacific

Programme of Educational Innovation for Development (APEID), whose

general theme is “Information and Communication Technology for Educational

Innovations”. This year’s theme is on e-Learning, which is going to have an

important role and place in the school education of every country in Asia and the

Pacific.

The Seminar-Workshop on Education Technology organized since 1974

is Tokyo Gakugei University’s contribution as an Associated Centre (AC) of the

Asia Pacific Programme of Educational Innovation for Development (APEID).

The programme launched in 1973 by UNESCO’s General Conference, has its

Secretariat in UNESCO Bangkok. During those 30 years, the programme has

contributed to the developments and sharing of educational innovations

especially at the elementary and secondary levels of education in Asia and the

Pacific countries.

Tokyo Gakugei University, Center for the Research and Support of

Educational Practice will always be available to host the seminar-workshops, to

implement one of the cross-cutting themes of the APEID 7th

programme cycle

“Using Information and Communication Technologies (ICTs) in Educational

Innovations,” as one of its contribution to the United Nations Decade of

Education for Sustainable Development (UNDESD).The United Nations

General Assembly has designated UNESCO as the ‘lead agency’ for the

celebration of the decade.

We are grateful for the support provided by the Japanese National

Commission UNESCO, Department of International Cooperation Ministry of

Education, Culture, Sports, Science and Technology (MEXT), the Japan Council

of National University Centers for Educational Practice Research, and the Asia

Pacific Programme of Educational Innovation for Development (APEID) - Asia

and Pacific Regional Bureau for Education, UNESCO Bangkok to ensure the

2

successful implementation of the Tokyo-Kyoto Seminar-Workshops on

Educational Technology. We also extend our appreciation to the participants,

resource persons, and observers for their active participation in this year’s

seminar-workshop.

Everyone’s contribution is what we have recorded in this report. It has 6

chapters: I: Background and Rationale; II: Setting the Direction of the Seminar;

III: Mapping the Situation of e-Learning in Participating Countries; IV:

Translating Policies into Practice; V: Innovative Practices and Software and

Websites on the utilization of e-Learning; and VI: Recommendations, Strategies

and Plan of Action for 2005. The Report is published in print and in CD-ROM.

Takashi Sugihara

Director, Center for the Research and Support of Educational Practice

Tokyo Gakugei University

3

EXECUTIVE SUMMARY

The Asia and the Pacific Seminar-Workshop on Educational Technology - 2004

(Tokyo-Kyoto Seminar-Workshop 2004 ) is the 3rd

in the series of activities

agreed upon by participating countries during the “First Seminar-Workshop of

the Seventh Programming Cycle of APEID” organized by Japanese National


Education, Culture, Sports, Science and Technology (MEXT), Tokyo Gakugei

University Integrated Research Center for Educational Practice, the Japan

Council of National University Centers for Educational Practice Research, and

the Asia Pacific Programme of Educational Innovation for Development

(APEID) - Asia and Pacific Regional Bureau for Education, UNESCO Bangkok.

The Tokyo-Kyoto Seminar-Workshop 2004 organized from 30 August

to 6 September, on e-Learning from the view of educational innovation for

development, brought together 32 experts from national institutions and regional

organizations, for the sharing of information and experiences. Discussed were e-

Learning developments as related to national policies, curriculum integration,

training of teachers, inclusion in the assessment process, and utilization in

various learning areas, innovative practices in the utilization of e-Learning in

educational activities, plans of action suggested for improving/strengthening

existing e-Learning strategies which have specific implications to the teaching-

learning process, and assessment of learning outcomes; and recommendations

and guidelines formulated for follow-up actions and plan for the 2005 Tokyo-

Kyoto Seminar-Workshop.

The outcomes are shown in 6 chapters and annexes. : Chapter I:

Background and Rationale; Chapter II: Setting the Direction of the Seminar;

Chapter III: Mapping the Situation of e-Learning in Participating Countries;

Chapter IV: Translating Policies into Practice; Chapter V: Innovative Practices

and Software and Websites on the Utilization of e-Learning; and Chapter VI:

Recommendations, Strategies and Plan of Action for 2005.

The direction of the seminar workshop was provided by two papers: one,

“Selecting Suitable and Feasible Strategies for e-Learning Enterprises of

Educational Institutions” and two “Prospects of Educational Innovation on e-

Learning: Adapting to Changing Needs in Asia Pacific.”

The country papers mapped the situation of e-Learning in participating

countries focused on national experiences on e-Learning developments related

to: national policies, curriculum integration, training of teachers, inclusion in the

assessment process, and utilization in various learning areas; innovative

practices in the utilization of e-Learning in educational activities; sample of

national plans of action for improving/strengthening existing e-Learning

strategies which have specific implications to the teaching-learning process, and

assessment of learning outcomes. Key observations and issues were identified.

In translating policies into practice, and targets for e-Learning,

participants were divided into two groups, each group focused their discussion

on: the rationale for promoting e-Learning; identification of policies existing in

respective countries related to e-Learning; how the policies are translated into

practices in terms of curriculum integration, training of teachers, assessment in

the curriculum process, and utilization in various learning areas; and targets and

partners for making these translations possible. The discussions were based on

one of the four cross-cutting themes of the 7th

Programming cycle of APEID

“Using Information and Communication Technologies (ICT) for Educational

Innovations” in preparation for the UN Decade of Education for Sustainable

Development (UNDESD), 2004-2015, wherein UNESCO was designated as the

lead agency. Education for Sustainable Development (ESD) is one of the

strategic areas in APEID’s Framework for Action, 2002 - 2007.

Innovative Practices and Software and Websites on the utilization of e-

Learning have been identified and specific practices in participating countries

have been pointed out. A general picture of e-Learning practices and how to

utilize in educational activities of participating countries are shown.

Recommendations and follow-up actions are proposed for UNESCO

APEID and participating countries to consider with regard to policy, curriculum

and material development, capacity building, and infrastructure. UNESCO

APEID should continue its efforts to support the countries and to mobilize

resources for the implementation of programmes and projects.

The printed report contains the 6 chapters, and the CD-ROM contains

both the information in print and the annexes which include: the list of

participants resource persons observers and organizers; the agenda and schedule

of work; the direction and country/institution papers; list of work group

members; descriptions of institutions involved in this year’s activity and selected

pictures from the seminar-workshop.

0

Table of Contents

Foreword

Executive Summary

I. Introduction

I.1 Background and Rationale 2

I.2 Objectives of the Seminar-Workshop and Expected Outcomes 3

I.3 Participation 4

I.4 Process of the Workshop 4

Opening Ceremony 4

Paper Presentations 5

Panel Presentations 5

Workshops 1 and 2 5

School and Study Visits 6

Recommendations and Plans of Action and Planning

for Tokyo-Kyoto Seminar-Workshop 2005 6

Adoption of Draft Final Report and Closing of

the Tokyo-Kyoto Seminar Workshop 2004 6

II. Setting the Direction of the Seminar-Workshop

II.1 Introduction 7

II.2 Paper Presentations 8

Paper 1: Selecting Suitable and Feasible Strategies for

e-Learning Enterprises of Educational Institutions 8

Paper 2: Prospects of Educational Innovation on e-Learning:

Adapting to Changing Needs in Asia Pacific 8

1

III. Mapping the Situation of e-Learning in Participating Countries

III.1 Introduction 11

III.2 Country Presentations 14

IV. Translating Policies into Practice

IV.1 Introduction 28

IV.2 Rationale for Promoting e-Learning 28

IV.3 Policies Existing in Participating Countries Related to

e-Learning 30

IV.4 Translating Policy into Action 31

IV.5 Targets and Partners for Translating Theory into Practice 33

V. Innovative Practices and Websites on the Utilization of e-Learning

V.1 General Picture of e-Learning in the participating

countries 46

V.2 Specific Examples of Innovative Practices 48

V.3 Websites to be visited 66

VI. Recommendations and Plan of Action for the Tokyo-Kyoto Seminar-

Workshop 2005

VI.1 Recommendations 67

VI.2 Plan of Action for Tokyo-Kyoto Seminar-Workshop 2005 71

Annexes: (CD-ROM)

I. List of Participants

II. Agenda and Schedule of Work

III. Direction Papers

IV. Country Papers

V. Workshops 1 and 2 Members

VI. Description of Institutions

VII. Greetings

VIII. Photos

2

Chapter I

Introduction

I.1 Background and Rationale

The Asia and the Pacific Seminar-Workshop on Educational Technology - 2004

(Tokyo-Kyoto Seminar-Workshop 2004 ) is the 3rd

in the series of activities

agreed upon by participating countries during the “First Seminar-Workshop of

the Seventh Programming Cycle of APEID” organized by Japanese National


Education, Culture, Sports, Science and Technology (MEXT), Tokyo Gakugei

University, Center for the Research and Support of Educational Practice, the

Japan Council of National University Centers for Educational Practice Research

and the Asia Pacific Programme of Educational Innovation for Development

(APEID) - Asia and Pacific Regional Bureau for Education, UNESCO Bangkok.

This was held on 15-22 October 2002 in Tokyo Japan. The Final reports of

previous Seminar-Workshops are seen in the web page: http://gauge.u-

gakugei.ac.jp/apeid/apeid.html

The Tokyo Seminar for the 7th

programming cycle started in 2002,

focused on the “Promotion of ICT Education to Narrow the Digital Divide”

under the general theme “Information and Communication Technologies for

Educational Innovations.”

The 2002 Tokyo Seminar-Workshop suggested the following themes

for the five succeeding years:

2003: ICT in the Classroom;

2004: e-Learning;

2005: Lifelong Learning and Information Literacy;

2006: Professional Development and Teacher Training;

2007: Innovations and Developments in ICT.

http://gauge.ugakugei.ac.jp/apeid/apeid.html

3

I.2 Objectives of the Seminar-Workshop and Expected Outcomes

The objectives of the 2004 Seminar-Workshop are:

To bring together national experts on e-Learning from the view of

educational innovation for development, for the sharing of information

and experiences on e-Learning developments as related to national

policies, curriculum integration, training of teachers, inclusion in the

assessment process, and utilization in various learning areas;

To identify and document innovative practices in the utilization of e-

Learning in educational activities of participating countries;

To formulate plans of action for improving/strengthening existing e-

Learning strategies which have specific implications to the teaching-

learning process, and assessment of learning outcomes;

To formulate recommendations and guidelines for follow-up actions

and plan for the 2005 Tokyo-Kyoto Seminar-Workshop.

The expected outcomes are:

Documentation of country experiences on e-Learning developments as

related to national policies, curriculum integration, training of teachers,

inclusion in the assessment process, and utilization in various learning

areas;

Compilation of innovative practices in the utilization of e-Learning in

educational activities of participating countries;

Plans of action for improving/strengthening existing e-Learning

strategies which have specific implications to the teaching-learning

4

process, and assessment of learning outcomes

Recommendations and guidelines for follow-up actions and plans for the

2005 Tokyo-Kyoto Seminar-Workshop

I.3 Participation

There were 32 participants, observers and resource persons from 10 countries

and 2 institutions, namely: Australia, China, Indonesia, Japan, Korea, Malaysia,

Nepal, Philippines, Thailand, Vietnam, the Southeast Asian Ministers of

Education Organization Regional Center for Educational Innovation and

Technology (SEAMEO-INNOTECH), and UNESCO Bangkok (List of

Participants, Resource Persons, Observers, and Organizers in Annex I in the

CD-ROM).

I. 4 Process of the Workshop

A brief description of the sequence of the seminar workshop is shown below.

The details of the Agenda and Schedule of Work are in Annex II in the CD-

ROM.

Opening Ceremony

Held on the first day of the seminar-workshop from 11 am to 12 noon, the

Master of Ceremony was Professor Yoshikazu Murakami, Faculty of Business

Administration, Matsuyama University. Remarks were delivered by: Mr. Isao

Kondo, Chairperson of the Japan Council of National University Centers for

Educational Practice Research; Mr. Yasuhiko Washiyama, President, Tokyo

Gakugei University; Ms. Mayumi Ogawa, Programme Specialist, Office of the

Director-General for International Affairs, Japanese National Commission for

5

UNESCO, Ministry of Education, Culture, Sports, Science and Technology; and

Ms. Lucille Gregorio, APEID Specialist in Science and Technology Education,

UNESCO Bangkok. The speakers welcomed the participants, focused their

comments on the value of e-Learning in the current times to cope with the

changing global and regional developments, and thanked everyone involved in

the planning, and organizing of the activity. The Japanese speakers wished the

overseas participants a pleasant stay in Tokyo and Kyoto.

The participants then introduced themselves. The closing remark was

given by Mr. Takashi Sugihara, Director, Center for the Research and Support of

Educational Practice, Tokyo Gakugei University.

Paper Presentations

The papers presented set the direction of the workshop. The titles are: (1)

“Selecting Suitable and Feasible Strategies for e-Learning Enterprises of

Educational Institutions” by Dr. Masami Yoshida of Chiba University, Japan;

and (2) “Prospects of Educational Innovation on e-Learning: Adapting to

Changing Needs in Asia Pacific” by Ms. Lucille C. Gregorio and Mr.

Fumihiko Shinohara, UNESCO APEID.

Summaries are presented in Chapter II, and full papers are in Annex III

in the CD-ROM.

Panel Presentations

The participants presented their papers for 20 minutes based on the guidelines

sent to them for preparatory work. Questions and answers followed the

presentations. The summary of the presentations are in Chapter IV and full

papers are in Annex IV in the CD-ROM.

Workshops 1 and 2

6

Two workshops were organized, participants discussed issues based on the

suggested guide questions. Results of the discussion were later reported in

plenary. Workshop 1 was on Rationale, Policies, Approaches and Methodology

of Translating Policies into Practice, and Targets for e-Learning; and Workshop

2 was on Identification of Innovative Practices in the Utilization of e-Learning in

Educational Activities. Results of discussion are in Chapter V, and the list of

group members are Annex V in the CD-ROM.

School and Study Visits

Four institutions were visited. These were: Setagaya Elementary School - school

attached to Tokyo Gakugei University; the National Institute for Multimedia

Education (NIME); Kyoto University of Education – Center for Educational

Research and Practice; and the Stanford Japan Center are shown in Annex VI in

the CD-ROM.

Recommendations and Plans of Action and Planning for Tokyo-Kyoto

Seminar-Work 2005

This was formulated in the discussion in Tokyo followed up during the sessions

organized in Kyoto. At the Kyoto University of Education participants were

received by the President and Staff of the University. The recommendations and

plans of action are in Chapter VI.

Adoption of Draft Final Report and Closing of the Tokyo-Kyoto

Seminar-Workshop 2004

The seminar-workshop participants reviewed the draft final report, provided

their suggestions and comments which will be integrated in the final report. This

was followed by the Closing Ceremony.

7

Chapter II

Setting the Direction of the Seminar-Workshop

II.1 Introduction

One of the four cross-cutting themes of the 7th

Programming cycle of APEID

“Using Information and Communication Technologies (ICT) for Educational

Innovations” is implemented by the Tokyo Gakugei University Integrated Center

for Research on Educational Practice, and the Japan Council of National

University Centers for Educational Practice Research.

The 2004 seminar workshop was organized as a contribution to the

preparation of the forthcoming celebration for the UN Decade of Education for

Sustainable Development (UNDESD), 2004-2015, wherein UNESCO was

designated as the lead agency. Education for Sustainable Development (ESD) is

one of the strategic areas in APEID’s Framework for Action, 2002 - 2007,

Promoting and strengthening educational innovation for e-Learning in the

member countries could be a major part of the celebration.

The process of educational innovation for e-Learning requires the

recognition of the ‘four pillars of learning’ from the report of the International

Commission of Education for the 21st Century (Delor’s Report) “Learning: A

Treasure Within.” The 4 pillars of learning focused on developing in the

learners the abilities in (1) learning to know, (2) learning to do, (3) learning to

live together, and (4) learning to be. One of the important aspects of e-Learning

is the curriculum, the determination of the stages of curriculum process, and the

organization of the curriculum focused on the learners. The process may include:

(1) undertaking situational analysis; (2) determining the philosophy, aims,

mission, vision, goals and objectives; (3) determining the contents; (4)

developing teaching materials and approaches of teaching and learning; and (5)

developing appropriate evaluation strategies. Continuing assessment, evaluation,

8

and renewal are built-in. Understanding the learners through individualized and

group learning approaches could be emphasized in e-Learning. Two

presentations gave the seminar-workshop the context and the direction for which

this 2004 Tokyo-Kyoto Seminar-Workshop is organized. The papers are

summarized below.

II.2 Paper Presentations

Paper 1: Selecting Suitable and Feasible Strategies for e-Learning Enterprises of

Educational Institutions by Dr. Masami Yoshida of Chiba University, Japan

This report was conducted through a long term international cooperative

action research aimed at developing profitable enterprises of Continuous

Education Center (CEC), at Chulalongkorn University, Thailand. A massive role

of national Universities is contributing academic knowledge property to society.

Also, diffusion and effects of activities, and moderate income are issues to be

concerned.

To illustrate the adequate figures into University enterprises, two major

enhancements in the training courses are specified. One, enhancing active

affiliation with commercial firms, and developing e-Learning environment with

keeping fixed cost from rising; and two, enhancing use of e-Learning into a huge

size of training project, and empowering business competencies to be able to

contribute a nationwide human resource development.

An example of a developed training project was introduced with anecdote

statements of strategies of management. (See Annex III in the CD-ROM for the

full paper)

Paper 2: Prospects of Educational Innovation on e-Learning: adapting to

changing needs in Asia Pacific by Ms. Lucille C. Gregorio and Mr. Fumihiko

Shinohara, UNESCO APEID

9

The paper started with questions and corresponding answers related to

the common understanding of e-Learning and on-line learning, the value of

using multi-media technologies, the use of internet and intranet, and the value of

e-Learning in educational innovation. The following factors have been

recognized as important in promoting e-Learning: one, understanding the

psychology of learning; two, how to make e-Learning fun, interesting, effective

and increase retention; three, the not so obvious benefits of e-Learning; four, the

delivery of e-Learning to any computer that have access to internet and intranet;

five, evaluating e-Learning; six, minimum expertise to develop e-Learning;

seven, authoring systems available for e-Learning; and eight, emerging

technologies for e-Learning. Issues addressing e-Learning in Asia and Pacific

were identified, such as national policy, infrastructure, instruction and training

and mobilization of resources. Opportunities to address the issues include

continuous upgrading of competencies, identification of relevant curriculum

content, identification of models/best practices for replication, partnership with

various stakeholders, and resource sharing among schools.

The second part of the paper explains the rationale of the ICT

programme in the Asia Pacific region, especially those receiving support from

the Japanese Funds-in-Trust. The factors considered in terms of disparity and

diversity of the region, the objectives of the programme contributing to bridging

the ‘digital divide’ and promoting ‘digital inclusion.’ Supporting activities were

also mentioned, the visions and guiding principles. Interestingly the four visions

are: 1st – the new kind of learning created, 2

nd – the use of ICT and e-Learning in

teacher education, 3rd

– the use of systems approach for implementation, and 4th

designing local guidelines. There was a chance to identify the differences

between e-Learning, web-based teaching, and u-Learning (u stands for

ubiquitous and universal).

The paper concluded envisioning the new kind of learning culture, the

strategic implementation, the local principles of integration and selected

10

websites to visit from the more than 1M web-sites on e-Learning. (See Annex III

in the CD-ROM for the full paper)

11

Chapter III

Mapping the Situation of e-Learning

in Participating Countries

III.1 Introduction

The country papers were focused on national experiences on e-Learning

developments related to: national policies, curriculum integration, training of

teachers, inclusion in the assessment process, and utilization in various learning

areas; innovative practices in the utilization of e-Learning in educational

activities of participating countries; sample of national plans of action for

improving/strengthening existing e-Learning strategies which have specific

implications to the teaching-learning process, and assessment of learning

outcomes.

The key observations and issues which emerged from the country

presentations are as follows:

All countries have a “Roadmap” and policies to guide their work along the

road to their goals in e-Learning.

All are working hard on major projects to implement their diverse plans for

e-Learning and all want many of the same things - improved education

outcomes for economic and social gains.

There is diversity in the situation of countries, but much in common.

Some common underpinning assumptions and rationale:

12

o strong confidence in e-Learning as a way to improve education and

bring social and economic benefits;

o e-Learning is expensive, but essential because the potential benefits

are great.

A major theme was improving access to the benefits of e-Learning:

o for some, access to basic education and attendance or retention at

school;

o access to telecommunications services and infrastructure to enable

e-Learning to happen - from telephones, computers (more student

access) and software, networks, intra- and internet access, and

broadband services;

o access to tools and services which can enable learning for more

students and in many more places,

for example, through web-based portals where teachers,

students and others can find many resources online, find

curriculum and course materials, and can collaborate with

others – ‘anytime, anywhere’

access for vocational learning and general public

information.

o distance education and open university models, some sophisticated,

are being used and refined to bring quality higher education to more

students and at different, flexible times.

13

The work in many projects is bridging digital divides – particularly bridging

the gap between students in urban and students in remote regions and

economic gaps.

Many presentations had a theme of the need for quality e-Learning content:

o there is a need for content in the local language and which reflects

the local culture;

o e-Learning content can be for all curriculum areas and many

purposes e.g. to improve basic literacy or to bring advanced

knowledge in key areas (science, mathematics, language) to more

students;

o the question of how can content best be developed? It can be in

many ways, for example through multimedia companies working

with government, but there is a goal for teachers to have more skills

to develop content.

All presentations emphasized the importance of teacher and leader pre-

service and in-service training and more development to improve skills.

Some presentations mentioned the need to develop industry and companies

to support e-Learning. There was some mention of developing technical

standards for e-learning and use of open source products.

There was mention of the need for legal frameworks which support e-

Learning, for example in intellectual property especially copyright.

The need to work together internationally was important also through

UNESCO, other international organizations, NGOs and various stakeholders.

14

The synthesis of country presentations are shown below. Full papers of

Country and SEAMEO-INNOTECH Papers are in Annex IV in the CD-ROM.

III.2 Country Presentations

Australia

In Australia, the Australian Government, eight state and territory governments

and non government education authorities are working together towards an

agreed vision and to implement agreed policies and frameworks for e-Learning.

A new policy framework for 2003-2006 for ICT in schooling, Contemporary

Learning-Learning in an Online World is expected to be developed by late 2004.

It is recognized that it is important for work to be cooperative across

governments in this area of high investment.

Australia has some key challenges where work is now focused. A plan

is being implemented which aims to provide cost effective bandwidth to remote

areas, a problem in a large country with a small population. There is work

towards allowing many different information systems in education to share and

re-use information, through use of agreed, open technical standards which

connect with internationally agreed standards. There is a strong need to develop

the confidence and skills of teachers to integrate ICT in teaching and learning.

There is also a need to address digital divide issues, for example, for indigenous

students and students with disabilities.

EdNA online (see site below) provides online access to education and

training resources (including teaching resources) and services.

A significant current initiative in Australia (The Le@rning Federation: Schools

Online Curriculum Content Initiative) is developing exciting, interactive e-

Learning content which places the learner in control of his/her own learning; this

initiative is also developing important tools and educational and technical

15

standards for online content, compatible with international standards. The

initiative has established broad processed for developing the content in

association with industry, so that it is quality assured and meets schools’ needs.

Research is being developed to help progress work in these key areas.

More information is at:

http://www.dest.gov.au/schools/publications/2000/learning.htm

http://www.thelearningfederation.edu.au

http://www.dest.gov.au

http://icttaskforce.edna.edu.au/policy/index.html

http://www.edna.edu.au/edna/page1.html

China

In China, the development of information technology education has experienced

three stages. These are: one, from computer course to the information

technology course; two, from CAI (Computer Assisted Instruction) to

Integration between the subjects and information technology; and three, multi-

media classroom changed to network education.

Recently, the information basic equipments have been established.

According to the statistics of 2003, there were 5,840,000 computers in whole

elementary and secondary schools, about 35 students for every set. There were

more than 10,000 school networks that can access to Internet. Many regions

have opened the information technology curriculum in China. More and more

elementary and secondary school teacher study and apply information

technology. But there are 537,900 elementary and secondary schools in whole

country, which are about 205,279,500 school students. So the government faces

most pressure, for the shortage of the hardware and software and the enormous

http://www.dest.gov.au/schools/publications/2000/learning.htm

http://www.thelearningfederation.edu.au

http://www.dest.gov.au

http://icttaskforce.edna.edu.au/policy/index.html

http://www.edna.edu.au/edna/page1.html

16

educated population. At the same time, e-Learning can make more people enjoy

modern information technology, and many instructional resources can be shared

by many people.

After 1990, the Chinese government began to carry out education

reform, pushing forward literacy education, increasing citizen's literacy, and

developing the student's creative spirit and practical ability. Facing the challenge

of information age, the Chinese government thinks that the only way to respond

to the challenges is developing education modernization, and the information

education as one of the important marks. In October 2000, the Meeting of

National Information Technology Education was held in Beijing, wherein the

Ministry of Education circulated a series of documents, and carried out several

actions as follows: (1) the information technology course will become the

required course in elementary and secondary school; (2) the government will

encourage teachers to apply information technology and to integrate information

technology into the other subjects during their teaching process; (3) the

government will carry out school network projects, which will enable 90%

elementary and secondary schools access to the Internet and make many

teachers and students share Internet resources, to quickly improve instructional

quality in five years; (4) the government will enhance teachers’ instructional

ability, and these teachers are teaching information technology course in

elementary and secondary schools; (5) information technology education

experimental areas and thousands of experimental schools will be set up.

There are great differences in the East, Central and West China on

information technology education, for various reasons. There is more financing

and less pressure for entering schools in developed regions, so the information

technology education was implemented better. On the other hand, in developing

regions, there are poor conditions for implementing information technology

education, entrance examinations and passed ratio were paid more attention, so

implementation of information technology education has not been good enough.

Under these conditions, integrated curriculum and e-Learning were first

17

developed in East China, for example, integrating information technology into

Chinese course of grade one and grade two in elementary schools. Students learn

to read and write using the computer and linking with the network. Through

integration, the students not only can improve the ability of reading, writing and

listening, but improve information technology as well.

In order to reduce the disparities between eastern and western areas, the

Chinese State Department held a meeting on village education in 2003, and

promulgated The Decision about Further Enhancing Village Education. The

government will implement modern distance education project, for promoting

instructional resources to be shared between the cities and villages and

improving village’s instructional quality and efficiency.

It is important to train teacher for promoting the quality of teaching and

learning. There are about 10,000,000 teachers in Chinese elementary and

secondary schools. Many teachers lack adequate ability to solve problems. The

Ministry of Education implemented the Plan of National Teacher Training

Network Alliance (NTTNA) in September 2003, wherein normal universities

will make full use school education and distance education to establish excellent

instructional resources, and form instructional network for village and city

teachers. The excellent instructional resources and curriculum will be

implemented in teacher training, and different regions will adopt different

training methods. For example, the regions, which had been equipped computer

and school network well, will develop network training and TV training. But

some regions, which weren’t good condition for training, will adopt traditional

training methods. Some normal universities and educational departments have

established NTTNA, the task of which include enacting regulation and criterion,

establishing public service web site, thus forming instruction resources network.

With NTTNA, educational department will develop many kinds of diploma and

non-diploma training. There are some aspects to which attention should be

focused: (1) because of imbalance of investment to information technology

between east and west China, research should be undertaken on new

18

instructional model about e-Learning, adapted to western regions, instructional

resources will be shared in order to reduce the gap between eastern and western

regions; (2) although the government paid more attention to the e-Learning

project, and many schools put the ratio of students to computers as important

factor for the evaluating school, these instructional facilities must be fully

utilized - an important research issue; (3) although many instructional softwares

have been developed, there are few excellent instructional softwares for teachers

to adapt - another research issue.

Indonesia

Indonesian education is still facing some major problems and of the most crucial

ones are those related to access and quality. The government has done some

efforts in handling the problem of access, by extending packages A, B, and C

that are equivalent with primary school, junior secondary school, and senior

secondary school, respectively, and piloting open senior secondary schools that

utilized e-Learning. In resolving the quality problem it also has done several

efforts such as improving the teachers’ qualification and making the use of ICT

in education more extensive.

e-Learning program in Indonesia is under the umbrella of Telematika

Pendidikan (the education telemathics) or e-education. In order to realize the

program there is a working team that developed a five-year action plan of e-

education 2001-2005 whose tasks are to:

Develop ICT Networks for public and private universities as well as

research and education networks in Indonesia;

Prepare the master plan for the development of human resources on ICT;

Develop and implement ICT curricula;

Use ICT as an essential part of the curricula and learning tools in schools,

19

universities, and training centers;

Establish the related-education programs including the schools’ participation

in global development learning and other networks; and

Facilitate the use of internet for more efficient teaching-learning process.

In regard to making the implementation of e-Learning in Indonesia

more extensive, a software in Indonesian language has been developed, i.e.,

Win BI (Windows in Indonesian Language), and Kantaya (Virtual Office). In

2002, the Center for Information and Communication Technologies for

Education in collaboration with the Directorate of Secondary Education and

Directorate of Vocational Education developed e-Learning materials for some

school subjects of the senior secondary school and vocational school curriculum.

In the school year of 2002/2003, the Ministry of National Education also started

piloting open senior secondary schools by using e-Learning as the mode of its

delivery system. In 2002, the Director of Vocational Education connected

vocational schools by internet and it is targeted that within three years every

vocational school teacher is mandated to take training on the use of ICT and

every school should provide the students with the 90 minutes per week subject

of ICT. There are some constraints in the implementation of e-Learning in

Indonesia, however, such as those related to the government policy and

regulation, the infrastructure, the curriculum, the financial aspect, and the human

resources.

One of the examples of e-Learning implementation for education is the

development of a school net program called Edukasi.net.

This program is developed by the Center for Information and

Communication Technology for Education (Pustekkom), Ministry of

National Education to provide web-based on line learning materials and

information that can be accessed by students and teachers anytime,

anywhere and to facilitate interschool collaboration and communication

(sharing information, ideas and experiences)

20

In the future, this program will be equipped by developing the Content

Management System, improving the development of its learning materials:

widening the target audience to all levels of education, increasing the materials

development, developing the on line courses, and also increasing the access and

networks by utilizing the satellite to supports the current infrastructures already

developed (Wide Area Networks/ WANKota) and other existing ones.

Further, the development of this program will be strengthened with the

collaboration of the Directorate of Vocational Secondary School for further

development of the infrastructure, the Directorate of Secondary Education for

providing the ICTs facilities and teachers’ capacity building, Pustekkom for

developing system design and content and other related parties such as local

governments, IT vendors, NGOs and other stakeholders.

Japan

It is comparatively easy to introduce e-Learning system into educational

activities at the university level, in the case of the application to small groups

such as laboratories or individuals. However, ‘problems as system’ emerge

when the introduction of e-Learning system is planned as a policy of the entire

university.

In a case of Gifu University, Information and Multimedia Center have

tried to integrate existing media services as ‘AIMS-Gifu’ (Academic

Instructional Media Service Gifu) from 2002 (http://guaims.cc.gifu-u.ac.jp/). On

AIMS-Gifu, many media services (i.e. Video Conference System for Satellite

Classrooms) are integrated under Learning Management System (LMS;

Blackboard Learning System ML).

Through our work, we found that introducing new e-Learning system

was very difficult work. For example, recently the university has personal

affairs’ database or educational affairs’ database. These databases are designed

http://guaims.cc.gifu-u.ac.jp/

21

and implemented as individual, isolated system. If we use these system’s data

for e-Learning system, existing systems maybe changed. Therefore, introducing

e-Learning system is not only design and implementation process of hardware

and software, but also process of changing the existing systems.

Korea

The Ministries of the Korean government entered into competition to put e-

Learning policy under their control, and the e-Learning business is regarded as

one of the most profitable industry in Korea. Large investment has been made in

IT infrastructure, e-Learning application, and e-Learning content both in public

and private sectors. Thanks to these circumstances, the e-Learning has prevailed

in Korea.

The Ministry of Education and Human Resource Development

(MOEHRD) of Korea announced a new e-Learning policy for primary and

secondary education; e-Learning as an educational system to promote learning

community by improving teaching-learning quality (at school , extending self-

directed learning (at home), and networking school-home-local community (at

local community) via ICT. The vision of e-Learning is strengthening national

competitiveness through developing Human Resources of the 21st century and

realizing education welfare.

http://www.edunet.net

http://www.cyber.hs.kr

Malaysia

As technologies change, educational institutions in Malaysia need to review their

technological status. Even though e-Learning was introduced in the Malaysian

http://www.edunet.net

http://www.cyber.hs.kr

22

higher institutions in 1998, e-Learning in the primary and secondary schools is

still in its infancy. The current supporting national policies for e-Learning focus

on various aspects, among which, ICT for all students and promoting ICT

culture throughout educational institutions.

Substantial investments to upgrade the ICT infrastructures have been

made by the government, among which, to provide high speed bandwidth to all

schools in Malaysia by the end of 2004. Better internet connection will help in

greater sharing of the learning content accessible through the internet.

Courseware and other on-line teaching and learning content are currently being

developed for web-based delivery to reach a wider population of students. The

development is managed by the Ministry of Education whilst the private sector

is entrusted with the responsibility of designing and developing the materials.

Efforts have also been made by the Ministry to train the teachers to develop their

own on-line content. The Ministry of Education is also implementing more

training programs to ensure that school administrators and teachers make the

most of updated teaching methods and acquire various ICT competencies. The

government recognizes e-Learning as a tool in improving education, hence

further development calls for more coordinated efforts from the government

agencies and the industry players in taking e-Learning forward.

Nepal

The marked increase in the use of computers both in the governmental and non-

governmental sectors for creating data bank, recently, has aided in the smooth

running of their daily business and has enhanced performance. However, there is

a lack of a strong mechanism for the collection of information in an integrated

manner in a nation-wide scale and has not yet been realized as its common assets.

Moreover, incorporating of the computer education right from the school level to

tertiary level and flourishing it have become a real challenge. Furthermore,

23

expansion of Internet facility as an integral part of learning to all parts of the

country demands both the coordinated approaches for the development of the IT-

infrastructure and the conceptual clarity among the educators as to how the

learning occurs.

To maximize the quality of education through e-Learning a major shift

in approach, for example, in the areas of curriculum formulation and teacher

education is required, where children with different interests and varying

experiences get opportunities to learn at their own pace. Moreover, a subsidized

internet/intranet facility should be made available to both students and teachers

in public schools and colleges while a more coordinated approach is required to

facilitate the e-Learning taking place in private schools and colleges.

Furthermore, the distance mode teacher-education-programme requires some

modifications so as to make it compatible to self-learning by introducing ICT to

it.

Philippines

The recent statement by the President of the Philippines of providing for every

child to go to school is supportive to meeting the universalization of education.

In addition, she stated that every classroom in all schools should have a

computer. The Information Technology and E-Commerce Council (ITECC)

have supported the enactment of Republic Act 8972 to promote electronic

commerce. The Human Resource Development Committee of the said Council

has been given the task to develop policy and program in e-Learning, to develop

guidelines on enhanced basic education, and to develop IT human resources.

The tri-focal agencies in education that include the Department of

Education (DepEd), the Commission on Higher Education (CHED), and the

Technical Education, and Skills Development Authority have been tasked to

create an e-Learning environment by actively promoting e-Learning in their

24

programs. The following e-Learning projects were therefore conceptualized and

implemented 1) The Philippine Research Education and Government

Information Network (PREGINET) Project, 2) The University of the Philippines

Open University, 3) Internet-enhanced Master of Arts in Teaching Literature

Program of De La Salle University, 4) Philippine School Net of the Foundation

of Information Technology Education Development (FIT-Ed) and Ayala

Foundation, 5) CISCO Networking Academy Program, 6) Pilot Distance

Education Project with the (Japan International Cooperating Agency) Network

(JICANet) 7) Internet-based Video conferencing Technology Project

Management and Monitoring, 8) Strong Republic Schools and 8)Intel Teach to

Future Project.

The current revision of the curriculum for basic education would need

the use of e-Learning in schools to conduct collaborative and integration

activities. The importance of conducting research activities to promote the use of

e-Learning as a multi-sectoral collaboration and exchange of practices is

necessary.

Thailand

According to the Education ICT Master plan, Thailand has developed ICT in

Education with four major strategies, They are: (1) the use of ICT to improve

teaching and learning; (2) the use of ICT to enhance the education management;

(3) the personal training and development; and (4) ICT equipment provision and

distribution for all educational levels. The expectation in the year 2006 is for all

basic education schools to have access to internet and all teachers in this

education level will already have computer and internet literacy. At the same

time every student will have access to internet and has computer knowledge for

communication and able to find out what they want to know.

25

e-Learning is one of the important targets for Thai education

development. The readiness of four necessary components has been prepared.

These are: (1) computer connectivity for all schools; (2) capability of people

which relate to the education system; (3) life-long learning; and (4) a high rate of

literacy. The third component - online content access is in urgent preparation.

The learning and teaching culture has been adapted corresponding with the e-

Learning process. e-Learning will generate, share and disseminate knowledge

and information among its citizens to the betterment of the country’s economic

activities and productivity.

Vietnam

With the rapid and fundamental changes occurring in the telecommunications

and education sectors, e-Learning has a key role to play in coping with this

reality. One of the greatest challenges facing Vietnam is how to change and

prepare Vietnamese to introduce e-Learning in order to improve the

effectiveness and efficiency of the country’s learning systems. Firstly, it

involves communities to participate in education activities to a greater extent.

Vietnam is geographically spread out as a long narrow country. Furthermore,

80% of 80 million populations are living in the rural areas. That means, more

than 60 million people in remote areas have difficulties accessing the current

education system, which are mainly located in urban areas. e-Learning will

bring a great opportunity to bridge this gap to these missed opportunities.

Secondly, e-Learning introduces a new method of education and training. e-

Learning proves to be a suitable education and training methodology that meet

the needs of globalization. Moreover, utilizing e-Learning, the Ministry of

Education and Training (MoET) will be able to capture state-of-the-art

technology in education as well as in the management of the system. This is in

26

line with the MOET national education reform strategy, one of them its EduNet

project.

e-Learning have been given interest by many universities and

companies both in application and research and implementation. The

institutions create the authoring tools, LMS, LCMS. Some universities organize

distance training, some use for supporting the formal education, for learning

actively. Many e-Learning websites have been opened in Vietnam, such as

www.elearning.com.vn, www.newcenturysotf.com, www.ephysicsvn.com/eclass,

www.vitec.org.vn … e-Learning has become the main topic in several national

workshops.

The ICT Center for Education at the (Ministry of Education and

Training (MoET) takes the main role in e-Learning activities. The Center

prepared the e-Learning portal at http://www.edu.net.vn, and use open sources

for developing one LMS and LCMS. The Center also motivate the teachers to

develop the contents themselves, motivate students to develop the contents, and

thus do not purchase LMS immediately. The first e-Learning Club of Vietnam

was established by the ICT Center for Education. The purpose of the Club is to

gather interested people to research, develop, and utilize Educational

Technology and e-Learning, to support renewing contents and methodologies of

education and training. The main activities of the Club are: (1) to research on

new educational technologies; (2) to write books and guide documents on

educational technologies and e-Learning; (3) to create e-lectures, post on the

official website of the Club so that every member can access the information, (4)

to organize competitions for creating e-Learning content; (5) to train teachers,

educators how to use educational soft wares; (6) to co-operate with international

organizations like UNESCO, APEC, World Bank and to hold workshops on

educational technologies and e-Learning.

http://www.edu.net.vn

27

SEAMEO-INNOTECH

Topic: Present Day Profiles, Prospects and Challenges on the Use of e-Learning

in South East Asia

Present socio-economic realities in the countries of Southeast Asia have

considerable implications on the e-Learning in the region: socio-cultural and

economic diversity, uneven population profile, digital divide between the

countries and even within each country, and technology infrastructures which

vary from county to country. However, its positive performance in education

provides opportunities on the use of e-Learning to reach the various clients in

education. The countries of Southeast Asia have marked accomplishments in

improving equity of access to basic education. There have been increased net

enrolment ratios over the past 15 years or so. It is to be noted, however, that

while access to basic education in the region has improved substantially,

universal access to education for all children of school age has yet to become a

reality in all countries. Still another concern is quality improvement. This is a

common focus of many educational initiatives of Southeast Asian countries, as

evidenced by programs and projects assisted by donor organizations.

Some entry points for e-Learning in the member countries include: (1)

the policy environment in many Asian countries promote the use of newer

technologies in delivering instruction, (2) the need of the countries to develop

mass-based delivery modes to reach the ever-growing education clients, (3) the

emergence of education programs which recognize equivalent or prior learning,

(4) the development of work-specific and off-campus learning strategies, and (5)

the positive growth of open and distance education in delivering education.

Some considerations on the use of e-Learning are: capacity building and

re-tooling of educators; creating conducive environments for the learner who is

his/her own teacher; stimulating research and benchmarking and partnerships,

both national and regional, as well as sharing of resources.

28

Chapter IV

Translating Policies into Practice

IV.1 Introduction

This chapter presents the workshop discussion related to rationale, policies,

approaches and methodology of translating policies into practice, and targets for

e-Learning. Participants were divided into two groups, each group focused their

discussion on the following: (1) the rationale for promoting e-Learning; (2)

identification of policies existing in respective countries related to e-Learning; (3)

how the policies are translated into practices in terms of curriculum integration,

training of teachers, assessment in the curriculum process, and utilization in

various learning areas; and (4) targets and partners for making these translations

(adaptations) possible. The discussions were based on one of the four cross-

cutting themes of the 7th

Programming cycle of APEID “Using Information and

Communication Technologies (ICT) for educational innovations” in preparation

for the UN Decade of Education for Sustainable Development (UNDESD),

2004-2015, wherein UNESCO was designated as the lead agency. Education for

Sustainable Development (ESD) is one of the strategic areas in APEID’s

Framework for Action, 2002-2007.

IV.2 Rationale for Promoting e-Learning

In order for e-Learning to be in place, appropriate infrastructure has to be

provided. e-Learning is considered as a fast-emerging strategy to help reduce

digital divide in the Asia Pacific Region. For some countries like Japan, digital

divide between rural-urban areas or rich and poor settings may not be a problem

but it is apparent in terms of the digital divide between generations (old and

29

young) and between men and women. For other countries in the region, the

digital divide is visible between the more progressive areas and the

disadvantaged places as well as between the more endowed, richer members of

the community and the marginalized clients of society. It covers formal and

non-formal education without border of time, people and place; sharing

learning object, interactive communication, sharing of learner’s experiences and

opinions, mass media, empowered multimedia that include broadband, mobile

phone, television works as a monitor, multi-media integration, allows

synchronous and asynchronous learning as component of e-Learning; create the

new type of in-classroom learning environment; and learn and link globally

(students can link to the world knowledge even in the classroom).

Another rationale is that e-Learning is seen as an instrument in facing

the challenge of globalization. The potential for learning standardized content

via e-Learning could help learners in economically-challenged countries. By

developing a human power that could be globally competitive, the economic

growth of developing countries would be enhanced.

e-Learning gives the opportunity to bring quality learning to more

people in different places at different times. e-Learning has the high potential

provide access and quality education to various learners.

Flexibility is an attribute of e-Learning which helps address the learning

needs and respond to the various learning styles of education clients. It is also

flexible in that it could be updated easily in terms of content, methodology and

processes.

Interactivity is another attribute of e-Learning which makes it a

potentially effective delivery strategy.

30

IV.3 Policies Existing in Participating Countries Related to e-Learning

Participating countries have policies that promote the use of newer technologies,

including e-Learning technologies, to advance education and learning

particularly for poverty alleviation in the countryside. Most of these policies are

included in the ICT policies of the countries.

Some policy gaps are seen in the following areas:

1)Band width issues

Learners are impatient with slow technologies. The issue needs to be addressed

by the governments and other stakeholders.

2) Regulations on e-Learning

Intellectual Property Rights (IPR) – IPR regulations need to be reviewed so

that they do not interfere with or pose constraints to the use of e-Learning in

education.

The need to facilitate e-Learning on the one hand and the need to protect

intellectual property on the other is a challenge that many participating

countries face at present.

3) Integrating e-Learning being into the over-all Educational Policy Measures

Policy measures are needed to either make e-Learning an in-syllabus strategy or

a complementary/enrichment strategy. At present, it is still quite difficult to

promote the concept to the educators who are used to the conventional mode.

31

Sometimes teachers who are familiar with the technology are given more tasks

(e.g. Japan). There is still strong resistance in using computers among many

teachers in the participating countries.

IV.4 Translating Policy into Action

1) Curriculum Integration

Content development and materials production are important

components in promoting the use of e-Learning. If materials are

available, teachers are encouraged to use them in the classroom.

Capacity-building of school leaders and teachers is an important

component in developing competencies in curriculum integration of e-

Learning concepts and tools.

2) Training of teachers

Advocacy and paradigm shift are recognized requisites in promoting e-

Learning especially among teachers and school heads

The teachers should realize that they are not the sole sources of

knowledge

Learning to learn - from knower to learners. Learners should be trained

learn how to learn the elements of e-Learning

There should be training programs/teacher courses on the use and

practice of e-Learning. The pre-service curriculum needs be

32

reviewed/revitalized/renewed in order to include e-Learning concepts

and tools. At present, there is a mismatch between e-Learning concepts

and courses offered by many teacher education institutes and those

offered in various in-service training programs for teachers or seen as

most relevant for the current and future needs of schools. In addition,

the school heads, managers and supervisors also need be trained or

given in-depth orientation on e-Learning. As a response to this issue,

some projects such as Intel Teach to the Future, undertake capacity-

building projects which develop e-Learning competencies of both

teachers and school managers.

3) Assessment in the Curriculum Process

For assessment, the summative evaluation needs to be done in a

conventional manner, however, the formative evaluation tasks may be

integrated into the e-Learning strategy

The quality of learning, not just what students are learning (not only

factual topics but more important, the higher order thinking skills),

should be looked into.

Two evaluation focus may be considered: (1) Skills development on the

use of the technology and the (2) learning substance content via the use

of technology. There is a concern in Item 1 because of the different

platforms (some are Mackintosh while others are Microsoft platforms).

Schools/universities are generally autonomous and the evaluation

activities are institution-bound. A possible strategy is to develop

consortium-type arrangements and other types of partnerships so that

schools may have common evaluation and assessment instruments that

33

will allow students to take examinations recognized by participating

schools/universities.

The inter-active attribute of computer-based programs maybe

introduced.

4) Utilization in Various Learning Areas

e-Learning may be used in almost all subject areas but it will never

substitute or replace the teacher. It is best used as a complementary

strategy to enrich learning. The computers are oftentimes put in the

classrooms as tools to improve and enrich learning.

e-Learning is emerging as a strategy to deliver learning in various areas,

to different educational clients.

Some issues for reflection: Can we develop values via e-Learning? Can

we change human attitude using e-Learning?

IV.5 Targets and Partners for Translating Theory into Practice

1) Collaboration between and among institutions and countries can help reduce

redundancies, prevent pitfalls and eventually make e-Learning more

The use of various elements such as pictures. The teaching strategy

such as post- teleconference activities may include other teacher-led

discussions and reflection work can help enhance values education.

34

efficient. These groups can collaborate on the processes and how they do

things that could serve as basis for doing their own individual activities.

2) Benchmarking is a corollary activity. Models and best practices by some e-

Learning projects are good examples which can provide insights to others in

planning their own projects.

3) The need for common platforms needs to be addressed in order to enable

users in different places/countries to use the e-Learning materials

4) Partners may include: business, parents, the community, and other

stakeholders (e.g. In the SMART schools of Malaysia), big software

companies bonded to develop the courseware in various subject areas; in

Australia – partnership between the education and training sectors, (schools,

universities and vocational education) and partnerships between different

governments helps work in e-Learning and government also works with the

multi-media industry to strengthen it and improve its skills.

5) Targets and client reach include: teachers, school managers, supervisors,

school inspectors and other stakeholders

The workshop agreed that learning designs in participating countries and

other countries of the region be made consistent with international

standards, and that e-Learning is never a replacement of the teacher in the

classroom. With these considerations, e-Learning is one strategy to promote

education for sustainable development.

36

Specific details for participating countries are shown in the matrix

below

Country Existing policy Curriculum Teacher training

workshop

1. Australia Full integration of

e-Learning in the

curriculum and

teaching practice

in schools

e-Learning across

all curriculum

areas, curriculum

content appropriate

for Australia, but

using international

standards

Pre-service and in-

service teacher

development to

ensure all teachers

have confidence

and skills to

integrate e-learning

in their practices.

Currently research

is being developed

in this area.

2. China Establish many

school net and

develop resources

Request teachers to

investigate net-

based teaching

model and apply

the computer and

network in

classroom

Integrate ICT into

other subjects in

cities

Case-based

training

National Teacher

Training Network

Alliance for

Lifelong Learning

37

Assessment in

Curriculum Process

Learning Area

Leaning area Target Partner

Assessment

processes which

make fuller use of

the advantages of

ICT.

This is the goal.

All learning areas Teachers,

education

leaders and

students as

active learners

All education

systems,

education

leaders and

teachers,

industry

e.g.

multimedia

developers

a. Some schools

and educational

departments begin

to research for

assessment methods

and practise.

b. Local educational

departments

introduce excellent

courseware to

schools depending

on assessment in

courseware.

Chinese language,

English language,

Science

Other subjects

Students

Teachers

IT Companies

38


workshop

3. Indonesia Promote the use of

ICT and -learning :

teaching-learning

process, learning

administration, to

support the

open/distance

learning

Beginning to

integrate ICT into

the curriculum

e-Learning

becomes one topic

in teacher training

4. Japan NICER (National

Information Center

of Education

Resources)

Curriculum

integration (e-

Case, IT NAVI)

in NICER web

page

digital clips

(Teaching

materials, teaching

contents) 100,000

over contents

In NICER

Webpage

“Integrate IT into

your class” video

clips of class and

curriculum

39

Assessment in

Curriculum Process

Learning Area


Assessment should

refer to national

standard according

to the national

curriculum

English

Math

Physics

ICT Training in all

subjects

Students

Teachers

Local

governments

Educators

Re-searchers

Private sector

Japanese language

Social science

Math

Science

English

etc.

Teachers

Students

Pa-rents

Teachers

Students

Pa-rents

40


workshop

5. Korea Plans for ICT use

in education

Plans for support

of e-Learning

Promote use of

ICT in class-rooms

by 10% (beginning

process)

Every subject has

ICT integrated

curriculum by at

least 10%

6. Malaysia Encourage ICT

culture throughout

educational

institutions.

Promote utilization

of ICT in the

school

management and

Administration

ICT is one of the

subjects offered in

the curriculum for

secondary or high

schools. ICT is

highly encouraged

in teaching-

learning process in

various areas.

Basic ICT

competency skills

are offered in the

pre-service

training. Course-

ware and on-line

materials

development skills

available for in-

service training.

41

Assessment in

Curriculum Process

Learning Area


Basic ICT literacy

skills For

INSETcompleted in

2000. The INSET

entered a new

phase, from 2001

focused on

integrating ICT into

subject matters

consist 33% of is

annual training

Diverse methods

adapted, e.g.

performance

controlling quality

of contents and

management,

sharing and

delivering of

contents, inducing

teachers and

stud s to join the

program

Sharing

standardized

educ’l

contents,

training

teachers to

develop

confidence and

skills,

monitoring

effectiveness

of the

programs

Make authority

understand the

effectiveness

of e-Learning,

encourage

teachers to

train

voluntarily,

build

partnership,

follow

technical

standards

Only assessment in

the course-ware

through inter-

activity. No

standard

instruments yet.

All subjects in the

curriculum, but

priority given to

sciences and

mathematics

School

administrators

Teachers

Students

Community

Government

Government

agencies

Private

Sector(ITC

Companies)

42


workshop

7. Nepal Introduce computer

education in the

national curriculum

(in school at all

levels) and

broaden its scope

ICT is introduced

at primary level as

compulsory subject

and as an optional

subject at the

secondary level

Introduce ICT to

teachers through

workshops and in-

service teacher

education

8.Philippines Computer in every

classroom

e-Learning

Program

Computer use in

lessons across the

curriculum

e-Learning

development

ICT skills for

teachers

Computer software

development skills

e-Learning for

teachers, students,

and community

43

Assessment in

Curriculum Process

Learning Area


As a part of

continuous

assessment

As a means of

getting information

to solve

assignments

Sharing of

experiences through

chatting

Students and

teachers

NGOs/INGOs

Use of teacher

made and

commercial

software in

assessment

Filipino

English

Math

Science

Makabayan

(Nationalism)

Students

Teachers

Community

44


workshop

9.Thailand ICT Pedagogy

integration,

strengthen science

and technology and

eliminate digital

divide

Follow the

standard

curriculum and

develop

courseware for e-

Learning and

traditional learning

All teachers should

be trained to utilize

ICT pedagogy

integration

10.Vietnam Motivate teachers Just beginning to

integrate

Difficulty of

applying it in

traditional teaching

e-Learning clubs

Workshop

Training

45

Assessment in

Curriculum Process

Learning Area


Establish an

standard course-

ware, and course-

ware content

Science

Technology

Foreign language

Social studies

Every child

can have

access to e-

Learning

English Math

Physics

Government

and Educators

Teachers

Students

N.B.: ICT includes e-Learning

e-Learning includes use of Internet for teaching and learning (on-line

learning)

46

Chapter V

Innovative Practices and Websites on the Utilization of e-Learning

V.1 General Picture of e-Learning in the participating countries

The following matrix provides a general picture of e-Learning practices and how

to utilize in educational activities of participating countries.

e-Learning Practices

Educational Activity How to manage?

1. Distance learning is viewed for

Higher Education. In general, be able

to transmit information, opinions, on

campus and off campus/globally via

synchronous media; Video-TV

conference, e-mail

2. Blended learning

allows the combination of the

traditional and modern (e-Learning)

technology

3. Hybrid learning

4. Creating e-Learning courses, to

design courses by using e-Learning

Techniques

Digital curricular

content

Teaching materials

Curriculum and sample

class

47

e-Learning Practices

Problem/Solution Support Requirements Recommendation

(Teaching/Learning)

Problems: Technology,

courses and human

resources; teacher

training, funding became

the focus point to solve

point to consider

Solution/All basic e-

Learning practice should

be free of charge

Solution/More

cooperation required

among the government

and educational private

sectors

Financial and

Technical support

Technical standards and

conformance

Human resource support

Support from educational

management level

Regulation and legal procedures

Information and dissemination

Support of international

organizations like UNESCO,

UNICEF, UNDP, UNHabitat

To develop:

Courses of

curriculum and

instruction

designers

Quality assurance

standard of e-

Learning

48

V.2 Specific Examples of Innovative Practices

Specific examples of practices, managements, problems, solutions, and

recommendations from participating countries are shown below.

country examples of practices managements

Australia Example 1

Developing content which is

/learner centered so students

can construct meaning and be

motivated.

Example 2

Developing education systems

which use computers so that

they can communicate with

each other.

Example 1

National working together -

governments, schools, NGOs,

companies. Use of curriculum

experts to develop concepts

multimedia companies to help

develop quality, motivating

content.

Example 2

National strategy for learning

architectures.

49

problems solutions recommendations

Example 1

The curriculum is

unique for each State or

Territory. Capacity

building is needed to

develop teachers'

confidence and skill to

integrate content in

teaching practices.

Example 2

Computer systems used

for education across

Australia (e.g. for

student data) are not

always compatible with

each other. This leads

to inefficiencies

because information or

resources developed in

one system can’t be

used by others.

Example 1

Participation of

curriculum experts from

each system.

Trialing of material in

each system, with

teachers and students.

Using

agreed/international

technical specifications

Example 2.

Progressive work to

design and redesign

systems using common

and agreed technical

standards.

Example 1.

Close involvement of

curriculum experts,

teachers, and students

when developing

content. Use of

international standards.

Participation and skill

development of multi-

media companies.

Example 2.

Use of

agreed/international

technical standards

when designing

information systems for

education (e.g. for

student data, assessment

outcomes, learning

resources).

50


China To lead students independence

learning/interactive

learning/cooperation learning

with applying network.

To use Internet/BBS/Website

for learning at home,

especially during SARS

To research the instructional

model for e-learning in some

schools and implement in

other schools by NRCCE or

local educational department.

To provide the standard of

data for exchanging and

developing the instructional

resources.

51


There are great

differences in different

regions in China on

economy and

information technology

education.

There is not enough

instructional material

for teaching and

learning on various

course

participation of Village

education projects were

implemented in China,

which will equip

computer classrooms

and satellite-teaching

facilities for village

school, and improve

village’s instructional

quality and efficiency.

China Basic Education

Resource Network was

established by Ministry

of Education in 2003.

To strengthen the

relations between

schools/educational

department and

information technology

companies and to

develop more excellent

platform/materiel for e-

learning.

To enact educational

technical standard for

teacher/quality

assurance standards for

e-Learning.

52


Indonesia used in math, science, ICT

vocational education

/by 2007 all vocational schools

will apply e-Learning

/vocational teachers trained to

apply e-Learning

/vocational schools: 9-minutes

per week for e-Learning

open senior secondary schools:

in 7 cities

/for dropouts, second chance

education

/combination of A-V

technologies with ICT

Edukasi-net

/supported by the government

/built ICT learning centers

coordination between

directorates of vocational

education schools and basic

/educational center for

information, and

communication technology

developing action plans for

implementing ICT

collaboration with industries

and national

telecommunication company,

/office of research and

application of technology;

/other private groups: ISP

servers, Internet providers, and

media groups,

encouraging local

governments to promote the

application of e-Learning in

schools

53


limited infrastructure

/e.g. remote areas

/do not have telephone

lines

limited numbers of

computers

/especially in primary

schools

problems of human

resource

/teachers' ICT skill is

not at an advanced level

financial problem:

funding

the government should

give more commitment

/to make education the

priority for accelerating

economic growth of the

country

concrete (substantial)

action plan

/to implement e-

Learning for

development

/to realize the plans

usage of post offices

collaboration among

countries

/to accelerate

achievement in the

implementation of e-

Learning

the need of support

from the more advanced

countries

/assistance from other

countries

54


Japan especially in higher education

/e.g. Gifu University

collaborative learning

/using the Internet, BBS, Web-

chat

/usage of cell-phones to access

to the BBSs

/e.g. Keio elementary school:

the Dragonfly Larva Project

Special treatment for students

who cannot go to schools,

/provide opportunities of

education for children

/free schools

centers for e-Learning:

especially in universities

NIME: National Institute for

Multimedia Education:

supported by the MEXT

some cram schools are

interested in e-Learning

media centers: CLC

providing A-V materials and

digital materials to schools and

terakoyas

media volunteers,

/developing digital and non-

digital materials

55


too much task for the

ICT specialists

lack of human resource

/number of ICT

specialist

e-Learning is seen to

have little value added

to the existing

education system

MEXT constructed a

nationwide in-service

teacher training media

education curriculum

standard (AY2003)

a competition held by

the MEXT

/according to the

application of the

Internet

placing at least 2

computers in every

classroom (by AY2005)

/to enhance the

utilization of computers

in classroom

to encourage the

teachers to undergo

training

56


Korea Developing and sharing

contents teaching-learning

centered

Providing

/educational broadcasting

program for the unprivileged

/cyber tutoring program to

supplement learning of

different level’s students

/cyber school program for the

distance high school

Building partnership

/MOEHRD, R&D institutes,

local MOEs, and schools

Promoting e-Learning industry

57


Expanding educational

budget

Controlling quality of

contents

Sharing, and delivering

of contents

Inducing teachers and

students to join in

programs

Standardizing

educational contents to

share

Training teachers to

develop confidence and

skill

Monitoring the

effectiveness of the

programs

Make the authority

understand the

effectiveness of e-

learning

Encourage teachers to

be trained voluntarily

Build partnership

between public and

private sector

Follow the technical

standards

58


Malaysia ICT: part of the curriculum

/students have to take ICT

exams

educational TV programs: via

satellite TVs

SMART school project

/developing teaching/learning

on-line interactive materials

/math, science, English,

National language

/learners can use materials

individually or with their

teachers

Ministry of Education

committees are set up for:

content management,

quality content

Collaboration with industries

to develop and design

materials

Nepal ICT: part of the curriculum

Internet used as part of e-

learning in private schools

Usage of curriculum experts

and teachers to develop

curriculum/curriculum

materials and examination

procedure

59


to shift to the ICT

culture,

to change the teachers'

mind

lack of computers

/minimum students per

school is 1,000

/the computer: student

ratio is quite low

training orientation of

school managers

migrating government

services into electronic

format

in-service training in

developing courseware

content development to

focus on ICT

sharing expertise

encouraging teachers to

get trained

experts from industry to

train educators

Limited ICT

infrastructure,

electricity and

telephone facilities

Difficulty in capacity

building and

dissemination of

curriculum contents

Government should

show more commitment

Introduce ICT both in

pre-service and in in-

service teacher

education programmes

Seek international

support and cooperation

in financial and

technical matters

60


Philippines SPS: Strong Public Schools

/pick out poor villages

/enhancing the opportunity of

learning

/utilization of open broadcast,

DVDs, satellite education

Text 2 Teach: cooperation

with Nokia

/school teachers can gets

materials from the host server

/information stored in the

Media Master

/teachers call for the materials

via cell-phones

Project COMPETE

/teacher training material

Department of Education

/joined with the cooperation

of industry, private sectors,

and NGOs

/e.g. Pearson education, Nokia

61


Little ICT readiness

some technologies are

dependent on the

elements

/i.e. wind, typhoon

lack of instructional

materials

lack of instructional

materials

/teachers believe that

testing and evaluation

must be done face to

face

implementing a new

tracking system

/Nokia put a device

which counts up how

many times the material

were used

teacher training

orientation of school

managers

developing course

materials

mobile vans to deliver

e-Learning

to train educational

technologist

/the need to be more

flexible: job description

among the teachers

to give incentives to the

ICT specialists

62


Thailand distance education: via

satellite

14 channels

/for all secondary, one-third of

the primary schools

support by the AEN: Asian e-

Learning Network

/introduction of pocket PCs

promote all schools to have

Web-sites

/for purpose to communicate

with each other

/enhance students to pick up

materials from the sites

/about 10,000 schools have

Web-sites

the Ministers policy to develop

e-Learning courseware

/for classroom education and

school management

connectivity uses 3 layers of

network distribution

usage of the Blackboard

technology

63


Few schools lack of

electricity

to make connectivity

among all schools

lack of course materials

to define the teacher

training course standard

/and also the pedagogy

of training

development of solar

technology: solar cells

satellite technology to

deliver e-Learning

train teachers to

develop course

materials

to hold a courseware

contest

/to motivate private

companies to develop

educational courseware

establishing 8 projects

for 6 computer training

centers

/for computer literacy,

and web-based

instruction (wbi)

computer skills

/cooperation with Intel

Teach to the Future

mobile units

/mobile vans to deliver

com literacy to small

schools

partner in learning

through Microsoft

to enhance experience

among the teachers

to encourage teachers to

fully utilize the ICT

resources

policy should continue

promoting ICT

to share experience

among the APEID

member countries

64


Vietnam developing contents

e-Learning is more and more

interested by universities and

companies in both areas:

application and

research/implement. The

SCORM compliance and

Unicode for Vietnamese

language are necessary.

ICT Center creates e-Learning

portal with e-Learning club at

www.edu.net.vn.

Or at http://www.edu.ne.vn

One other example is

www.elearning.com.vn for

teaching English.

Some universities use e-

Learning for distance

education, some use e -

Learning for supporting the

normal education.

We are implementing LMS by

exploring open sources.

e-Learning contents and

curriculum integration begin

with limited applications.

Participant to AEN (Asia e-

Learning Network) and

UNESCO activities.

By universities and MoET.

e-Learning club and portal are

managed by ICT Center for

education.

By companies

http://www.edu.ne.vn

65


the curriculum is unique

for each city or district

distributing the content

to each school is

difficult

/difficult to adjust to

the local condition

/e.g. local curriculum

capacity building is

needed

/need to develop

teachers' confidence

and skill

computer systems in

each education system

are not compatible

/information about

students/teacher is be

shared

/do not have technical

standards

participation of Lack of

contents.

Budget.

e- Learning readiness.

e- Learning teacher

training

66

V.3 Websites to be visited

http://www.u-gakugei.ac.jp

http://www.nime.ac.jp

http://www.excampus.org

http://unescobkk.org/education/ict

http://www.elearningeuropa.info/doc

http://www.brandonhall.com/public/faqs2

http://www.cec.chula.ac.th

http://www.dest.gov.au/schools/publications/2000

http://cttaskforce.edna.edu.au/strategy/index.html - then Open Learning

Architectural Framework

http://guaims.cc.gifu-u.ac.jp

http://www.elearning.com.vn

http://www.newcenturysotf.com

http://www.ephysicsvn.com/eclass

http://www.vitec.org.

http://www.u-gakugei.ac.jp

http://www.nime.ac.jp

http://www.excampus.org

http://unescobkk.org/education/ict



http://www.cec.chula.ac.th

http://www.dest.gov.au/schools/publications/2000

http://cttaskforce.edna.edu.au/strategy/index.html

http://guaims.cc.gifu-u.ac.jp

http://www.elearning.com.vn

http://www.newcenturysotf.com

http://www.ephysicsvn.com/eclass

http://www.vitec.org.

67

Chapter VI

Recommendations and Plan of Action for Tokyo-Kyoto

Seminar-Workshop 2005

VI.1 Recommendations

The areas of concern with regard to policies, curriculum and materials

development, capacity building and infrastructure have evolved

recommendations for participating countries to APEID and other stakeholders,

including donors as shown below:

Areas of

ConcernFor Participating Countries

For UNESCO APEID and

other Stakeholders

Policy To continue efforts

on advocacy and

promotion of policies

which support e-

Learning

To continue regional

initiatives in

convening various

forums ad projects

designed to generate

insights for policy

formulation

68

Areas of



other Stakeholders

Curriculum

and

Materials

Development

To initiate/continue

activities on

integration of ICT

pedagogy and e-

Learning concepts in

their over-all

curricular framework

and teaching

practices

To develop courses

or instructional

design appropriate

for e-Learning

To help ensure that

materials are shared

across countries

through the use of

international

standards (e.g.

SCORM: Shareable

Content Object

Reference Model)

To encourage the

development and use

of agreed-upon

international

technical standards

To encourage

participating

countries to join the

existing networks of

APEID on

curriculum planning,

content development

and materials

development

69

Areas of



other Stakeholders

Capacity

Building

To encourage pre-

service and in-service

teacher training

institutions to

reengineer/revitalize

their curricular

programmes in order

to respond to the

requisites of e-

Learning in schools

To conduct training

programmes designed

to develop

teacher/administrator/

inspector

competencies and

skills related to e-

Learning

To utilize e-Learning

for Teacher Training

To solicit support and

technical assistance

of UNESCO APEID

and other technical

agencies for

capacity-building

To mobilize support

for benchmarking

and visits to e-

Learning

projects/programs

considered as best

practices among the

participating

countries and beyond

To encourage sharing

of expertise and e-

Learning Materials

between and among

countries

70

Areas of



other Stakeholders

Infrastructure To undertake try-outs

and pilots of

innovative efforts

along the use of

newer technologies

in e-Learning in

order to generate

insights for roll-out

and expansion of

these initiatives

To ensure sharing

among e-Learning

Centers thus making

available to

interested groups in

order to maximize

their use and extend

client reach.

To continue to

mobilize resources to

support e-Learning

projects/programs

that would test the

use of newer tech

nologies for e-

Learning

71

VI.2 Plan of Action for Tokyo-Kyoto Seminar-Workshop 2005

Theme: Lifelong Learning and Information Literacy

Background

7th

Programming Cycle of APEID 2002-2005

Tokyo-Kyoto Seminar-Workshop 2002 Recommendations

on Themes for the 5 years

Recommendations from Tokyo-Kyoto Seminar-Workshop 2004

Rationale:

The 3rd

theme in the series of Tokyo-Kyoto Seminar-Workshop on

Educational Technology

Rapid advances in ICT – globalization and localization

Adapting to Changing Needs of Member Countries

The Four Pillars of Learning: Learning to Know, Learning to Do,

Learning to Live Together, Learning to Be

The Concept of Learning to Learn

Dakar Summit: Framework of Action for Quality Education

Contribution to the UN Decade of Education for Sustainable

Development 2005-2014

Objectives

1. To undertake mid-term review of regional/national developments in

educational technology following recommendations of Tokyo-Kyoto

Seminar-Workshops 2003 and 2004

72

2. To share information and experiences on lifelong learning and

information literacy from the view of educational innovation for

development

3. To identify and document innovative practices in the utilization of

educational technology for lifelong learning and information literacy

4. To formulate recommendations for disseminating the innovative

practices for the promotion of educational technology for lifelong

learning and information literacy

5. To plan for Tokyo-Kyoto Seminar-Workshop 2006

Expected Outcomes

1. Report of the mid-term review of regional/national developments in

educational technology following recommendations of Tokyo-Kyoto

Seminar-Workshops 2003 and 2004

2. Mapping the Regional and National experiences on lifelong learning

and information literacy from the view of educational innovation for

development

3. Documentation of innovative practices in the utilization of educational

technology for lifelong learning and information literacy

4. Recommendations for disseminating the innovative practices for the

promotion of educational technology for lifelong learning and

information literacy

73

5. Action Plan for Tokyo-Kyoto Seminar-Workshop 2006

Criteria for Choice of Participants

Those coming from regional/national institutions who are actively

involved in national programmes for the promotion of educational

technology from the view of educational innovation for development,

preferably those who have been participating in the Tokyo-Kyoto

Seminar-Workshop Series in order to provide continuity to the

programme.

Criteria for Identifying Keynote Speaker

Expert on educational technology from the view of educational

innovation for development, preferably one who has regional/national

experience in leading/facilitating change in lifelong learning and

information literacy.

General Recommendation

Identification of alternative venues/hosting sites in the participating

countries for intercultural exchanges, for future seminar-workshops on

educational technology (can still be called Tokyo-Kyoto Seminar-

Workshop Series),

utilizing funding for APEID Associated Centres from the Japanese

National Commission for UNESCO for International Cooperation.

74

The Organizing Committee and Secretariat

I. Japanese National Commission for UNESCO

Office of Director-General for International Affairs,

Ministry of Education, Culture, Sports, Science and Technology

(MEXT)

Masayuki INOUE

Secretary-General,

Japanese National Commission for UNESCO

Director-General for International Affairs, MEXT

Toru ISHIDA

Deputy Secretary-General,

Japanese National Commission for UNESCO

Director, Office of Planning and Coordination,

International Affairs Division, Minister’s Secretariat, MEXT

Takashi ASAI

Assistant Director-General for International Affairs, MEXT

Kazuo AKIYAMA

Senior Specialist for Cooperation with UNESCO, MEXT

Hiroaki MOTOMURA

Chief, Office of the Director-General for International Affairs, MEXT

Mayumi OGAWA


75

Tetsuhito MINAMI


II. Tokyo Gakugei University

Takashi SUGIHARA

Director

Center for the Research and Support of Educational Practice

Shigeru SHINDO

Associate Professor


Masato WADA

Associate Professor


Naoki KATO

Associate Professor


Miho HASHIMOTO

Associate Professor

Faculty of Education

Ken KANATANI

Professor


76

Hideoki MURAKAMI

Professor


Shin NITOGURI

Associate Professor

Foreign Student Center

III. Japan Council of National University Centers for Educational

Practice Research

Isao KONDO

Director

Fuimihiko SHINOHARA

Secretary

International Cooperation affairs

Naomasa SASAKI

Secretary


Hitoshi SUSONO

Secretary


IV. Asia Pacific Programme of Educational Innovation for

Development (APEID)

Asia and the Pacific Regional Bureau of Education

UNESCO Bangkok

77

Lucille C. Gregorio

Programme Specialist in Science and Technology Education,

Fumihiko SHINOHARA

Programme Specialist for ICT in Education

Acknowledgement

To all those who ensured the success of the Tokyo-Kyoto Seminar

Workshop 2004 on e –Learning we would like to express our

sincere gratitude and appreciation.

The CD- ROM contains both the PRINT and the ANNEXES.

The Organizers and Secretariat

Annex I

List of Participants, Observers and Resource Persons

1. Oversea Participants Australia

Ms. Margaret McCulloch Acting Director E-learning, Department of Education, Science and Training, Australian Government Australia

Tel: 61-2-624079404 Fax: 61-2-62407503 E-mail: [email protected] People’s Republic of China

Mr. Rongliang Wang Director National Research Center on Computer in Education, East China Normal University Shanghai, P.R. China Tel: 86-21-62232445 Fax: 86-21-62232445 E-mail: [email protected]

Indonesia

Dr. Mohammad Ali Director Research Institute, Indonesia University of Education Bandon, Indonesia Tel: 62-22-2013163#3301 Fax: 62-22-2002007 E-mail: [email protected]

Ms. Harina Yuhetty Director Center for Information and Communication Technology for Education, Ministry of National Education Jl. Cenderawasih Km15, 5 Ciputat 15411 Jakarta, Indonesia Tel: 62-21-740-1831 Fax: 62-21-740-1727 E-mail: [email protected]

Republic of Korea Dr. Jun Inshik Associate Research Fellow Korean Educational Development Institute 92-6 Umyon-dong, Socho-Gu, Seoul 137-791 Republic of Korea

Tel: 82-2-3460-0355 Fax: 82-2-34600118

E-mail: [email protected]

Malaysia Ms. Rohana Abd. Rahman Assistant Director SMART Learning Development Unit, Technology Education Division, Ministry of Education Malaysia Tel: 60-3-20987787 Fax: 60-3-20923763 E-mail: [email protected]

Nepal Mr. Lok Bilas Pant Under Secretary Programme and Budget Section, Ministry of Education and Sports Nepal Tel: 977-1-4418782 Fax: 977-1-4412460 E-mail: [email protected]

Philippines

Dr. Virgilio U. Manzano Director Model Information Technology Classroom, College of Education, University of the Philippines Diliman,Quezen, City Philippines Tel: Fax: 6329299322 E-mail: [email protected]

Thailand

Mr. Suwat Saktrisul Director of Bureau of Technology for Teaching and Learning Office of the Basic Education Commission, Minstry of Education Baughoh, Thailand Tel: 662-2822861 Fax: 662-2800083 E-mail: [email protected]

Viet Nam

Dr. Quach Tuan Ngoc Director of the ICT Center for education Ministry of Education and Training (MoET) 49 Dai Co Viet Street, Hanoi, Vietnam Tel: 84-4-8693715 Fax: 84-4-8693712 E-mail: [email protected]

2. Japanese Participants

Dr. Miho HASHIMOTO Associate Professor Faculty of Education Tokyo Gakugei University Tokyo, Japan E-mail: [email protected]

Ms. Reiko HOJO Associate Professor Joetsu University of Education Niigata, Japan E-mail: [email protected] Dr. Naoki KATO Associate Professor Center for the Research and Support for Educational Practice Faculty of Education Tokyo Gakugei University Tokyo, Japan E-mail: [email protected] Mr. Akio KIDO Teacher Senior High School of Tokyo Gakugei University Oizumi Campus Tokyo, Japan E-mail: [email protected] Mr. Isao KONDOH Professor Faculty of Education Okayama University Okayama, Japan E-mail: [email protected] Dr. Takanori MAESAKO Professor Graduate School of Human Sciences Osaka University Osaka, Japan E-mail: [email protected] Mr. Norifumi MASHIKO Assistant Professor Gifu University Gifu, Japan E-mail: [email protected] Mr. Yoshikazu MURAKAMI Professor Faculty of Business Administration Matsuyama University Ehime, Japan E-mail: [email protected]

Ms. Natcha PAVASAJJANANT Foreign Teacher Student Kyoto University of Education E-mail: [email protected] Mr. Naomasa SASAKI Assistant Professor Center for Education of Research and Training Kyoto University of Education Kyoto, Japan E-mail: [email protected] Dr. Shigeru SHINDO Associate Professor Center for the Research and Support for Educational Practice Faculty of Education Tokyo Gakugei University Tokyo, Japan E-mail: [email protected]

Mr. Fumihiko SHINOHARA Professor Faculty of Education Tokyo Gakugei University Tokyo, Japan E-mail: [email protected] Mr. Hitoshi SUSONO Assistant Professor Faculty of Education Mie University Mie, Japan

E-mail: [email protected]

Dr. Shimpei TAKUMA Professor Kawasaki University of Medical Welfare Okayama, Japan E-mail: [email protected] Dr. Masato WADA Associate Professor Center for the Research and Support for Educational Practice Faculty of Education Tokyo Gakugei University Tokyo, Japan E-mail: [email protected] Dr. Masayuki WATANABE Associate Professor Faculty of Education Tokyo Gakugei University Tokyo, Japan E-mail: [email protected] Mr. Hiroki YOSHIDA Assistant Professor Faculty of Education

Tokoha Gakuen University Shizuoka, Japan E-mail: [email protected] Mr. Masami YOSHIDA Professor Faculty of Education Chiba University Chiba, Japan E-mail: [email protected]

3. Observers Mr. Rocco WEGLARZ YOUNG LEADERS PROGRAM National Graduate Institute For Policy Studies

E-mail: [email protected] Mr. Kanghyan Ahn Tokyo Gakugei University Tokyo, Japan E-mail: [email protected] Ms. Insung JUNG Professor of Educational Technology and Communications International Christian University Division of Education E-mail: [email protected]

4. Resource Persons UNESCO Asia and Pacific Regional Bureau for Education

Ms. Lucille C. Gregorio Programme Specialist in Science and Technology Education Asia Pacific Programme of Educational Innovation for Development (APEID) UNESCO Asia and Pacific Regional Bureau for Education 920 Sukhumvit Road, Bangkok 10110, THAILAND Tel: 66-2-3910577 Fax: 66-2-3910866 E-mail: [email protected]

Mr. Fumihiko SHINOHARA Programme Specialist in ICT for Education

Asia Pacific Programme of Educational Innovation for Development (APEID) UNESCO Asia and Pacific Regional Bureau for Education 920 Sukhumvit Road, Bangkok 10110, THAILAND Tel: 66-2-3910577 Fax: 66-2-3910866

E-mail: [email protected] SEAMEO-INNOTECH

Dr. Zenaida T. Domingo Senior Training Specialist SEAMEO INNOTECH Commonwealth Avenue PO Box 207, Diliman Quezon City, PHILIPPINES Tel: 632-926-4435 Fax: 632-921-0224 E-mail: [email protected]

5.Invited Presentator Mr. Hiroki Inoue Regional Manager Japan Blackboard Japan K.K. 2-9-10 Shibuya, Aoyama King Bldg 4F Shibuyak-u, Tokyo, Japan 150-0002

Tel: +81-3-5468-6151 Fax: +81-3-5468-6152 E-mail: [email protected]

6.Supporting Staff Ms. Akiko KOBAYASHI

Officer Tokyo Gakugei University Tokyo, Japan E-mail: [email protected] Mr. Tetsurou KOSHIKAWA

Officer Tokyo Gakugei University

Tokyo, Japan E-mail: [email protected] Mr. Masakazu MURANO

Officer Tokyo Gakugei University Tokyo, Japan E-mail: [email protected] Ms. Yuko NOGUCHI

Officer Tokyo Gakugei University Tokyo, Japan E-mail: [email protected]

Mr. Kei SUZUKI

Officer Tokyo Gakugei University Tokyo, Japan

Ms.Sachi TOKUIZUMI


Ms. Mika YAMADA


Annex II

Agenda and Schedule of Work Agenda

1. Registration and Briefing 2. Presentation, discussion and adoption of the provisional agenda 3. Self-introduction of participants 4. Orientation of the seminar, and overview on facilitation/moderation of work 5. Official Opening Ceremony 6. Commemorative Photograph Taking 7. Panel Presentation by participating countries focused on challenges and issues with regard to:

e-learning from the view of educational innovation for development the sharing of information and experiences on e-learning developments as related to national

policies and practices curriculum integration, training of teachers, inclusion in the assessment process, and utilization

in various learning areas 8. Workshop Sessions on:

rationale, methodologies/approach, assessment and targets for e-learning identification of innovative practices in the utilization of e-learning in educational activities: regional trends formulation of a plan of action for improving/strengthening existing e-learning strategies which have specific implications to the teaching-learning process, and assessment of learning outcomes

9. Plenary Sessions to: Report on results of workshop sessions Formulation of recommendations Planning for Tokyo Seminar 2005

10. Adoption of draft final report 11. School and Study Visits 12. Closing ceremony

Schedule

Sunday, 29 August 2004 Arrival of Participants and Check-in at Daiwa Hotel Day 1: Monday, 30 August 2004 09:30 Leave Daiwa Hotel for Tokyo Gakugei University by bus 10:00 - 11:00 Registration and Briefing on Logistics, Presentation,

Discussion and adoption of the provisional schedule and agenda Orientation of the seminar, and overview on facilitation/moderation of work

11:00 - 11:30 Official Opening Ceremony

(1) Opening Remarks by Chairperson of the Council of National University Centers for Educational Practice Research

(2) Welcome Remarks by President, Tokyo Gakugei University (3) Remarks by representative of MEXT (4) Remarks by representative/s of APEID-UNESCO (5) Self-introduction of participants (6) Closing Remarks by Director, Center of the Research and Support

for Educational Practice, Tokyo Gakugei University 11:30 - 12:00 Commemorative Photograph Taking 12:00 - 13:30 Luncheon hosted by President, Tokyo Gakugei University 13:30 - 15:00 Plenary Session 1 (1) Keynote Paper presentation by Dr. Masami YOSHIDA (Chiba

University) “selecting suitable and feasible strategies for e-learning enterprises of educational institutions”

(2) Paper Presentation: by APEID “e-learning technologies and education innovation for development: adapting to changing needs in Asia Pacific”

15:00 - 15:30 Coffee/Tea Break 15:30 - 16:30 Plenary Session 2: Ist Panel Presentation and Discussion

Presentation by participating countries focused on trends, challenges and issues with regard to: • e-learning from the view of educational innovation for

development • the sharing of information and experiences on e-learning

developments as related to national policies and practices • curriculum integration, training of teachers, inclusion in the

assessment process, and utilization in various learning areas Panel 1: (Australia and China)

16:30 - 17:00 Official Affairs 17:00 Leave Tokyo Gakugei University for Daiwa Hotel by Bus Evening FREE Day 2: Tuesday, 31 August 2004

08:40 Leave Daiwa Hotel for Tokyo Gakugei University by bus 09:00 - 12:30 Plenary Session 3: 2nd , 3rd and 4th Panel Presentations and

Discussions Panel 2: (Indonesia, Japan and Korea) Coffee Break

Panel 3: (Nepal, Malaysia and Philippines) Panel 4: (Philippines, Thailand, and Vietnum)

12:30 - 13:30 Lunch Break 13:30 - 15:00 Synthesis of Panel Presentations (by assigned rapporteur of the day) 15:00 - 15:30 Tea/Coffee Break 15:30 - 16:30 Plenary Session 4:

Paper presentation on “Trends, Issues and Challenges in Training of Education Personnel on e-Learning in the SEAMEO Countries” by SEAMEO-INNOTECH representative

17:00 Welcome Party 19:00 Leave Tokyo Gakugei for Daiwa Hotel by bus Day 3: Wednesday, 1 September 2004

08:40 Leave Daiwa Hotel for Tokyo Gakugei University by bus 09:00 - 09:30 Review of Day 1 and 2 Processes and Outcomes 09:30 - 11:30 Workshop 1: Rationale, policies, approaches and methodology of

translating policies into practice, and targets for e-learning Questions: (1) State the rationale for promoting e-learning (2) Identify policies existing in your countries related to e-learning (3) How are the policies translated into practices?

- Curriculum integration - Training of Teachers - Assessment in the curriculum process - Utilization in various learning areas

(4) Who are the targets and the partners for making these translations possible?

11:30 - 12:30 Reporting by each group 12:30 - 13:30 Lunch Break 13:30 - 16:30 Software Demonstration and Hand-on Activities

(by Blackboard Company) 16:30 Leave Tokyo Gakugei University for Daiwa Hotel by bus Evening FREE

Day 4: Thursday, 2 September 2004

08:40 Leave Daiwa Hotel for Tokyo Gakugei University by bus 09:30 - 10:00 Review of Day 3 Processes and Outcomes 10:00 - 12:00 Workshop 2: Identification of innovative practices in the utilization of

e-learning in educational activities Suggested Questions to be answered: (1) What e-learning innovative practices have you utilized in your

educational activities? (2) How did you manage these e-learning practices? (3) What problems did you encounter and how did you solve those

problems? (4) What support did you require? (5) What are your recommendations related to e-learning in teaching

and Learning? 12:00 - 13:00 Lunch Break 13:00 - 15:30 Continue with Workshop 2 15:00 - 16:30 Reporting and Instructions for Day 5 activities 16:30 Leave Tokyo Gakugei University for Daiwa Hotel by bus Evening FREE Day 5: Friday, 3 September 2004

08:30 - 10:30 Leave Daiwa Hotel for School Visits by bus 10:30 - 11:30 School Visit at the Setagawa Elementary School attached to TGU 11:30 - 14:00 Leave School for NIME and Lunch 14:30 - 17:30 Study Visit in the National Institut for Multimedia Education (NIME) 17:30 Leave for Tokyo Station by bus 19:33 Leave Tokyo Station for Kyoto Station by Shinkansen 21:40 Arrive at Kyoto Station and proceed to the Hotel

Hotel: Hotel Rich Kyoto

Day 6 and 7: Saturday and Sunday, 4 and 5 September 2004 : Individual Activities in Kyoto

Day 8: Monday 6 September 2004:

08:30 Leave the Hotel for Kyoto University of Education by train 09:30 - 09:50 Welcoming address

Representative from Kyoto University of Education. Representative from Center for Educational Research and Practice of Kyoto Univ of Education

09:50 - 12:00 Plenary Session 5

(1) Formulation of a plan of action for improving/strengthening existing e-learning strategies which have specific implications to the teaching-learning process, and assessment of learning outcomes

12:00 - 13:30 Lunch Break 13:30 - 16:30 Plenary Session 5 (continue)

(2)Formulation of recommendations (3) Planning for Tokyo-Kyoto Seminar 2005 (4)Adoption of draft final report

16:30 - 16:40 Closing ceremony Day 9: Tuesday, 7 September: Departures

1

Selecting suitable and feasible strategies for e-learning enterprises of educational institutions

YOSHIDA Masami, Ph.D. [email protected] Professor of Chiba University, Faculty of Education, Japan Advisor of Continuing Education Center, Chulalongkorn University, Thailand

Paper presented at Asia and the Pacific Seminar-Workshop on Educational Technology –2004.

"e-learning" the Seventh Programming Cycle of APEID Activities. Asia and the Pacific Programme of

Educational Innovation for Development (APEID), Tokyo Gakugei University, 30th August 2004

Summary This report was conducted through a long term international cooperative action research aimed

developing profitable enterprises of Continuous Education Center (CEC), Chulalongkorn University,

Thailand. A massive role of national Universities is contributing academic knowledge property to

society. Also, diffusion and effects of activities, and moderate income are issues to be concerned.

To illustrate the adequate figures into University enterprises, we specify two major enhancements in

our offering training courses.

1) Enhancing active affiliation with commercial firms, and developing e-learning environment with

keeping fixed cost from rising.

2) Enhancing use of e-learning into a huge size of training project, and empowering business

competencies to be able to contribute a nationwide human resource development.

An example of a developed training project was introduce with anecdote statements with strategies

of management.

1. Introduction While a systems view of distance education (DE) is a good conceptual tool that helps us

understanding and analyze DE, it is also a tool that must be applied in the practice of DE at any

level (Moore et al, 1996).

Since e-learning become a strong tool for enterprises of human resource development (HRD) in

educational institutions, a field of study with this perspective view would be essential to its

successful practice. The author observed indispensable factors into management, faculty and IT

technology besides e-learning content production. Then, In this empirical study report, systems

approach (SA) are introduced as underlining viewpoint to investigate an actual enterprise.

2. CEC (Continuing Education Center of Chulalongkorn University, Thailand) In this report, a HRD project with e-learning operated by CEC was focused for gathering data,

cooperative reflective discussion, and proposing ideas of successful strategies.

Throughout investigation, the author also join the R&D of CEC as an active researcher, and

2

exchange ideas with related staff members, and process it as an action research.

2.1 Overview of CEC

Cited from http://www.cec.chula.ac.th/

The Continuing Education Center of Chulalongkorn University was primarily

established to expand educational opportunities for people of all walks of life,

regardless of age, profession or previous level of education. These

opportunities should not be restricted by place of time, as the objectives of

the center are to develop capability and performance in work, to increase the

quality of life, and to update knowledge in all fields possible, especially in the

rapidly advancing technologies.

Regarding the trainings, the Continuing Education Center of Chulalongkorn University has

professionally provided a variety of training programs to increase education capacity for all levels.

2.2 Overview of Services

Target:

Social contribution of Univ., preparation courses for Univ. entrance exam, in-service teachers’

training, language/computer training for working people, Computer literacy training for students and

social people, HRD for public agents of other Ministry and so on.

Budget: Initial development cost from Univ. and autonomous operation

Facility: 4Fls(production, training and administration), Accommodation, developed city training

centers (BKK 3Fls and Chiangmai)

Service: Production (Radio, TV, Video, CAI, CD-ROM, e-learning), training, seminar and conference

consultation, DE, educational institute consulting and qualification

Manpower: 2 Profs., 7 permanent staffs (2MA, 5BA), 88 temporary staffs (7MA, 63BA)

Methods: Video, book, F2F, CAI, e-learning, video conference

3

Bangkok Center(Left): Language training room, 10 computer training rooms, role playing rooms for

language training,

Chiangmai Center(Right): Located inside the huge shopping complex, managing by affiliation with a

commercial firm, pre-paid e-learning.

2.3 Characteristics of CEC

1. CEC is one-stop vendor (platform, content production, and training service).

2. In front, major services are face to dace (F2F) training.

3. Developed original learning management system (LMS).

4. No outsourcing in both online and F2F.

5. Two Profs. coordinate all functions and manpower of Univ. into enterprises.

2.4 R&D for Infrastructure

Since Bates (1995) introduced cost comparison study of different media for DE. Many of

researchers working in this field aimed to use computer communication for DE of next steps.

However, even a sophisticated communication technology equipped city in a developed country, it

is not easy to provide enrich Internet data to a number of student at the same time. Because of

rapidly increasing Internet users and request of huge data, rapidly increasing IX traffic looks endless

problem. Required bandwidth of e-learning is also volatile.

CEC performed cooperational mediated DE research with the author through international settings,

such as

4

1) First ISDN video conference and satellite DE course provision (with credit) between Thailand and

Japan. => It made it sure the preferable quality of AV in DE.

2) First satellite AV and streaming video delivery (with AKAMAI) simultaneous trial between

Thailand and Japan.

3) research on satellite Internet commercial service at Chingmai.

4) First international IP over satellite

multicast educational AV transmission trial

with fixed satellite network.

And, we concluded qualified AV

transmission, and continuous access to

learners were indispensable elements for

successful enterprises. It is easy for

developing AV as streaming video into

e-learning, however it is not so easy to

establish guaranteed connection between

orign server and users. Because of small

market at the time, it was not so easy to

introduce beneficial content delivery network (CDN) into e-learning environment.

We found that there was a strong

difference with result from Bate on

using e-learning into enterprises.

If participants of DE increase, we must

ask expensive commercial CDN

service as well. As measure for this

issue, CEC could develop close

affiliation with commercial firms, CS

net and Telcom Asia, and developed

pre-paid Internet learner system. Once,

CEC got a number of students, Internet

providers also could get customers as

well. Online data were provided from a

server of a provider company.

2.5 Chula ELS

The cost of loyalty for commercial LMS is quite higher for institutions in developing and take off

countries. It bring needs for preparing high fixed cost. Also, The dominant commercial LMSs

provide over redundant extra functions at initial stage of e-learning activities.

The most issue was cost. After series of research for evaluating existing LMS by CEC, they decided

to develop their own LMS, Chula ELS.

Now, CEC assign 10 skillful programmer for maintain and up-date the LMS program.

5

Development

• V1,V2 are asp programs, but small size 14Mb (V2: Thai, English, and Japanese types

developed)

V3: developed with PHP, and SCORM compatible. (less use in their enterprises)

• Equipped all basic functions for LMS.

(course navigation, different user level, chat, BBS, auto-mark test, learners’ history, learners’

file case and board)

• Diffusion: Chulalongkorn Univ.(V1,V2,V3), Chiba Univ.(V2), 36 Rajaphat Colleges(V2),

Standard of Ministry of National Education Thailand (V2, get a tender, 170,000U.S.$)

• Free of charge provision (as complimentary service of profitable training project)

Features 1. Content development time

• Time to learn: one to two hours

• Time to become proficient: one to two days

• Time to create new courseware: 2-3 days of development

2. Development environment

a. Positive

• Rapid development – Import the course text for proofreading or reformatting in a tool like

MS-Word View while developing

• Searchable standard HTML – takes advantage of browser capabilities such as unlimited

amount of content on each

page.

• Unlimited, easy inclusion of

ANY digital content

including pdf, WM, real,

word, ppt, excel….. and

accepts any web viewable

elements.

• Small system size (14Mb)

and easy to install (V1&V2)

• History files can introduce

directory to Microsoft

Access.

b. Negative

• Can not adhere to ADL guidelines (V1&V2)

• Need SQL server

• One language adaptability (V1&V2)

• No visual design tool involved

6

2.6 Courses offered

This table is a list of course offered by CEC and numbers of attendance. In “online” field, P show

part of use, and F shows fully use of e-learning.

Initial online enterprise was begun in 2001, and then CEC could conduct huge members project.

It can be seen some HRD enterprise for other Ministry, such as “IT training for Public Servant at

Chiangmai” for Ministry of workier, and usually Public-public cooperation brought huge projects.

Online 2000 2001 2002 2003

Win 98 Training 787

IE Training 412

Continuing Education for Quality Life 409

Training for Unemployment Graduates P 5111 5564

SME Training P 788

Sign Language P 18 33 61 54

Training Service for Graduates F 152 168

e-learning Masters for College Teacher P 1250 5313

Chula Online F 5388

Streaming Training for Chula Staffs 28

IT training for Public Servant at Chiangmai P 621

IT Genius 29

Training for Mentors 88 99

IT training courses F 90 1122

e-learnng seminar 271

Program Training for Staffs of Palace 13

GIS 200

ELS F 303 58

Computer Training for Undergraduates P 30

ENG training at Chiangmai P 156

TOTAL 1626 5932 8442 12616

2.7 Quality Assurance

ISO 14001(1996)

Environmental Management System for Service in the field of Development of

Training Courses and Conduction of Training Services, Development and

Production of Video Tapes, Online Content and Mastering CD-ROM Media.

ISO 9001 (2000)

Quality system for Development of Training Courses and Conduction of Training

Services, Development and Production of Video Tapes, Online Content and

Mastering CD-ROM Media.

7

2.8 Accounting

Enterprises of CEC make successful results in accounting shown below. CEC could make revenue

to mother Univ. every year as paying back of their new facility. As excellence of their business,

CEC received two award (2002 and 2003) from Prime Minister as most successful institute, and

University certificate of highest point of quality assurance.

8

3. Reconnaissance An example of profitable enterprises which was developed by CEC is shown in below. In this

enterprise, e-learning was deployed into a conventional HRD effectively.

3.1 Outline of enterprise

• 6 months training for agricultural cooperative officers (nationwide)

• Objective: Master skills and knowledge for promoting to create new enterprises using rural

product

• Trainees and Fee: 1081 officers, 300 U.S.$/person

• Learning Places: office, internet-café, home (only 20% has experience to use computer)

• Method: Comp training (1day), DE 5 months, rural workshop (4 days), BKK workshop (4 days)

• Staffs: One staff in charge, 7 supportive staffs for workshop days

3.2 DE (e-learning)

• Method: Online

Capture, Encoding, Authoring way

6 CD-ROM (includes streaming)

22 proctors

textbook (0.6 U.S. $/ book)

• Subjects: Business & IT

e.g. “SME,” ”Mini MBA,” and “Education

Mobile”…… total 31 sections (each

section must be completed within 3 days –

3 weeks, also has a summative test), a

student selects 7-8 sections

• 12 content experts

• 1 course production: one month

9

• Report evaluation: every Saturday and Sunday

• Embedded cue and answer of quiz (diagnostic test)

• Completion: 5 failed (1: went to temple, 3: retired, 1: loose)

3.3 Function of F2F session

Usually, F2F session, such as schooling, is recognized as

– Motivate Self-paced (providing at halfway)

– Providing indispensable content which can not provide via e-learning, such as hands-on

activities.

– Learning activity oriented

However, in this enterprise, major functions of instruction are managed through e-learning, and

incidental purposes are shown as

– Final part (spend much working cost, use a famous hotel, and complete as a successful

enterprise)

– Push to finish (to settle the latecomer to ask the attendance of indispensable meeting)

– Strong impression (meet with an inspired Prof., Teaching Univ. song and sing. Given

certificate with formal dress. Giving strong satisfaction to a stakeholder of a HRD client and

learners)

– Professors’ edutainment skills oriented (It looked like a show. They became entertainers)

4. Views The author investigated strategies of the project, and these were indispensable basics of the

following successful management.

• A large scale project: more than 1000 person and nationwide => cost and benefit effect

• Limited use of University facility => break a restriction of Univ. facility

• Hybrid: F2F+DE => Involve variety of HRD

• Public-Public Cooperation: other Ministry => Certain income and continuous relation

• No contract of outsourcing => keep fixed cost from rising

• Active affiliation with commercial firm based on mutual benefit => increase institute

affordability or elaborate IT functions

Successful Management If a hybrid and huge project with e-learning is operated by

1. Person based estimate

2. Maximization of effects to use overhead

, we have beneficial effects on

• Keep fixed cost from rising

• Regularize variable costs by using facility of society

• Easy to achieve BEP (Break Even Point)

• Enable to get a continuous contract

10

as well.

Why DE?

In a usual case, effectiveness of DE is explained as external appearance or behavioral

communication among DE players. However, such outlook is not includes any strategic view to

introduce DE and e-learning into an existing project.

Actually, well known definition of DE is known as the following statements, but it was because that

each DE project has extremely different figure.

• Separation of teacher and learner

• Use of Media

• Provision of two-way communication, and

• Influence of an educational system

• An industrial base operation

Adapted from Keegan (1990)

This well-known features can not support the enhancement of e-learning enterprises.

Therein, we recognize that he e-learning in HRD project makes strong benefit on “To pack ASSETS

of a faculty.”

5. Acknowledgments This research was supported financially in part by Japan Society for Promotion of Science: JSPS,

research title “International Cooperation Ship for eLearning Enterprise” in 2004.

In addition, the author should like to express my grateful thanks to staffs of CEC who assisted to my

reconnaissance.

Copy of presentation slides can be downloaded from

http://www.masami.e.chiba-u.jp/apeid04.pdf

DDNS

http://www.masami.instat.ne.jp/apeid04.pdf

6. References Bates, A.W.(1995), Technology, open learning and distance education, London: Routledge.

Clark, B.R. (1983), The higher education system, Academic organization in cross-national

perspective, Berkeley, University of California Press.

Keegan D (1990) Open learning: concepts and costs, successes and failures. In Atkinson R and

McBeath C (eds) Open learning and new technology. Perth: ASET/Murdoch University,

230-243.

Moore, M.G. and Kearsley, G. (1996), Distance Education. A Systems View, Belmont: Wadsworth,

p.5.

APEID Seminar on Ed Tech TGU 29 Aug - 7

Sept 04

1

Prospects of Educational

Innovations on e-learning

Lucille C. Gregorio and Fumihiko Shinohara

Asia Pacific Programme of Educational Innovation for Development (APEID)

UNESCO Bangkok


Sept 04

2

Questions????

1. What is e-learning?

2. What’s the value of using multi-media

technologies?

3. Why use the internet/intranet?

4. What’s the value of e-learning in educational

innovation?


Sept 04

3

Answers!!!!

1.A Instruction delivered electronically using new multimedia

technologies (CDROM or DVD) and the internet/intranet to

improve the quality of learning

2.A Allow the use of movie, audio and text resources to enrich the

contents as a tool for learning and teaching

3.A As higher bandwidth become more accessible, gives easy

access to resources and services in the Web

4.A Stimulates remote exchanges and collaboration leveraging

the Web’s visual environment and interactive nature.


Sept 04

4

e-learning as an educational innovation

1. understanding the psychology of learning

Learning requires attention

The neural systems of the brain that control

attention and storage as memory needs to rest

every 3 minutes

Tired neurons recover quickly

Other stimulation is required to overcome the

boredom pattern


Sept 04

5


2. making e-learning fun, interesting, effective and

increase retention

vary the types of content

create interaction that engages attention

provide immediate feedback

encourage interaction with other e- learners/e-teachers


Sept 04

6


3. not so obvious benefits of e-learning

less expensive way of delivery

self-paced, convenient to the learner

moves faster

standardized delivery and consistency of message,

can work from any location and any time

can be updated easily and quickly

lead to increased retention

easily managed


Sept 04

7


4. where it can be delivered

to any computer – that can access the

internet/intranet


Sept 04

8


5. evaluating e-learning (Ref. Brandon Hall of Fame Awards) in

terms of

Content – right amount and quality of information

Instructional design – for users to actually learn

Interactivity – engaging user for the opportunity of input

Navigation – users determine their own way → exit option? Course

map?

Motivational components – novelty, humor, game elements, testing,

adventure, unique content, surprise elements!!!


Sept 04

9


5. evaluating e-learning (continued)

Use of media – appropriate and effective use of graphics, animation,

music, sound, video, etc.

Types of evaluation – completion of simulation, mastery of each

section’s content, section quizzes, final exam

Aesthetics –program appeal to the eyes, ears; while screen add to

the program

Record keeping – of student performance data (time to complete,

question analyses, final scores)

Tone – context of the audience


Sept 04

10


6. Minimum expertise to develop e-learning

team leader to deal with diverse work styles and

personalities

instructional designer

programmer/author to use the authoring took

a graphic artist

a subject matter expert

a web master

resource mobilizer


Sept 04

11


7. Authoring systems available for e-learning

Authorware

TookBook II

IconAuthor

Quest

IBT Author

CBIQUICK

Simple programs → HTML editor or web page lay out program

Netscape navigator

Navigator Gold

Microsoft FrontPage

Clarix Home Page/Asymetrix Web Publisher


Sept 04

12


8. Emerging technologies for e-learning

Greater bandwidth and compression for delivering audio

and video

Multimedia use over internet and intranet

Improved design for interactivity, discussion and access

to other resources

Conversion of existing programs to web delivery


Sept 04

13

Issues Addressing e-learning in Asia

Pacific

National Policy→ target groups, curriculum, language

Infrastructure→ need for internet connectivity, connectivity speed, reliability of electricity, cost of service→ availability in urban and rural areas

Instruction and training →teacher’scompetencies/capabilities→teaching practice, teaching learning materials

Resources→ funds for infrastructure, hardware and software,


Sept 04

14

Some Opportunities

Continuous upgrading of competencies - training of teachers, school administrators and educationpersonnel

Identification of relevant curriculum content – utilizing computers as a tool for learning

Identification of models/best practices for replication

Partnership with institutions, NGOs, private sector, etc. to support infrastructure development, training of teachers and staff, production of materials, piloting of innovations

Resource sharing among schools


Sept 04

15

Some Opportunities

Majority of countries in Asia and Pacific are not capable of putting e-

learning in place.

The Japanese Government in 2003 provided funds to support 12 ICT in

education projects. The aim is to assist Member Countries in Asia

and the Pacific in meeting the challenges of the rapid advances in

information and communication technology.

One project under APEID is on “Training and Professional

Development of Teachers/Facilitators in the Effective Use of ICT for

Improved Teaching and Learning”


Sept 04

16

Rationale of the JFIT_ICT Programme (1/2)

Programme:Japanese Trust Fund for the “Promotion of the Effective Use of

Information and Communication Technologies in Education”:

established in October 24 2001, and started to implement in May 2002

Rationale/Background:1. Education for All

2. EFA Framework for Action, Dakar, April 2000

3. 31C/4, 31C/5 (“Digital Divide”)

Then this programme will focus on ……


Sept 04

17

Rationale of the JFIT_ICT Programme (2/2)

How to use ICT to help reduce disparities in both

educational access and quality and, ultimately,bridge the digital divide.

The task will be to harness ICT to provide greater

access to relevant knowledge, learning experiences,

and materials; 1. introduce new educational content both about and through ICT;

2. improve both the professional development of teachers and teaching-learning processes; and

3. link up educators and learners to break the isolation they so often experience.


Sept 04

18

• Culture

• Languages

• Religion

• Races

• Social systems

• Educational systems

DiversityDisparity

• Geographical development

• Economic development

• Technological development

• Educational development

• Teachers competencies

• Policy environment

Factors to be Considered

Globalization and Localization

Identity


Sept 04

19

General Objectives

To contribute to Bridging and Tapping the

“digital divide” and promoting “digital inclusion”:

1. By exploring and demonstrating how ICT can be

used to reach those excluded from learning and to improve the quality of education for all, and

2. By developing innovative models of ICT use and of ICT-based teacher education, teaching-learning methods, and curriculum/materialsdevelopment in schools and in other places of learning.


Sept 04

20

Specific Objectives

1. To help create an enabling and supportive policy

environment

2. To promote the integration of ICT in both formaland non-formal education programmes

3. To strengthen the training and professional

development of teachers and non-formaleducation facilitators


Sept 04

21

Supporting Activities1. To ascertain the current situation of ICT

application in the Asia-Pacific region in the field of education

2. To create, collect, analyze, and provide quickaccess to knowledge and information

3. To develop and use a set of performanceindicators

Special attention will be paid to how ICTs can promote the greater participation and achievement of girls and women ineducation.


Sept 04

22

All about Projects (1/2)

1. Training and Professional Development of Teachers and Other

Facilitators for Effective Use of ICTs in Improving Teaching

and Learning (incl. Gansu Project) (PRFTL) <05/2003- 3yrs> ICT-Pedagogy

Integration

2. Establishing the Effective Use of Information and

Communication Technologies (ICT) in Education for All (EFA)

in Cambodia (CMBDT) <10/2002 – 3yrs>…E-learning bus

3. Training of Teachers in Information Technology (IT) to Meet

the Emerging Needs of New Learning Environment (SRLKT) <02/04 – 2

yrs>…Enjoyable and responsive environment

4. Strengthening ICT Use in Schools and SchoolNet in ASEAN

Setting (SSNET) <06/03 – 3 yrs>…Networking, Schoolnet toolkit and series

of training

5. Improving management and delivery of Technical and

Vocational Education (TVE) through the application of ICTs

(TVEMD) <02/04 – 1yrs> ….management and networking, delivery system

6. ICT Application for Non-formal Education Programmes

(NFEPI) <08/02 – 3yrs>… Promotion of CLC and life-long learning

environment


Sept 04

23

All about Projects (2/2)

7. The Establishment of a Regional Clearing House in Support of ICT in Education Programme in Asia and the Pacific (REACH)

8. Performance Indicators on ICT Use in Education (IDCTS) <05/2002 – 3yrs>…In Thai 12 Local Education

Administration areas conducted pre-testing work to validate

9. The Meta-survey of the Asia-Pacific Programme on Promoting the Effective Use of Information and Communications Technologies in Education (METAS)<05/2002-06/2004: 1yrs>

…More than 30 countries experts contribute to draw the image of the utilization of ICTs in Education

10. ICT in Education Policies (POLIE) <02/2003 – 3yrs>


Sept 04

24

Visions and Guiding Principles- ICT-Pedagogy Integration: APEID ICT

Teacher Training Project -

Vision

Mission

Principles

Activities

ICT Project


Sept 04

25

General principles of pedagogy-

technology integration

1. Integrate ICT in all tasks of education: teaching learning, administration

2. Integrate ICT in all four pillars of learning, and at all phases of the learning-process

3. Use ICT for LIFE-LONG learning

4. Reduce digital-divide by using ICT for all kinds of students belonging to the total society

5. Use ICT to create a shift from transactional to transformational pedagogy


Sept 04

26

Four visions

1. First-Vision is of a new kind of learning CULTURE

2. Second- Vision is of using ICT and e-LEARNING in teacher education

3. Third- Visions is of using SYSTEMSapproach for implementation

4. Fourth- Vision is of designing LOCALguidelines


Sept 04

27

Second vision: e-learning

SECOND- VISION: Using ICT

and e-learning in teacher

education oriented to student

learning


Sept 04

28

ICT and e-learning in teacher

education: a new vision

1. Why e-learning is part of the vision for

teacher education

2. Differentiate distance learning, on-line

learning and e-learning?

3. How to use ICT for e-learning


Sept 04

29

Define e-learning in General

Control and ownership of contents, processes

and logistics is with the learner


Sept 04

30

Define e-learning, WBT, and u-

learning - interactivity and time scale -


Sept 04

31

Define e-learning - WBT -


Sept 04

32

Define e-learning - u-learning -


Sept 04

33

Vision of new culture,

new education, and new learning

1. Changes in students’ roles

2. Changes in teachers’ roles

3. Curricular changes

4. New media for learning

5. Changing need of competencies

We need to create a new vision

Paradigm-shift in education is taking place


Sept 04

34

Vision of Inter-relationship for a

new culture of learning

ICT

Teacher / Pedagogy

Learner

Contents

Figure 2.1 Teacher development model

Teacher, Learner, Contents, Technology

Need for a

culture of

proaction

for creating

knowledge

by learners


Sept 04

35

Envisioning a new kind of

learning culture

Technology

Collaborative

Critical

Explorative

Democratic/ Autonomous

Unknown ill-structured domain

Known / Well- structured

domain

Learning domain

Learner Teacher

Creative


Sept 04

36

Vision for strategic

implementation

1. Individual vision- for using ICT for each learner, teacher, school

2. Shared vision- Continuously constructing visions for fuller commitments

3. Team learning- by a special technique called dialogue

4. Examine roots at the mental models of users of ICT

5. Use holistic approach / systems thinking is at the core of all planning and implementation

•Leadership for the people, by the people, of the people


Sept 04

37

Local principles of integration

1. Integrate ICT using local contents / indigenous wisdom

2. Integrate ICT by using local language and symbols for Life-long learning

3. Help users by organizing kiosk type of environments and thus reduce costs and increase socialization collectively

4. Integrate learning environments of leaps and gaps

5. Create flexible structures of ICT having partnership of family and community


Sept 04

38

Websites to Visit

There are more than 1M websites on e-learning alone.

Some suggestions:



http:// www.unescobkk.org/education/ict

E-LEARNING – AN AUSTRALIAN PERSPECTIVE

Margaret McCulloch1 A/g Director

E-Learning Australian Government Department of

Education, Science and Training

INTRODUCTION AND CONTEXT Australia is a large country with a relatively small population of 20 million people. Although much of this population is in urban areas, there are significant challenges associated with large distances across the country and between communities, particularly in bringing services such as cost effective telecommunications services to all areas of the country. Under its constitution, the delivery of school education in Australia is largely the responsibility of the governments of its eight states and territories. The Australian Government also plays a key role in partnership with those governments and with non-government schools in providing funding, identifying national priorities and standards and facilitating national policy development and research and analysis of issues. In Australia approximately 70 per cent of students are enrolled in government schools and the other 30 per cent attend non-government schools, most of which have some religious affiliation.

School education provides the foundation for further education and training, for an appropriately skilled workforce and for an information-literate society. Schools must produce graduates who are equipped to use information and communication technology (ICT) effectively - as students, future workers and citizens. To support this, the Australian Government and all state and territory governments are committed to ensuring that learning through technological innovation - particularly through the use of ICT - is given a strong foundation in schools. The education ministers of all governments in Australia work cooperatively in pursuit of identified National Goals for Schooling in the 21st Century agreed in 1999. The Goals recognise that young people are entering a complex society, where current and emerging technologies provide important opportunities. One of the agreed national goals is that when students leave school they should “be confident, creative and productive users of new technologies, particularly ICT, and understand the impact of those technologies on society”. It is recognised that ICT has the potential to transform all aspects of school education and contribute significantly to achieving learning outcomes. Improving outcomes for disadvantaged students, including Indigenous students, is an important national priority. A significant challenge is to enable disadvantaged students to access and use ICT and develop the skills needed for learning and participation in a digital society.

1 This Report was prepared with the assistance of Louise Wells, Russell Hunt and Rosemary White of the E-Learning Section, Australian Government Department of Education, Science and Training,

2

NATIONAL POLICIES FOR THE USE OF ICT AND E-LEARNING The Australian Government, state and territory governments and the non-government school sector in Australia continue to work together to develop and agree on policies and frameworks to guide their work in e-learning and associated aspects of education. The broad policies and priorities developed are expressed through a number of documents and statements, outlined below. Learning for the Knowledge Society: an Education and Training Action Plan for the Information Economy In January 1999, the Australian Government released A Strategic Framework for the Information Economy which expressed the Government’s vision for Australia in the information age. This was followed by collaborative work between the Department of Education, Science and Training and the education and training sector to develop a response from the sector to this vision. In September 2000, Learning for the Knowledge Society: an education and training action plan for the information economy was released. This action plan, which was supported by Australian education and training ministers, is available online at http://www.dest.gov.au/schools/publications/2000/index.htm Learning for the Knowledge Society is currently under review, with a new action plan for the period to 2006 to be released later in 2004. It will take an outcomes focussed approach to ICT in education and training. A joint statement by education and training ministers Following their support for the broad directions of the education and training action plan, Learning for the Knowledge Society, Australian ministers released a Joint Ministerial Statement on Education and Training in the Information Economy in 2000 (http://www.curriculum.edu.au/mceetya/public/pub3313.htm). The Statement provides a strategic agenda on which the Australian Government, states and territories and all parts of the education and training sector will work together to achieve the national outcomes identified in Learning for the Knowledge Society. The highest priorities for cooperation during 2001-2003 include:

• developing the skills to service the needs of the information economy; • sharing leading practice and research on information and communication

technology issues; and • working across agencies at all levels of government to ensure development of

policy frameworks that support the uptake of information and communication technology (ICT) in education and training.

It is expected that a new statement will be released by ministers in 2004, outlining major areas of co-operation for the period to 2006 between the three sectors (universities, vocational education/training and schooling). These developments also take place within the context of the Australian Government’s intention to prepare a Strategic Framework for the Information Economy Mark II. Learning in an Online World: a school education action plan for the information economy All Australian education ministers have endorsed Learning in an Online World as the national strategic blueprint to guide the implementation of ICT in schools for the period to 2006. It consists of an overarching policy document, Contemporary Learning – Learning in an online world (new document not yet released); and a

3

limited number of supporting documents – strategies, frameworks and action plans. Those currently published are:

• Research Strategy – Learning in an online world • Learning Architecture Framework – Learning in an online world • Bandwidth Action Plan – Learning in an online world.

They are available at: http://icttaskforce.edna.edu.au/strategy/index.html . Others soon to be released include:

• Pedagogy Strategy – Learning in an online world • Content Strategy – Learning in an online world

Information on each of these policy documents is provided in the relevant parts of this report. BANDWIDTH TO SUPPORT E-LEARNING The current position and challenge The university, vocational education and training and school education sectors have each understood the importance of accessing online educational content, systems and services. To do this they recognise the need for access to high-speed, economical, nationwide telecommunications services, namely bandwidth. Providing bandwidth across Australia is a challenge due to the very large size of the country, the small population and the fact that until recently there was little competition in the commercial telecommunication sector. It is recognised that:

• bandwidth is important because students and teachers will be discouraged from using online resources if they are slow to use;

• the cost of bandwidth is relevant because educational value, rather than affordability, is the ideal way for teachers and students to decide to use online resources; and

• students and teachers in remote and rural areas want the same level of online access that is provided in the large cities.

Agreement to a collaborative approach All Australian education ministers have agreed that a combined effort is required to improve the bandwidth available to education, particularly in the school sector and with a special emphasis on meeting the needs of students and teachers in remote and rural areas. A Bandwidth Action Plan – Learning in an online world has been approved by all ministers (http://www.mceetya.edu.au/pdf/47aagenda.pdf). The plan focuses on:

• a co-ordinated, cooperative and sustained approach by all school systems; • creating appropriate management arrangements; • investing in a better understanding of existing and future bandwidth needs; • assisting schools to improve their understanding of issues involved in buying

bandwidth; • establishing a small national unit to analyse, negotiate and create initiatives

that will improve bandwidth availability; • using an education sector-wide approach to the real cost of using bandwidth; • strengthening competition in the commercial bandwidth market; and • developing strategies designed to take advantage of emerging bandwidth

opportunities. Work is currently underway to develop an Implementation Plan for these actions.

4

Seeking bandwidth opportunities for Australian school systems The Australian Government has developed a National Broadband Strategy (http://www2.dcita.gov.au/ie/publications/2004/03/nbs) to improve bandwidth throughout the country, especially in rural and remote areas. Some funding from this strategy is being used for a National Broadband Adviser for Education (NBAE) who will:

• promote bandwidth development projects between different schools systems; • look for opportunities for the education sectors (Universities, Vocational

Training and Schools) to cooperate and invest in projects to improve bandwidth;

• work with the education sector, government departments and national organisations to identify opportunities to improve investment in local telecommunications networks; and

• advise on the level of bandwidth demand and supply and the opportunities for cooperating to improve bandwidth availability.

The university and research sectors in Australia need extremely high speed internet access so that universities and scientific research sites, such as radio telescopes, can exchange very large volumes of data with similar institutions around the world. To enable this, the Australian Government has established the Australian Research and Education Network (AREN) which will create a publicly owned, high-speed telecommunications link across the country, located close to the majority of Australia’s population. Whilst mainly intended for use by universities and research organisations, it is technically possible for other educational sectors to connect to this network so as to greatly expand their bandwidth capacity. One of the roles of the NBAE is to explore the potential for and develop cooperative arrangements between the three education and training sectors so that Australian schools may be able to take advantage of this opportunity. LEARNING ‘ARCHITECTURES’ TO SUPPORT SCHOOLS AND LEARNING Recognising challenges in the school systems environment Australian schools are now part of large complex education systems run by state and territory governments, religious and other non-government organisations. The complexity of these organisations is illustrated by the fact that the New South Wales state’s government school system, which includes Sydney, is often described as one of the largest single school systems in the world. The size and complexity of school systems means that they now have complex business processes related to functions such as personnel management, financial operations, purchasing, strategic planning and reporting. All the business functions of schools depend on information and communication technologies and systems which spread across the business, systems and technology layers of the school system. Another characteristic of school systems in Australia is that they increasingly interact with other school systems, local and national government and educational organisations and resources spread across the world. Although there are now greater demands to share information and resources, the school systems are administered independently and they may develop unique business rules and use a wide range of different ICT systems which may not be able to share their information.

5

School system managers want to maximise learning and they recognise that there are many benefits in sharing, re-using and distributing educational and administrative information and resources. The main challenge they face is how to adapt or redevelop their existing complex and expensive classroom and administrative information systems to help achieve this objective. The way forward For the different school organisations to share and reuse digital information requires a high level of interoperability – communication between their different information systems. To achieve this it is necessary to adopt a common set of technical interoperability standards. To assist in this process, Australian school systems have agreed that there is value in developing a common structure, or ‘architecture’, for their information systems. In recognition of the fact that schools focus on learning, it was agreed to describe this as a ‘learning architecture’. It was also agreed that the idea of a learning architecture was to provide guidance and advice rather than to define specific solutions. The end result, referred to as the Learning Architecture Framework – Learning in an online world (see http://www.mceetya.edu.au/pdf/25aagenda.pdf) has been agreed by all school systems. It provides a broad guide to their planners about the different information functions and components at the business, systems and technology layers of their school system. It also identifies key points where information flows between components and where common technical standards need to be used so that the information can be shared and re-used. ONLINE CONTENT FOR LEARNING All Australian governments and New Zealand are jointly funding a collaborative initiative to develop online curriculum content, for use by all Australian and New Zealand schools. This is called The Le@rning Federation: Schools Online Curriculum Content Initiative http://www.thelearningfederation.edu.au/tlf/newcms/d2.asp . The school systems in Australia and New Zealand are represented in decision making and development processes. Curriculum approach The initiative is a large research and development project (2001 to 2006) to produce innovative online learning materials (‘learning objects’) in six priority curriculum areas agreed by all school systems. The areas are: Science; Numeracy and Mathematics; Literacy for Students at Risk; Languages Other than English (Indonesian, Chinese and Japanese); Studies of Australia; and Innovation, Enterprise and Creativity. Agreement on these areas and the type of content to be developed for each area was important because each school system in Australia has separate responsibility for curriculum and there are some differences in curriculum. The nature of the content A learning object is made up of digital material which can include sound, graphics, text, animation, or a mix of these. A learning object is designed to be able to stand alone and meet a single learning objective – it is not a course of study. Each learning object is intended for flexible use - it could potentially be used for different purposes or in different ways by teachers and students. For example, a learning object could be used by itself, or it could be used as one small part of an e-learning sequence or part of a wider course or study of a topic. Some learning objects can be

6

used in more than one curriculum area. It is intended that teachers and students will choose how they can best use the object(s) and how they will include them in their teaching and learning practices, depending on different contexts and what works best for their students as a large group, in small groups or as individual learners. The learning objects are also being designed with the aim that they should make full use of the possibilities offered by online learning. For example, it is intended that learners should be able to manage and ‘construct’ their own learning – they will interact with the material, investigate different options, make their own interpretations and inputs and control information flow and speed. Some objects help provide experiences which are difficult to achieve in a classroom. For example, students can do experiments or visit places which would be dangerous, inaccessible or expensive in real life. Some examples of the online learning objects are at The Le@rning Federation website. Some content is developed fully by multimedia developers. Some material is also sourced from places such as museums, archives or galleries. Development of the online learning content A quality assurance process has been developed so that the learning materials are developed according to agreed standards, guidelines and processes. This is intended to help develop content which will be:

• relevant to the needs and expectations of teacher and student users; • accessible to the range of technology available to users; • useable and functional; and • educationally sound and cohesive.

As part of the development process, groups of teachers/experts in a curriculum area, largely derived from the school systems, work together to develop a plan which describes the concept, scope and focus for each group of learning objects for that curriculum area. Multimedia companies with appropriate skills are chosen and they use this plan to develop learning object ‘prototypes’. These are trialled by teachers and students in schools and they are also reviewed by curriculum area experts. Modifications are made using the feedback from these trials, and checks are made to see that the object meets all technical and educational standards. Field reviews are undertaken in schools to see how the objects are being used by teachers and students, how they are integrating them into their practices and what their experiences tell us. This information is then used to inform the development of new objects. At this stage, the first learning objects have been developed and released to education systems for trialing in their schools and integration into their systems. Use of standards The initiative has developed agreed standards for the both the educational and the technical aspects of this project and for wider use in e-learning in Australia. The standards are aimed at having content that is regarded as high in educational quality and which can be used by all participants, regardless of where they live or what school they attend. ‘Educational soundness’ standards are focussed on whether the learning objects successfully promote student learning. The standards are defined by four principles:

• learner focus - the learner is central;

7

• integrity - the content needs to be ‘true’ and have meaning for the teachers and students using it.

• useability - the learning object is relevant in terms of what is being taught at school; it supports the process of learning; and improves the ability of the learner to engage with its content; and

• accessibility - recognises that teaching and learning takes place in a range of contexts with a many different teacher and student populations. For example, students with disabilities, students whose first language is not English and rural and remote communities.

Agreed and common technical standards are also being used so that all school systems can access and use the content. The standards used are internationally recognised and open for general use, so that school systems can also share and re-use other e-learning resources and potentially also access resources from anywhere in the world, if they were also developed using the same standards. An area of challenging work is the development of meta-data and processes to enable the learning objects to be described and ‘discovered’ within and across the different schools systems and their different curriculum frameworks. How are the materials made available? The learning objects are being made available to each school system from a central repository. It is the responsibility of each school system to distribute the learning objects to schools within their systems. The school systems have a variety of strategies for distributing content to their schools, depending on their local computer networks. For most school systems in Australia this is a relatively new area and solutions are being developed. Some systems are developing their own solutions whilst others are using or trialling a tool developed by the initiative. Some use is also being made at this stage of cd-roms. School systems ideally will have systems for content management, distribution and use. Content management and distribution includes the ability to receive, store, update and distribute online materials. Usage functions ideally include the ability to find and organize online materials into an activity, to control access to that activity, and to download the materials to a user’s computer. Integration in teaching and learning practices As more content becomes available to schools, it is expected that teachers will become increasingly skilled at integrating them successfully into their teaching practices. A challenge is to enable all teachers to gain confidence and be supported to use the new materials. Professional development is a key area where work is underway. Developing a market for online content One of the aims of the initiative is to help develop a market for online content for schools in Australia. It is hoped that the experiences gained by multimedia developers and others will provide them with skills to use in future development of content. The initiative is also familiarising them with the e-learning needs of schools and with appropriate standards for content. A catalyst for change Overall, this initiative is also acting as an important catalyst for change in school systems and schools. While its focus is on developing online content, it is also bringing about change in important wider areas, including standards for online

8

learning content, systems for managing, distributing and accessing content and changes in professional development and teaching and learning practices. National strategy for online curriculum content for schools (2005-10) A Content Strategy – Learning in an online world is being developed for approval (not yet released) by all education ministers, to sustain and support the use of online content in schools. ICT AND ASSESSMENT Decisions about models and approaches to assessment are primarily the responsibility of school systems and their curriculum, assessment and certification bodies. The Australian Government’s involvement largely involves the project below. Student performance measures for ICT All Australian governments are working to develop agreed performance measures to monitor and report on progress toward achievement of the National Goals (see above), including in ICT education. It has been agreed that there should be a 3-yearly national sample assessment of students’ ICT skills and knowledge at Years 6 and 10. To achieve this, joint work is progressing to develop and trial assessment instruments with a view to a first full assessment in 2005. A draft Assessment Framework for ICT Literacy document has been developed to assist this work. TEACHER PROFESSIONAL DEVELOPMENT AND PRE-SERVICE EDUCATION Draft pedagogy strategy All Australian governments are currently working jointly on a document entitled Pedagogy strategy – Learning in an online world. This document will, when finalised, focus on ICT as an enabler of good pedagogy, and highlight issues for consideration when planning for the integration of ICT in the learning environment. Review of teaching and teacher education A recent national review aimed to identify strategies to increase the numbers of talented people attracted to teaching as a career, especially in the fields of science, technology and mathematics education, and to build a culture of innovation in schooling in Australia. The report, Australia’s Teachers: Australia’s Future: Advancing Innovation, Science, Technology and Mathematics, was released in November 2003. It recommends actions relating to ICT and e-learning, including:

• establishment of a national science and innovation program to promote the teaching and learning of science, technology and mathematics;

• all teacher education programs prepare prospective teachers for the digital age;

• opportunities be created for teachers to upgrade their ICT knowledge and skills;

• that high speed bandwidth internet access, leading edge connectivity and computing technologies, digital educational content, and appropriate software and ICT services be accessible for all Australian schools;

• promotion of exemplary policies and practices in the use of school intranets; and

• establishment of a virtual clearinghouse to make research about and materials for Australian schools and teachers available online

9

Making Better Connections project This project focused on teacher professional development in their use of ICT. The first phase examined existing models of pre-service education and in-service professional development, in Australia and overseas. The second phase focused on developing ways to assist professionals in working together and sharing information through online networks. The project report, entitled Making Better Connections: Models of teacher professional development for the integration of ICT into classroom practice, is at: http://www.dest.gov.au/schools/publications/2002/professional.htm. It identifies barriers and critical success factors, and provides advice which will assist school systems, teacher professional groups and university teacher education faculties. ICT competency standards for teachers project This project examined ways in which Australian school systems are using criteria, standards and benchmarks for beginning and existing teachers to support effective use of ICT in curriculum practice. It also reviewed the ICT requirements included in teacher education courses. It sets out the steps and strategies needed to develop a national framework for teacher ICT competency standards. The project report is: Raising the Standards: A proposal for the development of an information and communication technology (ICT) competency framework for teachers at: http://www.dest.gov.au/schools/publications/2002/raisingstandards.htm. Australian Government Quality Teacher Programme (AGQTP) This is a programme supporting Teachers for the 21st Century, an Australian Government initiative in teaching. The Programme focuses on the renewal of school teachers’ and leaders’ skills and understanding within a range of priority areas. One of these is technology, including ICT. A further aim is to enhance the status of teaching and leadership in schools. Since the start of the programme, 18 per cent of the 232,848 teacher participants have had ICT related development. A website at www.qualityteaching.dest.gov.au helps share information. Strategic partnerships for ICT teacher development project The Australian Government is currently preparing project arrangements to support each state and territory to develop, trial and evaluate forms of partnerships between universities, systems and schools in this area. These partnerships will address issues of system reform of school programmes, teacher education programmes and the continuing professional development of teachers, with a view to achieving improved outcomes in ICT and e-learning. The project flows from one of the key recommendations of the Making Better Connections report (see above). RESEARCH TO SUPPORT E-LEARNING AND UPTAKE OF ICT

Joint work by all governments has been in the following areas. Research strategy A jointly developed Research Strategy – Learning in an online world was endorsed by Australian education ministers in 2003. The principles, priority areas and research dimensions in this document aim to provide a vision for ICT research for the Australian school sector 2003-06. The strategy is available online at: http://icttaskforce.edna.edu.au/documents/research/research_strategy.pdf. In order to progress research within this approach, it is expected that initial work will focus on identifying critical factors, such as skills and capabilities, which have made

10

some Australian teachers successful integrators of ICT in their professional practice. Australian school education research online service Preliminary work is underway to investigate options for a fully functioning, publicly accessible website to provide continuous access to educational research, comparable to services available to members of the legal and medical professions. This is expected to be a large-scale project that could take some years to complete. INTELLECTUAL PROPERTY The policy framework in Learning for the Knowledge Society recognises that a number of areas of government regulation are important for the uptake of new technologies in education. It recognises that effective legislation on intellectual property, particularly copyright, is important in a knowledge society. For example, legislation should not hinder the uptake of e-learning. Representatives of education systems are working together on key issues. Issues include the costs to the school sector for use of copyright material and handling of the intellectual property in educational materials which are developed by governments for schools. CONCLUSION Cooperative work within and across education systems and in schools is continuing on a number of areas which have been outlined above. Key areas of challenge and focus currently and into the future are:

• providing cost-effective bandwidth throughout a large country with a small population, especially in rural and remote areas, so that educational value, not cost, can determine the use of online educational resources for learning;

• interoperability – how to change from separate school information and service systems which cannot communicate with one another, to the use of systems based on open technical standards that can share and reuse digital information across Australia and the world;

• sustaining benefits gained from collaborative work to develop online curriculum content for schools and assisting schools to integrate online content into teaching and learning practice;

• enhancing confidence and skills for teachers to make effective use of ICT to support teaching, learning and assessment;

• ensuring all students, including the most disadvantaged, have appropriate access to ICT and key skills; and assessment of students’ skills;

• working to improve legislation and develop policies so that intellectual property arrangements support uptake of digital material in schooling; and

• undertaking research and providing ready access to its outcomes, to support and guide this work.

Asia and the Pacific Seminar-Workshop on Educational Technology - 2004

1

The Development and Application of E-learning in China

Wang Rongliang National Research Center on Computer in Education, Shanghai, China

I. Introduction In 1980, China tried to open computer curriculum in some senior high schools. At that time, BASIC language was the main computer course. Since then, the elementary and secondary schools have opened this course in China. With the world information technology developing, more and more people thought information technology education and the usage of information technology in elementary and secondary school were important. Especially in recent years, the national basic education information equipments have gotten fast development. Now China has founded some information technology bases for e-learning further developing.

The information basic equipments have been established. According to the statistics of 2003, there were 5,840,000 computers in whole elementary and secondary schools, about 35 students every set. There were more than 10,000 school networks that can access to Internet.

Many regions have opened the information technology curriculum in China. There were above 90% national senior high schools that have opened the information technology course. In the big and middle city, about 70% junior high schools have opened the information technology course.

Information technology has been increasingly applied in the other subjects in elementary and secondary school. More and more elementary and secondary school teacher liked studying and applying information technology. The level that teachers applied information technology has been improved.

According to the statistics of 2003, there are 537,900 elementary and secondary schools in whole country, which are about 205,279,500 school students. Among them, there are 456,900 elementary schools, about 121,567,100 school students. There are 65,600 junior high schools, about 66,874,300 school students. There are 15,400 senior high schools, about 16,838,100 school students. In addition, there are other 15,900 schools (including the occupation schools) and about 11,908,100 school students. Now majority regions have already completed nine-year-compulsory-education in China, the government has also increased educational budget year by year. For long time, Chinese education department and related research departments all devoted to the research about information technology education and e-learning. But now we face most pressure, for the shortage of the hardware and software and the enormous educated population. At the same time, e-learning can make more people enjoy modern information technology, and many instructional resources can be shared by many people. Therefore, the research of e-learning which we are devoting to is significative work. II. Development of information technology education In China, the development of information technology education has experienced three stages. The following are these three stages.

From computer course to the information technology course In the beginning of 1980, China opened computer course in some senior high schools, the


2

content being taught is computer knowledge, which included program design. This course requested student to study and master computer basic knowledge and skill. Then the applied software knowledge has been added in the course, students not only studied computer basic knowledge, but also mastered some applied software to solve living problem. Improving students’ information ability is the main task of this course, this course is named information technology education.

From CAI(Computer-Assisted-Instruction) to Integration between the subjects and information technology.

Since 1980, China has developed CAI and CAM. At first, the computer was used as a teaching tool, and the main task is instructional software development. With the teaching principle developing, more and more experts thought information technology should be integrated into the other subjects. The purpose of the integration is to integrate the information technology into other subjects, to increase teaching and learning efficiency, to change traditional teaching model. Therefore, the construction of the opened teaching material platform has become the trend of the education software. So the teacher’s task is to make full use these teaching materials for improving teaching quality, instead of making instructional software.

Multi-media classroom changed to network education. The multi-media classroom is good teaching environment that make use of information technology. After 1990, network education becomes the emphases of information technology course in elementary and secondary school, because of computer network development. Much new work has begun to do, founded network, opened the network course, set up the net-database about the education resources, researched the network-based teaching model, investigated the network-based researched studies, etc. Now, many teachers who work in elementary and secondary school are investigating the network-based teaching model, and made a great progress. III. National policies After 1990, the Chinese government began to carry out education reform, for pushing forward literacy education, increasing citizen's literacy, and developing the student's creative spirit and practical ability. Facing the challenge of information age, the Chinese government thinks that the only way to reply the challenges is developing education modernization, and the information education is one of the important marks of the education modernization. In October 2000, the Meeting of National Information Technology Education was hold in Beijing. The outcome of the meeting decided that the whole elementary and secondary schools must carry out information education, develop school network project in five years. Through the information education, we will push forward education modernization, and promote basic education development. Therefore, the tasks of the elementary and secondary school information education included constructing information facilities, developing information resources and opening information technology curriculum. According to the meeting, Ministry of Education enacted a series of documents, and carried out a series of work.

According to the meeting, the information technology course will become the required course in elementary and secondary school. Before 2005, all secondary schools that lie in developed regions will open information technology course. For guaranteeing the quality of course, Ministry of Education promulgated The


3

Guidance Outline about Elementary and Secondary School Information Technology Education in 2000 and The National Course Standard about Senior High School Information Technology in 2003, these policies regulated instructional target, content, and other work about the information technology course.

According to the meeting, the government will encourage teacher to apply information technology and to integrate information technology into the other subjects during their teaching process. Curriculum Reform Program for Basic Education, which was promulgated in 2001, definitely pointed that the government would promote information technology to be applied in classroom, integrate information technology into other subjects, gradually carry out the reform about study methods, instructional methods, interacts methods between teachers and students. The teacher will make full use the advantage of the information technology, for creating good teaching environments. From then on, many schools have been equipped multi-media classroom, and many teachers have researched the integration between the information technology and the other subjects, for developing student's creative spirit and practical ability, promoting the instructional methods reform.

According to the meeting, the government will carry out school network project, which will make 90% elementary and secondary school to access to Internet, make many teachers and students to share Internet resources, quickly improve instructional quality in five years. Furthermore, the government will pay more attention to the development of instructional resources. The instructional resources about elementary and secondary school included medium material and network resources. The Data Standard about Basic Education Teaching Resources, which was promulgated in 2002, provided a standard for exchanging and developing the instructional resources.

According to the meeting, the government will enhance teachers’ instructional ability, and these teachers are teaching information technology course in elementary and secondary school. For making normal university students to be competent for education modernization, all normal university will set up information technology specialty, and information technology course will be as required course in all normal university. For improving teacher’s instructional quality, the government has implemented the Plan of National Teacher Training Network Alliance (NTTNA). The aim of this plan is to develop educational modernization. Through the teacher education system, satellite television net and Internet, the government can efficaciously train teacher, and offer good condition for teacher’s lifelong learning.

According to the meeting, Ministry of Education sets up 91 information technology education experimental areas and thousands of campus schools. Many experimental projects and researches have been developed there. These experimental areas not only finished experimental tasks, but also promoted information technology education development.

According to the tenth-five-years plan (From 2001 to 2005), the Chinese government took the educational information project as important constructive project. All senior high schools and part of junior high and elementary schools will access to Internet in 2005. At that time, every school should establish the computer classroom, and more village schools can watch the educational program on TV, and information technology course will be as required course in secondary schools. Furthermore, pre-service and in-service teacher training are important tasks now.


4

Because of various reasons, there are great differences in the east, centre and west China on information technology education. The following datum can show the differences in these three regions.

Suzhou City, Jiangsu Province (eastern region)

Jiaozuo City, Henan Province (central region)

Hengxian County, Guangxi Autonomous region ( western region)

The ratio between the students and computers in senior high school

8 Persons/ set

12.5 Persons/ set

17.5 Persons/ set

The ratio between the students and computers in junior high school

9 Persons/ set 16.5 Persons/ set 76.5 Persons/ set

The ratio between the students and computers in elementary school

12 Persons/ set

102 Persons/ set

373.4 Persons/ set

The percent of multi-media classroom

12% 5% 0.88%

The percent of schools that can access to Internet

100% 30% 16.85%

The percent of school network 72.8% 4% 1.1% The percent of teachers who often apply information technology in their class

70% 40% 3.1%

The percent of schools that have opened Information Technology course

100% 30% 12.98%

In 2003, for guaranteeing educational right of the village children, Chinese State Department held the meeting that was about village education, promulgated The Decision about Further Enhancing Village Education, emphasized the educational importance in village. Furthermore the government will implement modern distance education project, for promoting instructional resources to be shared between the city and village and improving village’s instructional quality and efficiency.

On the basis of experiment in 2003, the government will equip computer classroom for village junior high schools, and equip satellite-teaching facilities for village elementary schools in five years. More and more village elementary schools will be equipped facilities that can broadcast instructional disc. The administration will go on supporting central and western regions more for improving their modern education.

The government will carry out modern distance education project in village schools, for improving instructional quality and efficiency. This project will relate to education reform, teacher training and school management, so as to develop education reform better.

The government will enhance to develop the modern distance instructional resources, and establish developments program about village instructional resources. The government will support to establish the synchronous-classroom, instructional


5

resources and satellite data resources for central and western regions, and establish the collected, selected and certified rules about the modern distance education resources.

IV. Curriculum integration Because of imbalance about Chinese educational development, different regions have different characters. There is more financing and less pressure for entering school in developed regions, so the information technology education was implemented better. On the other hand, in developing regions, there is bad condition for implementing information technology education, entering test and passed ratio were paid more attention, so implement about information technology education wasn’t good enough. Under this condition, integrated curriculum and e-learning are developed in east China first. Following is development circumstance.

Integrating information technology into Chinese course in elementary school (Nanshan experimental elementary school of Shenzhen)

There are 2,500 words that are in common use in Chinese characters. According to regulation of Ministry of Education, different grade students should learn different quantity words. For example grade one should learn 440 words; grade two is 740, grade three is 560, grade four is 295, grade five is 231, grade six is 173. So when students graduated from elementary school they can’t learn 2,500 words. In order to solve this problem, according to the child physiology characteristics, Nanshan experimental elementary school of Shenzhen developed integrated researches, increased reading quality with applying computer and network. Through two years, students can learn 2,500 words. Furthermore, if elementary school students, who are grade one, learned to write in computer, applied Internet to write in Chinese and expressed their viewpoint, they will easy to improve their listening, writing, and speaking. At same time, they have learned how to use computer and some software. The following are the target of grade one and grade two. Grade one: 1. To know 1,800-2,000 Chinese characters, and speak above 3,500 oral phrases. 2. To read the schoolbook self-help and develop extracurricular reading under the parent

and teachers’ helping, the whole reading quantity attain to 1,000,000-2,000,000 words.

3. To write above 300 words composition in computer. The grammar is right, and expression is clear.

4. To master keyboard and mouse’s operation, typing 20-50 words every minute. To learn word processing software, writing composition with it. To apply Internet and explore needed information.

Grade two: 1. To know 2,500 Chinese characters, and write 1,000 Chinese characters or so. 2. To master reading method, the extracurricular reading quantity attains to

3,000,000-5,000,000 words. 3. To write about 500 words composition, diary and simple letters in computer. The

grammar is good, and the phrase is more abundant. 4. To apply network and develop interaction study. To master the methods of exploring,

browsing and downloading network information, and finish learning report with word


6

processing software. Through integration, the students not only can improve the ability of reading, writing and listening, but improve information technology as well. Following is the advantage of technology information that was applied in education. 1. The network provided abundant instructional resources, which was good condition

for enhancing students’ reading. Furthermore there are many Chinese websites that provide tale, fable and idiom stories for students’ studying by themselves.

2. Integration changed the isolated instructional method among listening, writing and reading. When students read material online, they can write their feeling on the net message board, and exchange with teacher online, so students can improve listening, writing and reading together.

3. There are some columns on the school network. These columns include message board, idiom database, interactive composition, e-portfolio and so on. According to students’ needing, school network provides service on instructional resources.

Network-based independence explore learning (Jimei high school of Xiamen) According to the modern educational theory, independence learning was paid more attention. The network, which was applied in classroom, isn’t made a show, but it is a good tool for implementing independence learning. In recent years, Jimei high school has opened two experimental classes, for researching network teaching. Teachers made full use of the advantage of network, for leading students independence learning, interactive learning and cooperation learning, for promoting students construct their knowledge in web page. This instructional method is favor of students’ thinking, remembering, and answering. Furthermore it can improve student’s study efficiency. Following is one of the instructional model. 1. Learning and teaching is implemented in multi-media classroom and multi-function

network classroom. 2. A instructional unit was design as "1+2+1" model. The first "1" means that the first

lesson is on multi-media classroom, which is benefit to stimulating students study interest and arrange the study task for students. "2" means that the second and third lesson is on the multi-function network classroom, which is benefit to develop students’ independence learning, cooperation learning and self-test online. The second " 1" means that the fourth lesson is on the multi-media classroom, where students can exchanges and construct knowledge on web page.

3. Noting knowledge on the web page is benefit to saving, reviewing and searching knowledge. With web page, students can receive needed information at any time and place, and they can communicate with anybody that they want. Time and space is not obstacle to communication.

4. There are various evaluation methods to implement, for example, handing in the homework and test online, evaluating the web page monthly, the traditional examination every semester and so on.

Establishing the website of physics instructional resources (ZhaBei Educational Bureau of Shanghai)

When information technology integrated into others subjects, the instructional rule and instructional result had great changes. Furthermore the method of preparing lessons, collecting materials and designing teaching had great changes too. So more time will be used to preparing for lessons and more cooperation will be developed among teachers.


7

It is necessary to create good teaching environments in order to promote integration and encourage teachers to implement information technology into classes. Information technology was used into teaching is to improve instructional efficiency and convenient for teachers. So establishing good instructional resources website is important task for developing information technology. Zhabei Educational Bureau established website of physics instructional resources that is a good case of integrating information technology into physics course and obtaining good result. The website of physics instructional resources involves whole physics course of the secondary school. It provided instructional target, instructional plan, courseware, instructional picture, instructional video and related Web address etc. Now physics teachers is easy to receive related instructional resources with this website . V. Teacher training Chinese government has been paying attention to teacher training. In 1999, State Department promulgated The Plan of Revitalizing Education for Facing 21th Century, which clearly pointed out that improving teachers’ literacy is the main task. In September 1999, Ministry of Education promulgated The Regulation about Further Education of School Teachers which pointed out that taking part in further education is right and duty of teachers. Teachers’ further education has guaranteed by law.

The Plan of National Teacher Training Network Alliance Now, there are 10,000,000 teachers in Chinese elementary and secondary schools. To some extend, many teachers' degree and teaching level are lower. Their instructional ability is difficult to adapt to literacy education. Facing to the basic education curriculum reforms, many teachers lacked enough ability to solve new problems. Folllowing was the statistical datum in 2003. Elementary school Junior high school Senior high school The quantity of teachers

5,778,900 teachers

3,430,400 teachers

946,000 teachers

The percent of passed criterion

97.39%

90.36%

72.87%

Because of the difference of economic between the village and city, teachers' degree and instructional ability in the village is lower than these in the city, so the important task of village education is improve teacher's degree and instructional ability. Following was teachers' degree comparative datum between the village and the city. Village Town City Average The percent of the passed diploma course 25.07% 40.03% 57.15% 33.09% The percent of the bachelor degree 11.36% 17.58% 47.03% 19.74% In September 2003, Ministry of Education implemented the Plan of National Teacher Training Network Alliance (NTTNA). According to this plan, normal universities will make full use school education and distance education to establish excellent instructional resources, and form instructional network for village and city teachers. According to this plan, the excellent instructional resources and curriculum will be implemented in teacher training, and different regions will adopt different training methods. For example, the regions, which had been equipped computer and school network well, will develop network training and TV training. But some regions, which weren’t good condition for training, will adopt traditional training methods. Now some normal universities and


8

educational departments have established NTTNA, the task of which include enacting regulation and criterion, establishing public service web site, thus forming instruction resources network. With NTTNA, educational department will develop many kinds of diploma and un-diploma training.

Teacher training about educational information technology The aim of NTTNA is to promote Chinese educational modernization development. At the same time, NTTNA provided a beneficial chance for forming new teacher training system. Furthermore educational modernization requests teachers to master information technology. In 2002, Ministry of Educations promulgated The Opinion about Promoting Teachers’ Educational Informatization Development, which clearly point out leading thought, developing principle, developing target and methods of educational informatization, following is the main contents. 1. To quicken informational basic facilities and instructional resources development. 2. To enhance the specialty of information technology and educate technology

development. 3. To train the school teacher for adapting to information technology education. 4. To research and construct modern instructional model under information technology

environment. For long time, information technology was always been as main training contents in teacher training, for example, the usage of Word processing software, PowerPoint software, web page software and so on. Following is the research datum about usage circumstance of information technology in teaching in 2003.

Not proficient

Not very proficient

Proficient

Very proficient

Ability of using instructional software (Windows, Word, Excel, and Powerpoint )

8.0% 33.9% 51.7% 18.0%

Ability of using IE and internet 21.0% 31.5% 30.6% 16.7% Ability of using web page software (For example Authorware).

33.9% 35.5% 25.0% 4.9%

Ability of using multi-media courseware.

32.6% 22.8% 15.8% 19.2%

Ability of Organizing student's learning online.

27.5% 31.0% 26.1% 7.8%

Ability of recording students’ learning process with information technology

29.5% 24.4% 22.8% 8.3%

Ability of communicating with students’ guardian online

31.5% 35.7% 22.1% 8.5%

Ability of self-learning through distance education

25.0% 27.7% 28.6% 16.3%

In recent years, with the educational reform developing, the hardware, which is for implementing e-learning, has completed. Many teachers improved their ability of using information technology. Furthermore modern instructional theory was trained to teachers. Under this circumstance, the main training tasks now are improving teachers’ implemental ability, and training teacher how to put the integrated theory and information


9

technology into practice. Although the main training method that we adopt now is tuitional model (which is teacher-centered instructional model), many training experts thought that the case-based and interactive training model is a better training method, and more and more teachers begin to like this training model. Following is the characteristics of this training model. 1. The trainer and learners can communicate during the training process. According to

the learning development, the trainer adjusts target and contents of training. After the training, learners and teacher both develop themselves.

2. The training was based real teaching case. According to learns’ study characters, the trainer design instructional case. This training method benefit students to self-directed learning and self-explored.

This year, we held a meeting about integration between information technology and other subjects. During the meeting, we collected many good integration cases. Teachers, who will be trained, watched, imitated and reflected these integration cases, thus they made great progress during their study process. For promoting basic curriculum reforms, enhancing teachers’ information literacy, and improving the applied ability of education technology, Ministry of Education is enacting Chinese Educational Technology Standards for P-12 Teacher (CETS), which will include four parts, which are consciousness and attitude, knowledge and technology, application and innovation, and social responsibility. This standard will not only improve the teacher's education ability, but provide a rule for teacher training as well. VI. Recommendations In recent years, the basic equipments of information technology have been strengthened, and e-learning has been implemented better and better. Analyzing the circumstance of information technology now, we found there are some aspects to which we should pay more attention.

Because of imbalance of investing to information technology between east and west China, we should research a new instructional model about e-learning, which adapts western regions. Through making shared instructional resources, we will reduce the difference between eastern and western regions.

Although government paid more attention to e-learning project, and many school put the ratio of students to computers as important factor for evaluating school, how to make full use these instructional facilities is important issue to deserve researching.

Although much instructional software has been developed, there is little excellent instructional software to adapt for teacher. So how to develop excellent instructional resources that adapt for teachers is another issue to deserve researching.

In 2004, Ministry of Education promulgated The Plan of Revitalizing Education from 2003 to 2007, which clearly point out the aim of educational development in five years, and emphasized the main task of educational development, which included enhancing basic facilities, developing instructional information resources, training teachers, thus promoting educational modernization development.

1

E-LEARNING IN INDONESIAN EDUCATION SYSTEM•

Mohammad Ali Indonesia University of Education

Introduction Information and communication technology (ICT) that has been developed nowadays is responsible for globalization in which national borders are blurred by instant interaction and information sharing. In the era of globalization what happens in one country will give impacts, positive and/or negative ones, to other countries. People from different parts of the globe, to some degree, share one another various information, knowledge, science and technology. To some other degree, however, this will create what so called Digital Divide. Digital Divide is a term to describe gaps between the rich and the poor in the effective access and use of ICT (Wagner, 2002). All these create competition in every aspect of human life and the competition is perceived as of the main characteristic of globalization. The proper way to win the competition in the era of globalization is by increasing the quality of the people through well-programmed human resource development. Education is believed as one of the important endeavors for improving the quality of human resource for it provides the potential human resource with the competitive competencies that comprise knowledge, skills, and attitudes needed for winning the competition as well as in national development. Education in Indonesian is still facing some major problems and the most crucial ones are those related to access and quality. Concerning the access problem, the related-data indicates that since the launching of nine year universal education the gross enrollment rate (GER) at primary school (PS) level has achieved over 1.00 (100%) with the net enrollment rate (NER) of 0.94. This means, 6% of the children at the age group of PS have not been enrolled by the schools. At junior secondary school (JSS) level the NER is 0.55 which means there are 45% of the children at this particular age group who are not admitted by the JSS. At senior secondary school (JSS) which comprises general SSS and vocational SS the NER is only 0.315 which can be considered as low (Office of Research and Development, 2001). This situation depicts a picture of the access problem and indicates that the Indonesian education is still facing. Data on the quality of education, such as the students’ achievement, indicates that in the last five years the average result of school leaving examination, particularly in Math and Science at all school levels, and English and Economics at JSS and SSS levels has not achieved 6.0. Other studies indicated that the PS students just achieved 30% of mastery level in reading. They also encountered difficulties in • A paper presented at Seminar-Workshop on E-Learning: The Seventh Programming Cycle of

APEID Activities, 30 August – 6 September 2004 in Tokyo and Kyoto, Japa n.

2

comprehending mathematics story problems. During the economic crisis there were more than 3 million students who were dropouts every year (Office of Research and Development (1999). Indonesian education system consists of formal education and non-formal or out-of school education. In the formal education there are three levels of education namely basic education (9 year basic education consists of 6 year PS and 3 year JSS), secondary education, and tertiary education levels. In the out-of school education there are packages A, B, and C, and courses or training. In regard to extending the access into formal education, particularly at the basic and secondary levels, these packages are treated as the alternatives. Those who, for some reasons, are not enrolled by or are dropouts from PS, JSS, and SSS can take packages A, B, and C respectively. This mode of educational practice has been operated and has increased the NER at the basic and secondary education levels and has overcome the access problem at PS, JSS, and SSS as well. Until recently, however, the education problem related to access has not been completely resolved. Moreover, one of the education problems in Indonesia is the problem of quality. The related issue is how to provide every student with the learning materials and resources that can be accessed instantly and easily anytime and anywhere. This way will support their ability to do continuous lifelong learning faster which later on may be the only sustainable competitive advantage. In order to realize this it needs to change the teaching-learning process paradigm. In traditional paradigm, teaching-learning process usually occurs in the classroom and the presence of teacher in front of the classroom is of its major characteristics. They are also responsible for the effectiveness of the teaching-learning process and are perceived as the most important learning resource. In the new paradigm, on the other hand, every student should be facilitated to undertake learning process whenever and wherever she/he needs. In this paradigm the presence of teacher in the classroom is not that important and teacher is no longer perceived as the only learning resource. The implementation of this paradigm will be successful if we utilize ICT or implement e-learning in education. Indonesia realizes that in regard to improve the quality of its human resource both the problems of access and quality have to be taken into account in finding out their solution. One of the solutions to these problems is by using ICT in education especially related to the application of e-learning in the education system. So far there is no comprehensive study on the use of e-learning in the entire education system. However, we still can review the extent to which e-learning program has been developed and implemented in the education system. Some Indonesian Education Indicators Indonesia is the fourth most populated countries in the world after China, India, and United States. In term of geographic feature this is the largest archipelago country

3

that comprises 13,500 islands with around 6,000 of them are inhabited. According to 2002 statistical data (Ministry of National Education, 2003), the country’s total population is 231,328,092 and the growth rate is 1.54%. Literacy (age 15 and over that can read and write) is 83.8%. According to 2001 educational statistic (Office of Research and Development, 2001), the number of primary schools is 148,964; junior secondary schools is 20,721; senior secondary schools is 7,980; vocational schools is 4,435; public higher education is 76; and private higher education is 1,365. The number of teachers is represented by Table 1.

Table 1 Number of Teachers by School Level in 2001

School Male Female Level Public Private Total Public Private Total Total PS 1713082 129492 1842574 1644519 125749 1770268 3612842JSS 151008 86157 237165 141827 64151 205978 443143SSS 57940 61708 119648 51434 39636 91070 210718Voc. 26916 58566 85482 16698 29535 46233 131715Total 1948946 335923 2284869 1854478 259071 2113549 4398418

Table 1 shows that the total number of teachers of PS, JSS, SSS including the vocational SSS is 4,398,418. This number also includes those of public and private schools. If the number is compared with the number of students than the students-teachers ratio is represented by Table 2 that represents the number of students and teachers and its ratio by the school levels.

Table 2 The Students-Teachers Ratio by the School Levels in 2001

School Public Private Total

Levels Teachers Students Ratio Teachers Students Ratio Total Teachers

Total students Ratio

PS 3,357,601 23,853,943 7.10 255,241 1,847,615 7.24 3,612,842 25,701,558 7.11JSS 292,835 5,465,467 18.66 150,308 2,119,240 14.10 443,143 7,584,707 17.12SSS 109,374 1,721,342 15.74 101,344 1,217,172 12.01 210,718 2,938,514 13.95Voc. 43,614 579,892 13.30 88,101 1,354,045 15.37 131,715 1,933,937 14.68Total 3,803,424 31,620,644 8.31 594,994 6,538,072 10.99 4,398,418 38,158,716 8.68

We learned from Table 2 that the number of pupils/students at primary schools is 25,701,558; at junior secondary schools is 7,584,707; at senior secondary schools is 2,938,514; at vocational schools is 1,933,937; public higher education is 821,855; and private higher education is 1,407,941. The total number of teachers at primary schools is 3,612,842; at junior secondary schools are 443,163; at senior secondary schools are 210,715; at vocational schools are 131,715. The ratio of the total students-teachers is 8.69. At PS the ratio is 7.11, at JSS the ratio is 17.12, at SSS the ratio, and at vocational SSS the ratio is 14.68.

4

The number of continuing students at primary school to junior secondary school is 770.500, junior secondary school to senior secondary school is 956,400, and senior secondary school to higher education (college and university) is 814,3000. The number of drop-outs particularly at basic education level, consisting of primary school and junior secondary school is 960,700 and 377,600, respectively. ICT in Indonesian Education Indonesia is one of the countries that have given a great concern with doing serious efforts in reducing Digital Divide among its people through extensive use of ICT in various sectors (Yuheti, 2003). The government’s policy on the use of ICT is bas on the Presidential decree number 50, 2000 on the establishment of the coordinating team of Telematika of Indonesia. Telematika is an acronym that stands for teknologi telekomunikasi, media dan informatika which by its nature is the utilization of ICT in various sectors and aspects of life. The team consists of all ministers including Minister National Education. Tasks of the team are defining the government policies related to the implementation of Telematika, formulating the phases and priorities in its development, monitoring and controlling its implementation, and reporting the extent to which it is implemented to the President. In the sector of education there is also a program of Telematika Pendidikan or the utilization of ICT in education which also known as e-education. There is a working team who is responsible for developing a national program of e-education or that of the utilization of ICT in education which is directly accountable to the Minister of National Education. To implement the program the working team has developed a five-year action plan for the development and implementation of e-education 2001-2005. According to the plan during 2001-2005 the team will do the followings: 1. Develop ICT Networks for public and private universities as well as research

and education networks in Indonesia. 2. Prepare master plan for the development of human resources on ICT. 3. Develop and implement ICT curricula. 4. Use ICT as an essential part of the curricula and learning tools in schools,

universities, and training centers. 5. Establish the related-education programs including the schools’ participation in

global development learning and other networks. 6. Facilitate the use of internet for more efficient teaching-learning process. The introduction of Telematika technologies and their application are crucial, and have to be started at the earliest possible age, without discrimination, and should be done at all levels and kinds of education. Thus, Telematika becomes an important part of the education system. According to Yuheti (2002), in the future the school curriculum and the curriculum at higher education will be gradually adjusted to this particular trend beginning from higher education and high school. The success of the utilization of ICT or Telematika depends on the provision of infrastructure which includes the telecommunication network, the availability of

5

internet facilities, and the use of internet. In general the development of ICT in Indonesia is less extensive compared with the neighboring countries such as Singapore, Malaysia, and Thailand. The related-data from the center for Research and Application of Information and Electronic Technologies of the Office for Research and Application of Technologies indicates that in 2001 the conditions of infrastructure for ICT are as follows: Public telephone line for 203,456,005 populations: 1. The number of telephone kiosks 228,862 2. The number of telephone booths 345,307 3. Telephone patrons 6,304,797 Internet: 1. Internet service providers 40 2. General Access Speed rate of ISPs 15 KPBS 3. Patrons of ISPs 511,000 with 1,980,000

users (1 in 1% of the Indonesian population) 4. The internet users comprise of 42% for commerce, 30% for higher education,

21% for government, 6% for research institution, and 1% for non-government offices.

5. The users of internet based on their profession can be divided into: students 39%, workers 22%, managers 17%, assistant managers 5%, professionals 5 %, directors 4%, entrepreneurs 3%, and others 5%.

6. The users of internet based on their educational background are: elementary school/junior secondary school 2%, secondary school 41%, college graduates 9%, undergraduates 43%, and graduates 5%. (Ministry of National Education, 2003).

In the application of ICT internet plays an important role. Internet is a large collection of computers in networks that are tied together that many users can share their vast resources (William, 1999). Internet is a set of computers that are connected each other that make them possible to send and receive messages in the form of text, graphics and sound worldwide. According to Kitao (1998), there are more than 15 million computers over the world connected to the internet and the number will increase 20% each year. Thus, internet is an effective medium of communication that teachers and learners can utilize as a mode of teaching-learning process. Today internet has been utilized in almost every aspect of human life including in education. To apply the internet in education it needs the development of instructional courseware. The applications of internet in education are in the forms of: 1) Electronic mail, i.e., delivery of courses, sending in assignments, getting and giving feedback, and using electronic discussion group, 2) Bulletin boards, 3) Downloading of course materials or tutorials, 4) Interactive tutorial on the Web, and 5) Interactive conferencing using Multi-users Object Oriented (MOO) systems or Internet Relay Chat.

6

So far, there is no comprehensive data on the use of internet in Indonesian education available. We can assume, however, that the number of internet users increases every year. In 2003 the internet users in Indonesia are estimated to achieve 3 millions customers and the potential customers are 10 millions. A case study has been conducted to collected data regarding the feasibility of the use of internet for education in Jakarta (the capital city of Indonesia) and its satellite cities. The data indicated that to some extent the utilization of internet in Indonesia is still limited to those who come from the middle socio-economic (SE) status family or higher that live in urban areas. This is due to the reality that using internet needs cost that only those form that particular SE status can afford to do that. The unit cost for using internet ranges from 50,000 to more 200,000 rupiahs (Siahaan, 2001b). This means unless the government provides the internet the opportunity to use the internet among the SSS students in Jakarta and its satellite regions will be unequal or limited to those from a certain level of SE status. According to Hardono (2002), in the attempt to increase the equal opportunity to utilize internet PT Pos Indonesia provide the community with internet that they can access in 116 cities over the country. In addition, there is also a huge number of what so called Warung Internet, i.e., internet kiosks in every city that allow the local community who need to access information by using internet. There are also ICT centers (cyber-net) or computer laboratories in big universities that facilitate the students for accessing information through internets. This has increase the community’s internet or ICT literate. Directorate General of Primary and Secondary Education, Ministry of National Education, in the year of 2000 collaborated with the Indonesian Internet Providers Association has launched a program of SMU 2000. The program deals with providing the senior secondary school teachers and students with the internet services through which they can access information worldwide. The main regards of this program is to improve the quality of human resources particularly related to decreasing the number ICT illiterate among the senior secondary school teachers and students. Today the program has been extended to cover primary school, junior secondary school, and vocational high school teachers and students. E-Learning Program in Indonesia E-learning program in Indonesia has been developed under the umbrella of Program Telematika Pendidikan or e-education program. It is actually the utilization of all kind of technology for communication for creating, managing and distributing information. E-education is basically relates to the utilization of communication and information technology and media, such as computer, internet, telephone, television, radio, and audio-visual aids in education. E-learning is defined by some experts in two ways. First, it includes all kind s of the utilization of ICT in instruction. Second, it is limited to the use of intranet and

7

internet in teaching-learning process. When we use the first definition there are some programs of e-learning that have been developed and been implemented in Indonesia especially at secondary education and tertiary education levels. At secondary education level it has been developed learning materials in some subjects in the form of e-learning. At tertiary education levels there are some samples of the implementation of e-learning; among them are: 1. Online courses provided by Petra Christian University, Surabaya. 2. Online tutorials provided by Open University. 3. Joint research program in which the collaboration is undertaken involving four

universities, i.e., Bandung Institute of Technology, Bogor Institute of Agriculture, Gadjah Mada University, and University of Diponegoro, was done through the utilization of ICT.

4. Electronic or digital library network which is the network of electronic library that involves some Indonesian universities’ library supported by CIDA project, McGill University of Canada, and Indonesia’s Institute of Science with regard to improving the quality of their graduates.

5. Computer assisted instruction (CAI) learning materials that have been developed by the Center for Information and Communication Technologies for Education is the interactive learning materials by which the students can learn with minimum assistance from their teachers. By its nature CAI is off-line instruction program. However, it is potential for e-learning especially when it is uploaded in the website.

When we use the second definition of e-learning, however, it is an instructional content or learning experiences delivered or enabled by electronic devices mainly computers through internet. It also means that e-learning is an attempt to connect students and learning materials as well as resources from distance places through intranet and/or internet. In e-learning the interaction can be undertaken either with synchronous (direct) or asynchronous (indirect) one. As mentioned earlier, internet is a set of computers that are connected each other that make them possible to send and receive messages in the form of text, graphics and sound worldwide. In this context, internet is the important media through which e-learning is implemented. In regard to making the implementation of e-learning in Indonesia is more extensive several efforts have been undertaken. Among the efforts that are closely correspond to e-learning development program are the development of software in Indonesian language, APEC Cyber Education Network (ACEN) and millennium internet road show 2001 (MIR 2001). Until 2002 the Office for Research and Application of Technologies has developed Win BI (Widows in Indonesian Language) and Kantaya (Virtual Office). ACEN has also been developed by Office of Research and Development with regard to decreasing the skill gap between the Indonesian high school teachers and their colleagues from the APEC countries in using multimedia-based education. In regard to enhancing the community’s awareness of the benefit from internet some private companies and Association of the Indonesian Internet Providers undertook a road

8

show supported by mass media of communication, local government and the network of school information. In order to make the application of e-learning is effective there are five factors that we should take into consideration. The five factors are: 1. Learner. The system of e-learning should meet the learners’ characteristics and

needs. 2. Learning materials. The learning materials should be designed in the form of

individual instruction in such a way every learner is capable of conducting self learning.

3. Learning atmosphere. In the application of e-learning the presence of teacher is minimized but the teachers should create the learning atmosphere that is conducive for the learners to learn.

4. Technology. Technology plays an important role in e-learning. When this is applied every part of information and communication technology, such as telephone line, personal computers with certain specifications, audio broadcasting and interactive multimedia should meet the needs to support the e-learning system.

E-learning is applied in education in three ways, i.e., as a supplement, as a complement, and as a substitute. 1. When teaching-learning process is undertaken in regular classroom and every

student is free to decide whether or not he/she would take e-learning program for enrichment this means that the function of e-learning is as a supplement for teaching.

2. When teaching-learning process is undertaken in regular classroom and every student is mandated to take e-learning program to complement it, such as for enrichment, remedial teaching, doing assignment, etc., otherwise it will affect in his/her capability and/or grade this means that the function of e-learning is as a complement for teaching.

3. When the teacher undertakes the teaching-learning process through internet instead of the regular one in a classroom this means the function of e-learning is as a substitute for regular teaching-learning process. The learning material, assignment, assessment, and the result of the assignment can be accessed by the students through internet. This also means that e-learning is treated as a mode of instruction substituting the regular one in which teaching-learning process occurs in a classroom and by direct face-to-face contact between teacher and students.

There are some advantages of the application of e-learning in education. Among them are: 1. Enhancing interactivity. In a conventional teaching-learning process sometime

we find the students who are reluctant or are unable to ask question to the teacher or undertake discussion in the classroom due to limited opportunity or some other personal reason. Through e-learning the process of teaching-learning is carried out through an electronic media in such a way the students have more time and opportunity, and feel free to ask question and/or to conduct discussion.

9

Thus, if this is designed properly it will enhance the interactivity of teaching-learning process.

2. More flexible. In e-learning, learning material, assignment, and evaluation are uploaded in the internet and/or website. This way will make the students easier to access them anytime from anyplace where they can use internet. They also can submit the assignment that has been done, take examination and get information on the grade in a particular subject through the internet. This means that the application of e-learning increases the flexibility of teaching-learning process.

3. Increasing the audience target population. Teaching-learning process applying e-learning will not be limited by classroom walls. This also enables the learner to undertake the teaching-learning process more flexibly in such the way the number of learners is potentially unlimited. Thus, the audience target population can be increased.

4. Easier to update the content. The content learning in the application of e-learning is designed for being uploaded in a website. This way makes the designer or in this case the teacher to update it periodically and/or whenever needed. Thus, the application of e-learning gives the students an additional advantage, i.e., updated content of learning.

In order to make e-learning is applicable in education it needs to provide infrastructures. The infrastructures are telephone line and personal computers (PCs) with external or internal modem. It also needs that every teacher and learner is capable of utilizing them in a more effective manner. The teachers need them for giving service to the students in facilitating them to learn whereas every student needs them to undertake learning, such as accessing the content, doing question-answer and discussion, accessing assignment and submitting its result, doing examination, and getting information on its results anytime they need to do. The coverage and the quality of the infrastructure, particularly the PCs, should meet a certain quality standard that make them possible to do speed access to all information needed the application of e-learning. The implementation of e-learning in Indonesian education have been started in 2002 when the Center for Information and Communication Technologies for Education in collaboration with the Directorate of Secondary Education and Directorate of Vocational Education was developing e-learning under e-education program. The development and the implementation of the program also involved the Indonesian Telecommunication Company, Office of Research and Application of Technologies, Association of the Indonesian Internet Providers, Network of School Information, Detik.Com, and ICT Watch. At the preliminary stage, learning materials of mathematics, physics, chemistry, biology, electronics and information technology for Senior Secondary School and Vocational School have been developed. At tertiary education level, as mentioned earlier, e-learning has been implemented by the Open University in the form of online tutorials. In the school year of 2002/2003, Ministry of National Education started piloting open senior secondary schools by using e-learning as the mode of its delivery system.

10

There are seven districts in six provinces that the government involves in piloting of the open SSS. The district of Bogor in West Java Province, Pemalang in Java Province, Benkalis in Riau, Surabaya and Malang in East Java, Samarinda in East Kalimantan, and Pangkep in South Sulawesi are those involved in pilot project. In this pilot project e-learning is treated as the supplement for printed material in the form of modular instruction. Vocational schools have started implementing e-learning in 2002. According to the Director of Vocational Education under Ministry of National Education it is targeted within 5 years every vocational school has been connected by e-learning networking system. In order to support the achievement of this target within three years every vocational school teacher is mandated to take training on the use of ICT, and every school should provide the students with the 90 minutes per week subject of ICT. There are some constraints in the implementation of e-learning in Indonesia namely those related to the government policy, the infrastructure, the curriculum, the financial aspect, and the human resources (Yuheti 2003). On the policy constraint, there is no national policy that facilitates the implementation of e-learning, mainly related to its regulation, budget, infrastructure, human resources, etc. Related to the infrastructure constraint is characterized by: 1) Unequal distribution of ICT facilities all over the country, e.g.:

• Lack of investment to develop the telecommunication infrastructure. • Low density; overall 3% or 3 telephones per 100 people of Indonesia. • Most lines are still concentrated in the cities; most rural areas are not reached

yet. • The majority of the populations do not have access to telephone lines and to

information. 2) Lack of backbone with sufficient bandwidth, e.g.:

• Internet bandwidth for international is 670 Mbps, outgoing 170 Mbps and Incoming 500 Mbps.

• Local bandwidth (Indonesia Internet Exchange or IIX) is 231 Mbps peak. • Physical connection in IIX is 2.5 Gigabit (2450 Mbps).

3) Limited access to ICT facilities, e.g.: • Public internet kiosks: 43% • Offices: 41% • Residential: 12% • Campuses: 3% • Schools: 1% • The projection of internet users in 2003 is 10 millions people (2% from 200

millions people of Indonesia). So far e-learning has not been integrated in the national curriculum. This means that the integration of e-learning to education has not been constructed yet. In terms of finance, the main constraint is the low budget provided by the government for education. Indonesia with more than 200 millions people and more than 13.000 islands needs a lot of financial support from any possible sources (i.e. central and local government, private sectors, international donor/agency). At the school level,

11

the financial constrain makes it difficult to invest in the procurement of hardware and software, maintenance, and the other operational costs. In term of human resources, the constraints are due to the limited number of teachers who are computer literate and the limited number of qualified personnel. In regard to making the implementation of e-learning more extensive the government through Ministry of National Education is developing a master plan of the use of ICT in education which includes the implementation of e-learning in education. The master plan covers six aspects, i.e., hardware, connectivity, human resource, content, curriculum and policy. It is expected that in the near future the implementation of e-learning in the Indonesian education will be more extensive particularly with the main regards to increasing access and improving the quality of education. Conclusions Indonesia has given a great concern in implementing the program of e-learning under the umbrella program of Telematika Pendidikan or e-education which by its nature is the utilization of all kind of ICT in education. The implementation of e-learning in Indonesian education is either as a supplement, as a complement, or as a substitute for regular teaching-learning process. To date some subjects of the senior secondary school and vocational school curriculum have been developed in the form of e-learning. In the near future this will be expanded to some subjects of the junior secondary school curriculum. At the tertiary education level, there are some universities that have implemented e-learning especially as supplement for their regular teaching-learning process. In regard to extend the access into schools Ministry of National Education have been piloting Open Senior Secondary School in seven districts of six provinces by implementing e-learning. The constraints in the implementation of e-learning in Indonesia are related to the government policy, the infrastructure, the curriculum, the financial aspect, and the human resource. In regard to making the implementation of e-learning is more extensive the government is developing a master plan of the use of ICT including e-learning in education. References Departemen Pendidikan Nasional, (2003). E-education: Program Telematika

Pendidikan. Badan Penelitian dan Pengembangan Pendidikan. Hardono, A.P., (2002). Potensi Teknologi Komunikasi dalam Mendukung

Pendidikan Jarak Jauh di Indonesia. Jakarta: Universitas Terbuka. Iskandar, H., (2003). SchoolNet Operations: A Case of Indonesian Vocational

Secondary Schools. A paper submitted for the Experts’ Group Meeting on Strengthening ICT in Schools and SchoolNet Project in the ASEAN Setting, Bangkok 7-8 July, 2003.

12

Japanese National Commission for UNESCO, (2003). ICT in the Classroom: The Second Seminar-Workshop of the Seventh Programming Cycle of APPEID Activities.

Kitao, K., (1998). Internet resources: ELT, Linguistics, and Communication. Eichosa

Ministry of National Education, (2003). ICT and Education in Indonesia. Office of Research and Development, (2001). Education Statistic 2000/2001.

Jakarta: Ministry of National Education. Siahaan, S., (2001a). E-Learning (Pembelajaran Elektronik) Sebagai Salah Satu

Alternatif Kegiatan Pembelajaran. Jakarta: Balitbang Depdiknas. Siahaan, S., (2001b). Penelitian Penjajagan tentang Kemungkinan Pemanfaatan

Internet untuk Pembelajaran di SLTA di Wilayah Jakarta dan Sekitarnya. Jakarta: Balitbang Depiknas.

Simamora, L., (2002). Infrastruktur e-learning TELKOM dalam Upaya Mendukung Pengembangan Kompetensi Kompetitif SDM. Jurnal Teknodik, No. 10/VI, pp. 1-7.

Wagner, D.A., (2002). ICT and the Poor: Problems and Possibilities. Imfundo/DFID Wokshop. London.

William, B., (1999). The Internet for Teachers. IDG Books Worldwide, Inc. Yuheti, H., (2002). ICT and Education in Indonesia. Ministry of National Education. Yuheti, H., (2003). Use of ICT in Education in Indonesia. A paper submitted for the

experts’ group meeting for documenting experiences in the use of Education and SchoolNet operation, Bangkok.

1

Introducing e-Learning System into University - A Case of Gifu University-

Norifumi MASHIKO, Naoki KATO, Koichiro MURASE, Satoshi NARA

Information and Multimedia Center, Gifu University

1. Introduction

It is comparatively easy to introduce e-learning system into educational activities at university, in

the case of the application to small groups such as laboratories or individuals. However, ‘problems

as system’ emerge when the introduction of e-Learning system is planned as a policy of the entire

university, for instance, faculty staffs’ agrees, or cooperative system design between new e-Learning

system and existing systems for school affairs. It is a critical problem for Japanese universities

how to introduce e-Learning system as a new and powerful educational tool based on traditional

educational activities at university.

In this paper, we report the function and usage of e-Learning system called ‘AIMS-Gifu’, and the

introducing system of it into Gifu University.

2. Function and Characteristics of AIMS-Gifu

(1) Introducing e-Learning system into Gifu University

Gifu University is a medium-sized national university based on Gifu, a historical city locating

geographically in the center of Japan. We have Faculty of Education, Faculty of Agriculture,

Faculty of Engineering, School of Medicine and Faculty of Regional Studies. For education of

graduate students, master- and doctor- degree courses are set for Graduate School of Medicine and

Graduate School of Engineering, while master-degree courses are available for the rest of faculties.

We have approximately 800 teaching staffs including 283 professors and 800 technical and

administrative staffs. There are approximately 6000 undergraduate students and 1500 graduate

students.

In 2003, Gifu University had integrated three centers (Information Processing Center, Curriculum

Research and Development Center, and Educational Research Center for Lifelong Learning) as

‘Information and Multimedia Center (IMC) for promoting e-Learning for on-campus / off-campus

students. Information and Multimedia Center started e-Learning system operation in 2004

academic year as regular service for the realization of ‘e-University’.

2

(2) AIMS-Gifu : Integrated Media Type of e-Learning system

E-Learning system designed and implemented by IMC is called ‘AIMS (Academic Instructional

Media Service)-Gifu’ (http://guaims.cc.gifu-u.ac.jp/). This system’s basic idea is enhancing

existing daytime/nighttime lectures.

Fig.1 Top Page of AIMS-Gifu (http://guaims.cc.gifu-u.ac.jp/)

On AIMS-Gifu, many media services under Learning Management System (LMS; Blackboard

Learning System ML) in Gifu University are integrated. The new functions of AIMS-Gifu are as

follows.

i) Cooperation with high-quality video conference system and MCU (Multipoint Control Unit)

We have seven satellite classrooms connected with high-quality video conference system

(Polycom ViewStation), controlled Multipoint Control Unit (MGC-100). This system is used

for nighttime graduate school lectures and extension lectures. Before AIMS-Gifu started

working, rich knowledge of network was needed to control connections of different classrooms

for each lecture.

In AIMS-Gifu, we set the function of auto-connection for each lecture. If an instructor push

‘Distance Lecture Control’ button, connecting and archiving process will start automatically.

3

ii) Cooperation with VOD system

This VOD system record lectures / events through video conference system simultaneously,

and delivering past lectures / events on demand by streaming. Though this function is set for

distance learners to review past lectures, there are some problems, for example, assign access

authentication for each learner. On AIMS-Gifu, LMS controls access authentication for each

course. Access buttons for past lecture videos are arranged on each course, students are able

to access a streaming video without special authentication.

Fig.2 A distance education room at graduate school of education (left) and a satellite classroom in Kumamoto City (right)

Deliver learningresources

Communicate with other learners & instructors

Review lesson through VOD

All course is ready to use

Fig.3 Distance course of “Curriculum Development” for the graduate school of education

4

iii) Web based online conference system (Centra One)

High-quality video conference system has a limitation for connecting one classroom to

another because of settings for network security. Therefore, we have introduced another

online video conference system (Centra One) to communicate easily between each learner and

the instructor. This system is able to connect university laboratory with learner’s home or

work place with no trouble. Centra One is linked from AIMS-Gifu and we can directly start

our lecture, even seminar meetings, on AIMS-Gifu.

(3) A Sample of AIMS Course

Figure 3 is a sample of lecture for the graduate school of education in 2004 academic year. With

LMS, we can deliver learning resources, communicate with learners, and provide past lectures for

learner’s review. Table 1 shows the access number of this course by fourteen distance learners.

This course was a series of fifteen lectures, and almost all number of ‘Communication’ indicates

those on the BBS of this course. Asynchronous communication occurred frequently on the BBS.

3. Process of introducing AIMS-Gifu

Firstly, IMC staffs’ works were designing of e-Learning system, and introducing hardware and

software of e-Learning system. At introducing a new system, it is important how our teaching

staffs use this system and improve their lectures as a result.

Though our e-Learning system just started working, some problems have already emerged for this

short period. To note and discuss these actual problems will be helpful for understanding authentic

e-Learning introduction. The process of introducing AIMS-Gifu is as follows;

(1) Manual registration for LMS: e-Learning as independent system

We started a tryout of introducing LMS at 2003 academic year. At that time, if a teaching staff

wanted to use LMS, he/she needed to fill out an application and submit user data to IMC. When

IMC received the application and user data, the staff had to register his/her data to LMS manually.

However, this tryout had put into practice easily because LMS was independent of all other existing

Communication Contents Total

Access 20628 8736 29463Mean 1473.4 624.0 2104.5S.D. 679.1 238.7 877.4

Tab.1 Students’ access count of ‘Curriculum Development ‘ (n=14)

5

systems.

(2) System integration by core group members : emerging problems with integration

We organized some IMC staffs, staffs of educational affairs section and the company as the core

group members for integrating LMS and existing systems. Through the discussion among those

members, we found that system integration was so difficult work. For example, problems emerged

through the discussion are as follows;

i) Problems concerning authentication system

Each teaching staff’s ID in database of personnel affairs section is inconsistent with that of

educational affairs section.

ii) Problems concerning lecture information

Each lecture’s ID in database of educational affairs section is inconsistent with that opened to the

students.

iii) Problems concerning the coordination between database of educational affairs section and

function of LMS

In fact, a curriculum of university is so complex. For example, we have some lectures that are

given by some instructors and classrooms under the same ID, on the contrary, ones that are given in

the same classroom under various IDs. LMS cannot cope with such complex data.

The core group solved these problems, and we were able to start new system for automatic

registration of users and lectures on AIMS-Gifu at 2004 academic year (figure 4).

Lecture namesInstructors

Syllabus etc.

Instructors ID, PassStudents ID, Pass

Information & Multimedia CenterUser Authenticate System

Blackboard systemUser Information DB

Blackboard systemCourse Information DB

Relation

Course and Users RegisteredAutomatically

StudentsAttend registration

Educational Affairs SectionInformation Database

Fig.4 Automatic Data registration system for AIMS-Gifu

6

(3) Integration existing systems into AIMS-Gifu

Now, we continue core group meetings once per month and discuss how to perform electrical

syllabus system on AIMS-Gifu.

4. Strategy for realizing ‘e-University’

Our goal through the introduction of AIMS-Gifu is the establishment of ‘e-University’, in which

all teaching staffs use e-learning system as a powerful tool for their lectures spontaneously. In

order to attain this goal, we may clarify the strategy for raising teaching staffs’ motivation for use of

e-Learning system.

To encourage faculty’s motivation for using AIMS-Gifu, presenting ‘good practices’ for teaching

staffs seems to be effective. There are many types of traditional lectures in university, for example,

lectures attending large number of students – seminars by only a few students, liberal arts – special

contents, etc. If we can present a model for the lecture using AIMS-Gifu corresponding to each

type of lecture, many faculties will be motivated for use of new system. Central Florida University

employs almost the same strategy, even more systematically (Hartman et al., 2000). Though US

and Japanese conditions are different each other, we can learn many things about the strategy for

effective use of e-Learning system from these prior efforts.

5. Conclusion

In this paper, we reported the takeoff process of introducing new e-Learning system into Gifu

University. When new system is introduced, there are many difficult problems besides those of

introducing hardware and software. Perhaps many universities will come up against these

problems at the time of introducing new e-Learning system, for example, how to use new system and

spread it among faculties etc. But we must solve these problems for authentic innovation in

universities.

References

Hartman,J, Charles,D, Moskal,P “Faculty Satisfaction in ALNs: A Dependent or Independent

Variable” Journal of Asynchronous Learning Networks, Vol.4, Issues 3, pp.155-177, Available

Online at http://www.aln.org/publications/jaln/v4n3/pdf/v4n3_hartman.pdf, 2000

E-Learning trend in Korea

Inshik Jun Korean Educational Development Institute

[email protected]

1. Overview Knowledge informationizing is a significant wave in the 21st century that has changed our

customs and life style. Through e-government, e-mail, e-commerce, or internet banking, our life style is being reorganized around the internet. Adapting education to the information age will produce civilized citizens with increased international competitiveness.

Competition in the knowledge-based society is international, and the international collection and supply of information is necessary to maintain competitiveness. Although it is not possible to access all information, the ability to secure and provide up-dated information or most useful information is directly related to the competitiveness of a country. It is also necessary to manage domestic information properly and provide it to present and future users.

To attain effective ICT use, there are five basic factors that are necessary: information infrastructure; information resources disseminated through that infrastructure; laws and regulations to promote ICT use; and the development of Human Resources to manage information infrastructure and resources. These five factors do not function independently but cooperatively. To deploy these factors requires a great deal of labor and worthwhile.

Beginning in 1980 with the advent in computer education, ICT use in primary and secondary schools has continued to display its effectiveness through the reform of educational method. When the first stage of the ‘Comprehensive plan for ICT use in education’ was completed in December 2000, Korean educational environment had a great deal of change: every primary and secondary schools connected to the internet; eight students per one PC; one teacher per one PC in primary and secondary schools. With these changes, the realm of education has expanded from the classroom to cyber space, and the conditions for fostering creative and competent individuals have been established.

By 2004, the plan for ICT use is focusing on e-Learning.

2. Government’s Efforts Korean government's policy to bring up e-Learning has been started since 1999 by the

'Internet Communication Training Program' of Ministry of Labor (MOL). Employment Insurance Refund Policy of MOL keeps workers trained to easily adjust themselves to information technologies.

In 2001, Ministry of Information and Communication (MOIC) established 'Law for developing On-Line Digital Contents Industry', which emphasizes digital contents for education and an urgent need of IT experts. Having provided nation-wide communication infrastructure for high-speed Internet, MOIC keeps on trying supply more comfortable Internet services. It has been promoting Internet technologies and contents development, including e-Learning fields, for Korea Information Infrastructure. The ministry has pushed forward e-Korea project since 1996 and e-Campus project as well.

Ministry of Government Administration and Home Affairs (MOGAHA) has also put 'Operational Regulations of Cyber Training for Civil Servants' in force since 2001. As of December 2002, over 10,000 civil servants took training programs operated by e-Learning technology and these e-Learning programs form 20% of total training programs.

In June 2002, Ministry of Commerce, Industry and Energy (MOCIE) laid down a detail plan for e-Learning industry promotion. Some of practical projects are listed up in this plan, such as

- Establishing of e-Learning infrastructure - Expansion of e-Learning in public sector - Improvement of legal framework to facilitate e-Learning, and - Construction of e-Learning network composed of representatives from industry, academic,

and government. Among these practical projects, MOCIE gives higher priority in action to the establishment

of e-Learning infrastructures, and this project includes supporting e-Learning technical standards development, and bringing up e-Learning experts.

To bringing up e-Learning experts, the Ministry selected six universities equipped with professional skill and provides them with some fund in order to develop e-Learning contents and media of high quality and human resources as well. Furthermore, to help e-Learning take root in the overall society, the Ministry tries to improve the industrial environment, revising the laws concerned like copyright law, set up civilian organizations, which will take in charge of the market survey, and organize a consultative body among industrial, educational, and research groups.

Since 2001 'Cyber University Foundation Law' of Ministry of Education and Human Resource Development (MOEHRD) was put in operation, and seventeen cyber universities are

running in 2004. MOEHRD also has carried out 'Policy of Education with ICT'. As a result of it, every school has its own intranet and it has a plan to provide students with e-Learning courses as many as 20% of total courses.

By 2004, MOEHRD issues two e-Learning policies. One was issued last April for alleviate money spent on private tutoring. And the other that will be issued in the middle of September is an all-out plan of e-Learning to improvement of formal education including cyber tutoring program.

(Video clip)

3. Non governmental trend Big companies such as Samsung, LG, Posco, and KT and so on, have intensified its training

programs for employees and decided to choose e-Learning technology as methodology of the programs.

In Korea, the online education market has recently been expanding at a rapid speed. Especially, the college entrance market for an online Scholastic Ability Test (SAT) has grown to 100 billion won in 2003 from 1 billion won in 2001. And in 2004, analysts expect this market to double its current value to reach 200 billion won. In addition, the markets for online education or online test preparation for obtaining certificates will also increase in value. (1$ � 1,200 won)

In particular, the 'EBS broadcasting and Internet service for the SAT' plans to have a 24 hour SAT preparation channel via satellite and rebroadcasts segments on the internet[EDUNET] so that students can access all the shows from any place at any time they want.

There are seventeen cyber universities. Workers those who want to learn more have a preference for cyber universities, studying whenever and wherever they want. Even in conventional universities, e-Learning courses have come into fashion. Some professors use e-Learning contents as a supplementary material with their courses; some as courses themselves. Korean University Alliance for Cyber Education announced that about 40% of university courses in Korea are operated with e-Learning.

In job training, 346 organizations offered 7,769 IT-related courses. Also in teacher training, e-Learning is widely in use; there are 52 distance teacher training facilities in Korea. Besides, Air and correspondence High School which is a distance school mainly for adults is preparing to transform to e-Learning-based school (www.cyber.hs.kr) from mid-September this year. In a

few years, secondary school students may be able to complete the regular courses through e-Learning cyber school.

Several Ministries of government entered into competition to put e-Learning policy under

their control, large investment has been made in e-Learning application and e-Learning content, and the e-Learning business is regarded as one of the most profitable industry in Korea.

In other words, the e-Learning has prevailed in Korea.

4. Plan of establishing an e-Learning system 4.1 Creating an environment for e-Learning - By introducing real time classes linking various schools online, the quality of public

education will be improved. - Online learning at home will enable the sharing of digital learning materials between

schools and homes through the various methods of PCs and digital TVs. - All schools in Korea will be built a world-class information infrastructure. The average

number of the students to one PC will fall below 5(5.8 at 2003), and the average transmission speed of Internet access will be upgraded to a minimum of 2Mbps (69.2% at 2004.4).

- Schools will utilize ICT in the classroom, increasing more than 20% of its usability, improving the quality of teaching-learning methods.

- By developing software for educational purposes and digitalizing textbooks, the multimedia environment will facilitate learning.

- Various educational materials such as digital movies and photos from broadcasting companies, museums, universities, and lifelong education centers will be shared.

- To provide tailored education by individual's capability and characteristics, Quality Assurance System for systematic management of student’s information will be developed.

4.2 Expanding opportunities for lifelong e-Learning - Cyber universities which are able to authorize credits through various methods such as the

internet and digital TV without any constraints limited by time or space will become widespread.

- By conferring official credits to distance learning and job training programs, the system of credit will be more effective.

- The government officials will use "everyday learning system" through e-Learning programs.

- "Social learning net" will be constructed to extend learning opportunities for the information have-nots.

- A nationwide lifelong learning network including primary and secondary schools, private institutions, local lifelong education centers, and the employment information center will be built.

Developing new technologies such as metadata, semantic web (Internet technology which

can understand the meaning of the text and search them), expanding standardization, and constructing national information portal are pushed on so that anyone can access information through wire and wireless communication devices ubiquitously.

5. e-Learning in primary & secondary schools There are so many advantages of e-Learning. It could be summarized as follows; - There is no time spent commuting to class - There are no travel costs - You can have a job while you take classes - You can learn when you need it (Just-in-time) - Your learning options are not constrained by your geographical location - You can learn at your pace - Learning can be fit into your busy schedule - It can be more effective for certain types of learners (shy, reflective, language challenged,

those who need more time) - There are more student-to-student interactions - It can be more focused on the learner and less on the instructor - Instruction can be more customized and flexible - It can take lower costs for both learning providers and organizations that need training - It can take fewer costs for students than traditional programs - There are side benefits of learning new technologies and technical skills With these advantages, it seems that e-Learning is a kind of distance educational system.

Most of people define e-Learning as a distance learning or training via electronic media. This definition has no problem when it applies to the higher learning, the lifelong learning, and the job training. But in primary and secondary education, schooling is more important.

Korea is not so large country, with densely populated. There are about 7,000,000 students, 10,000 primary and secondary schools, and about 400,000 teachers in total. The average level

of education completed by a Korean adult is very high. Korean students have received excellent ratings on an international level. But still Korean education is still full of weaknesses. We need more classes, schools, and teachers to reduce the number of students per a class and per a teacher. Besides, it is almost impossible to provide optional subject. To some extent, e-Learning can be a good solution to these problems.

MOEHRD pay attention to e-Learning in many considerations. But MOEHRD suggested a slightly changed definition of e-Learning of primary and secondary education; e-Learning is an educational system to promote learning community by improving teaching-learning quality of teacher’s (at school), extending self-directed learning of student’s (at home), networking school-home-local community (at local community) via ICT. In other words, MOEHRD defines e-Learning as a blended learning rather than distance learning, and very prudent in dealing with e-Learning. Anyway, e-Learning is considered a strategy for education innovation for development. The vision of e-Learning is strengthening national competitiveness through developing Human Resources of 21st century and realizing education welfare.

E- Learning Initiatives in Malaysian Schools

Rohana Abd Rahman Educational Technology Division,

Ministry of Education, Malaysia

E-Learning Initiatives in Malaysian Schools Introduction The lure of internet based learning is undeniable. As technology changes,

educational institutions in Malaysia need to review their technological status. E-

learning was introduced in the Malaysian higher institutions in 1998.

Nevertheless, e-learning in the primary and secondary schools is still in its

infancy.

The Malaysian government speaks loud about e-learning. Substantial

investments in ICT infrastructure in schools across the nation have been made.

Apart from that, supporting national policies for e-learning has been formulated to

emphasize the government commitment in emphasizing its utilization. The

current policies focus on various aspects, among which, ICT for all students and

ICT culture must be envisioned through out educational institutions. The usage of

computers for accessing information, communication and as a productivity tool is

highly encouraged. The strategies adopted by the Ministry of Education in

emerging the ICT culture is by providing quick and access to ICT, improving

competencies of instructors and students and providing better internet

connections.

E-learning Initiatives

The Malaysian Government has undertaken major initiatives to boost the e-

learning industry in Malaysia. Focused on the education sector, its Ministry of

Education has taken a few strategies in enhancing the use of ICT in education

such as the preparation of sufficient and up-to-date tested ICT infrastructure and

equipment to all educational institutions, the roll-out of ICT curriculum and

assessment and the emphasis of integration of ICT in teaching and learning.

The initiatives bring about projects such as the MySchoolNet, the Malaysian

Smart School, the Computing Tablet project and the Computerization

Programme.

MySchoolNet is a website set up by the Ministry of Education to provide links to

educational information nationwide. The key feature in the website is the

interactive communication between Malaysian school children and students from

other countries.

In 2004, the Ministry of Education collaborates with a key industry player in the

private sector to initiate a pilot project known as Computing Tablet involving the

use of laptops in enhancing teaching learning experience in a wireless

technology environment. Schools chosen in this pilot program are in various

locations and those located in rural areas are focused upon.

In the Computerization Programme, computer laboratories were built in the

schools and were fully equipped with the necessary hardware and software. The

first stage of the programme involved 18 schools in six selected states and 2,400

schools were selected in the second stage. As of February 2003, about 45% of

the laboratories have been completed. The third stage which began in November

2001 is due to be completed before the end of this year.

The Malaysian Smart School programme is by far showing the greatest impact

on the teachers and students in Malaysia. It was launched by the Prime Minister

in July 1997 as one of the Multimedia Super Corridor's flagship applications. A

computerized smart school management system was developed and

implemented in the initial 90 Smart Schools throughout the country. This task is

entrusted to a private consortium to design, build, implement and maintain the

project. The target is to have all 10,000 primary and secondary schools to be

Smart Schools by the year 2010. Technology is used as an enabler to Smart

School practices in teaching-learning, management and communication with

external constituencies.

To complement the Smart School project, browser-based teaching-learning

materials for Bahasa Melayu, English language, Science and Mathematics were

developed for the system. Every courseware in the system is made available for

purchase even for students who are currently not in the Smart School project.

More web-based smart school courseware are currently being developed so that

students and teachers can view them on-line. In addition, initiatives have been

made this year to add online content for Bahasa Melayu and English Language

developed by school teachers. These new e-learning materials will be hosted in

the Smart School portal BestariNet for easy accessibility through the Internet.

The Ministry of Education strongly believes that e-learning is the way of the

future and hence is completely committed to it. We can see the growing interest

in e-learning all over the world and in our country. As Malaysia works towards the

attainment of a developed nation in the year 2020, students are encouraged to

take science subjects. However the endeavour is not producing the anticipated

results as the vast majority of students have difficulty with the science subjects.

Facilities and teachers’ competencies are frequently cited as the reasons for

students staying away from the sciences. The Ministry is exploring plans to use

e-learning as the answer. Through a remote or virtual laboratory, master

teachers or excellent teachers can reach the whole school population in Malaysia

and give students the opportunity to acquire the scientific knowledge and skills

and practice them. Connection to a real or simulated environment will give e

learners access to facilities needed to attain the scientific knowledge and skills.

The strong push from the Ministry of Education is the significant element in the

Malaysia's e-learning initiatives. All these projects are managed by the Ministry

whilst the design and development is entrusted to a collaboration of private

corporations. Every primary and secondary schools would be provided with the

same infrastructure, services and tools, thus enabling greater sharing of the-

learning content created by the teachers and students alike across Malaysia.

Those initiatives not only hasten the implementation of ICT in schools but also

exponentially increase the rate of development in e-learning.

Challenges and Issues

Infrastucture

Right infrastructure is needed for successful e-learning. The government is giving

priority to Broadband connectivity and PC penetration to ensure the Internet

reaches more of society. Prioritizing infrastructure rollout and upgrade is

essential in aiding successful implementation of e-learning.

One of the associated problems with such web-based initiatives is the issue of

bandwidth. Due to financial reasons and geographical locations, not all schools in

Malaysia are able to access the high speed bandwidth to make effective use of

web based resources such as on-line forums, video conferencing etc. To address

this issue, the Ministry of Education is currently co-operating with communication

companies to provide high speed bandwidth to all schools in Malaysia by the end

of 2004 under a program called SchoolNet. The roll-out of this broadband

initiative will enable schools to have the same ICT options available to them

despite of their location. The development of Schoolnet will equip Malaysian

educators and students with access to all latest information from the Internet.

Content

On-line content poses as another basic building block for e-learning

implementation. Students must be able to access library materials, newspapers,

relevant educational information and much, much more online in the native

language as well as in English. This content makes informal Internet learning

possible and contributes strength and viability of structured e-learning programs

run by schools. The Malaysian government supports the creation and

dissemination of content by keeping censorship and regulation to a minimum,

encouraging schools, libraries and industry players to increase online content. In

addition, the government has also helped set the stage by setting an example

through advanced on-line migration of government information and services.

E-learning is a natural way to make teachers focus on active pedagogies and

interactivities as long as they really care about profiting from the whole range of

new multimedia possibilities. Content developer must be aware that the medium

itself is no guarantee for a fascinating result.

E-learning can be done in so many different ways- it can be very efficient, it can

be very boring. And yet, with time we can find out what works and what doesn’t

work. While evaluations go on and more tests are done, we have a right to hope

that e-learning research will soon help us efficiently to find even more attractive

and effective ways to use this media in education.

It is important to have both a vision on the objectives of e-learning packages that

are to be produced (e.g is e-learning complementary to existing teaching

activities?) and clear views on technical standards and computational resources

of the students. Not all contents are suitable for e-learning; in addition, the

construction of interactive graphs and complex animations is time consuming and

costly, and should hence be efficient and advantageous over in-class lectures.

Learning objectives need to be defined carefully. Pedagogical methods and

teaching technologies must be focused on these goals. Finally, learning goals

and assessments are more important in e-learning than in conventional teaching.

Going forward, the government sees that e-learning content development

industry needs to be keeping pace with the new trend, new technology and new

designs strategies to make the impact. There are limited explorations by the local

companies in game based learning, simulation or scenario based learning and

collaborative-learning. And these are the new innovations that can make e-

learning development different.

Teach the teacher

Instructional methods that work for students sitting in the back row of a science

laboratory may not reach students at the far end of a cable-modem line. The way

in which an online curriculum delivered is new and different. The Ministry of

Education through its Teachers Training Division and Institut Aminuddin Baki has

developed training programs ensuring the teachers and school administrators

make the most of updated teaching methods and acquire various information

technology and communication competencies.

The reaching of the intended quality needs to be monitored at short intervals.

Correction measures need to be taken quickly to avoid defensiveness of students

and teachers who are reluctant to use new technologies- which would lead to a

waste of the investment made. Teachers need to be trained in the creation of

electronic teaching materials.

Conclusion

Malaysia’s vision of achieving full developed nation status by 2020 and of

becoming a competitive player in the global economy has made ICT an

imperative in transitioning the country from a production to a knowledge based

economy. The government recognizes E-learning as a wondrous tool in

improving education and ensuring our students’ competitiveness in the era of

globalization. Future development calls for more coordinated efforts from the

government agencies, industry players and more creative innovations that can

take e-learning further forward.

of 5

Polices, Trends and Prospects of E-Learning in Nepal

Lok Bilas Pant Programme and Budget Section

Ministry of Education and Sports, Nepal 1. Background

Information and Communication Technology (ICT) has been recognized as one of the means of bringing the social and economic changes in the country and also of reducing poverty. In addition, the ICT is also seen as a strong mechanism for bringing good governance and social equity in the society, and for providing equal access to job opportunities. However, making the Information Technology (IT) accessible to all sectors, for example, rural and urban areas, governmental and non-governmental organizations, has become a great challenge to His Majesty's Government of Nepal (HMG/N) from both the financial commitments it involves and the technical backup it requires. Therefore, a great deal of pressure has been put forth on HMG/N from various dimensions. This has given rise to a clearly stated policy, followed by a careful planning, its implementation, and subsequently a strong mechanism to monitor and evaluate the use of limited resources available in the country.

The marked increase in the use of computers in the governmental and non-governmental sectors for creating data bank, recently, has aided in the smooth running of their daily business and has enhanced performance. However, it has not yet come out as a strong mechanism for the collection of information in an integrated manner in a nation-wide scale and has not yet been realized as common assets. Furthermore, public organization personnel are also observed resisting the adoption of IT in their daily business.

While lack of financial resources, and under-utilisation of available skilled and competent manpower are frequently observed, incorporating of the computer education right from the school level to tertiary level and flourishing it have become a real challenge. In addition, expansion of internet facility as an integral part of learning, for example, to the rural parts of the country demands both the conceptual clarity as to how learning occurs and the commitment of the planners and, more specifically, of the managers. The following paragraphs attempt to explain the status and prospects of IT scenario in education, particularly in e-learning in Nepal.

2. Long-term Vision

The long-term vision in the IT sector is to make its full utilization to:

• Create knowledge-based socio-economic development and • Reduce poverty level in the country

To achieve the above objectives, the stated strategies are:

• Construction of national information highway, • Establishment of information network with other parts of the world, • Increasing the access of IT to rural areas

2 of 5

3. Policies and Strategies

The IT policy of Nepal aims to achieve the following objectives:

• To make IT accessible to the public and increase employment through this means,

• To build a knowledge-based society, and • To establish knowledge based industries

To achieve the above-stated objectives, the major strategies spelled out are:

• The government shall act as a promoter, facilitator and regulator, • High priority shall be given to research, development and extension of IT with

more participation of private sectors, • Both domestic and foreign investments shall be encouraged for the

development of IT and the related infrastructures, • Computer education shall be incorporated in academic curricula starting from

the school level, • IT networking shall be extended to rural areas, and • IT shall be used to promote e-commerce and e-governance

The policies laid down on the National IT Policy Act 2000 are closely linked up with the above stated strategies. For example,

• To provide internet facilities gradually to all Village Development Committees (administrative units at the local level),

• To use IT to promote e-commerce, e-education, e-health and to transfer technology to rural areas,

• To include computer education in the curriculum starting from the school level and broaden its scope,

• To prioritize research and development in the field of IT

The policy document clearly enunciates the education as a major instrument to produce skilled manpower. For instance,

• IT shall be used to improve the quality of education, • Scholarships shall be provided to poor and meritorious students from remote

areas to pursue higher studies in IT, • A slogan Computer education to all by 2010 A. D. will be formulated and

public secondary schools will be encouraged opting computer education as optional subject and initiation will be taken to make it compulsory subject in due course,

• Those educational institutions, where telecommunication and electricity services are not available, will be encouraged to utilize solar power system,

• Computer knowledge shall gradually be made compulsory to prospective teachers and in-service training would be provided to the present teachers, and thus promote computer education in schools,

• Private sector will be encouraged for producing middle-level manpower in the IT sector and also towards research and development, and

• Institutions offering graduate and postgraduate courses of international standard on computer science and computer engineering will be encouraged and supported

3 of 5

Following the declaration of the IT Policy Act 2000, some remarkable results have become visible. For example, an apex body, High Level Commission for Information Technology, was established in 2003 to provide crucial strategic directions and formulate appropriate policy responses for the development of ICT sector in the country. The National Information Technology Centre, established in 2002, now acts as the secretariat of the commission. In addition, there were some crucial decisions made at the policy level as well. For instance, the Tenth Plan (2002-2007) that provides the guidelines to the present IT policies, strategies, programmes and to their implementation was the immediate consequence of the IT policy 2000.

4. The E-Learning Situation in Nepal

As indicated in the IT Policy 2000, the education sector is one of the key areas of focus to place Nepal on the global map of IT within the next five years. It has stressed the need and the importance of IT education right from the school to tertiary level and its applications both in governmental and non-governmental sectors. In light of the slogan 'computer education to all by 2010', and the development of the net working such as School Net, Research Net and Commerce Net including the multi-lingual computing, to the IT situation, specifically the e-learning, following observations are made.

The ICT Education

(a) At School Level The national curriculum at the primary level has made the provision of IT education for all primary children. However, it differs greatly what they learn and how they learn. As the country has low economic growth, geographical diversity, lack of financial and human resources, the curriculum and the textbooks developed by the government on IT education are more of general nature rather than computer-based one. In some private schools, senior primary children use computers in groups, whereas lower secondary children often use Internet to do their homework. The most disadvantages ones are the kids from the public schools, who never see what a computer is and how it works.

In like manner, there is a provision of computer education as optional subject at the secondary level. The children from private schools do study this subject as they can have access to the computers both at schools and at home and thus have the access to e-mail and Internet, but their contemporary ones from the public schools, without access to computers, are again the losers.

In this way, children's right to learn depending on their capabilities has not yet fully recognised. E-learning, among others, requires entirely a different approach on curriculum so that textbooks, examinations and teaching techniques etc. all gear to facilitate and promote children's learning rather than mere emphasis on transfer of knowledge. This requires a conceptual clarity on how the children, with variable experiences and interests, learn, what to learn and how their learning are assessed.

(b) At Tertiary Level Although the IT policy statement emphasises on providing assistance to run the graduate and post-graduate classes in computer science and computer engineering, it has not received much attention to that extent. Internet facility to students from other

4 of 5

faculties is still not very common. Neither the teaching/learning nor the assignments require the use of the computers, Internet and Intranet. Students use them in an individual basis but not as a part of the education system. Co-ordination has not yet been established among and between the related institutions, for example, university to university, campus to campus, to perform the actions in the IT area. Colleges, universities and libraries need electronically enriched environment, for instance, campus-based Internet and Intranet, e-library, to facilitate students and lecturers to have access of the knowledge at remote distances.

(c) Teacher Education

The prospective teachers in public schools receive pre-service education through the Teacher Education Colleges, whereas the teachers in profession receive short education from National Centre for Educational Development, Department of Education and Distance Education Centre. As all sorts of teacher education are built on the transmission view of knowledge, from one head to another, the pedagogy that teachers learn is mostly through the lecture mode. Further, the curricula at the school level do not demand for the teachers' exposition to ICT literacy and subsequently, the teacher education courses least emphasizes on the IT-based pedagogical education. Consequently, the teachers do not apply of IT during classroom teaching. Also, the physical infrastructures of the school do not facilitate IT-based classroom instruction. Therefore, the teacher education modality including the traditional radio-education mode requires a shift, supplemented by the computer-assisted teaching/learning mode through the Intranet and Internet facility, and ultimately, encourages self-study.

(d) ICT in Governmental Organizations

As indicated in a study (Info Com, 2004), Educational Management Information System (EMIS) software has been developed and is in operation at the DOE for several years. Programs have been developed and are in operation at Non-formal Education Centre to record, compile and produce compiled reports on annual programmes, planning and budgeting. The study further elaborate that MS Excel has been used extensively in the central and district offices in the areas of programme planning and budgeting, and financial administration. Almost over 65 districts (out of 75) utilize computer facility to plan annual programme and budget, the use of the ICT, however, in the ministry and related offices has been for low end use, and in limit cases to send e-mails and browse Internet. The competency level is highest in using MS word followed by MS excel, in using e-mail/internet and the power point respectively. There is a very low level of competence in working in the Intranet/Networked environment for the obvious reasons of non-exposure to such a working environment. The websites of various central offices are now available and the public can have access on online information such as public results and other relevant documents. However, the networking between and among the central and district offices is in pipeline.

5. Challenges and Issues

• Insufficient physical infrastructure, under utilized human resource, non supportive curriculum and examinations systems for IT education,

• Inadequate allocation of budget in innovation and development and sharing of IT,

5 of 5

• Lack of conceptual clarity among the Planners, Managers and Teachers on IT- based instruction,

• Insufficient inter/intra-supports (i.e. financial, technical) among the institutions,

• Problem of sustainability of the IT infrastructure, and software and hardware, • Need for ICT-based instruction and learning, • Need of establishing the linkage of teachers' professional development to the

integration of IT into classroom practices, • More emphasis is given on professional development of personnel at the

centre rather than to those who (i.e. teachers) implement it, • Online communication is very expensive, and • Lack of provision for IT skills in informal education related programmes

6. Future Directions

To maximize the quality of education through e-learning the following measures are suggested.

• A different approach on curriculum, where children of different interest and varying experiences can have opportunities to learn on their own pace through e-learning, is needed,

• Likewise, a similar approach on teacher education is needful, where teacher get exposed with ICT literacy and ICT pedagogy,

• Students and teachers, at least in public schools, get subsidized access of Internet facility,

• A more coordinated approach is essential between and among the institutions to establish the physical infrastructures and in maximizing their use,

• Make provisions of ICT based non-formal programs at least for 6-15 age groups,

• Make distance-mode teacher-education-programme compatible to self-learning by introducing ICT to it

References

His Majesty's Government, National Planning Commission, Nepal (2002). Tenth Plan (2002-2007). Kathmandu: Author.

Infocom Pvt. Ltd. (2004) in association with Total Management Services. IT Master Plan for Ministry of Education and Sports (Draft Report). Kathmandu: Author.

Ministry of Science and Technology, Nepal (2001). Information Technology Policy, 2057 (2000). Kathmandu: Author.

UNESCO, APEID (2002). The First Seminar-Workshop of the Seventh Programming Cycle of APEID Activities. Tokyo: Japanese National Commission for UNESCO, Tokyo Gakugei University.

E-LEARNING FOR BASIC EDUCATION IN THE PHILIPPINES

Virgilio U. Manzano Director, Model Information and Technology Classroom (MITC)

University of the Philippines College of Education Diliman, Quezon City, Philippines

and Coordinator, Associated Schools Project Network (ASPNet)

UNESCO National Commission of the Philippines Department of Foreign Affairs, Pasay City, Philippines

Introduction

In the advent of the implementation of the 2002 Basic Education Curriculum of the Philippines under the leadership of the Department of Education (DepEd), the need to use e-learning in the classroom is important since integration of subject areas is emphasized. In the formal school curriculum, which covers a period of 6 years for elementary and 4 years secondary education levels, the subjects being offered at the basic education level include Filipino, English, Mathematics, Science and Makabayan (Nationalism). The non-formal education program allows out-of-school youth to graduate from the secondary school after passing the Proficiency and Equivalency Test.

According to President Gloria Macapagal-Arroyo of the Philippines, she envisions every child in the Philippines to acquire quality education, and that every classroom should have a computer. Based on her State of the Nation Address (SONA), President Arroyo stated her program in providing an approach the ensures high-quality education (Orani, 2003). In July 2003, President Arroyo started the program known as the Strong Republic School Distance Learning System (SRDLS). She stated the need for a government to support the use of distance education utilizing e-learning as one approaches to promote the provision of quality education in the local communities and to promote equal access to basic education that include the elementary and secondary school level.

There are a lot advantages of using e-learning in the in-school and off-school

settings in the Philippines. It allows interactivity between the lesson and the learner. The individualization of each learner is enhanced. The cost-effectiveness can be seen on it since the reproduction and distribution of learning materials is considered to be inexpensive. Its novelty allows the learners to deal on interesting lessons allowing them to become well motivated and receptive to ides provided. The integrity of each lessons can be maintained since the computer allows the delivery of uniform information in a sequential manner based on the needs of the learners, anytime and anywhere.

Policy and Programs on E-Learning According to Padolina (2002), the Information Technology and E-Commerce Council (ITECC) has provided the groundwork for e-learning in the Philippines which brought about the enactment of the Republic Act 8972 commonly known as the Electronic Commerce Act of the Philippines. The Human Resource Development (HRD) Committee has the following functions: (1) to develop policy and programs in e-learning; (2) to develop guidelines on enhancement of basic education; and (3) to develop IT human resources. In order to implement the policy and programs on e-learning in the Philippines, the ITECC-HRD Subcommittee on e-learning was established (Padolina, 2002). Its specific functions are: (1) to create an e-learning environment by actively promoting According to Grey (2003), the texting for education can The texting for education allows the use of digital technology following a three step process (Grey, 2003). The teacher usually request for a video program from Pearson’s large science library via satellite to an available digital recorder attached to a television in the classroom. In the project, the 40 teachers selected are provided the gadgets required free of charge in their own classrooms.

REFERENCES

Canonizado, C. C, & R. V. Macaraeg. Multimedia Strategies for Educators Training Manual. Pasig City: Curricula, 2003.

Diaz, R. V., E.S. Samia, & E.T. Velasco. The Challenge of a Knowledge Society. Quezon City: Congressional Oversight Committee on Education, 1995. Espiritu, S.C. (Ed). Philippine Educational System: Information Technology. Quezon City: Katha Publishing Co., Inc., 2000. Hazemi, R., S. Hailes, & S. Wilbur (Eds). The Digital University: Reinventing the

Academy. London: Springer, 1998. Grey, M. J. “Texting for Education.“ The Philippine Star. 6 May 2003, C-7. Leadteck. BVP 8770 User’s Manual. Taipei: Ledtek Research Inc., April 2002. Lucido, P.L., & M. L. Borabo. Educational Technology. Quezon City: Katha Pub-

lishing Co., Inc., 1997. Orani, P.R. “2nd National Conference on E-Learning: Tech-Enabled Education Takes a

Big Step Forward.” Metropolitan Computer Times. 5 August 2003. Reyes, R. T. 2002. “Broadcast Media and Education: Agenda for Human Resource

Development.” Fusion: Papers Read at FUSE Assemblies, Dec. 2002, pp. 53-58. Rodriguez, S, M. Philippine Science and Technology: Economic and Political

Events Shaping Their Development. Quezon City: A Giraffe Book, 1996. Sasaki, N. (Ed). Teacher’s ICT Guidebook. Kyoto: Kyoto University of Education

Educational Practice Center, 2004. (In Japanese) Sison, M. “Scrounging Funds to Finance Public Schools in the Philippines.” UNESCO

Education Quicklinks, Paris: UNESCO, 2001. Soliven, P. Half a Millennium of Philippine History. San Juan, Metro-Manila:

Philippine Star Daily, Inc., 1999. _________. The Pagsasarili Mothercraft Literacy Course for Local and Overseas

Filipino Working Women. San Juan, Metro-Manila: O.B. Montessori Child and Community Foundation, Inc., 2002.

Tokyo Gakugei University UNESCO-APEID Committee. Final Report of Asia and the Pacific Seminar Workshop on Educational Technology 2003. Tokyo: Tokyo Gakugei University, 2-9 September, 2003.

E-Learning in Thailand

Suwat Suktrisul

The Office of the Basic Education Commission

Ministry of Education

THAILAND

E – Learning in Thailand

Introduction

Thailand has developed a master plan for ICT use in education for the years 2004– 2006. According to the plan, there are four major strategies: 1) the use of ICT to improve teaching and learning, 2) the use of ICT to enhance the educational management and service effectiveness, 3) the personnel training and developing and 4) ICT equipment provision and distribution for all educational levels. By the first strategy its purpose is that all learners have opportunities to access and use ICT according to the curriculum standards. This is to encourage teachers and students to learn and use ICT for enhancing their teaching and learning skills in order to improve the quality of education. In addition, all parents and communities are encouraged to participate in utilizing the ICT in education. MOE has suggested to the public that all students in the country should be able to access an internet within 2006. This is also signified as the beginning of delivering e-library to people in the country as well. Moreover, the MOE has pushed forward a policy to support 100 R&D in term of ICT usage in education, including high quality digital learning and teaching materials for developing the level of ICT skills and attitudes necessary to encourage a knowledge society. All educational levels will also incorporate ICT subject into their curriculum. Universities, schools, and various educational institutions with work together to strengthen innovate ways and e - learning will be expanded to all education levels, including for teacher training. In using ICT to enhance the educational management and service effectiveness, Ministry Operation Center and Department Operation Center are established to support the high executives with ability to cultivate information for policy making and to support schools and educational institutions in many ways even when they need help. In addition students who use citizen ID (13 digits) under the Ministry of Interior’s plan will attain a basic code access of all personnel databases in the ministry of education. This will help each organization lay out the basic database for future cooperation as well. There will be a digital library system, an inventory system, and geographic information systems to help high executives and schools in resource management both of national and local levels. Regarding to the development of personnel, the MOE has around 500,000 teachers under its supervision 67 % of this number have been trained with basic skills in computer literacy. It is expected that in 2006 all teachers will be equipped with basic skills in ICT use. Moreover, the MOE has been working with Ministry of ICT, and private sectors in term of personnel development, for instance Partners in Learning is the project from Microsoft Thailand who donates operating software for all PCs and learning grants for improving teachers to use ICT effectively as a result of their professional and personal development. And e – learning will be an important method for training them. Intel Teach to the Future is the program to equip teachers with pedagogical use of ICT in classrooms in a way that the lesson must enhance students’ higher efficiency and thinking skills. Besides, The Institute of the Promotion of Science and Math Teaching is planning a number of programs to introduce and produce web based education for teachers and students. The MOE also has a number of projects with international organizations to integrate ICT into classroom activities, for instance Japan International Cooperation Agency has launched ITEd project to equip 3000 teachers in the country with idea of ICT integration in classroom activities. UNESCO and UNICEF also help teachers and educational institutes in rural areas in the country to get into ICT use paradigm. World Bank and NGO also have numbers of programs to introduce ICT in the school level. This seems to be a number of organizations involved in ICT use for education in Thailand.

In stead of respect to the inadequate infrastructure in the country, all schools will be connected with internet in 2006. The educational network will comprise of MOE Net. It will cause the internet access for all schools. For those schools located in remote areas, the schools will be reached through internet by satellite. The purchase of computers and peripheral equipment will require a major investment from the government.

Vision for E - learning

E - learning is defined as formal and informal education and information – sharing that uses digital technology. It is a nation’s ability to generate, disseminate and use digital information among its citizens to the betterment of the country’s economic activity. There is much more flexibility possible and available for everyone, for example the full time students and employees, senior citizens and rural residents, workers unable to quit their day jobs to attend university, and professionals seeking advance in their careers. The lure of internet use in learning is undeniable. It can bridge distances, conserves classrooms and costs. It is available anytime according to learners’ convenience and fosters life-long learning for career development. Online educational materials are more easily updated and more motivated for learners.

Development on Main Components The necessary components to enable e – learning accessible for learners, are;

connectivity, capability, contents and culture. IT connectivity in Thailand is growing rapidly. The government concentrates on its policy to expand in all rural communities the internet access through Internet-Tambons. There are around 10,000 tambons now. Broadband connection for one million people is the target of the year 2005. Increasing number of mobile-phones and internet usage develops rapidly around 20% each year. The Ministry of Education plans to expand internet to all schools throughout the country by the year 2006.

Capability is an additional qualification necessary for the e – learning, including a strong education system, tradition by job training, support for life-long learning, and a high rate of literacy. As the result of the educational reform in Thailand one of its important targets is internet access for all school students under 15. The government’s policy also stresses on the expansion of life- time training opportunity for office workers and continual skill development for all people.

Online content access for people is another important component as well as library materials, newspapers, corporate information and government database. This content makes e –learning possible to schools, companies and other institutions. Sharable content is the main topic for discussion and SCORM (Sharable Content Object of Reference Model) is widely acceptable through out Thailand.

Learning and teaching culture is another component, which will encourage e-learning if it is done by respected professionals. And there is a general acceptance of progressive ideas. Thai e-learning and teaching culture corresponds with the above commitment. Therefore this effort should be opened to public in order to increase public acceptance.

Continual E - Learning Activities The personnel development and acknowledgement in every organization and

educational level aim at people awareness of the e – learning value so that they continue to develop the e – learning usage in accordance with the personnel’s promptness and interest, although in some cases their development plans still stay unclear. At the same time the Primary Education Department has developed its e – learning activities for 80 % of all its learners under its responsibility by way of the following different facets: - 1. Support and helping widely all teachers to create their own electronic learning materials, by arranging courses and seminars for them so that they are capable to

gain knowledge in computer and internet use and to create and collect electronic teaching aids by themselves. These teacher course and seminars have been widely and rapidly succeeded, for example the development project for 2300 teachers of small sized schools, 2000 of them being trained in Thailand and 300 in Singapore. Moreover the ITEd Project of Thai and Japanese Co-Operation has set up 6 modern teacher seminar centres in different regions, in which about 3000 teachers have participated. Another Project of Intel Teach to the Future has given in 2 years training courses for 300 teacher leaders and more than 6000 network teachers. There is another project on the way called Partners in Learning, which is going to develop teacher- training centres throughout the country, in which the e – learning system will be subject for training teachers all over the country. The Education Ministry’s ICT Mastering Project for Teachers helped to develop ten thousand teachers last year, besides teacher development carried out by each own school or educational institution. As expected, by the year 2005 each teacher of each educational level since primary to university will gain computer and internet in order to search for knowledge and information basically necessary electronic teaching material creation. 2. Preparing electronic library building procedure, which will house selected and collected electronic teaching materials in a sharable system. For this purpose seminars are held for personnel with knowledge and experiences to convent different teaching materials into a suitable system, such as XML, SCORM, etc. And at the same time there are competitions of electronic teaching materials produced by school - teachers. The selected ones become good examples for the public and make electronic library more widely valuable and visitable. By the end of 2004 it is expected that average standard of electronic teaching materials can be specified, following with buying their copyrights or receiving as donation appropriate teaching materials and adjusting them to the level of the average standard and storing them in the electronic library. By this way, information network service system will be expansively reached throughout the country. Rural people as well as city people will enjoy an equal opportunity to access information service. And it is also planned that each school possessing at least 2 computers can make use of internet connection within 2004. 3. Studying and developing the learning Management System (LMS) which is now differently and variably used. Each university chooses its own system, so does each primary school. Some schools experimented and developed the e – learning usage of their own by using different LMS. Some made a new development for their varied and specific usage necessity, such as by student enrollment and registration, class attendance control, knowledge evaluation test of each subject, including evaluation of knowledge content after the curriculum. Therefore the problem of sharable common usage of e – learning in average standard remains to be solved. Perhaps the LMS has to be commonly developed and standardized, and on the other hand exact characteristics necessary for each institution must remain undisturbed. Some educational institutions have also experienced some conclusions in creating a common LMS standard, which will lead to LMS development for suitable usage of each educational level. Finally the LMS common standard of all educational systems is expected to come out true within the year 2005.

Learning Behavior Adjustment

- independently registration system Through network GPA

LMS - Systematically arrange material search engine search engine available XML / SCORM DLMS - various materials Knowledge

construction

- training teachers ITEd

Intel Teach Partners in learning etc. Conclusion The e – learning system will help to solve the present problem of inadequate learning efficiency. Some students still lack both skills and knowledge; some fail to think correctly, concretely or reasonably, all of which are the products of old teaching methods. The e – learning system can also help to solve the problems of teacher shortage, differing teacher quality, differing learning places and materials in rural areas and in cities, etc. But the e-learning system development needs time as well as much more efforts, beginning from creating lots of electronic teaching materials, setting them into an e-learning system, and more importantly construction of basic structure to support the newly invented e-learning system which needs computers, network connection with adequate rapidity, and together with learning behavior adjustment at the same time. Teachers have to seek diligently and develop continually the issues. There are going to teach in order to draw learners’ attention and avoid boring old repeated teaching issues. All of these should concentrate on learners who will begin to think and understand easily. However the learners must learn to create self-disciplines in learning and punctuality in working as assigned, including good contact with teachers in order to inform or consult them when problems or obstructions hinder their learning objectives. So every component has to develop together hand in hand in order to attain the ideal of learning society.

E-learning

Digital Library

Digital Content

Teacher Training

1

Country report of Viet nam

Internet and e Learning the case of Viet nam

Quach Tuan Ngoc

[email protected] Internet in Education

Although the Internet is considered very important for teaching and learning

in Vietnam, the actual level of Internet use in the education sector is limited. In primary and high schools, usage is low but all universities have an Internet connection and each has a website. Many professors have private Internet accounts and use email. Perhaps 3-4 per cent out of the total number of 120’000 Internet accounts in Vietnam are used by the academic sector. That would amount to around 5’000 users out of a total potential user base of 22 million students.

Because connections are slow—typically just a 64 kbit/s dial-up line, though a few universities have leased line connections—using the Internet is frustrating. One of the reasons for the slow connections is cost. Until July 2001, a 64 kbit/s dial-up account cost US$2’500 per month. Since July, that has come down to US$800 per month, but it remains a luxury. In principle, the education sector should benefit from a discount on connectivity prices. In practice, this is not the case. Quality of service is low and costs are high. A few hours use would cost several hundred thousand Dong, which is beyond the reach of most students.

Many of the first users of the Internet came from the education sector. For instance, the Ministry of Science and Technology was one of the first users, with a dial-up account to Australia before the use of the Internet became “official” in late 1997. The Ministry of Education and Training has a website at www.moet.edu.vn. There is a plan to link the Ministry with Edunet, the international not-for-profit educational network (see for instance www.edunet.ca), and a grant from the Japanese Overseas Development Agency has been requested for this purpose, to connect all universities to the Ministry and to EduNet, but this is still at the planning stage.

In Vietnam, there are 22’200 primary schools, 1’760 secondary schools and 123 institutes of higher learning. Primary school is mandatory but not secondary school. Adult literacy rates stand at just over 90 per cent. This represents a major improvement since the 1950s when as few as one in five of the adult population could read or write.

Most secondary schools would have at least one PC. Relatively few primary schools have PCs, but some private schools in big cities would have better facilities. One example is the Hanoi Amsterdam High School, one of the best schools in Hanoi. Out of a sample “Maths-gifted class” that graduated in 1991, some 16 out of the 26 students are known to have email addresses. Many are working in the IT sector, or in government institutions of one form or another, including universities. 1 Another

2

example is the ChuVanAn secondary school, which has an active alumni section.2 As ever, things are further ahead in HCMC than elsewhere and the local government there has recently announced a project to introduce computers at all levels in schools. However, given the relatively high costs of Internet access, it may be that only those students whose parents are able to pay will be able to make use of these facilities.

At the university level, the situation is much brighter. There are an estimated one million university students, all of whom receive compulsory courses in basic IT use. There are some 50’000 IT specialists in universities and training colleges and around 5’000 computer graduates each year. However, this is falls substantially short of the requirement for computer literate employees in the workforce. The situation is exacerbated by the brain drain. Of the 26 students in the 1991 Hanoi-Amsterdam maths class, at least five currently work outside Vietnam and a further five work in foreign-owned companies in Vietnam.

One problem is the lack of Vietnamese language software for use in educational applications. This effectively restricts the likely user population for the Internet to the 10 per cent or so of Vietnamese who have some English. There has been some development of distance learning, for instance at the Hanoi University of Technology (www.hut.edu.vn), but again cost is a limiting factor. Recommendations

1. Invest in the new generation In order to encourage Internet take-up among students in primary and secondary schools, a formal programme should be developed to extend the level of access to computers and computer skills. Measures could include “kid’s computer clubs” to encourage students to explore the Internet and to develop research projects. At least in urban areas, some element of computer training (e.g., keyboard and mouse skills) should be a compulsory element of the secondary school curriculum. An essential first step is to increase the number PCs in school classrooms. Where appropriate, the support of international and bi-lateral assistance organisations could be solicited. At the university level, steps to encourage university use of Internet could include:

• Provision of subsidised leased line access for universities and other higher educational establishments;

• Creation of a high-speed national academic network to link all national universities and research institutes together and to establish links with foreign universities

• The programme currently in place for compulsory IT training in universities should be extended.

• Further development of computer science courses in universities to increase the number of computer-literate students who graduate each year.

• Establishment of formal links and co-operation between academic institutions and IT businesses, to help reverse the brain drain.

3

2. Pricing issues

The rebalancing of prices, towards regional norms, is an urgent priority. Currently Vietnam has some of the world’s most expensive prices for domestic and international leased lines. This is inevitably passed on in terms of higher prices for local ISPs and therefore for customers Internet access prices are also among the highest in the region, mainly due to the telephone charge element. Steps to rebalance tariffs could include:

• Allowing ISPs, and other operators to set their own tariffs. In the short term, an upper limit on prices could be set by DGPT. It should not be necessary to set lower limits for prices.

• Introducing some degree of competition in services provision, for instance by allowing resale of services and by permitting voice over IP (VoIP) services to develop further (see below).

• Systematic benchmarking of telecommunications and Internet prices against regional and national averages.

• In the critical area of leased line prices, a target of reaching regional average prices within three years should be considered.

• Consider waiving or reducing the dial-up telephone charge for Internet access. Designing Tomorrow’s Education

The initiative to integrate ICT in Education was triggered in response to the Government’s 2002 publication, National Strategy for Information Technology for VietNam.

Since then, the Government of VietNam has provided some financial resources for the implementation of ICT in schools. Primary Education (Ages 6-11)

By the end of 2005, each primary class across the country will be equipped with a minimum of 4 multimedia computers, appropriate educational software, a display monitor, a video recorder, and a printer. Secondary Education (Ages 11-16)

In 2003, all secondary schools will be equipped with computer laboratories. It has also been decided that as from next year, the IT Applications syllabus will be oriented towards the European Computer Driving Licence. As from 1998 subject teachers were being trained at the University to teach through ICT. As from the next scholastic year, Computer Studies is going to be introduced in all Secondary Schools. An effort is being made to improve the pupil to computer ration which at present is 40:1.

4

The Internet in Schools project The Government has embarked on a five-year project to provide a efficient

Internet connection in all schools in VietNam. Every student is to be provided with an e-mail address and web-space to create his own website. Vietnam e-Learning 2004

With the rapid and fundamental changes occurring in the telecommunications and education sectors, e-Learning has a key role to play in coping with this reality. One of the greatest challenges facing us is how we change and prepare ourselves to introduce e-Learning to improve the effectiveness and efficiency of our learning systems.

First, it involves communities to education to a greater extend. Vietnam geographically spreads out as a long narrow country. Furthermore, 80% of 80 million population are living in the rural area. That means, more than 60 million people in remote areas have difficulties accessing current education system, which mainly locates in urban areas. E-learning will bring a great opportunity to bridge this gap.

Secondly, e-learning introduces a new method of education and training. E-learning proves to be a suitable education and training methodology that meets the need of nowadays globalization. Moreover, utilizing e-learning, MOET will be able to capture state of the art technology in education as well as in management of the system. This is in line with MOET national education reform strategy, in its EduNet project.

1. Advantages of implementing e-Learning in Vietnam • The government pays much attention to applying ICT in every field,

especially in education. The government encourages internal and external ICT companies to invest in education.

• Ministry of Education and Training (MoET) held many e-Learning

workshops co-operating with many big companies such as IDG, Sun, and HP. • Most of school headmasters, teachers realize the important role of e-Learning.

They really want to give more interesting and more effective lectures to their students by using e-Learning.

2. Difficulties of implementing e-Learning in Vietnam

- Prices of e-Learning products are still high in comparison with Vietnamese income.

5

- Lack of e-Learning content. Therefore, creating content is the first step of implementing.

- The rate of Internet connection is low.

3. Choosing e-Learning tools for Vietnam

a) Standards: - e-Learning products must support Unicode (and of course Vietnamese)

- One prefered feature of e-Learning products is SCORM-compliance.

b) Authoring tools - Authorware

- CourseBuilder

- Hot Potatoes

c) Learning Management System (LMS) - Commercial Software: BlackBoard

- Open Source Software: ATutor

4. Current situations of Vietnam e-Learning websites At the present, there are a few e-Learning websites in Vietnam. Here is the list of most popular e-Learning websites: e-Learning website of ICT Center for Education and Training – MoET:

6

This website is the official website of Vietnam e-Learning club. Here you can find many things concerned about e-Learning: - e-Learning concepts

- e-Learning glossary - e-Learning tools - e-Learning standards - e-Learning forums - links to many other interesting places on the WWW - download and upload e-Learning courses - join the e-Learning club - and more

7

e-Learning website of FPT, the most well-known software company of Vietnam (http://www.elearning.com.vn)

The website is an e-Learning portal. You can register to participate in online English learning programmes. Moreover, the website also has IT training programmes with many levels. e-Learning website of Dongnai province (http://www.dongnai.edu.vn/elearning)

8

This website has some courses on literature, information technology, physics, and mathematics. 5. The first e-Learning club of Vietnam This e-Learning club is established by ICT Center for Education and Training – MoET.

The purpose of the club: -to gather all interested people to research, develop, and deploy Educational Technology and e-Learning -to support renewing contents and methodologies of education and training The main activities of club are: -to research new educational technologies -to write books and guide documents on educational technologies and e-Learning -to create e-lectures, post on the official website of the club so that every one can reach them -to organize competitions of creating e-Learning content -to train teachers, educators how to use educational softwares -to co-operate with international organizations like UNESCO, APEC, World Bank. -to hold workshops on educational technologies and e-Learning 6. The way to develop authoring tools and LMSs for Vietnam - Make use of open source softwares. Many educational open source softwares are available at sourceforge.net - The first step is create e-Learning courses. Then, manage courses, student learning progress, and others. 7. e-Learning workshops in Vietnam As mentioned above, MoET held some e-Learning workshops in 2004: - March: “ICT in Education and Training”

- August: “Digital Campus, e-Learning”, coorganize with Sun.

9

Besides that, there are some other workshops hosted by international organizations. For example, “e-Learning solutions for rural areas of Vietnam” of World Bank in July.

PRESENT-DAY PROFILES, PROSPECTS AND CHALLENGES ON THE USE OF ICT FOR EDUCATION

IN SOUTH EAST ASIA

ZENAIDA T. DOMINGO Head, Business Development Office

SEAMEO INNOTECH AUGUST 2004

2

PRESENT-DAY PROFILES, PROSPECTS AND CHALLENGES ON THE USE OF ICT FOR EDUCATION IN SOUTH EAST ASIA∗

by

Zenaida T. Domingo Head, Business Development Office

SEAMEO INNOTECH 1.0 Introduction The advent of newer communication technologies and the refinement of existing educational media delivery systems have considerably affected the educational environment the world over. The focus of this paper is the profile of the emerging landscape, potentials, challenges and issues on the use of newer technologies and ICT in the education sector of ten Southeast Asian countries. They constitute a distinct geographical grouping of nations which amalgamated in the mid-fifties, eventually forming the Association of Southeast Asian Nations or ASEAN. The paper has two parts: the first part describes the profiles of the present socio-economic realities in the Southeast Asia Region which bear upon education in formal and non-formal education.The second part discusses possibilities and potential entry points of ICT in the educational arena, as well as issues, concerns and other considerations on the use of educational application of ICT. Also discussed are some specific initiatives which could provide possible insights in the planning and implementation of ICT-based educational efforts.

Emphasized in the presentation are the growth dimensions, changes and shifts in the socio-economic realities that play major roles in the shaping of education initiatives in the region, particularly the use of various delivery modes using ICT and other alternative learning schemes. The uneven developments and diversity of the contexts of these countries are described together with possible strategies to address the issues and concerns in the non-formal education arena. The major challenge is the choice of ICT-assisted strategies that are affordable, accessible and may be harnessed in a manner and proportion that are attuned to the learners’ socio-cultural environment and orientation. This paper draws attention to the ultimate objective of ICT which is to serve as a primary artery of delivering education and eventually help in development of the countryside in the Southeast Asian countries.

Likewise presented are opportunities for regional cooperation and interface between and among the countries of Southeast Asia in terms of sharing

∗ Paper presented at the Seminar-Workshop on “e-Learning” – Seventh Programming Cycle of APEID Activities, sponsored by Tokyo Gakugei University, Kyoto University of Education, Japanese National Commission for UNESCO, the UNESCO Asia and Pacific Bureau for Education/Asia and Pacific Programme for Educational Innovation for Development (APEID) and the Council for Educational Practice Research, August 30 – September 6, 2004 in Tokyo and Kyoto, Japan.

3

knowledge, resources, both human and physical, as well as addressing common concerns in the region. 2.0 The Present-day Southeast Asian Landscape: Implications for the Use

of ICT in Education

Set in the context of unprecedented developments in technology the world over, Southeast Asia is among the world’s geographical groupings presently undergoing considerable transition. The region has an over-all population of more than half a billion, constituting more than ten per cent of the world’s population. The countries in this region are: Brunei Darussalam, Cambodia, Indonesia, Lao PDR, Malaysia, Myanmar, Philippines, Singapore, Thailand and Vietnam.

The region shows the following attributes:

• covers a landmass and population diversity almost equal to that of Europe • posseses cultural and ethnic diversity • one of the fastest growing economic groupings in the world • its work force faces the urgent need to compete in the global arena, and

needs to have world-class competencies and ability to work in a multi-cultural, multi-skilled workplace

2.1 Uneven Economic Profile. Economic diversity is presently evident among the countries of Southeast Asia. Uneven economic development profiles are shown in a recent UNDP Human Development report:1

HDI Ranking of Southeast Asian Countries

• High HDI rank Singapore Brunei Darussalam

• Medium HDI rank Malaysia Thailand The Philippines Indonesia Vietnam Myanmar Cambodia

• Low HDI rank Lao PDR

Two countries in the region are placed at the high HDI rank category:

Singapore and Brunei. Seven belong to the medium HDI rank category: Malaysia, Thailand, the Philippines, Indonesia, Vietnam, Myanmar, Cambodia, and; Lao PDR is ranked as a low HDI country.

1 Source: UNDP 1999 Human Development Report

4

Following is a synthesis of the annual GDP profiles of the ASEAN:

GDP Growth Rates

2.21.9

4.4

3.2

4.1

1.3

0.1

5.25.5

4.8

0.7

2 2

3.9

4.4

4.8

1.1

4.7

3.3

6

0

1

2

3

4

5

6

7

BruneiDarussalam

Cambodia Indonesia Lao PDR Malaysia Myanmar ThePhilippines

Singapore Thailand Vietnam

1975-2000 1990-2000

In terms of economic growth, the ASEAN countries have registered considerable

economic growth in the past three decades. For instance, the 2002 UNDP Human Development Report shows that, Singapore’s per capita Gross Domestic Product approximates that of the United Kingdom, Italy and the other OECD countries. From 1975 to 2000, its annual growth rate 5.2 per cent; in the last ten years, it registered a 4.7 per cent annual growth rate.The same UNDP report places Thailand as a medium-level HDI (Human Development Index) country, which has also shown positive growth in the last 25 years with an average of 5.5 per cent annual GDP growth rate. While this growth was hampered by the 1997 financial crisis in the region, still it had 4.4 per cent per annual growth rate from 1990 to 2000.

A major change brought about by this positive economic growth is the fast

urbanization of the landscape of Southeast Asian societies. The “passing of traditional society” is evident in the sense that the once traditional villages are rapidly becoming urbanized. In 1975, only about one third of the population in the region lived in the urban areas communities. At present, nearly half of the population in the region lives in the cities (43.7). This trend is expected to increase to 53.04 per cent by 2015. Increasing diversification and shifting social roles and functions are very much in evidence in many ASEAN countries. Also noted is the accompanying growth of specialization of functions and the shift from agricultural work to services and information related activities.

However, while the diversity in growth rates is a notable dimension in the region,

so is poverty incidence among the ten Southeast Asian countries. A case in point is the Philippines, where about 40 per cent of the population is below the national poverty

5

line. Malaysia and Thailand have 15.5 and 13.1 per cent, respectively and Lao PDR has nearly half, 46.1 percent, living below the national poverty line (UNDP HDR 2002). It is further observed that with poverty comes the other accompanying concerns such as health, nutrition, uneven access to medical services, drugs, crime and other social maladies.

2.2 Divergent Population Profile. Still another point of diversity in the region

is in terms of population profiles of the ten countries:

Country

Population Growth Rate (%)

Brunei Darussalam Cambodia Indonesia Lao PDR Malaysia Myanmar Philippines Singapore Thailand Vietnam

00.03 11.00

209.40 05.40 23.00 48.90 75.80 3.90

62.60 80.30

3.2 2.5 1.6 2.9 2.4 2.1 2.3 0.7 1.5 2.3

Total Population of Southeast Asia: 520.6 Million

The population trends in the region shows that:

• Population of Southeast Asia and the Pacific is expected to reach 629 Million by 2015

• Southeast Asia is expected to have a very young population.

2.3 Uneven Information/Communication Infrastructure. The Southeast Asian countries have good beginnings in terms of information/communication technology development. Singapore possesses the qualities of an information endowed country. In many urban areas in Southeast Asia, the Internet is starting to be a part of the information sector. Many hardware manufacturing entities are located in the region. Consequently, information services such as call centers are showing positive growth.

The 2002 HDR reports that the telephone mainlines available for every thousand

people in the region in 1990 was 619. In 2000, the figure increased to 1,139. A significant development is the growth of cellular phone sector, which would tend to show that it is a cost efficient alternative to the limited access and high development costs of conventional landlines.

One major regional characteristic is that the technology backbone varies

significantly from country to country and within each country. On the whole, the number of Internet hosts in the region has been steadily growing over the past decade. Throughout the region, there were roughly 7.4 Internet hosts per thousand people in 1990; in a decade, this has grown to 64.2 Internet hosts. The biggest growth occurred

6

in the countries that have a fairly large share of Internet hosts. Some countries, however, have yet to reach a critical mass of service providers that can pave the way for more widespread Internet use. The ratio of telephone mainlines per thousand people is highest in Singapore with 484; in contrast, two (2) mainlines are shared by a thousand people in Cambodia. Internet access is provided by 3.1 hosts for every thousand people in Malaysia. A tenth (0.3 hosts) of that number serve the Philippines. Within countries, similar patterns are evident. Beyond the urban centers, access to the Internet and communications facilities thin out, even access to reliable electricity service is a challenge.

Moreover, it is recognized that some countries have yet to achieve a critical level

of technological capacity that helps accelerate further and more widespread use of technology, particularly in areas where inputs are deemed critical. 2.4 Positive Performance in Education. The region has positive accomplishments in universalizing literacy and providing access to basic education, as shown in the following:

80

100

92

100 98 97

7176

91

9892

81

98

78

9995

86

77

10097

0

10

20

30

40

50

60

70

80

90

100

BruneiDarussalam

Indonesia Malaysia ThePhilippines

Thailand

Net Enrolment Ratio, Primary Level (1985 & 1998)

1985/87 1998/2000

The countries of Southeast Asia have marked accomplishments in improving equity of access to basic education. There have been increased net enrolment ratios over the past 15 years or so. It is to be noted, however, that while access to basic education in the region has improved substantially, universal access to education for all children of school age has yet to become a reality in all countries in the region. Still another concern is quality improvement. This is a common focus of many educational initiatives of Southeast Asian countries as evidenced by programs and projects assisted by donor organizations.

7

Adult Literacy Rate (1985/2000)

80.9

57.9

74.7

30.7

76.4

78.2

90

85.6

90.3

88.9

91.5

67.8

86.9

48.8

87.5

84.7

95.3

92.3

95.5

93.4

0 20 40 60 80 100 120

Brunei Darussalam

Cambodia

Indonesia

Lao PDR

Malaysia

Myanmar

The Philippines

Singapore

Thailand

Vietnam

1985 2000

The foregoing figures show that there are likewise significant improvements in the areas of increasing youth and adult literacy in the region. For instance, Lao PDR’s literacy level for the youth, those aged 15 to 24, has grown from 47.5 percent in 1985 to 70.5 percent in 2000. Subsequently, adult literacy (those aged 15 years and older), grew from 30.7 to 48.7 percent for the same index years.

96.499.469.9 78.9

92.6 97.747.5 70.5

92.797.686.590.9

96.498.798.299.7

97.498.994.597

0 10 20 30 40 50 60 70 80 90 100

Brunei Darussalam

Cambodia

Indonesia

Lao PDR

Malaysia

Myanmar

The Philippines

Singapore

Thailand

Vietnam

Youth Literacy (1985/2000)

1985 2000

8

3.0 Major Educational Developments in Southeast Asia: Emerging Potentials, Prospects and Challenges on the Use of ICT in Education

The rapid and far-reaching but varying degrees of developments point to

considerable opportunities among the countries of South East Asia to explore strategies and approaches as well as to confront the present-day challenges in the use education, both the formal and non-formal education sectors.

3.1 Developments in Educational Settings. The world over, learning environments are fast becoming borderless, embracing a lifelong dimension, with the pace of knowledge acquisition described as unprecedented. Lifelong learning is one of the key concepts expounded in the Report of the International Commission on Education for the Twenty-first Century (UNESCO 1996). The once clear dividing line between the world of learning and the world of work is fast disappearing and is giving way to a seamless educational environment, with learning taking place anytime, anywhere and under various settings. Physical facilities like schools and classrooms which were once upon a time considered as the only learning places do not anymore have the monopoly of being called educational settings.

With numerous educational avenues available to the learner, the teacher

is not anymore the only source of knowledge. Many other delivery modes have emerge as providing the learners with knowledge, skills and competencies. Further, lifelong education as expounded by the Delors Commission, does not only relate to continuing learning but also to the individual development and maturity associated with an acute sensitivity and tolerance to others’ cultures, beliefs and traditions, while anchored on due recognition of ones individuality and role in society. Thus, we are guided by the principle that learning is not a phase one graduates from and nearly divorced from real life; rather it is a continuing record of an individual’s life experiences, enriched and guided by various sources.

3.2 Mass-based Educational Delivery for the Ever-growing Population of Southeast Asia. In many countries of Southeast Asia, the population growth outpaces the national capacity to provide learning opportunities to individuals and groups. Mass participation in education needs to be addressed by the education sector. A corollary concern that needs to be addressed in the region is the increasing and increasingly younger population, with their peculiar learning demands and needs. This is evident not only in countries with high populations whose educational delivery systems are saddling society’s and government’s capacity to provide quality learning. The education sector in the region needs to develop innovative and creative ways to enable young people to complete basic education and prepare themselves to higher levels of specialization.

3.3 Recognition of Equivalent and Prior Learning. Likewise, many countries of Southeast Asia have begun to explore strategies focused on recognition of prior learning, accreditation and equivalency. An emerging concern in the education landscape is that with education increasingly

9

becoming seamless and borderless and taking on a lifelong dimension, can a life-wide dimension be too far behind? Premised on the assumption that education takes place anytime, anywhere and in various situations, the learnings and competencies gained from present or past practice of a craft, trade or provision of service, are now being given due recognition and credit. Many countries in the region, at different degrees and forms, are adopting such a stance to recognition of learning. In the Philippines, the accreditation and equivalency strategy is focused on the sub-university or basic education level. The system is designed to enable the school leavers who, because of economic or personal reasons, are unable to complete basic education. With completed secondary education being a requirement for better-paying jobs, the programme provides new opportunities for the learners to acquire accreditation for learnings outside the formal stream thus be better equipped for work. At the same time, the programme also enables school leavers to gain credits and prepare them for tertiary education. Further, a number of higher education institutions in the Philippines presently implement the Expanded Tertiary Education Equivalency and Accreditation Programme. This programme is designed to recognize/accredit formal, non-formal and informal learning as well as work experiences related to their learning programmes which have been acquired through different modes .

3.4 Development of Work-specific and Off-campus Learning Strategies. Fast emerging in Southeast Asia are varied modalities for learning and acquiring further education. Many countries like the Philippines now utilize dual training systems, adapted from the German model. In-school and off-school learning systems, community-based delivery systems and other variants and modalities are being developed and tried out all over the region.

Investments made by foreign business and movement of industries from the industrialized countries to the developing countries in the region have prompted development of innovative approaches to tradecraft training in the Asia-Pacific countries. Many business groups have initiated a number of these developments, and they help enrich the knowledge pool in the education sector.

3.5 The Positive Growth of Open Learning and Distance Education As Educational Delivery Systems. At preset, open learning systems and distance education programmes are considered as major delivery mechanisms the world over, including Southeast Asia. They have features that can serve the learner of the 21st century who is fast becoming his own teacher. Since he gains knowledge in his home, his work station, or even in places of recreation, education is now able to reach him in these places through various distance delivery modes. Attention of both Jomtien and Dakar is “reaching the unreached and including the excluded.” The educators of the Southeast Asia have the responsibility of reaching into its arena of technological tools, approaches and learning systems in order to achieve this goal.

Brunei Darussalam

Its National IT Council aims to lead and facilitate the strategic development and diffusion of the state-of-the-art IT for the entire nation (by exploiting IT to its full potential for national prosperity) ICT is one of the growth areas reflected in one of the chapters of the 8th National Development Plan 2001-2005

National Drive towards Paperless Society by increasing ICT literacy in the country which will (directly and indirectly) benefit the business community as well as the community as a whole (e-government & e-business)

Promotion of ICT-related activities by the Information Technology Department (ITD), the national computer society and the private sector through: National computer quiz for primary and secondary schools; Information drive on use and operation of ICT devices;Training on computer applications;Development of homepages; Annual computer fair

e-Education – e-learning & e-library

Pre-service and in-service teacher training on ICT

Cambodia

In February 2003, UNESCO supported the Ministry of Education, Youth and Sports (MOEYS) to formulate policies and strategies on ICT use in education which resulted to four policy approaches: o ICTs as a need for all

teachers and students; o ICTs as a teaching and

learning tool and as a subject itself;

o ICTs as a means to improve productivity, efficiency and effectiveness of education management; and

o ICTs for the promotion of Education for All through distance education and self-learning

With the help of international community, different programmes/ projects were launched to bring ICT to the country: o VillageLeap.com – established 3 computer-

equipped schools in a remote and inaccessible area in Cambodia in 1999

o CambodiaSchools.com – built schools (with provision of electricity and Internet connectivity) thru donations

o Digital Divide Data (DDD) – began in 2001 and provided digitalisation services to international customers and providing IT training and well-paying jobs to Cambodian workers

o Community Information Centers (CICs) – established 22 CICs around the country in 2003 to provide local communities with access to e-mail, the Internet, a new Khmer web portal and other computer-based services

o Women’s Media Centre Radio – non-formal education initiative to improve participation and

Efforts were made by the Cambodian government and the international community to train pre-service and in-service teachers in ICT skills and the use of ICT to improve teaching and learning

Participated in the SEAMEO INNOTECH programme in 2002 for a training course entitled Technology Applications in Education: Teachers and Teacher Trainers (held in the Philippines)

4.0 Emerging Policy Environment and Program/Projects on ICT for Education

11

portrayal of women in the media o Cisco Networking Academies – the UNDP

Asia Pacific Development Information Program and Cisco Systems, Inc. taught students to design and maintain computer networks

o Other regional ICT in education projects launched by ASEAN and UNESCO to strengthen schools and establish a schoolnet

o UNESCO worked with the government for the project entitled, Promoting the Effective Use of Information and Communication Technologies for Education, to develop a national policy on ICT for education, to train teachers on skills and use of ICTs to improve teaching and to establish a national ICT-based clearinghouse

Indonesia

Established Indonesian Telematics Coordinating Team (TKTI) in 2000 to harness the use of ICTs for increasing the country’s national competitiveness Formulated Presidential Decree No. 6/2001 (Guidelines for the Development and Implementation of ICT in Indonesia) – states the government’s general policy towards ICT and calls on TKTI to take an active role to drive ICT implementation for a five-year action plan with the following areas as priorities:

The Ministry of National Education (MONE) conducted several initiatives and programmes to enhance the use of ICT in primary and secondary education: o Education Radio Broadcast for Primary

School Students (started in 1991/1992) to enrich learning-teaching process

o IT programme (for vocational secondary schools)

o WANKota (Wide Area Network – CITY) – connecting school LANs within and between cities using wireless connection

o ICT block grants for secondary schools – procurement of computer facilities for the schools

o SMU2000 or School 2000 – provision of Internet connections to primary and secondary schools

o E-dukasi or E-ducation project of PUSTEKKOM

The Directorate General of Primary and Secondary Education (DGPSE) in collaboration with MONE’s PUSTEKKOM trained high school teachers on computer-assited learning

Since 2001, the Directorate of Technical and Vocational Education (DTVE) provided training for teachers in ICT use, graphic design, sound, video, storyboard and the tools and peripherals for multimedia acquisition, presentation and production

In 2001, basic computer training for teachers (public

12

Collaboration between the ICT industry and ICT educational institutions;Development and implementation of ICT curricula; Use of ICT as an essential part of the curricula and learning tools in schools, universities and training centers;Establishment of distance education programmes (using the Internet to facilitate teaching and learning)

– to improve the quality of education in high and vocational schools through the use of Internet-based learning materials

o Various institutions also conducted ICT-related activities to raise greater awareness of ICT and its advantages

and private) was provided by APEC Cyber Education Network; then in 2002, the National Office for Educational Research and Development provided training on web design, home page development, web database and e-learning application

SEAMOLEC conducted various non-formal ICT-related training programs

Lao PDR

The Ministry of Communication, Transport, Post, and Construction (MCTPC) is responsible for national telecommunications policies and regulation; MCTPC with JICA’s support developed a Telecommunications Master Plan for 2003-2015 The Science, Technology, and Environment Agency (STEA) – in charge of IT policies and programmes; in 1996, developed a national plan for IT with three main projects - the creation of a Lao code page, software standards and a government intranet, ended in 2000 with goals still to be realized

The Jhai Foundation and Schools Online established Internet Learning Center (ILC) – set up computers in a renovated classroom and provide computer training for teachers and students; open for public and business use after school hours

ASEAN and UNESCO launched regional ICT in education projects to strengthen ICT in schools and establish schoolnet

The European Commission under its Asia IT&C Program started a project to apply European Union developments in digital media technologies to improve the quality of education administration and delivery in Asia with a focus on vocational, technical and general education

STEA, with assistance from UNESCO and Center of International Cooperation and Computerization of Japan, established an IT Training Center to provide system administration and advanced IT courses for engineers, basic IT skills development training to STEA branch officers and general

SEAMEO INNOTECH provided training for Laos in 2002 in the Philippines (Technology Applications in Education: Teachers and Teacher Trainers)

The private sector plays an increasing role in providing ICT-related training on general computing, typing, Internet introduction, computer hardware, database, programming and computer-aided design

13

The National Internet Committee (LANIC), established by the government, formulates and regulates national Internet policies The Ministry of Education (MOE) developed a three-phase master plan for IT development in education: Establishment of ministerial intranet system with links to provincial offices and the National University of Laos; incorporation of ICT content into the secondary and tertiary curriculum;Promotion of distance learning and e-learning through ICT

training in IT utilization to government officials

Malaysia

The ICT Master Plan (finalized in 2001) calls for sustained, productivity-driven growth, possible only with a technologically literate, critically thinking workforce, prepared to participate fully in the global economy of the 21st century The Ministry of Education sees ICT as a tool to revolutionise learning, to produce richer curricula, to enhance pedagogies, to lead to more effective

Established ICT-enabled “smart schools” through a contract with Malaysian TELEKOM – to introduce technology and deliver education in a better way

NGOs involved in the drive to introduce ICT into schools by setting up computer laboratories (in primary and secondary schools)

Private sectors developed educational portals such as “my-e-tutor” and “e-tuisyen” to allow people with Internet the option of expanding or acquiring knowledge online, of accessing interactive multimedia tutorials and of developing personalised learning programmes (access to these online courses requires a subscription fee)

In non-formal education sector, free ICT training

The Malaysian government requires all teachers to take basic information courses in teachers’ college which also provides intensive and continuous ICT training for teachers

14

organisational structures in schools, to produce stronger links between schools and society and to empower learners. Specifically, ICT in education focuses on three major areas:

courses for women in Sabah were jointly offered by the federal Ministry of Women and Family Development and Sabah Skills and Technology Centre

ICT programs and projects focus on three areas: ICT provided to all students so that it is used as an enabler to reduce the digital gap between schools; ICT used in education as a teaching and learning tool, as part of a subject and as a subject by itself; and ICT used to increase productivity, efficiency and effectiveness of the management system

Myanmar

The government developed a 30-year long-term education plan that incorporates the vision of creating ‘an education system that will generate a learning society capable of facing the challenges of the Knowledge Age’ - ICT, through e-education, appears to be recognised under this plan The Myanmar Education Research Bureau has indicated that the following ICT in non-formal education objectives are included in the national plan: o Increasing education

opportunities through the use of ICT in schools and community learning centres (CLCs)

The Ministry of Education installed multimedia classrooms in more than 400 primary, middle and high schools across the country

Established an estimated 480 CLCs across the country to provide non-formal education, continuing education and skills training in response to needs of local communities

The government opened at least two New Century Resource Centers (NCRCs) in upper and lower Myanmar to provide continuing learning and research opportunities and to provide access to e-education for the public (ICT-related courses include computerized accounting, Windows 2000, software engineering, network engineering, hardware engineering, a postgraduate diploma in multimedia arts and a diploma in information technologies

Malaysia provided assistance to Myanmar to launch a Smart School pilot project which provided computers and Internet connectivity to schools

ASEAN and UNESCO undertook regional

The Central Institute of Civil Service offered training on the use of multimedia equipment for the basic education teachers

The Sasakawa Peace Foundation of Japan also funded training programmes on ICT in education for educators and technicians in Myanmar

SEAMEO INNOTECH provided training for Myanmar in 2002 in the Philippines (Technology Applications in Education: Teachers and Teacher Trainers)

The private sectors also conducted ICT-related trainings on word processing, computer

15

o Increasing the production of audiovisual and multimedia teaching materials for schools and CLCs; and

o Retraining instructors for effective use of ICT

education projects in ICT and established a schoolnet; Regional UNESCO projects include improving management and delivery of technical and vocational education through the application of ICTs, promoting successful policy models and strategies of integration within Asia and Pacific region, and using ICT for non-formal education

programming, desktop publishing and graphic design

Philippines

The Philippine government believes that to foster lifelong learning skills in learners, educational development with principal focus on quality and access should form the core of its ICT programme. ICT plan of the country aims to: o Provide physical

infrastructure and technical support that makes ICT accessible and useful to students, teachers, administrators and support staff;

o Develop competence in using technology, in designing, producing, and using ICT-based instructional materials;

o Ensure access to the latest developments in ICT and to support research and development;

o Undertake a curriculum improvement programme focused on the integration

The DepEd Modernization Programme – began in 1996, involves the introduction and use of modern technology to improve teaching and learning, educational management and support operations in the educational system

DepEd Computerization Program (secondary level)– in 1999 and 2000, provided networking among schools, access to the Internet and capability for electronic instruction

PCs for Public Schools Project (PCPS) – funded through a grant by the Government Japan through the initiative of Department of Trade and Industry by providing 996 public secondary schools across the country the following:n20 desktop computers;2 printers;fax/data/voice external modem with cable; software package; and, teacher training

The Science Education Institute (SEI) of the Department of Science and Technology – provided Mobile IT Classrooms, ICT Mediated Science & Technology Learning Programs, Mini-Computer Laboratories and development of Computer-based Teaching modules

The Bridgeit Programme (elementary level) – locally called ‘text2teach’, is part of the global Bridgeit Programme, which delivers digital learning materials to schools using mobile

SEI offered intensive training on electronics and assembly of computers to THE teachers of the 110 S&T-oriented high schools and other special science high schools

Since 1997, the Department of Education provided training on use of computers in classroom management and instruction to teachers of English, Science, Mathematics and THE and school administrators

IntelTeach to the Future (launched in 2000 in 30 countries) is a worldwide effort to help both experienced teachers and Pre-Service teachers integrate technology into instruction to develop students' higher-level thinking skills and enhance learning. Participating

16

of technology; and o Promote the use of

appropriate and innovative technologies in education and training

The Adopt a School Act of 1998 (R.A. 8525) – to generate private sector participation in the upgrading and modernisation of public schools; with four components - curriculum improvement, teacher training, courseware development and procurement of hardware and software

technology (specifically for Grades 5 and 6 students in selected public and private schools)

Development of multimedia packages with ABS-CBN Foundation, Inc. – produced videotapes profiling outstanding instructional practices in English, Science and Mathematics

Computer Education for Elementary Schools (CEDES)

Eskuela ng Bayan Project (elementary level) – provides access to educational materials in English, Filipino, Mathematics and Science and Internet access and links to educational websites

A Project to integrate ICT in the 2002 Basic Education Curriculum, in collaboration with UP-NISMED, developed a framework for ICT integration in Science and Mathematics for Kindergarten to Grade 10. (elementary and secondary levels)

Establishment of Information Technology Centers (elementary level) – to focus on the needs of a greater number of learners; teacher training will also be a component

Project LINK (secondary level) – scheduled to be operationalized in 2003 to provide technology access and development and teacher training

Sci-DaMath Competition (secondary level) – annual competition in sustaining Science and Mathematics education through drama activities

e-MAGE 2000 (Math Games for Excellence for secondary level) – collaborative intervention with private sector to enhance the teaching skills of math trainers through the use of IT

As part of Coca-Cola’s e-learning initiative rolling out in countries all over the Asia-Pacific

teachers receive extensive instruction and resources to promote effective technology use in the classroom.

Training of robotics and the use of advanced ICT facilities in Physics for physics teachers provided by SEI under the supervision of the Department of Education

Training programmes on the use of graphic calculators for Mathematics and Calculus for Science and Mathematics teachers in public schools through the initiative of Mathematics Association of Teacher Education Institutions (MATHTED)

Continuing Studies Via Television (CONSTEL) for English and Science teachers – videotapes (tele-lessons) for English and Science teaching produced and distributed by Foundation for Upgrading the Standard of Education (FUSE)

Intel Teach to the Future is a worldwide effort to help

17

region, the company has partnered with the Foundation for Information Technology Education and Development (FIT-ED) to establish 15 state-of-the-art, Internet-connected computer centres in remote public schools across the Philippines

SEAMEO INNOTECH Projects: o COMPETE (Competency-Based Continuing

Education Program for Teachers Utilizing Distance Education Technologies and Materials) designed, developed and tried out a competency-based continuing education program for teachers utilizing distance learning as a mode of delivery

o VIDEOTECH developed a video-based interactive instructional package for teacher education on “The Art of Questioning” and “Reacting Techniques” (funded by USAID)

o TAO LEADS (Teacher Advancement for Optimum Well-Being Leadership for Effective Administration of Schools) – a series of courses that updates educational personnel from school principals to regional directors on current thinking in educational leadership and management, with content that is heavy on the application of new technologies for school administration

both experienced teachers and Pre-Service teachers integrate technology into instruction to develop students' higher-level thinking skills and enhance learning.

Development of ICT-based Learning Materials on HIV/AIDS Preventive Education. With funding from JICA (Japanese International Cooperation Agency), SEAMEO INNOTECH conducted teacher training that aims to: Learn how to use ICT in education/teaching/ learning; Develop skills in training on ICT and computer applications; Develop effective teaching and learning strategies that utilize ICT to enhance & improve students’ learning; Improve professional training; Promote inclusive education through ICT

Singapore First Masterplan (launched in 1997) –the underlying rationale was that students needed to acquire skills such as the ability to think independently and creatively,

Integration of IT into the content to create a dynamic and flexible curriculum

IT competitions (local and international) Collaborative Centre o School-School Collaboration – to engage

students in collaborative projects

Training of pre-service teachers to use technology in the classroom (a fairly comprehensive approach to training faculty and student teachers – providing both

18

to be competent and confident problem-solvers, and to be life-long learners; the use of IT was seen as a means of preparing students with such skills, and it would thus be important to equip schools and teachers with the necessary infrastructure Second Masterplan (dubbed as mp2 & unveiled in July 2002) – aims to build on what has been achieved in the first, and bring the use of IT in Education to greater heights; all the key pieces – curriculum, assessment, instruction, professional development, and culture of the school are integrated and addressed; adopts a systematic and holistic approach which calls for the involvement of the major stakeholders in education and emphasizes that they work together to tap IT potentials

o School-Industry Collaboration - schools have the opportunity to use new technology products to make learning more engaging and authentic for pupils; industries can use schools as test-beds for the use of technology in education.

edu.QUEST – an initiative of the Ministry of Education, Singapore. It is a platform where Singapore will showcase research projects on the use of technology in education. Projects in edu.QUEST will focus on quality research into the impact of leading edge technologies on educational practices and achievements. We will share many creative and innovative ideas on the use of Information and Communication Technology which we hope will inspire teaching and learning in schools

groups with support to make this transition)

Thailand

The government recognizes the importance of ICT for achieving broader and social economic objectives. The National ICT Plan of the country has three agendas: o To invest in an equitable

Major initiatives: SchoolNet – started in 1995 and provided Internet access to schools and promoted the use of Internet in teaching and learning

A tele-education project for non-formal education sector via Thaicom satellite and run by the Department of Non-Formal Education

ICT training on Microsoft Office, Visaul Basic, Power Builder, FOXPRO, MsAccess, SQL, HTML, CAI and Internet have been available depending on the needs of the training group

19

information infrastructure to empower human ability and to enhance life quality;

o To invest in people to build a literate populace and an adequate information technology manpower base; and

o To invest for good governance

The National ICT plan specifically states that IT needs to be an integral tool in education and training at all levels, and must not be restricted to science and technology but must include humanities and the arts

The UniNet Project, under the Ministry of Education, connects public universities via a high-speed fibre-optic network providing teleconferencing facilities among campuses throughout the country

The Information Technology Project, under the initiatives of HRH Princess Mahachakri Sirindhorn, has been working at a grassroots level to develop lessons for the sector as a whole

Other projects underway include a donation programme for used computers, ICTs for people with disabilities, multimedia for young hospital patients, ICT for cultural promotion and also ICT training for prison inmates

Efforts made by NGOs to utilize ICT in the non-formal sector and to harness the power of modern computer communications and broadcast technologies to create an education system that eliminates traditional communication barriers by establishing a connection between remote villages and the rest of the world using a satellite dish: o The Youth Network – aims to restore youth

pride in tribal identity while giving them a support network and helping them adapt to adulthood in modern Thailand

o The virtual museum of hill tribes – to preserve the culture of the six major tribes and to show it to younger generations and outsiders

o The development of ebanok, a web commerce site that is designed to sell handcrafted products made by hill tribal community members

o The creation of Bannok TV – to help fill the need for positive media images of hill tribe people and to provide information forum capable

20

of reaching remote villages Viet Nam

The ICT Master Plan of the country focuses on meeting the demand for ICT human resources; educational reform in content, teaching and learning methods; study modes; and educational management The Master Plan (2001-2005) also aims to develop a computer-based information network system for education and to improve computer ratios at educational institutions (every school is expected to have at least one classroom with five computers). The objectives for IT development are as follows: o To build ICT infrastructure

for education and training; o To develop ICT human

resource sector by preparing up to 25,000 to 30,000 trained specialists at all levels of qualification

o To use ICT as a tool to promote innovative thinking, initiatives, communication, independent problem-solving skills, information searching and processing

Canada, Australia and Japan provide assistance to improve ICT facilities in Vietnamese universities and scholarships for Vietnamese students

The Institute of Francophone Informatics (French) offers a master’s programme in ICT for 25 students every year

Some foreign information technology companies set up ICT training centres

Apple, Microsystem, HP IBM, COMPAQ and Coca Cola offers assistance to Viet Nam education, including setting up ICT training centres and conducting ICT-related training

The World Bank and Asian Development Bank gave financial assistance to improve ICT facilities in universities, colleges and provincial education departments

EduNet (an educational network) has been designed to link all universities, colleges and provincial departments of education and Ministry of Education and Training (MOET)

Development of an inter-linked network of learning centres in secondary schools and youth centres across Viet Nam known as the Coca-Cola Learning Centres

Development of a CD-ROM containing information on citizen’s rights called “Your Lawyer” by the Office of the National Assembly (ONA) – to educate people about law and order and to make Viet Nam’s laws accessible in simple language

Other projects aimed at: o Developing, collecting and adopting

educational software; o Enhancing the development of databases for

Since 1990, various ICT training programmes have been set up to meet the increasing need for ICT teachers

21

skills to facilitate lifelong learning for all people

o To build suitable curricula, teaching methods and student evaluation systems for teacher training programmes and to revamp educational management through student, teachers and educational institutions databases as well as legal and regulation documents

o To reach the goal of at least 25,000 trained ICT specialists by 2005

educational management; o Enhancing ICT training programmes for

teachers; o Creating schools with good ICT application in

teaching and management; o Providing high-quality training programmes for

ICT lecturers and researchers; and o Building joint ICT schools or colleges for ICT

training

Sources: 1. Brunei Country Report on PKI Development (PowerPoint Presentation as presented by Haji Umar Sali Haji Abdullah). Retrieved from

file:///C:/Documents%20and%20Settings/jocelyn/My%20Documents/ 281,1,Brunei Country Report on PKI Development PART I on July 26, 2004. 2. Capper, J. Teacher Training and Technology: An Overview of Case Studies and Lessons Learned. TechknowLogia (November/December

2000). Retrieved from http://www.unescobkk.org/education/ict/resources/training/techknowlogia_TTT.pdf on July 26, 2004. 3. E-learning Roadmap for the MOE in Brunei Darussalam (PowerPoint Presentation). Retrieved from www.asiaelearning.net/content/

aen_conference_2003 files/presentations/3_brunei.pdf on July 26, 2004. 4. Farell, G. and Wachholz, C. (eds.). (2003). Meta-survey on the Use of Technologies in Education in Asia and the Pacific. Bangkok, Thailand:

UNESCO Asia and Pacific Regional Bureau for Education. 5. SEAMEO INNOTECH 2004 brochure. 6. UNESCO. (2004). Report of the Experts’ Meeting on Documenting Experiences in the Use of ICT in Education and SchoolNet Operations. Bangkok,

Thailand: UNESCO Asia and Pacific Regional Bureau for Education. Retrieved from http://www.unescobkk.org/ education/ict/resources/JFIT/ schoolnet/julyreport/wholedoc.pdf on July 26, 2004.

7. UNESCO. (2004). Singapore Masterplan for IT in Education. Retrieved from http://www.unescobkk.org/education/ict/v2/info.asp?id =11120 on July 26, 2004.

8. UNESCO. (2004). Teacher training programmes (on ICT) in the Philippines. Data was based on information retrieved from http://www.unescobkk.org/ education/ict/v2/info.aspid=15360 on August 4, 2003.

In June 2003, the UNESCO Asia and Pacific Regional Bureau for Education held the Experts Meeting on Teachers/Facilitators Training in Technology-Pedagogy Integration which was able to arrive at a comprehensive profile of teacher training on ICT use in education in Asia and the Pacific.2 In general, these teacher training activities are implemented either by the government alone or in partnerships with other government agencies or organizations, non-government organizations, the private sector and/or international community with the following goals: • to support the government ICT for education policy; • to develop/upgrade knowledge and skills in basic computer literacy and

integrated use of ICT in teaching; • to achieve any or a combination of the three general aims of competency

development on (a) basic computer literacy, (b) use of ICT hardware and software, and (c) effective use of ICT for improving pedagogy in teaching different subject areas, classroom management and in telecollaboration and online school activities;

• to realize the importance of developing teachers’ skills in computer configuration and troubleshooting

• to gain skills in undertaking online collaboration with strong connectivity to reach different communities; and

• to provide technical advice and support Most of the training programmes are oriented toward in-service teachers but a growing number of them are also providing pre-service training. For instance, in Singapore, pre-service teacher training on ICT has been integrated in various undergraduate and graduate studies. Many online training courses are also open to the general public. Teachers are trained at all school levels (primary, secondary & tertiary). But due to some funding limitations, training at the secondary level is given priority in many of the developing countries while advanced countries such as Singapore give trainings in all levels at the same time. The number of teachers who have undergone training varies greatly from one country to another – from a thousand teachers a year to as much as more than 200,000 per year. Trained teachers are also instructed to echo out the training they received to reach more teachers that will have the chance to be knowledgeable in ICT. Location of training is usually in the country capitals or major cities in selected provinces/regions of the country. Duration of the training also varies from one country to another. It usually ranges from one week to two weeks depending on the needs of the participants. Most of the trainers come from outside the organizations; they are usually from funding agencies, from universities of technology, from training centres and experts invited from various organizations. In-house trainers also run the training

2 UNESCO (2003). Teacher Training on ICT Use in Education in Asia and the Pacific:Overview from Selected Countries. UNESCO Asia and Pacific Regional Bureau for Education.

23

courses. Some training programmes also make use of the peer approach type of training, thereby mobilizing local skills across the country in disseminating ICT skills among teachers. Many training programmes have been initiated by international organizations, individual national development agencies and technology industry leaders. Some of these sponsors/donors of teacher training on ICT include Intel with Microsoft, Coca-Cola, IBM, World Links, World Bank, Bellanet, UNDP, Japanese Funds and JICA. Governments of more advanced countries also allocate large portion of funds for their trainings. Most of the countries are also able to produce modules and materials for use in training teachers and other education professionals. The content focus of the training also varies from country to country and from one group to another. The three main trends in content focus are as follows: 1. Basic computer literacy, dealing with hardware and software/applications

without necessarily being connected to teaching and learning – basic computer parts and functions; operating systems; software applications – MSOffice applications(not necessarily linked to teaching/learning), which include word processing (MSWord), spreadsheets (MSExcel), presentations (MSPowerPoint); website; navigation and internet searching (Internet Explorer, Netscape); e-mail (MSOutlook, Eudora, Pegasus, etc. ), website development/designing (FrontPage, Dreamweaver); graphics and drawing (Paint Shop Pro, PhotoDraw, Adobe Illustrator, Inspiration); databases, data entry, programming (MSAccess, Pascal, Coldfusion); desktop publishing (Publisher, PageMaker, etc.); designing print materials; scanning text and graphics; video production and editing; chatting, discussion groups (ICQ)

2. Basic computer literacy in support of teaching and learning activities – the same topics under category one are also given but are more linked to teaching and learning. Some of these course contents are: creating student reports in Word, Access and others; using Excel to create class list, for record-keeping, assessment; creating animations for integration into art studies; using WebQuests; using PowerPoint for presentations in classroom for varied curriculum areas; using NetMeeting in the classroom (including use of chat, whiteboard sharing, files, cameras & microphones); file management for teachers for creating folders, moving files, renaming files, etc. for their assignments and documents; using Publisher software to create class newsletter; using FrontPage/Dreamweaver to create classroom webpage for teaching/learning (web publishing in the classroom); using Internet for online resesarch in relation to teaching/learning; effective searching strategies and techniques; using e-mail for telecollaboration; developing productivity tools like templates, tests, mark sheets; creating multimedia presentations for teaching a lesson.

3. Contents Points that integrate the use of ICT and pedagogy – ICT and

pedagogy integration (instructional technology and use in various models of

24

teaching/learning as well as design and principles for integration into subject curriculum and classrooms); integrating ICT into teaching specific subjects; use of online communication tools; technology management and installation; linking schools with the community

The training programmes are generally conducted on a face-to-face mode (hands-on type of training) while a few use both face-to-face and online modes. Online training courses are usually handled by commercial companies and educational foundations on the Internet. Different teaching methodologies are utilized in the training. The more common types are the lectures/presentations, discussions, group work/activities, computer hands-on and practicum. Other strategies also include project-based learning with teachers working in teams, constructivist learning approaches, simulations, hands-on experience with technologies, demonstration, peer discussion, brainstorming, collaboration and joint planning. 6.0 Considerations on the Use of ICT for Educational Development

Amidst the changes in the learning landscape, technology is emerging as a primary artery of delivering education to the learners of the formal and non-formal sectors. There are a number dimensions which need to be considered in the planning and implementation of ICT-assisted delivery systems in the countries of Southeast Asia.

6.1 Capacity-building and Retooling of Educators. Educators need to upgrade their competencies on the nature, scope and use of ICT for education. The knowledge and skills that are needed in the present-day realities are quite different from those in the past. This need is further underscored because of quality issues, particularly achievement and content 6.2 Creating Environments for the Learner Who Is His Own Teacher. The learning environment in Southeast Asian countries needs to respond to the learner’s unique requirements. The use of ICT in open and distance learning strategies are recognized as having high potentials in creating borderless learning environments wherein geographical boundaries do not pose barriers to learning.

6.3 Stimulating Research and Benchmarking. The newer learning strategies anchored on ICT need to be continuously evaluated by educators. These assessment efforts can provide information which would serve in inputs to scaling up, refinement, or even disengagement moves if the programmes. 6.4 Partnerships and Sharing of Resources. Collective efforts towards sharing and partnerships are in order, particularly along: knowledge/strategies, expertise, human resources and experiences. Given the enormous complexity of the problems that Southeast societies have to face, particularly globalization, the inequalities between and within countries, learning to live together, a concept created by the International Commission for the 21st Century, has become a necessity of all the countries of Southeast Asia.

25

REFERENCES Brunei Country Report on PKI Development (PowerPoint Presentation as presented by

Haji Umar Sali Haji Abdullah).Retrieved from Brunei Country Report on PKI Development PART I on July 26, 2004. file:///C:/Documents%20and%20Settings/jocelyn/My%20Documents/ 281.

Capper, J. Teacher Training and Technology: An Overview of Case Studies and Lessons Learned. TechknowLogia (November/December 2000). Retrieved from http://www.unescobkk.org/education/ict/resources/training/techknowlogia_TTT.pdf on July 26, 2004.

E-learning Roadmap for the MOE in Brunei Darussalam (PowerPoint Presentation).

www.asiaelearning.net/content/aen_conference_2003, files/presentations/3_brunei.pdf on July 26, 2004.

Farell, G. and Wachholz, C. (eds.). (2003). Meta-survey on the Use of Technologies in

Education in Asia and the Pacific. Bangkok, Thailand: UNESCO Asia and Pacific Regional Bureau for Education.

SEAMEO INNOTECH. 2002. Progress Report on the Strategic Redirection: The

LEARNTECH Initiative (Working Document No. 3 of the 44th Governing Board Meeting; Cebu City, 02-04 October 2002).

United Nations Educational, Scientific and Cultural Organization (UNESCO). 1995.

Learning: The Treasure Within, Report of the International Commission on Education for the 21st Century (Paris:1995)

United Nations Educational, Scientific and Cultural Organization (UNESCO). Dakar

Framework of Action (Paris: 2000) United Nations Educational, Scientific and Cultural Organization (UNESCO). Medium-

Term Strategy for the Asia and Pacific Region. July 2002 United Nations Development Programme (UNDP). 2002. Human Development Report

2002 (New York, USA: Oxford University Press) . .UNESCO. (2004). Report of the Experts’ Meeting on Documenting Experiences in

the Use of ICT in Education and SchoolNet Operations. Bangkok, Thailand: UNESCO Asia and Pacific Regional Bureau for Education. Retrieved from http://www.unescobkk.org/education/ict/resources/JFIT/ schoolnet/julyreport/wholedoc.pdf on July 26, 2004.

UNESCO. (2004). Singapore Masterplan for IT in Education. Retrieved from http://www.unescobkk.org/education/ict/v2/info.asp?id =11120 on July 26, 2004.

UNESCO. (2004). Teacher training programmes (on ICT) in the Philippines.

Retrieved from http://www.unescobkk.org/ education/ict/v2/info.asp?id=15360 on August 4, 2003.

UNESCO. (2003). Teacher training on ICT Use in Education in Asia and the Pacific: Overview from selected countries. UNESCO Asia and Pacific Regional Bureau for Education.

Annex V Workshop Group Members

Group 1 Chairperson: Mr. Quack Tuan Ngoc (Vietnam)

Rapporteur: Mr. Virgilio Manzano (Philippines)

Members :

• Mr. Rongliang Wang (China)

• Ms. Harina Yuhetty (Indonesia)

• Mr. Innwoo Park (Korea)

• Mr. Lok Bilas Pant (Nepal)

• Ms. Reiko Hojo (Japan)

• Mr. Yoshikazu Murakami (Japan)

• Mr. Naomasa Sasaki (Japan)

• Mr. Norifumi Mashiko

• Mr. Shigeru Shindo

• Ms. Jun Inshik

Group 2

Chairperson: Mr. Suwat Saktrisul (Thailand)

Rapporteur: Ms. Zenaida Domingo (SEAMEO-INNOTECH)

Members:

• Ms. Margaret McCulloh (Australia)

• Mr. Mohammad Ali (Indonesia)

• Ms. Rohana Abd. Rahman (Malaysia)

• Mr. Hiroki Yoshida (Japan)

• Mr. Hitoshi Susono (Japan)

• Mr. Akio Kido

• Mr. Isao Kondo

• Mr. Fumihiko Shinohara

• Mr. Masato Wada

Annex VI-1

Center for the Research and Support of Educational Practice of Tokyo Gakugei University

Center for the Research and Support of Educational Practice of Tokyo Gakugei University was established in

April of 2004 by combining the previously existed two institutes in Tokyo Gakugai University, which were the

Research Institute for the Education of Exceptional Children and Integrated Research Center for Educational

Practice.

This center conducts comprehensive and innovative research on teaching practice and educational issues, and

also provides support of educational practice, with close associations with departments, the graduate school,

affiliated schools, and regional communities. Its main aim is to promote teacher education and in-service training

for practicing teachers. The center consists of the following five sections: Department of Educational and Clinical

Research, Department of Teaching Practice and Guidance, Department of Support for Information Technology,

Department of Support for Special Needs Education, and Department of Support for Life-Span Development.

Department of Support for Information Technology of this center succeeds to Center of Educational Technolo

gy which had hosted the APEID seminar since 1974. Then this center now joins the APEID activities as one of the

main roles of the international contributions of Tokyo Gakugei University which is one of APEID Associated

Center now.

Annex VI-2

The Council of National University Centers for Educational Practice Research

Outlines of brief history: This Council is composed of 54 institutes nationwide as of present 2004. The Council

was inaugurated in 1971, consisting of 4 national universities/colleges in which attached the center for educational

technology, aiming at completing the innovation for educational technology and teacher training education. At the

time the number of university/college for teacher training is 48 nationwide. Each one had been settled in each

prefecture including the capital Tokyo in line with the national policy in education field since 1949.

The number of national university/college as the Council members had increased year by year, by two or three a

fiscal year up to 48. In 1983 three colleges with graduate school participated in as the Council members, which

were established in 1978 in connection with the new policies and principles adopted by the Ministry of Education,

Sport, Culture and Technology (MEXT). By 1985 the number of university/college joining in the Council went up

to 54 institutes including Tsukuba University, Tokyo Institute of Technology, National Institute of Multimedia

Education and Osaka University.

Those attached centers, which are main members of the Council, so far have been reformed for extending

functions and roles as related to the change of society, so called advanced information society. At present the

number of staff members, who are full time academic staff, mostly composing of professors and associate

professors, in each the center for educational practice research at each university/college, in the Council is

approximately 180; the name of these centers have individually been changed by each institution in aspect of

autonomy, for instance, at early term most of centers were named as “Center for Educational Technology” and

afterward were converted it into “Center for Educational Practice and Research” or “Center for Development of

Integrated Education” and so on.

The first APEID Tokyo seminar was held in 1974 in Japan, one year after the launching of APEID. From the

beginning, The Council has participated and cooperated with the APEID seminar, which was held at Tokyo

Gagugei University being a secretariat of the Council, in response to the request from the MEXT. Since then, the

Council has considered and recognized in joining the APEID activities as one of the main roles with responsibility,

and consequently has nominated two secretaries in charge of the international affairs. Therefore for over 30 years

the APEID has been held at not only Tokyo Gagugei University but also Kyoto University of Education and Gifu

University that were all members of the Council. In APEID activities including the preparation for it, the Council

has taken the greatest roles in various areas, for instance, personnel, planning and running through continuously

sending a member to APEID activities every year.

The Council has had a plenary session with mainly three branch sessions, teacher training, clinical education in

views of special education for psychological deterred children and information education, respectively, twice a

year. In both the plenary session and three branch sessions, the members have a lot of occasions to exchange

prospective on educational technology and teacher education and their opinions and experiences based on the

results of their researches carried systematically out by each member of the Council.

Annex VI-3

Kyoto University of Education

Kyoto University of Education is situated in the south of Kyoto city with its more than 1200 years of tradition,

and carries a history of 128 years, inclusive of the history of its predecessor, Kyoto normal School. Since its

re-inauguration as a university of teacher training in 1948, it has been contributing to education in Kyoto as well

as across the nation for over half a century. Kyoto University of Education includes the Faculty of Education,

the Research Division of Education (Graduate School, Master’s Course) and the Special Post-Graduate Course of

Special Education. It is small-scale institution, but with less than 2000 students and some 130 instructors, it is

able to offer close relationships between staff and students not possible in larger institutions. It is specialized in

fields ranging from the humanities, social sciences and natural sciences to sports and the fine arts. The faculty of

Education consists of the teacher-training course which produces school teachers and the integrated science course

which nurtures talents needed to respond to the various issues in multiple fields of society. Graduate school, the

Research division of Education offers the opportunity for working teachers to deepen their practical understanding

and skills in research and the classroom. Its newly incorporated university, to express its purpose clearly,

considers itself an “institution of Comprehensive Education within The Community”. Its campus, in all greenery,

is a perfect environment for developing high sensibilities and fostering intimacy with nature.

From the last year, 2003, we began to share the venue of the seminar between Tokyo Gakugei University and

Kyoto University of Education, and then we arranged the schedule to move from Tokyo to Kyoto at the time in the

middle of the seminar. The aim of visiting Kyoto is for touching the tradition and heritage of Japan, and meeting

with the culture and custom of Japan since Kyoto is the area that would be easy to touch with traditional Japanese

culture. In additional, on the 4th Sept. Saturday, we visited The Kyoto Center for Japanese Studies (Dr.

McDougall, Director) Stanford Japan Center to touch the geographical and historical introduction of Kyoto. After

the visit of Stanford Center also in Sunday, we went the sightseeing at Temples and Historic sites.

Annex VI-4

Tokyo Gakugei University Elementary School in Tokyo Setagaya There are three reasons for the establishment of the school, those are

1) A school for university students to carry out teaching practice.

2) A school for the study of curriculum development.

3) A school for the study of various educational problems.

There are 18 classes in all with 3 classes in each grade. The number of pupils is approximately 720. Each

classroom holds 40 children.

The educational program at this school, like that in other public schools, is based upon the course of study

prepared by the Ministry of Education, Culture, Sports, Science and Technology. There are five areas in the

educational program, i.e. regular curriculum, morals, extra – curricular activity, integrated studies and school

events. (One period covers 45 minutes)

A computer room is used for the information technology education of all subjects and the school activities. It

provides 40 computers for children’s use and LAN systems in this school.

Annex VI-5

National Institute of Multimedia Education The National Institute of Multimedia Education was established in 1978 and restructured in 1997, as an institute for

collaborative use of information technology by national universities. As a core institution promoting the use of multimedia

in higher education, NIME focuses on research and development of educational methods implementing media, and

disseminates its findings to higher education institutions. NIME consists of three Departments: the Administrative

Department (three divisions), the Operations Department (four divisions), and the Research and Development Department

(three divisions, nine sections), with 96 faculties and staffs.

NIME is engaged in numerous national and international projects related to ICT education. The main aspects of the

major projects carried out by NIME are as follows.

SCS (Space Collaboration System) Project:

SCS is an inter-university educational/research satellite network designed to exchange sounds and images among

universities, colleges, and national institutes. It was financed in 1995 by the Ministry of Education based on the results of

researches in the National Institute of Multimedia Education. SCS was designed to improve infrastructure and lead the

way toward the establishment of a new system of higher education in Japan.

Its operation was initially launched with 52 sites in 37 institutions in October 1996, with the number of stations in the

network scheduled to increase year by year. By the end of AY 2002, stations at 150 sites in 123 institutions have been

connected, including 14 sites in 13 private universities, 1 site in a national junior college, and 1 site in the University of the

Air.

In AY 2001, SCS was used 1,300 times, approximately 3,300 hours in total. SCS was mainly used for joint classes or

seminars among the participating universities.

Database Project:

The aims of the database project are to systematically collect high-quality academic and educational video and

multimedia instructional materials developed by NIME, to construct a large database for higher education, and to offer the

collected materials on a continuous basis to higher educational institutions and other research organizations nationwide.

NIME presently offers various types of audiovisual materials, static images, and video materials created in Japan

from an "audiovisual materials database" it has constructed using R&D results thus far obtained. In the future, NIME

intends to enhance the database and further enrich its academic and educational content with additional copyright

information and animated images for use in the development and application of instructional materials.

Multimedia Instructional Materials Project:

This project aims to support utilization of multimedia instructional and learning materials that are commonly used in

institutes of higher education.

The Institute's studios are equipped with state-of-the-art facilities and staffed, under the producers’ and directors’

instructions, with well-trained technicians to operate the equipment and produce media materials. Faculty from the

Research and Development Department provide advice on planning for production of media materials.

Thus, the media materials provided by the project cannot be matched by the materials provided independently by

universities or colleges in terms of multi-usability and quality. NIME seeks to produce multimedia materials utilizing

NIME’s multimedia database systems for individual or personalized lessons and joint learning activities.

Faculty Development Project:

One of the ways NIME develops faculty is to carry out educational multimedia training programs. These programs

are aimed at developing teachers who have the expertise and skills to support their colleagues in the use of multimedia in

their own institutions. Teachers who have taken part in these training programs are expected to promote the effective use

of multimedia in classroom instruction and advise their colleagues involved in similar endeavors.

The training programs scheduled for this year include “Class improvement through the use of media,” “Development

of media-literate competence,” and “Development of courseware and media-mediated materials.”

Annex VI-6

Stanford Japan Center The extent of Japan's international influence in socio-cultural, political economic and security matters indicates an

important need for individuals who can place Japanese activities and achievements in their proper context and

accurately convey their meaning and significance to others.

To cultivate the knowledge and skills required for these tasks, Stanford and its partner universities opened

the Stanford Japan Center in Kyoto, Japan in 1989. The Stanford Japan Center endeavors to promote a better

understanding of Japan by offering study abroad programs and supporting original research involving Japan.

For these purposes the Center is organized into two sections, an education department and a research

department. The education department operates two overseas studies programs: KCJS - a two semester program

for students from a number of leading U.S. universities; and SCTI - a five month study/internship program for

Stanford students. The Stanford Japan Center-Research assists Stanford faculty with Japan-related research and

initiates interdisciplinary research projects involving Japan and U.S. researchers.

Annex VII

Greetings Greeting by Professor Isao Kondo, Chairperson of the Council of National University Centers for Educational Practice Research

Dr. Takahiko Washiyama, President of Tokyo Gakugei University,

Ms. Mayumi Ogawa, Representative of Office of the Director-General for International Affairs, Ministry of

Education, Culture, Sports, Science and Technology, and also Japanese National Commission for UNESCO

Ms. Lucille Gregolio, Representative of APEID-UNESCO

Distinguished participants,

Ladies and Gentlemen,

On behalf of Council of National University Centers for Educational Practice Research, I would like to extend my

warmest welcome to all the participants from 10 countries and 2 organizations for the opening of the APEID

Tokyo-Kyoto Seminar-Workshop 2004 on theme of “e-Learning”.

Briefly looking back the history of the seminar, it was held as the first APEID seminar ever in our country

in 1974, one year after the launching of APEID, UNESCO Asia and Pacific Programme of Educational Innovation

for Development, and has been contributing to the educational innovation in Asia and the Pacific countries since

then. From the beginning, Tokyo Gakugei University has participated and cooperated with APEID seminar. I

would like to express my sincere respect for all the efforts that Tokyo Gakugei University, Ministry of Education,

Culture, Sports, Science and Technology, UNESCO Bangkok Office and concerned institutions in the Asian and

the Pacific regions. And also I am very proud that the Council of National University Centers for Educational

Practice Research has successfully contributed to implement the APEID activities for over 30 years.

In view of the rapid-change going on in the world, there is an obvious need for intensive pursuit of

innovation in the field of education. One of the most important subjects in education at present is coping with the

evolution of Information and Communication Technology (ICT), and we should catch up with the recent rapid

development of ICT evolution. ICT is important as a tool for not only adults but also children to enable to learn

more effectively, at the same time, we should take drastic measures to overcome the digital divide caused by

disadvantages of economical, geographical, political situations.

This year the theme of this workshop is to extend further more ICT to “e-learning” from the view of

educational innovation for development. I sincerely expect that through the workshop activities we will share the

information and experiences on e-learning developments as related to national policies and practices, of course, it

is indispensable to complete curriculum integration, training of teachers, inclusion in the assessment process and

utilization in various learning areas and so on.

In this context, we can say that the framework of this seminar has been relevant to the present situation. I

hope that you will share information in this seminar and will bring back the outcomes to your country so as to

better the educational field of your national priority areas. When all the countries in our region enjoy the education

with highest quality, the APEID programme will reach the target.

In closing, I would like to express my cordial appreciation again to Prof. Takashi Sugihara, Director of the Center

of the Research and Support for Educational Practices, Prof. Shigeru Shindoh, Prof. Masato Wada and all the staff

of Tokyo Gagugei University and Prof. Naomasa Sasaki at Kyoto University of Education for the preparation of

this seminar, and I sincerely hope that this seminar will bring all the participants into deeper understanding and

friendship with each other.

I wish everyone a productive, meaningful and enjoyable stay in Tokyo and Kyoto.

Thank you very much.

Greeting by Dr. Yasuhiko Washiyama, President, Tokyo Gakugei University

Ms. Mayumi Ogawa, Representative of Office of the Director-General for International Affairs, Ministry of

Education, Culture, Sports, Science and Technology, and also Japanese National Commission for UNESCO

Professor KONDO, Director of the Council of National University Centres for Educational Practice Research,

Professor SUGIHARA, Director of the Integrated Research Centre for Educational Practice, Tokyo Gakugei

University, Ms. Lucille Gregolio, Representative of APEID-UNESCO Distinguished participants,

Ladies and gentlemen,

It is my great pleasure to have an opportunity to make a welcome speech at the opening ceremony of Asia and the

Pacific Seminar - workshop on educational technology 2004 in Tokyo and Kyoto. On behalf of Tokyo Gakugei

University, I would like to express my warmest welcome to all the participants from overseas and domestic.

This seminar - workshop started in the year 1974. It has been just 30 years since it began. During these 30

years, this seminar -workshop has made a great deal of contribution to developing new methods for elementary

and secondary education in Asia and the Pacific regions. We are now in the third year of the seventh programming

cycle of APEID activities, the general theme of which is ‘Information - Communication Technology for

Educational Innovations,’ and this year we are going to focus on E-learning. E-learning is going to have an

important role and place from now on in the school education of every Asian and Pacific country and Japan.

Today’s seminar - workshop makes me recall my friend, the late professor Mitsuhiro Inoue. He was one of

the starting members of this seminar - workshop and played a very important role. But to our great regret, he

passed away 5 years ago. Last month, I visited Ministry of Education, Culture, Sports, Science and Technology.

I discussed about APEID with Mr. Masayuki Inoue, who is the director-general for international affairs. He said,

“When I was young, I took part in APEID several times and discussed about many problems on educational

technology with Mr. Mitsuhiro Inoue. What he accomplished for APEID as well as personality are still living in

my memory.” Thus this seminar - workshop has a long history and has been supported by many scholars ,teachers

and staffs. I hope that this seminar - workshop will bring all participants into a deeper understanding and

friendship with one another. I also hope you will have a very good time during your stay in Japan. Thank you.

Distinguished participants:

Greeting by Ms. Mayumi Ogawa, Representative of Office of the Director-General for International Affairs, Ministry of Education, Culture, Sports, Science and Technology, and also Japanese National Commission for UNESCO

Welcome Remarks for Asia & the Pacific Seminar/Workshop on Educational Technology –2004 at Tokyo

Gakugei University on 30 August 2004

Professor WASHIYAMA, President of Tokyo Gakugei University,

Professor KONDO, Director of the Council of National University Centres for Educational Practice Research,

Professor SUGIHARA, Director of the Integrated Research Centre for Educational Practice, Tokyo Gakugei

University, Ms. GREGORIO from the UNESCO Asia-Pacific Regional Bureau for Education, Distinguished

participants, Ladies and Gentlemen,

On behalf of the Japanese National Commission for UNESCO, as well as the Ministry of Education, Culture,

Sports, Science and Technology (MEXT), I am very pleased to extend my warmest welcome to all the participants

here from Asia and the Pacific Region, for the opening of this seminar.

The Asia and the Pacific programme of Education Innovation for Development, APEID, has been successful

in educational innovation and research in the region since its inception in 1974. Japan has been contributing

financially and intellectually to APEID in close collaboration with UNESCO. I would like to express my sincere

appreciation to Tokyo Gakugei University, which has been one of the Associated Centres of APEID in Japan from

the beginning.

One of four cross-cutting themes of the seventh programme cycle of APEID is “Using Information and

Communication Technologies, ICTs for/in Educational Innovations.” In accordance with this theme, “e-learning”

has been chosen as this seminar’s theme. e-leaning is quite a new concept, which has been expected to bring

significant innovations to education. I am convinced that through this seminar, sharing information and

experiences, discussing policies and curriculum for teacher training in developing E-learning will be useful for all

educational innovation in the region.

As you know, “the United Nations Decade of Education for Sustainable Development” will be launched next

year, and UNESCO was designated as the lead agency for it. Under the initiative of UNESCO, development

work for the international implementation scheme is now proceeding.

Education for Sustainable Development (ESD) is quite a broad concept. It concerns not only environmental

protection but also ICTs, poverty alleviation, peace, inter-cultural understanding and so on. Therefore, we can

find many stakeholders, both governmental and non-governmental. The important thing is to build a network of

those stakeholders as a network of strong partnership.

ESD is included in the APEID Framework of Action for the 7th Programme Cycle as one of the strategic

areas, and is inseparably related to other education areas which APEID covers. ICTs are the lifeblood of ESD

and have particular links and implications with ESD. I am convinced that APEID will take a principal role in

promoting ICTs and ESD in the Asia-Pacific region.

In view of the significant role of ICT in education, the Government of Japan started to contribute to the

UNESCO Fund-in-Trust for Promotion of Effective Use of ICTs in Education in FY2001. The objective of the

Fund is to promote the effective use of ICT in education in Asia and the Pacific region by providing suitable

training to teachers and experts, and the amount of this fund came to ¥114 million (about 1 million US dollars) in

FY2004. Japan is eager to promote further cooperation with UNESCO in order to maximize ICTs’ potential in

education, and we are now planning to integrate this fund into another Fund-in-Trust in order to contribute more

effectively.

Here today, 12 experts and policy makers from nine countries in the Asia-Pacific region and 19 experts from

all over Japan have joined this seminar. I hope all of you will share in the discussions and fruitful outcomes from

the seminar. It is also my sincere hope to maintain and further strengthen co-operation among the region as a

result of this seminar.

Last but not least, I would like to express my sincere appreciation to staff members of Tokyo Gakugei

University who have devoted themselves to the preparation of the seminar. I hope that the seminar will be a

great success, and that your stay in Tokyo and Kyoto will be productive, meaningful and enjoyable.


Greeting by Dr. Takashi Sugihara, Director, Center of the Research and Support for Educational Practice, Tokyo Gakugei University

Ms. Mayumi OGAWA Programme Specialist for UNESCO Office of the Director-General for International

Affairs Japanese National Commission for UNESCO Ministry of Education, Culture, Sports, Science and

Technology,

Ms. L. C. GREGORIO, from UNESCO Asia-Pacific Regional Bureau for Education,

Professor Isao KONDO, Director of the Council of National University Center for Educational Practice Research,

Distinguished participants, Ladies and Gentlemen,

I would like to appreciate for your warm messages. On behalf of the Center for the Research and Support for

Educational Practice, Tokyo Gakugei University, I would like to express my hearty welcome to all the participants

from Asia and Pacific region, and from Japan.

I am sure all participants will have a fruitful exchange of information about e-Learning and bring the

outcome of this seminar back to your country. As the closing remarks of the opening ceremony, I sincerely hope

that you would have a very good time during your stay in two Japan’s representative city, Tokyo and Kyoto.


Programming Cycle of APEID - CiteSeerX

Documents

Transcript of Programming Cycle of APEID - CiteSeerX