MEAS was asked to provide a presenter for the Sasakawa Fund for African Extension (SAFE) Technical Workshop in Porto Novo, Benin. The meeting was a combination of university reports on extension education initiative, elearning training and training on creating gender friendly initiatives. There were 50 participants. A total of 26 participants were from universities.The material prepared for this training can be downloaded further below (or click on numbered items - file will download automatically). The e-learning workshop training occurred on the last two days of the conference. The e-learning workshop goals for the participants included: Understand the differences and opportunities to use online learning, blended learning and web enhanced learning Understand the differences in asynchronous and synchronous delivery Understand effective teaching practices for online learning especially in formal environments Understand open education resources (OER), where to find them, how to create them and encouraging creation of student OERs Find free and open source tools Upload a lecture, notes, assignments and finding other appropriate tools for interaction The participants received four Power point files, entitled Introduction and Overview: Online Learning, Blended Learning and Open Educational Resources Designing Online Instruction Based on Student Needs Effective Online Teaching Strategies The Online Environment Within the University and Openly Available Planning for Scalable Operations and Costs of E-Learning

1. Overview of Online Learning, Blended
Learning and Open Education
Resources
Karen Vignare Michigan State University

2. Agenda
• Objectives
• Introduction
• Definitions
• Discussion
• Summary
• References

3. Objectives
• Provide a basic understanding of Online Learning
• Provide a basic understanding of Blended Learning
• Provide a basic understanding of Open Educational
Resources

4. Introduction
• Karen Vignare, Director, MSUglobal
• Designing elearning and internet based solutions
since 1995
• Taught first online course in 1997
• Various roles in online learning: faculty, marketing,
administrator, researcher
• Have written extensively on subject
• Worked at MSUglobal since 2005

5. Introduction
• MSUglobal engages in technology based projects
that leverage content and research expertise at
Michigan State University
• Work with faculty and staff to infuse technology
especially online into curriculum and projects
• Create university wide policy and procedures
• Work with different technologies and software
solutions as needed by project
• Use scalable approaches and available repositories to
maximize impact

6. Design Technology to Fit
Project Tools
MSU Online Learning Programs Angel, Adobe Connect
My Horse University (work with Adobe Connect • Adobe Creative Suite •
Chile/University Mayor) ANGEL • Camtasia • Constant Contact •
Dreamweaver • Drupal • Facebook •
Microsoft CRM • NCRS • Raptivity • Twitter
• YouTube
Food Safety Knowledge Network Articulate • Camtasia Relay • Camtasia
Studio Search Indexing Tool • Wordpress •
Open Office
King Khalid University ANGEL • MSU eNet • Online platform
•Blackboard Collaborate
Africa Lead Resource Database
AgShare OER reliance on third party
Latin America Learning Drupal • Panopto
College of VetMED Multi-media Platform

7. Elearning/Online Learning Foundations
• The elearning revolution started as part of
Information Communication & Technology (ICT)
• ICT typically involves more on telecommunications
than learning
• Education has long practiced distance learning
without online learning
• The internet improvements as part of ICT has led to
changes in the way education can be designed and
delivered

8. Online versus Elearning
• Education and training have been and will continue
to be impacted by these new technology tools
• Elearning terminology precedes online as it was used
for computer based learning prior to internet
connectivity
• Elearning is more associated with corporations and
government

9. Online versus Elearning
• Elearning is more likely to be purely self-guided. It
may be interactive but lacks the presence of a
teacher
• Online learning more often occurs as an outgrowth
of distance education
• Online learning is still mainly asynchronous although
synchronous tools are growing in importance

10. Where are we going online?
• http://www.youtube.com/watch?v=6ILQrUrEWe8

12. Horizon Report- New Media Consortium
• Technologies to watch
• Near-term (less than one year)
• eBooks and Mobiles
• Medium term ( two to three years)
• Augmented Reality
• Game-based Learning
• Longer-term (four to five years)
• Gesture Based Computing
• Learning Analytics

13. WorldWide Learn Top Ten Elearning Trends
http://www.worldwidelearn.com/elearning-industry/trends.htm
• Application Service Providers offer more quick start
options
• Companies integrate e-learning into their
infrastructure
• Churning skill sets require e-learning initiatives
• E-Learning cuts the cost of high quality content
• E-Learning levels professional playing field around
the world

14. WorldWide Learn Top Ten Elearning Trends
http://www.worldwidelearn.com/elearning-industry/trends.htm
6. Gamers bring interactive skills to e-learning
7. Governments deploy e-learning at all levels
8. Partners and collaborators use e-learning to get
everyone on the same page sooner
9. Wireless technology helps e-learning initiatives "cut
the cord“
10. E-Learning's Movers and Shakers

15. The Essence of Online Learning
• Allows the learner and professor to be in different
places only connected through the course in the
internet
• Most online learning remains asynchronous which
means at a different time and place
• Synchronous tools which mean the learning
community is still connected through the internet
but online at the same time.
• The convenience, flexibility and scalability all still
favor asynchronous over synchronous

16. Why Online helps Learning
• Creating materials for online use requires making
them ordered and clear
• Learning materials and design becomes more
apparent
• Tools like instructional design processes are used
more regularly
• Outcomes and processes required are stipulated.
• Learning is designed for clients and customers to
achieve goals.

17. Online Design support Best Practices
Online Learning The 7 principles of good
Community practice encourage:
1. Contact between Students
and Faculty
Cognitive Presence 2. Reciprocity and
(Knowledge Centered) Cooperation
(Learner Centered) 3. Prompt Feedback
Supporting 4. Time on Task
Discourse 5. Active Learning
Social Presence Techniques
6. Communication of High
Selecting Expectations
Content 7. Respect for Diverse Talents
Setting
and Ways of Learning
Climate
Teaching Presence
(Assessment Centered)

19. Inquiry Model

20. Blended Learning
Conceptualization
Blended
Convention Fully
al
Face to Online
Face
Classroom
Picciano, A.G, & Dziuban, C. (2007). Blended learning: Research perspectives. Needham,
MA:

21. Blended Online Learning Environment

22. Minimal Technology/Media
Students meet online
Students meet f2f - teacher uses simple
– teacher uses technology such as
simple technology CMS, electronic
such as email, or bulletin boards.
web for e-lectures.
Blended Blended
Conventional
Face to Face Fully Online
Classroom
Students meet f2f Students meet online
– teacher uses Blended Blended
– teacher uses
technology such as advanced technology
simulations, such as interactive
tutorials, digital videoconferencing
video.
Technology/Media Infused Source: Picciano, A.G. (February 9, 2005).

23. Convergence of traditional and distributed
environments
Bonk, C. J. & Graham, C. R. (Eds.). (2005). Handbook of blended learning: Global Perspectives, local designs.
San Francisco, CA: Pfeiffer Publishing.

24. Blended Learning
• Increasing is recognized through research as a more
effective way of delivering learning
• Requires much of the planning of online learning
• Allows for face to face interactions to build trust,
credibility, interact and network

25. Developing Open Educational Resources
Design to Share

26. What are Open Educational Resources (OER)?
Educational materials that are freely
available for
• use (access)
• reuse (copy)
• adaptation (modify)
• sharing (redistribute)
(Foote 2005, Doyle 2005)

27. Materials can include:
• courseware • white papers
• curriculum • simulations
• lecture materials • labs
• lecture captures • collections
• learning objects • journals
• content modules • tools
• textbooks • and more!

28. Materials are openly licensed in a
way that
• creators/authors retain their copyright
• users are given permission by the creator/author to do the
following to the work without having to first ask permission
– reuse: use the work verbatim (unaltered)
– revise: alter or transform the work to meet their needs
– remix: combine the (verbatim or altered) work with other
works for enhanced effect
– redistribute: share the verbatim, reworked, or remixed work
with others
(Wiley, 2007)

29. The Dual Approach
Development Usage & Discoverability
Creating a systematic process so Building awareness of OER resources
individuals can create & publish OER
Develop Content Training staff to support search of OER
License Making use of repositories and digital
libraries
Publish & Distribute License, Publish & Disseminate

30. The Process
Develop Content
• Create, clear, or capture content
License Content
• Choose Creative Commons license
Publish & Distribute Content
• Choose format(s)
• Choose platform and add metadata

31. Developing Content
CREATE CLEAR CAPTURE
Develop new Clear existing Video record
content utilizing content of 3rd-party lectures and
open practices objects utilizing presentations
open practices utilizing open
practices

32. Developing Content
Open best practices
• No 3rd-party objects. These are objects you have not created yourself
(e.g. images, diagrams, videos, graphs, animations, scans, etc.)
• Forms. When applicable, appropriate release/permission forms to openly
share the work are signed by the owner of the work
• Open formats. The work is made available in a format that allows others
to easily use and make derivative works
– For example, presentation slides are made available as PowerPoint and
OpenOffice slides instead of just as a PDF
– For video recorded lectures, video and audio files are made available
(e.g. - *.mp4, *.m4v, *.avi, *mp3, etc.)
• Licensing. Licensing language is clearly visible on the work

33. Developing Content
More on 3rd-party objects
If you have objects in your work that you have not
created yourself, you have the following options:
1. Replace the object with a similar one that is
openly licensed.
2. Recreate the object with a different expression
but the same meaning as the original object.
3. Remove and annotate the object if it is too
difficult to replace but is useful for the
presentation.

34. Publishing & Distributing Content
Choose platform to publish work
• Own website/webpage
• OER Repositories:
– Connexions (http://cnx.org)
– WikiEducator (http://wikieducator.org)
– Curriki (http://curriki.org)
• 3rd-party sites that allow Creative Commons designations:
– YouTube (http://youtube.com)
– Vimeo (http://vimeo.com)
– blip.tv (http://blip.tv)
– SlideShare (http://slideshare.net)
– Scribd (http://scribd.com)

35. Publishing & Distributing Content
Add metadata
Based on the platform you choose, be sure to
include appropriate metadata including:
• Attribution language
• Rights/License
• Keywords/Tags
• Source URL

36. Discussion
• How will online and blended learning help you to
achieve your goals?

37. Summary
• ICT tools continue to play an increasing role in
society
• Online and Blended Learning play a large role in
increasing access to students
• Open Education Resources will help reduce costs and
creating more localized content

38. References:
• Sloan Consortium, http://sloanconsortium.org
• EDUCAUSE, http://educause.edu
• Wikieducator, http://wikieducator.org/Main_Page
• OER Africa, http://oerafrica.org
• MERLOT and MAN (Merlot Africa Network),
http://merlot.org

39. Terms of Use
© Karen Vignare, Michigan State University, MEAS project.
This work is licensed under a
Creative Commons Attribution 3.0 Unported License.
Users are free:
• to Share — to copy, distribute and transmit the work
• to Remix — to adapt the work
Under the following conditions:
• Attribution — Users must attribute the work to the
author(s)/institution (but not in any way that suggests that the authors/
institution endorse the user or the user’s use of the work).

40. Disclaimer
This presentation was made possible by the
generous support of the American people
through the United States Agency for
International Development, USAID. The
contents are the responsibility of the
author(s) and do not necessarily reflect the
views of USAID or the United States
Government.