Alex Koohang

E-Learning and Constructivism: From Theory to Application

This paper presents a learner-centered model for designing e-learning assignments/activities within e-learning environments. The model is based on constructivism learning theory. The model includes two categories - the learning design elements (comprised of fundamental design elements and collaborative elements) and the learning assessment elements (self-assessment, team assessment, and facilitator’s assessment). The application of the model is shown through various working examples. A factual situation using the model within an e-learning course is presented to further demonstrate the application of the model in an actual e-learning environment.

A learner-centred model for blended learning design

This paper presents a model for blended learning design. The model explains how to balance activities between face-to-face and online learning. It further explains the elements of learning responsible for the success of blended learning. A factual case study with an analysis of students comments regarding an undergraduate IS/IT senior capstone blended course is presented to further illustrate the application of the proposed model. Recommendations for further research are made.

Knowledge Construction in e-Learning: An Empirical Validation of an Active Learning Model

Factor analysis was used to empirically validate an active learning model that asserts knowledge construction in e-learning is achieved through active learning in three stages (underpinning, ownership, and engaging). Each stage is referred to as a component that is comprised of a number of elements or factors essential to the design of active learning in e-learning, leading to successful construction of knowledge. The findings of this study implied that the components in the model were empirically validated to be reliable and interpretable among their associated factors. Conclusions are drawn from the findings. Recommendations are made for further study.

Design of an Information Technology Undergraduate Program to Produce IT Versatilists

This paper attempts to present a model for designing an IT undergraduate program that is based on the recommendations of the Association for Computer Machinery/ Institute of Electrical and Electronics Engineers – Information Technology (ACM/IEEE – IT) Curriculum Model. The main intent is to use the ACM/IEEE – IT Curriculum Model’s recommendations as a guide to design an IT curriculum that includes the IT knowledge core, general requirements beyond the IT knowledge core, and advanced courses. In addition, the recommendations are used to ensure quality standards of the curriculum. In the process, the model takes advantage of ACM/IEEE – IT Curriculum Model’s recommendations to design an undergraduate IT program that produces IT versatilists. Morello (2005) stated that IT professionals are no longer referred to as specialists or generalists. In today’s business world, these professionals are IT versatilists. They not only have technical abilities, but they also possess expertise in multiple domains within organizations. Versatility of IT professionals plays an important role in today’s organizations for achieving competitive tasks. The model consists of two phases. Phase I encompasses the design of the framework for the IT program. It includes four components: formulating program mission, considering program accreditation, establishing program career goals, and establishing program competencies. Phase II focuses on the design of specific courses in the curriculum and includes the designing the IT foundational courses and the designing the advanced IT courses. It supports the foundational work of Phase I. Phase II takes advantage of putting together a curriculum that produces IT versatilists. It includes the body of knowledge and the general requirements. It also includes advanced courses within and beyond the IT domain to provide strength to the curriculum. This paper begins with introductory remarks that include an explanation of IT versatilists and the purpose of the paper. A review of the literature about the IT curriculum is presented following a brief discussion of the ACM/IEEE - IT Curriculum Model 2008. Next, the model is presented. It describes the design of an undergraduate IT program based on the ACM/IEEE - IT Curriculum Model’s recommendations. The model uses the undergraduate IT program at Macon States’ School of Information Technology as an example. Conclusion and recommendations complete the paper.

Design of an Open Source Learning Objects Authoring Tool – The LO Creator

Introduction Authoring tools that allow creation of learning objects are emerging at a slow pace. There are authoring tools available to the public for free download. Reload, for example, is an authoring tool that facilitates creation, sharing and reuse of learning objects using a range of pedagogical approaches through the use of lesson plans (See http://www.reload.ac.uk/). Another example is GLO maker, a free authoring tool for creating generative learning objects. (See http://www.glomaker.org/). Although these authoring tools are free to download, they are not Open Source (OS). Conversely, there are several OS authoring tools that are freely available to anyone who would like to adapt, expand, modify, and/or enhance the software. Several examples of these OS authoring tools are as follows: * Xical-Xical is an Open Source player for media presentations, e-learning lectures, tutorials and webinars. It is designed and programmed in Flash and ActionScript and runs on Macromedias OS-agnostic. (See http://xical.org/) * eXe-The eXe project is an Open Source authoring application for creating Web educational content. (See http://exelearning.org/wiki) * Multimedia Learning Object Authoring Tool--The Multimedia Learning Object Authoring Tool is an Open Source tool that enables content experts to easily combine video, audio, images and texts into one synchronized learning object. (See http://www.learningtools.arts.ubc.ca/mloat.htm) * Xerte-Xerte is an Open Source server-based suite of tools that is aimed at developers of interactive content who will create sophisticated content with some scripting. (See http://www.nottingham.ac.uk/~cczjrt/Editor/) Most of these OS authoring tools have an extensive learning curve with little attention to simplicity and design flexibility. Therefore, these LO authoring tools may not be suitable for everyone wishing to create learning objects. While the task of developing OS Learning Objects authoring tools is slowly picking up among the communities of practice, two elements must be taken into consideration during the development process--(1) simplicity of design and (2) a free style pedagogical design environment. Simplicity means that the authoring tool is simple and straightforward. It is uncomplicated and the learning curve is nominal. Simplicity of the authoring tool may encourage the LO designer to include appropriate user interface elements in the design process of learning objects. A free style pedagogical design environment does not impose a set of pedagogical approaches to be followed by the LO designer; rather it allows the flexibility for creativity of design using learning theories and principles suitable for a chosen audience. The primary purpose of this paper is to present the birth of an Open Source Learning Objects authoring tool (the LO Creator) that emphasizes simplicity and flexibility for a free style pedagogical design environment for creating learning objects. Consistent with its purpose, this paper is organized as follows. First, the concept of Open Source is explained. Secondly, a brief explanation of learning objects is presented. Next, the paper presents the Open Source Learning Objects Authoring Tool--LO Creator from design to implementation. The discussion then turns to presenting a systematic and methodical approach in designing and creating sound learning objects using the LO Creator. Conclusions and recommendations for future research complete the paper. What is Open Source? GNU project (See http://www.gnu.org/) defines open source (OS) software as a matter of the users freedom to run, copy, distribute, study, change and improve the software. GNU projects freedom statements (0-3) regarding OS software are: * Freedom 0--The freedom to run the program, for any purpose. * Freedom 1--The freedom to study how the program works, and adapt it to your needs. …

Understanding and Prioritizing Technology Management Challenges

The purpose of this study was to identify the perceived relative importance of the technology issues among managers. A survey instrument that described 10 technology management issues was administered to IT managers of various organizations. The survey also included an open-ended question asking the respondents to describe what they saw as the three greatest challenges to effectively managing information technology. Data privacy, data management, meeting legal requirements and protecting systems from hackers were identified as very important by the IT managers. Less than one-half of the managers deemed employee penetration and staff training as very important IT management issues. Respondents answers to the open-ended questions indicating major challenges yielded into three separate categories: shrinking IT budgets; need for enhanced security; and data management with regulatory requirements. Discussion and recommendations are made based on the study findings.