Adbi Distance Learning Course e Learning Policies

DISTA CE LEARNING COURSE ON
DISTANCE
e-Lear
arning
POLICIES
T
WORKSHOP PROCEEDINGS
DISTANCE LEARNING COURSE ON
e-Learning
POLICIES
COURSE COMPLETION REPORT
16 October 2006–12 January 2007
Tokyo, Japan
Asian Development Bank Institute
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DISTANCE LEARNING COURSE ON E-LEARNING POLICIES
Distance Learning Course on E-Learning Policies:

Course Completion Report
ADBI, Tokyo 2007
Course Coordinator:
Jeoung-Keun Lee, Director, Capacity Building and Training, ADBI
Workshop Rapporteur:
Chin-Chun Tang, Consultant, ADBI
Published by Asian Development Bank Institute, 2007

ISBN: 978-4-89974-014-8
The Asian Development Bank Institute (ADBI) encourages

the use of the material presented herein, with appropriate
credit given to ADBI.
Please address inquires for copies to:

Librarian
Kasumigaseki Building 8F
3-2-5 Kasumigaseki
Chiyoda-ku, Tokyo 100-6008
Japan
This report is available on the ADBI website for free downloading (www.adbi.org).
The views expressed in this report are the views of the authors and do not necessarily re-
flect the views or policies of the Asian Development Bank (ADB), ADBI, or its Board of
Directors, or the governments they represent. ADBI does not guarantee the accuracy of
the data included in this report and accepts no responsibility for any consequences of their
use. Terminology used may not necessarily be consistent with ADB official terms.
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Preface
Distance education, especially through the use of computer technology, is becoming a

central focus of an increasing number of educational institutions, governments, non-
governmental organizations, and private enterprises. Many institutes are using new
technologies to improve teaching and learning, communication, and to increase the
accessibility of information to a wider audience. E-learning increases access to education
by making it possible for students to fit their education into traditional lifestyles and work
schedules. E-learning can also overcome barriers of traditional learning where multimedia
technology in education makes it possible to illustrate and teach complex processes.
Computer courseware can be effectively designed using a systems approach as well as by
integrating appropriate instructional systems design principles.
However, the choice of the type of technology or tool for developing e-learning is no
simple task, and is often decided by personnel who are not equipped with the technical
knowledge or appropriate educational background to develop a course. Making the right
decisions from the start is essential as e-learning supporting products are expensive.
The E-Learning Policies course was developed to provide an opportunity for participants
to gain a better understanding of the benefits and limits of e-learning programs. The
course included topics on the approach to choosing proper equipment and software
suitable for e-learning, the use of learning content management systems, and methods of
evaluating commercially available computer course ware. Last but not least, it intended
to teach participants how to draft a plan to develop a multimedia computer courseware
based on sound learning theories and instructional strategies.
This course was the third distance learning course offered by ADBI via the website and
was very well received by participants who were stimulated by the lectures and ready
to transfer their courseware development plans into action. Many of them were also
interested in borrowing ADBI lecture CD-ROMs for their e-learning curriculum. It is
rewarding to see our efforts in building the capacity of ADB member countries making an
impact in these countries.
Masahiro Kawai
Dean
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iv
Table of Contents
Preface iii
Abbreviations vii
How the ELP Course Started 1
1.1. ADBI Workshops 1
1.2. Production of Lecture CDs 2
1.3. Pilot Workshop 2
1.4. Designing of the ELP Course 3
Changes in the DLC Site 4

2.1. New Registration System 5
2.2. Administration Control of the New DLC Site 7
2.3. User Interface 8
Overview of the Course 9

3.1. Background 9
3.2. Agenda 9
3.3. The ELP Course Page 12
3.4. Facilitation by the DLC in Colombo 13
3.5. Statistics 13
3.6. Evaluation 17
ADBI Online Courses 25

4.1. Online CIS 25
4.2. Online PIS 26
4.3. Online ELP 28
Development of the ADBI DLC Program 29

5.1. Progress Thus Far 29
5.2. Upcoming Courses 30
5.3. Future Plan 31
Concluding Remarks 33
Recommendations for Future Improvement 34
Appendices
APPENDIX I: Synopses of Lectures 37
APPENDIX II: Course Assignment Guidelines and Sample Assignments 67
v
References
APPENDIX III: Course Evaluation Form 125
APPENDIX IV: List of Completed Participants 133
Tables
Table 1 Number of Participants in Distance Learning ELP and Online ELP 16
Table 2 Web Traffic on the ADBI DLC Website 17
Table 3 Web Traffic on the ADBI Classroom Website 17
Figures
Figure 1 New ADBI-DLC Website 4
Figure 2 Individual Registration Page 5
Figure 3 Nomination Page 5
Figure 4 Registration Form 6
Figure 5 Login Page to Enter ADBI-DLC for Registration 6
Figure 6 Personal Statement Page 7
Figure 7 DLC Admin Panel Page 7
Figure 8 User Page in the New DLC Site 8
Figure 9 Top Ten Countries Representing Higher Participation by Gender 14
Figure 10 Number of Participants by Age Group and Gender 14
Figure 11 Course Completion by Country 15
Figure 12 Completion Rate by Gender and Age Group 16
Figure 13 Evaluation of Objectives 18
Figure 14 Evaluation of Organization 19
Figure 15 Evaluation of Course Materials 19
Figure 16 Evaluation of Course Lectures 20
Figure 17 Evaluation of Forum 21
Figure 18 Participants’ Response to How They Will Transform Acquired
Knowledge and Skill into Practice for PIS and CIS 22
Figure 19 Top Ten Countries with Higher Rate of Participation for Online CIS 25
Figure 20 Participants Based on Their Age Group and Gender for Online CIS 26
Figure 21 Completers by Country and Gender for Online CIS 27
Figure 22 Top Ten Countries with Higher Rate of Participation for Online PIS 27
Figure 23 Participants Based on Their Age Group and Gender 28
Figure 24 Completers by Country and Gender for Online PIS 28
vi
Abbreviations
ADB Asian Development Bank

ADBI Asian Development Bank Institute
APACC Asia Pacific Accreditation and Certification Commission
CIS community information services
CPSC Colombo Plan Staff College for Technician Education
DLC distance learning center
DLC Colombo Distance Learning Center, Ltd., Colombo
DMC developing member country
ELP e-learning policies
IBM International Business Machines
ICT information and community technology
KRIVET Korean Research Institute for Vocational Education and Training
LMS learning management system
PIS public information services
PREL Pacific Resources for Education and Learning
UNESCO United Nations Educational, Scientific, and Cultural Organization
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viii
HOW THE ELP COURSE STARTED
The E-Learning Policies (ELP) course was designed to encourage the sharing of knowledge
and experience in the development of web-based training courses. A series of lectures were
selected from past presentations delivered in various ADBI workshops. These presentations
were recorded during the workshops and later developed into lecture CD-ROMs. To test the
course content and materials, the ELP course was first launched as a pilot course through a
workshop format in Colombo, Sri Lanka in May 2006 in collaboration with the Distance
Learning Center Ltd (DLC Colombo) before being launched as a distance learning course
via the online classroom in October 2006.
1.1. ADBI Workshops
The lectures included in the ELP course were based on three Asian Development Bank
Institute (ADBI) workshops conducted in 2004 and 2005. The International Workshop
on Improving E-Learning Policies and Programs was organized by the Asian Development
Bank (ADB) and ADBI, and held on 9–13 August 2004 in Manila. The workshop was
jointly coordinated and sponsored by the governments of Australia and the Republic of
Korea and two private companies: International Business Machines (IBM) Corporation and
Microsoft Corporation. Twenty-eight participants, including decision-makers in government
ministries of education, economy, finance, or planning from 19 countries, participated in
the workshop. There were also speakers and resource persons from IBM; Microsoft; the
United Nations Educational, Scientific and Cultural Organization (UNESCO); Australia;
and the Republic of Korea. Others from the private sector were also invited to share their
knowledge in their specific fields of expertise.
The objectives of the workshop were to review, compare, and evaluate e-learning
policies and programs in the selected countries and to draft action plans to improve them or
to introduce e-learning policies and programs. The presentations were organized into three
parts: macro analysis of components facing e-learning in countries, micro analysis of these
components, and case studies. A forum was held during the workshop to share and discuss
ongoing applications of e-learning projects in developing countries. A major outcome of
the workshop was a series of 25 draft action plans prepared by the participants for their
respective countries.
A Mobile Learning for Expanding Educational Opportunities Workshop was conducted
on 16-20 May 2005 in Tokyo, Japan. It was organized by ADBI and the UNESCO with
the support of the ADB; Paradise Patent Services; Pacific Resources for Education and
Learning (PREL); Asia-Pacific Satellite Communications Council; Hewlett-Packard Asia
Pacific Pte Ltd; Microsoft Corporation; and International Business Machines (IBM) in
response to the many activities to introduce e- and m-learning services that are currently
being sponsored by governments in the Asia-Pacific region. Participants from 12 countries
in the Asia-Pacific region attended the workshop. Resource persons from the workshop
included experts from academic institutions, development agencies, government ministries,
non-profit companies, and multinational corporations such as Hewlett-Packard Asia Pacific
Pte Ltd, Microsoft, and IBM.
1
The objectives of the workshop were to review recent trends of mobile and wireless
learning programs, examine issues in introducing mobile learning programs in rural and
remote areas, identify policies and strategies conducive for mobile learning, and draft
action plans/project proposals to introduce mobile learning. The workshop participants
also developed, shared, discussed and submitted proposals for implementing m-learning in
their countries.
The International Workshop on Developing E-Learning Contents, jointly organized by
Colombo Plan Staff College for Technician Education (CPSC) and ADBI, was held from 8-
17 February 2006 at the CPSC Headquarters in Manila, the Philippines. The workshop was
sponsored by ADB, the Asia Pacific Accreditation and Certification Commission (APACC),
IBM, Korean Research Institute for Vocational Education and Training (KRIVET), FAO
Regional Office for Asia and the Pacific, and the Microsoft Corporation. The objective of
the workshop was for participants to learn to design, develop, implement, and evaluate
technology based, content-intensive, and fully functional courseware. There were 24
participants from 15 countries who were mostly educators or IT professionals. Seventeen
resource speakers from different government and private sectors shared their knowledge
and expertise with the participants.
Participants were asked to present the outline of a courseware plan, which was the
primary requirement of the workshop. Various authoring tools and media, to be used in
the development of the courseware, were introduced to the participants. Different practice
tasks and group outputs were also presented by the participants.
1.2. Production of Lecture CDs
All the presentations in the above mentioned workshops were recorded during the workshops
and later made into CD-ROMs. The production of CD-ROM lectures is part of our strategy
to widen our dissemination. Typically there are about 20 lectures in a workshop but only
the good quality ones - in terms of content and clarity of presentation - are selected for
reproduction. On average, about 10 out of 20 lectures are selected from each workshop.
Several consultants were hired back in 2004 to design the prototype and develop the
lecture CDs. These CD-ROMs have been used by ADBI since then for various training
sessions. A copy of each lecture CD-ROM is sent to ADBI depository libraries. These
lectures are also available on ADBI DLC website for free downloading.
1.3. Pilot Workshop
The Pilot Course on ELP was held at the DLC Colombo from 17-24 May 2006. This was
a national workshop organized and facilitated by the DLC in collaboration with ADBI and
the Secondary Education Modernization Project (SEMP) of the Ministry of Education,
Battaramulla, Sri Lanka. The workshop was sponsored by ADBI and SEMP. Thirty-five
members, of whom 25 were participants and 10 were observers, were selected to participate
in this course. The training methods of this course varied, including:
Self-study with a set of eighteen pre-recorded lectures made available to all

participants free of charge, and course-guides;
Online video streaming, using a learning content management system;
Face-to-face presentation and discussions with four lecturers;
Video-conferencing with resource speakers;
Small group brainstorming and creative activities; and
Online discussion forum.
2
HOW THE ELP COURSE STARTED
During the pilot course, the benefits and issues of e-learning were discussed. Relevant
software, hardware, and courseware were reviewed with some hands-on practice sessions.
The course also introduced a learning content management system to monitor the teaching-
learning process. Twenty-seven courseware development plans were drafted based on sound
principles of instructional systems design.
1.4. Designing of the ELP Course
The operation of this course continued to be commissioned to the Asian E-Learning Pvt.
Ltd. based in Nepal. Additionally, as the vendor had expertise in the content area of this
course, the responsibilities of preparing the course materials and answering emails, which
had originally been assigned to an associate position, were transferred to the vendor. No
Capacity Building and Training Associate was hired then for this course. Administrative
matters, on the other hand, continued to be managed by administrative staff from ADBI.
Unlike the previous two courses, the registration quota for this course was reduced to a
maximum of 300 participants, which made the management of the course easier. Moreover,
to reduce shipping costs, the mailing of hardcopy certificates was eliminated. Instead, e-
certificates were offered by default and hard copies were only available upon request.
To prepare for the ELP course, development of homepage and related informative
pages started in Fall 2006. Development of the front-end web module was completed on
2 October 2006, followed by the administration module on 5 October 2006. On the same
day, the extended Distance Learning Center (DLC) website was launched and readied for
registration.
3
CHANGES IN THE DLC SITE
A new fully dynamic DLC website with enhanced features, as shown in Figure 1, was
developed so as to remove all the inconsistencies in the previous sites. Several improvements
were made with this new website. To eliminate redundancy in data, the database of the DLC
and that of the classroom sites were integrated into a similar standard. This modification
allows the administrator to update the site, move participants of the distance learning course
to the online course, and closes the registration of the course compatibly. The new website
also allows multiple nominations of participants. Furthermore, participants can register the
course with their own username and password. Another improvement with the new system
is that it can easily track participant’s passwords, if they fail to remember them, using the
forget password link.
Figure 1. New ADBI-DLC Website
The new DLC website directs both the administrator and the participants to their
respective classroom page after they log in with their username and password. The
administrator can export all the details of the participants to an Excel Sheet very easily. The
administrator manages the enrollment of all the participants in the course through this site.
As for participants, they can edit their profile, change their password, and log in to the
ADBI Classroom through this DLC site. The courses that they are enrolled in are revealed
at the right hand side of the DLC site. This site also includes an announcements block for
both the administrator and the users.
4
2.1. New Registration System
Participants can register for a course from the Create new account link in the DLC site by
going through several steps. New participants need to create a user account first. After that
they are asked to fill out a registration form and write a personal statement. Once these
steps are completed, the administrator approves participants’ registration and the account
becomes active. Screenshots of the new registration pages are shown in figures 2-6.
Figure 2. Individual Registration Page
Figure 3. Nomination Page
5
Figure 4. Registration Form
Figure 5. Login Page to Enter ADBI-DLC for Registration
6
Figure 6. Personal Statement Page
2.2. Administration Control of the New DLC Site
The entire administrative work of the ELP course is controlled through this administration
page, as shown in figure 7. Generating reports, managing the enrollment of the participants,
and updating the records of the participants are carried out through this administrative
module by the administrator. The administrator can view, edit, or delete participant’s data
from the site. The administrator can also approve or reject any participant from enrolling
in the course.
Figure 7. DLC Admin Panel Page
7
The Admin Panel of the new DLC site is only accessible to the administrator.
The Manage Participants function helps the administrator manage the enrollment of
participants, monitors the course activity of the participants, and generates reports of all
the participants.
The Search Participants function supports the administrator by allowing quick access
to any participant using their User ID or their Email Address. This page also includes an
Admin Control block comprised of System Users, Change Password, and DLC Classroom.
The System Users can access the administration of the site; the Change Password link
allows administrator to change participants’ passwords; and the DLC Classroom link allow
direct access to the DLC classroom.
In the Newsletter block, the administrator can compose newsletters and have records
of the newsletters sent to the participants. The edit block allows the administrator to edit
the email contents and the static page contents of the course. Messages to the administrator
from the classroom are displayed in the Announcements block of this page. These are
private announcements to the administrator.
2.3. User Interface
Figure 8 shows the new main page in which participants are directed to after they are
enrolled to access the DLC site. The new system displays all the courses registered by the
participants in the My Courses block. In the My Profile block, participants can edit their own
profile as their wish, access and revise their personal statement, and change their password.
The Announcement block displays the private message(s) of the respective participants in
the course. This page also includes links to the Course Agenda, Course Description, and
Contact Us pages.
Figure 8. User Page in the New DLC Site
8
OVERVIEW OF THE COURSE
This course was offered free of charge to teachers and government officials in charge of e-
learning. Interested persons from civil society and the private sector were also welcomed.
Priority was given to applicants from ADB developing member countries (DMCs).
e prerequisites for this course were simple. Participants needed to be fluent in English, as
the course was conducted in English (no interpretation was provided). They also needed to
have access to a personal computer with multimedia functions (CD/DVD-ROM drive and
sound card) and an Internet connection. Unlike for the previous two courses, participants
did not have to complete an issues paper in order to receive their username and password
to access the course. By eliminating the issues paper as a requirement for enrolling in the
course, more registrants were encouraged to participate in the course. The rest of the course
requirements were the same as for the first two. To complete the course participants had
to view all lecture CD-ROMs at their own pace, go through the review questions for each
lecture CD-ROM, participate in the online discussion forum (on a voluntary basis), and
complete all required assignments, a final exam, and course evaluation. After all of the
above tasks were completed, they would be able to download an e-certificate from the
classroom site.
3.1. Background
Rapid innovation in information and communications technology (ICT) is transforming

the way we work, the way we interact, the way we learn, and the way we live. In the
educational sector, e-learning increases access to education by making it possible for students
to fit their education into traditional lifestyles and work schedules and choose from a wide
range of courses and learning opportunities. E-learning uses ICT to overcome barriers of
traditional learning. Multimedia technology in education makes it possible to illustrate and
teach complex processes. Computer courseware can be effectively designed using a systems
approach as well as integrating appropriate instructional systems design principles.
The benefits and issues of e-learning will be discussed in the course. Relevant software,
hardware, and courseware will be reviewed. The course will also introduce a learning content
management system to monitor teaching-learning process. Finally, participants will learn to
draft their own courseware development plan based on sound principles of instructional
systems design.
3.2. Agenda
This distance learning course was offered from 16 October 2006- 12 January 2007. An
online version was later launched from 20 November 2006 – 18 May 2007 due to high
demand. There were altogether 20 lectures, three assignments and an exam. Below is the
agenda of the course.
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Opening Session
Opening Remarks by Peter McCawley, Dean, ADBI
Introduction to the Course by Jeoung-Keun Lee, Director, Capacity Building

and Training, ADBI
Session 1: Benefits, Issues and Constraints in E-Learning

Speaker: Vincent Quah, Microsoft
Session 2: Current Status and Trends of E-Learning

Speaker: William A. Loxley, Former ADB staff
Session 3: Opportunities and Issues of M-Learning in Developing Asia and

the Pacific
Speaker: George E. Darby
Session 4: New E-Learning Paradigm: Intellectual Capital Creation,

Knowledge Management and Economic Competitiveness
Speaker: Jonathan Kushner, Microsoft
Assignment 1: Prepare an issues paper on e-learning and submit it.
Session 5: Instructional Systems Design

Speaker: Albert Dean Atkinson, Records Management Specialist, ADB
Session 6: Analysis of Learners

Speaker: Ligaya D. Valmonte, Faculty Consultant, CPSC
Session 7: One-to-One Computing Paradigm

Speaker: Bruce Dixon
Session 8: Designing Courseware for Mobile Devices

Speaker: William Horton
Session 9: IT for M-Learning in Developing Countries

Speaker: Vinay L. Deshpande
Session 10: Satellite Based Distance Learning Network

Speaker: Eui Kon Koh
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Assignment 2: Visit a school nearby and observe what kind of e-learning

courses are offered. Discuss with teachers, students and parents how to
improve/introduce e-learning courses in this school. Submit your study
tour report.
Session 11: Exploring M-Learning Academic Initiatives in North America and

Europe
Speaker: Judy Brown
Session 12: Technological Aspects of E-Learning

Session 13: Introduction to Mobile Learning Tools

Session 14: Mobile Campus Solutions

Speaker: Yasunori Akenaga, IBM
Session 15: Learning Management System

Speaker: Subodh Tripathee, First Vice Chairman, Forum for Information
Technology, Nepal
Assignment 3: Submit your computer courseware development plan

according to the template provided.
Session 16: Conducive Environments for E-Learning

Speaker: Peter Moore
Session 17: Evaluation of Computer Courseware: Methods, Procedure and

Evaluation Checklist
Speaker: Ranjith Kumarasiri, Distance Learning Center, Sri Lanka
Session 18: Customization of Computer Courseware

Speaker: Shyamal Majumdar, National Institute for Technical Teacher
Training and Research, India
Session 19: Future of E-Learning

Speaker: Khairiyatun Azlina Akhiruddin, IBM
Session 20: Future Opportunities in M-Learning

Speaker: Judy Brown
Assignment 4: Take an online course examination.
Course Evaluation: Please complete the online course evaluation.
Closing Remarks by Jeoung-Keun Lee, Director, Capacity Building and

Training, ADBI
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3.3. The ELP Course Page
Once participants were logged onto the ELP Course Page, they had access to all the course
materials described below.1
Course Lectures: the distance learning ELP course consisted of 20 lectures altogether.
These lectures were prepared with the objectives of producing e-learning knowledge to
the learners so as to have effective and efficient learning policies throughout the Asia and
the Pacific regions. The twenty lecture CD-ROMs were converted into three different
formats and uploaded onto the ADBI classroom site. Two formats, i.e., 56 Kbps and 128
Kbps, were streamed from the vendor’s media server so that participants could view all the
lectures without having to wait for the whole file to be downloaded to their computer’s hard
drive. Also they could select the format best suited to their connection type: broadband or
narrowband. The third format was self-extracting zipped files. Once participants downloaded
a lecture file and double clicked on it, the folder would be automatically unzipped and the
lecture window would pop up.
Lecture Summaries: Participants were encouraged to read the summary prior to
viewing a lecture so that they could have some concept of the lecture to be viewed and thus
improve the learning process.
Review Questions: These were prepared to help participants gauge their understanding
of the lectures and help them to prepare for the final course examination. These questions
were of different types including both objective and subjective ones. Objective questions
involved True, False or Debatable and Multiple Choices, whereas subjective questions
involved short answer questions or discussion topic questions.
Course Forum: This acted as a discussion board for the participants to facilitate group
activities. Participants could make queries and discuss them among themselves. Participants
could find answers regarding the course and the classroom from the conversation among
themselves. The forum served as a helpful resource for the participants. There were
altogether 65 Discussion Forums posted for the course as of 14 January 2007. Participants
mainly discussed the benefits of e-learning and m-learning and their implementation in
their country. The discussion forums were the most accessed resources in the classroom. It
showed that participants were actively participating in the course.
Course Chat room: This allowed participants enrolled in the classroom to have a live
communication to share their views and opinions regarding the course. They could instantly
interact with every logged in participants in the course chat room to exchange ideas and
gain others’ perspectives. They could also ask questions to each other and help to clear any
confusion about the course.
Course Evaluation: This is a method for collecting feedback from participants regarding
the course. Participants were asked to evaluate the course and provide suggestions for future
improvement by completing a standard questionnaire.
Course Guidelines and Tutorials: These included tutorials to help participants navigate
the classroom site and instructions on how to study and submit assignments.
Course exam: Questions included True or False or debatable, multiple choices, correct
order arrangement questions, and essay questions. Participants were required to complete
three out of five essay questions. There was no restriction on attempting the exam multiple
times. Participants were encouraged to take the exam until they were satisfied with their
score.
1
Synopses of lectures, course assignment guidelines and sample assignments, course exam, and evaluation form are included
in the appendices.
12
3.4. Facilitation by the DLC in Colombo
The Distance Learning Center in Colombo helped 225 Sri Lankan Government officials,
university professors, teachers, and participants from NGOs and private sector to
successfully complete the distance learning course on ELP. Including their participation,
the total number of participants who completed the course on E-Learning Policies during
the course period was 348.
The partnership with the DLC Colombo started in May 2006 when the pilot course
on ELP course was held there. As e-learning is an area in which the Ministry of Education
(MOE) of Sri Lanka is interested, facilitator Ranjith Kumarasiri offered at that time to
facilitate a series of e-learning courses for the MOE. After one course was offered, an
evaluation was conducted to assess the course content, facilitation skills, and the level of
achievement of the participants. The MOE was very satisfied with the outcome of the
evaluation and requested that Mr. Kumarasiri conduct 15 more courses for principals and
teachers of eight provinces. In addition, Mr. Kumarasiri was also asked to offer two courses
for curriculum developers of the MOE and a course to a private company.
For each five-day workshop, about 30 participants were summoned to DLC Colombo.
They were given 20 ADBI e-learning CDs. There were 20 sessions (4 sessions x 5 days),
each lasting for 1 hour and 45 minutes. During each session, participants were first asked to
go through the CDs in the MM lab individually. Participants were also given the opportunity
to access CDs in DLC Colombo’s LMS so that they had some experience using a LMS.
Individual study with the CDs took about 30 minutes. Facilitator then discussed
the content of the CDs with participants, relating it to the local context and participants’
experience. Participants were encouraged to make comments and ask questions. Facilitation
was conducted in both Sinhala and English as most participants were not fluent in English.
The facilitator usually tried to provoke participants to think and discuss critical issues and
trends. In some sessions, participants were grouped and asked to make presentations and
posters. At the end of a session, the review questions that were provided in the hard copy
with content summaries of each CD were answered. In addition to the main facilitator, Mr.
Kumarasiri, a few helpers who had attended the pilot e-learning course were also invited
to act as facilitators. Finally, to complete the course, participants were required to take the
course exam.
During the workshop DLC Colombo also introduced the ADBI-DLC online classroom
and encouraged participants to register and follow the course through the online classroom
as well. However, very few people registered due to the language barrier. DLC Colombo
provides extensive facilitation to assist participants with their study, as it believes that
students are generally not self-motivated to study on their own at home or workplace with
the CDs without guidance.
3.5. Statistics
3.5.1. Participants
There were altogether 306 registrants for this course. Of them, 39% were female. 50%
came from the public sector, 41% came from the private sector, and only 9% were from
the non-profits. Participants came from 34 countries. The country with the highest number
of participants was the Philippines, with 94 participants, followed by Sri Lanka with 65
participants. The top ten participating countries broken down by gender are shown in
figure 9. Among the top ten countries with high participation, only three countries – India,
Japan, and Vietnam - had more female than male registrants.
13
Figure 9. Top Ten Countries Representing Higher Participation by Gender
60
51 Male
50 Female
43
40
34
31
30
20
20
15
12
9 9 10 9
10 7
5
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Figure 10 shows the number of participants by age group and gender. Participants
ranged in age from their teens to fifties. The majority of participants were from the group
in their twenties and thirties, comprising 37% and 36% respectively. There were more
male than female participants in each age group. The twenties age group had most female
participants, with 44. Most male participants were in their twenties and thirties; each of
these age groups had 70 male participants.
Figure 10. Number of Participants by Age Group and Gender
80
70 70
70
60
50
44
39 Male
40
Female
30
24
19
20
13
11
10
4 2
0
10s 20s 30s 40s 50s
14
The completion rate of this course was 40%, with 123 participants successfully
completing it. However, when including the total number of participants that completed
the course through the facilitation from DLC Colombo as mentioned in section 3.4, the
total number of completers was 348.
As shown in figure 12,2 the majority of completers, 27, came from the Philippines.
However, the completion rate of Filipinos was not high, standing at just 29%. Countries that
had a 100% completion rate include Canada, the Cook Islands, Kenya, Maldives, Rwanda,
Singapore, and Turkmenistan. Even though these countries had a perfect completion rate,
they had few registrants, ranging from 1-3 people. Among the top ten countries with a
large number of participants (shown in figure 9), Mongolia and Vietnam had the lowest
completion rate, each with 25% only, or one out of four participants.
Figure 11. Course Completion by Country
Completed Registered Completion Rate
100 100%
94
90 90%
80 80%
70 65 70%
No. of participants
60 60%
Percent
50 50%
40 40%
29 27
30 30%
21 22
20 17 18 20%
14
10 810 710 10
6 6 10%
5
11 33 11 11 22 11 11 12 24 2 1
4
1
4
0 0%
ya n
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Country
Of the 123 completers, 69 were male (56%) and 54 were female (46%). Even though
overall female completion was lower than male, when looking at the completion rate by gender
and age group, females in each age category (except the forties age group) outperformed
males. The female completion rate in each age group was relatively consistent, ranging from
41% to 64%. Males on the other hand, ranged from 0% to 46%. The highest completion
rate among female participants was in the fifties age group (64%) and the lowest was in the
twenties age group (41%). The highest completion rate among male participants was in the
forties and fifties age group (each with 46%) and lowest in the teens (0%).
2
Does not include DLC Colombo participants.
15
Figure 12. Completion Rate by Gender and Age Group
Female Total Male Total

Male Completion Rate Female Completion Rate
80 70%
64%
70 60%
60 50% 50%
No. of participants
46% 46%
41% 46%
50 42%
Percent
40%
40 36%
34%
30%
30
20%
20
10 10%
70 44 70 39 13 11
4 2 24 19
0 0%
10s 20s 30s 40s 50s
Age group
3.5.2. Level of Participation
The total number of registered participants for the distance learning ELP course was 306
(Table 1). Since the issues paper assignment was no longer required for official acceptance,
all 306 registrants were directly enrolled in the ELP course. The course was completed
by 40% or 123 participants. However, including completers from DLC Colombo, the
total number of completers was 348. The rest of the 183 participants from the Distance
Learning ELP not completing the course were automatically migrated to the Online ELP,
which currently has a total of 392 participants. The Online ELP started on 20 November
2006 and will end on 18 May 2007.
Table 1. Number of Participants in the Distance Learning ELP and Online ELP
Distance Learning ELP Online ELP

Total Number of registered Total number of participants for
306 392
participants Online ELP
Number of registered participants (306) Number of participants registered
(209)
accepted by ADBI for Online ELP
Number of participants that did (183) Number of participants from
not complete the course? Distance Learning ELP (183)
moved to Online ELP
Number of participants (123)
completing
Number of participants (225)
completing from DLC Colombo
Total Number of Completers 348
16
3.5.3. Web Traffic
The web traffic to the DLC and Classroom websites during the ELP course period is
shown in Table 3 and 4. The number of pages, total hits, and bandwidth are listed month
by month. Table 3 shows that web traffic on the DLC website was the busiest during
October, with144,399 pages being accessed with a total of 293,268 hits. These numbers
fell gradually as the months went by. By January, only 66,160 pages were accessed with a
total of 126,312 hits.
Table 2 Web Traffic on the ADBI DLC Website
Month Pages Hits Bandwidth
Oct 2006 144,399 293,268 8.66 GB

Nov 2006 120,183 291,618 7.13 GB
Dec 2006 108,217 274,523 6.28 GB
Jan 2007 (First 15 days) 66,160 126,312 4.97 GB
The active participation of participants could be demonstrated by the high number

of hits in the ADBI Classroom website during the ELP course period. As shown in Table
4, in October when the course registration started, there were a total of 89,674 hits with
36,423 pages being accessed. These numbers tripled in November as the course started.
Participants were most active during the month of December, as evidenced by the high
number of hits and pages accessed.
Table 3 Web Traffic on the ADBI Classroom Website
Month Pages Hits Bandwidth
Oct 2006 36,423 89,674 3.78 GB

Nov 2006 109,564 275,139 6.19 GB
Dec 2006 138,613 280,316 8.95GB
Jan 2007 (First 15 days) 65,490 125,786 4.81 GB
3.6. Evaluation
A course evaluation was one of the required tasks participants had to complete for this
course. The evaluation form included five sections asking participants to rate the extent
in which the course had met its objective, overall organization, course materials, course
lectures, and the usability of forum. Participants were also asked to assess the time needed
for them to complete each assignment. In addition, there were several open-ended
questions asking participants to provide comments on how to improve the organization,
communication, content, and material of the course; and a question on how they intend to
put the knowledge and skills they had acquired into practice. Finally, they were asked about
future courses that they thought should be offered via distance learning.
A total of 97 course evaluations were filled. The overall rating was very positive. In
many instances, participants remarked on the excellence of the course and areas that they
found satisfactory rather than criticizing or providing suggestions on how to improve the
course. The results of the evaluation and participants’ comments are summarized in the
following sub-sections.
17
3.6.1. Objectives
The first part of the evaluation form asked participants to rate the extent in which the
course objectives were achieved. As shown in figure 13, participants’ overall response was
fairly good. By and large, the objective, List key benefits and limits of e-learning programs
was considered the most fully achieved, with 7% thinking it was partially achieved, 65%
thinking it was fully achieved, and 28% thinking it was more than fully achieved. However,
the objective with most votes in the more than fully achieved category was Use learning
content management system (32%).
In terms of the objectives that were less achieved, two objectives received ratings in
the not achieved category: 2% of participants thought the objective Evaluate commercially
available computer courseware was not achieved and 25% thought it was only partially
achieved. Though the objective Use learning content management system was considered
fully achieved in general, it also received 1% of votes in the not achieved category. Overall,
the objective Draft a plan to develop a multi-media computer courseware, based on sound
learning theories and instructional strategies was the least achieved one with 30% of
participants thinking it was only partially achieved, 54% thinking it was fully achieved, and
only 16% thinking it was more than achieved.
Figure 13. Evaluation of Objectives
Did not achieve Partially achieved Fully achieved More than achieved
Draft a plan to develop a
multimedia computer courseware,
30% 54% 16%
based on sound learning theories
and instructional strategies
Evaluate commercially
25% 53% 20%
available computer courseware
2%
Choose proper equipment
and software suitable 13% 59% 28%
for e-learning
List key benefits and limits

of e-learning programs 7% 65% 28%
Use learning content

management system 16% 51% 32%
1%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
3.6.2. Organization
Five questions, including one open-ended question, were asked as ratings of the
organizational component of the course. As illustrated in Figure 14, the organization of the
course was well received. Overall, participants were satisfied with the Timely distribution
of CD-ROMs with 69% rating it as excellent. This was followed by Usability of distance
learning website with 57% thinking it was excellent.
Usability of online classroom was considered the weakest of all. It was also one of two
areas that was rated as poor by 1% of participants.
18
Figure 14. Evaluation of Organization
Poor Fair Satisfactory Very Good Excellent

1%
Usability of online classroom:
10% 36% 52%
( adbi-classroom.org)
1%
Communication with course

5% 8% 32% 55%
coordinators
Usability of distance learning

2% 12% 29% 57%
web site: (adbi-dlc.org)
2%
Timely distribution
11% 17% 69%
of CD-ROMs
1%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
3.6.3. Materials
Seven questions were asked as ratings of the quality of the course materials. As shown in
figure 15, Instructions on how to use online classroom was rated the highest, with 49%
thinking it was excellent and 43% rating it as very good. This was followed by Guidelines
for study visit to academic institution with 43% rating it as excellent and 42% rating it as
very good.
Drafting a computer courseware development plan was least satisfactory, with 15%
rating it as fair and 1% rating it as poor. Two other areas that were also rated as poor by 1%
of participants were Guidelines for issues paper and Course examination.
Figure 15. Evaluation of Course Materials
Drafting a computer courseware 15% 21% 31% 31%

development plan
1%
Review questions 17% 40% 41%
1%
Guidelines for Issues Paper 2% 12% 41% 43%

1%
Course examination 2% 9% 44% 43%

1%
Guidelines for study visit 13% 42% 43%
to academic institution 1%
Lecture summaries 3% 17% 34% 45%
Instructions on how to use 7% 43% 49%

online classroom
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
19
3.6.4. Lectures
In this section, each CD-ROM lecture was rated by the participants. As illustrated in Figure
16, the lecture Analysis of Learners had the highest percentage of people rating it as excellent
(53%), with no one rating it as fair or poor.
In terms of lecture that received the most rating in the fair and poor category, Mobile
Campus Solutions topped the list with 7% rating it as fair and 1% rating it as poor. No
other lectures were rated by more than 5% of participants as fair or poor.
Figure 16. Evaluation of Course Lectures
S atellite Based Distance Learning Network 18% 31%

4%
One-to-one Computing Paradigm 21% 44% 34%
Mobile Campus S olutions 7% 14% 42% 35%
1%
Exploring M-Learning Academic Initiatives
2% 13% 48% 36%
in North America and Europe
IT for M-Learning in Developing Countries 2% 14% 46% 37%
New E-Learning Paradigm: Intellectual Capital Creation, 18% 44% 37%

Knowledge Management and Economic Competitiveness
Customization of Computer Courseware 12% 47% 39%
1%
Designing Courseware for Mobile Devices 2% 12% 44% 40%
1%
Introduction to Mobile Learning Tools 12% 41% 43%
3%
Opportunities and Issues of M-Learning in Developing 43%

19% 35%
Asia and the Pacific 1%
1%
Evaluation of Computer Courseware: Methods,
15% 37% 44%
Procedure and Evaluation Checklist
3%
Conducive Environments for E-Learning 11% 44% 44%
Benefits, Issues and Constraints in E-Learning 12% 41% 45%
1%
Future Opportunities in M-Learning 12% 40% 46%
1%
Future of E-Learning 3% 8% 40% 47%
1%
Learning Management System 13% 39% 47%
Current Status and Trends of E-Learning 7% 44% 47%
1%
Technological Aspects
9% 41% 48%
of E-Learning
1%
Instructional Systems Design 9% 42% 48%
Analysis of Learners 13% 34% 53%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
20
3.6.5. Forum
Three questions were asked about the usability of the forum. The area which most
participants rated it as excellent was Communicate with course administrator (40%). When
including the excellent and very good categories Answer contented-related questions you
have was the most satisfactory (77%). However, both components were also rated poor,
each with 1%.
Figure 17. Evaluation of Forum
Exchange ideas and/or

share experiences with 5% 21% 44% 29%
other participants
Answer content-related
6% 15% 40% 37%
questions you have
1%
Communicate with the

7% 16% 35% 40%
course administrator
1%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
3.6.6. Transforming Knowledge and Skills into Practice
A question was asked about how participants intended to put the knowledge and skills
they acquired from this course into practice. They were allowed to select as many options
given in the form as desired. As illustrated in Figure 18, the statement most selected by
participants was “This course helped me to form new goals and improve work practices,”
with 91%. This was followed by the statement “I will share the resources gained in this
course with my colleagues and department” (82%). The least selected statements were “I
will further develop an e-store for my business” with 23% and “I will refine my business
plan and present it to my supervisor” with 29%.
21
Figure 18. Participants’ Response to How They Will Transform Acquired Knowledge
and Skill into Practice for PIS and CIS
I will further develop e-store for my business. 23%
I will refine my business plan and present it

to my supervisor. 29%
I will pursue policy change in my government

in order to implement my project. 44%
I will network with sponsoring organizations

and other participants. 56%
I will share the resources gained in this course

with my colleagues and department. 82%
This course helps me to form new goals

and improve work practices. 91%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
3.6.7. Time Required to Complete the Assignments
Participants were asked to provide an estimate of the time they had needed to complete the
assignments and the course exam. Most participants did not provide an actual number of
hours they had worked on each piece. Instead, they provided an estimate of the time it had
taken them from start to completion.
By and large, participants were able to complete the first assignment, issues paper in
two to three days. For those who provided exact hours spent, four hours were sufficient to
complete the paper. The second assignment, the study visit report, required at least a few
days to complete. Most people were able to finish it within a week. The third assignment,
computer courseware development plan, which was also claimed as a very difficult
assignment, required at least a week to complete. Two to four weeks was the norm for most
participants. Finally, the majority of people were able to complete the course exam within
two hours. Very few people spent more than a day to attempt the exam.
3.6.8. Ideas for Future Courses
A large number of participants suggested that more specialized courses on e-learning

and m-learning should be offered in the future. They suggested that in-depth training on
developing content for e-learning, including methods for conducting cost-benefit analyses
of e-learning projects and evaluate the quality of e-learning programs and courses should be
offered. Furthermore, courses on instructional designing systems and the use of multi-media
resources for developing online resources were also recommended. Another important aspect
of e-learning, that is, preparing leaders/managers for managing an e-learning program,
could also be considered. Customized e-learning module for different levels such as basic
education, secondary education, and tertiary education was also a topic area participants
identified as worth considering. One participant from the Maldives suggested a course
in how to form intranets for learning in closed spaces, such as in an island country like
the Maldives where educational programs can be conducted more cost effectively using
an intranet than through the Internet. Last but not the least, government policies on e-
learning in relation to intellectual property rights were also suggested.
22
Several popular topics that were mentioned by CIS and PIS participants also appeared
numerous times in the ELP evaluation. These topics include e-governance, e-business or
commerce, project management, and web development.
There were also several uncommon topics that participants suggested, which also
reflected the diversity of participants’ interests. Topics included but were not limited to
networking and lobbying techniques, health policies, environmental policies, peace and
conflict resolution, and finance.
3.6.9. Remarks from Participants
Based on the two open-ended questions in the evaluation form and e-mails we received
from participants, there were many positive comments about this course. Participants
greatly appreciated the impact ELP course had on them, especially on those with very
limited resources.
One participant commented that the course was a real success in providing education to
people from different locations overcoming geographical and time differences and praised
the high quality of the course content that was on par with credited courses offered by
educational institutions. In addition, one university faculty member who was trying to
establish e-learning in his institute recognized the value of this course and encouraged his
colleagues to enroll in it. The courseware development plan assignment that participants
were required to complete also encouraged one participant to design and implement an
intensive course in Teaching Online (TOL) that would be executed soon. This person
was also interested in using some of the ADBI pre-recorded lectures for his training
course. Furthermore, the ELP course had also inspired a participant from the Maldives to
initiate a project involving the facilitation of Maldivian youth to join the distance learning
Commonwealth Youth Diploma and to collaborate with institute like Open University
of Sri Lanka. Last but not least, the ELP course also benefited participants in the private
sector. By taking this course one participant was able to help her company better prepare
and design the e-learning courses that her company planned to put forward.
Apart from the compliments documented above, there were also many constructive
suggestions and comments. They are briefly summarized below in four areas: organization,
communication, content, and materials.
Organization
A suggestion was made to consider organizing the course into three or four categories so
that it would easier for participants to follow and learn. In addition, some of the related
modules could be combined to reduce the number of CDs and remove overlaps and
inconsistencies.
On the other hand, the grading system continued to be an area in which participants
would like to see modification. They asked that grades of all submitted assignments be
published more rapidly. From the participants’ perspective, it was frustrating not to be
able to know how their papers and the essay questions in the course exam were graded.
Furthermore, learning was not effective when no one was monitoring their progress or
providing them feedback.
Communication
The chat room continued to be a tool that was not well utilized in the participants’ opinion.
Many of them hoped to see more efforts put into encouraging participants to use the chat
23
room. Moreover, the course facilitator needs to be available to respond to participants

online via the chat room as a live session. Live consultation schedules with facilitators
could be arranged by posting time slots in which they would be available for live chat so
that communication and consultation could be more interactive. Additionally, a subject
matter expert could also be provided to address content related queries. The use of instant
messaging, such as Yahoo Messenger, was also proposed for use to answer participants’
queries.
Another suggestion was made to have the course facilitator not only initiate a discussion
forum for each lecture topic but also summarize the discussions in the forum into a readable
format. Furthermore, participants that have successfully completed the course could be
better utilized by offering them to act as facilitators in future courses.
Content
Participants would like to see the lectures be developed more interactively. For example, if
a lecture was on developing courseware such as using Moodle, the learning interface could
be designed so that participants could actually work on an exercise by clicking a link in the
lecture that would direct to a demo for a hands-on exercise.
Another improvement participants would like to see is to have more case studies of
successful e-learning projects from different countries. In addition, it would be better to
provide more elaborate explanations of technical matters like courseware development, for
not all participants have prior experience with such programs.
Finally, one participant stated that the duration of the present lectures was too long.
The participant proposed to limit the duration of lectures to 45 minutes as length longer
than that made it hard to concentrate.
Materials
Many participants felt that the third assignment, which involved preparing a courseware
development plan, was very difficult. One participant commented that there were very few
preparatory readings or lectures to equip participants with the necessary know-how and
tools to complete the assignment. Some of the lectures only provided information and
were not able to help with the preparation of the assignments. Furthermore, instruction
on courseware development needs more clarity to ensure that participants can easily
comprehend.
To make the lectures more interesting, extra practice session materials could be provided.
In addition, include more usage of visual aids such as photos and provide downloadable
text of the lectures. The lectures could also be further improved by improving the quality
of the sound.
24
ADBI ONLINE COURSES
A series of online courses were launched after the end of the distance learning CIS course,
due to many requests for an extended period of time to complete the CIS course as well as
numerous interests to enroll in CIS and PIS courses. Though the course content and materials
of the distance learning courses and online courses are identical, the courses themselves are
markedly different. Firstly, participants of online courses do not receive supplemental lecture
CD-ROMs mailed by ADBI. Secondly, instead of receiving hard copy of the certificate
mailed by ADBI as in the distance learning CIS and PIS courses, the participants of the
online courses are authorized to print e-certificate after course completion.3 Finally, minimal
assistance from course administrators to participants of online courses is provided.
Three online courses have been offered so far, including CIS, PIS, and ELP. The first
two courses have been completed while the online ELP is still ongoing. Course statistics
from these courses have been collected and are shown in the following sections.
4.1. Online CIS
This course was offered between 20 July 2006 and 13 January 2007. There were altogether
809 registrants. Of the participants, 56% came from the public sector, followed by the private
sector with 24%. The rest of the participants worked for the non-profit sector (20%).
The majority, or 60%, of the participants were from ADB developing member
countries. The top ten countries with high participation are shown in figure 19. Sri Lanka,
the country with most participants, was the only country with more than 300 participants.
Three countries had between 50 and 100 participants; they were the Philippines, Nepal,
and Bhutan. The rest of the countries represented had less than 50 participants enrolled in
the course.
Figure 19. Top Ten Countries with a High Rate of Participation for Online CIS
350
318
300
250
200
150
100 82
76
50 50
37
21 21 19 19 14 14
0
Sri Lanka Philippines Nepal Bhutan India Bangladesh Viet Nam, Cook Tonga Maldives Mongolia
Islands
3
For the distance learning ELP an e-certificate is issued by default, but a hard copy is available upon request.
25
Gender-wise, 43% of the participants were female and 57% were male. As shown in
Figure 20, the majority of the participants were in their twenties, with females dominating
this age group. There were fewer females than males in the groups from their thirties
onwards, and no female participants in the age groups from their seventies to eighties. Most
of the male participants on the other hand, were in their thirties and forties.
Figure 20. Participants Based on Age Group and Gender for Online CIS
180
173 168
160
139
140
No. of participants
120
100
80 73 74
60 Male
39 Female
40
21 20
20
3 1 0 0 1 0
0
20s 30s 40s 50s 60s 70s 80s
Age group
Many people registered for this course, but the completion rate was relatively low.
Only 54 people, or 7%, completed the course. Forty-three percent of the completers
were female and 57% were male. As illustrated in Figure 21, the country with the most
completers was Sri Lanka, with 11 male and 15 female. This was followed by Nepal, with
5 male and 3 female. Only two countries, Sri Lanka and Cook Islands had more female
than male completers. Three countries that were also in the top ten list of countries with
high participation (see Figure 19) – the Maldives, Tonga, and Viet Nam – did not have any
participants completing the course.
4.2. Online PIS
This course was also offered between 20 July 2006 and 13 January 2007. There were
altogether 780 registrants. Though the Online PIS course targeted the public sector, only
48% of participants were from the public sector, less than that of the Online CIS course.
This course attracted high interest from the private and non-profit sectors, with 30% of
participants from the private sector and 22% from the non-profit sector.
Of the participants, 63% were from ADB developing member countries. The top ten
countries with high participation are shown in Figure 22. The ranking of the top five
countries is similar to the Online CIS course. Again, Sri Lanka was the only country with
more than 300 participants. In fact, there were more Sri Lankan participants in Online PIS
than Online CIS.
26
ADBI ONLINE COURSES
Figure 21. Completers by Country and Gender for Online CIS
16
15
Male
14
Female
12 11
10
6
5
4
4 3
2 2 2 2
2 1 1 1 1 1 1 1
0 0 0 0 0 0 0 0 0 0
0
s
sh
ds
al
u
lia
ka
an
ne
ia
an
ta
ia
la
di
de
ep
an
go
es
is
an
st
pi
Pa
ut
bo
In
an
la
N
ki
ilip
on
Is
on
Bh
iL
am
ng
Pa
gh
M
Sr
Ph
oo
Ba
In
C
Af
Figure 22. Top Ten Countries with High Rate of Participation for Online PIS
400
362
350
300
250
200
150
100 89
67
50 44
26 15 15 13 12 9 9
0
Sri Lanka Philippines Nepal Bhutan India Afghanistan Pakistan Bangladesh Indonesia Japan Viet Nam
Gender-wise, online PIS had a slightly higher percentage of female participants

than online CIS, with 45%. As illustrated in Figure 23, like online CIS, the majority of
participants were in their twenties, with females dominating this age group. There were
fewer female than male from the groups in their thirties onwards and there were no female
participants in the seventies age group.
27
Figure 23. Participants Based on Their Age Group and Gender
250
201
200
165
150 135
100
58 Male
47
50 Female
27
19
6 2 1 1
0
20s 30s 40s 50s 60s 70s
The completion rate of Online PIS was similar to that of the Online CIS, around 7%.
Unlike Online CIS, however, there were more female than male completers, with 51% of
the completers being female and 49% male. As illustrated in Figure 24, the country with
the most completers was Sri Lanka, with 10 males and 19 females. This was followed by
Nepal, with 5 males and 3 females. Three countries had more female completers than male.
They were Sri Lanka, Japan, and the Philippines. Bangladesh, Indonesia, and Pakistan,
which were in the top ten list of countries with high participations (see figure 22), did not
have any participants completing the course.
Figure 24. Completers by Country and Gender for Online PIS
20
19
18 Male
16 Female
14
12
10
10
8
6 5
4 3
2 2 2 2
2 1 1 1 1 1 1 1 1
0 0 0 0 0 0
0
an
a
an
ar
pu yz
a
s
l
n
ka
pa
di
ic
ny
ne
di
pa
nm
ut
ist
Re yrg
bl
bo
an
In
Ne
Ke
pi
Bh
Ja
an
ya
m
iL
K
ilip
Ca
gh
M
Sr
Ph
Af
4.3. Online ELP
This course is being offered between 20 November 2006 and 18 May 2007. Currently,
there are 392 registrants with 40% of them being female. The participants come from 39
countries, with 23 of them being ADB DMCs.
28
DEVELOPMENT OF THE ADBI DLC PROGRAM
5.1. Progress Thus Far
The first two distance learning courses, CIS and PIS, were extremely popular with over
600 registrants and online courses being offered to satisfy the demand. However, the large
number of participants was an administrative challenge and as a result, registration was
limited to 300 for the ELP course. With the reduction in registration, the total number of
countries covered was also reduced: from over 40 countries in CIS and PIS to 34 countries
in ELP.
In terms of the type of organizations participants came from, all courses were dominated
by people serving in the public sector. The CIS course attracted the most participants from
this sector, with 59%, followed by PIS with 52%, and the ELP course with 50%. Conversely,
CIS attracted only 20% participants from the private sector, whereas PIS had 26% and the
ELP course had 40%. Though both CIS and PIS had about 22% of participants from the
non-governmental sector, in the ELP course only 9% were from that sector. Gender-wise,
all three courses attracted more male than female participants. However, in both the CIS
and PIS courses there were more female than male participants in the twenties age group.
Participants’ age on the other hand, ranged from their twenties to seventies in the CIS
course, twenties to eighties (no participants in their seventies) in the PIS course, and teens
to fifties in the ELP course.
The completion rate improved from 40% in CIS to 56% in PIS but dropped to 40% in
the ELP course.4 The increased completion rate from CIS and PIS was a result of various
improvements made in PIS plus the reduction of the required assignments. The lower
completion rate in ELP may be due to the difficulty in the last assignment as expressed
by many participants. In all three courses, female participants in their thirties and fifties
had higher completion rate than male participants in their respective age groups. Female
participants in their fifties also consistently outshined females in other age groups.
The results of the evaluations filled out by participants reflected much improvement
in the distance learning program over the three courses. Generally speaking, the level of
achievement of the course objectives increased over the three courses. There was also a
gradual improvement in the overall organization of each course. However, the component
Timely distribution of CD-ROMs and Usability of online classroom improved in rating from
the CIS to PIS course, but dropped in the ELP course. Participants’ positive evaluation
of Communication with course coordinators and Usability of distance learning website
demonstrated noticeable progress in these two components from course to course, indicating
that many of the improvements and effort done by the vendor had been effective.
The overall rating of course materials also showed improvement from course to course.
Three areas that constantly improved based on participants’ evaluation were instructions on
how to use online classroom, review questions, and the course exam. Lecture summaries on
the other hand, were best rated in ELP, followed by CIS. In terms of the course assignments,
drafting a computer courseware development plan in ELP and developing an e-store/portal
in CIS/PIS were considered the least satisfactory by participants.
4
This excludes completers through the facilitation by DLC Colombo.
29
Many changes have been made since the first course, CIS, was launched. The extensive
improvements in the website’s user-interface as well as its administrative capability were
appreciated by participants. Based on participants’ evaluation of the courses and the
increasing compliments received from course to course, despite some of the issues that
occurred along the way, this distance learning program is continuously improving and
gaining growing support from participants.
5.2. Upcoming Courses
With the success of the first three distance learning courses - CIS, PIS, and ELP - four
more courses will be offered in 2007. These courses will include E-Business Strategies,
E-Governance, Workforce Development, and Computer Courseware Development.
i. E-Business Strategies
Duration: 29 January – 27 April 2007
This course is being offered in partnership with the Asian and Pacific Training Center
for Information and Communication Technology for Development (APCICT), Incheon,
Korea.
The main participants are private sector business people in Asia and the Pacific.
Government officials in charge of e-business and interested persons from civil society are also
welcome. Priority has been given to applicants from ADB developing member countries.
At the conclusion of the course, each participant will be able to:
Identify the issues and trends in e-business and commerce,

List best practices of e-business,
Correctly identify transaction processes of e-business,
Identify hardware and software requirements for e-business,
Draft a business plan with realistic strategies,
Develop an e-store website, and
Promote conducive environments for e-business.
ii. E-Governance
Duration: 30 April – 31 July 2007
This course is organized by ADBI and APCICT.

Participants are decision-makers in government ministries of rural development,
economy, planning, communications, and local governments. Interested persons from civil
society and the private sector are also welcome. Priority has been given to applicants from
the developing member countries of ADB and the member countries of UNESCAP.
After completing the course successfully, the participants will be able to:
Identify successful e-government services for poverty reduction;

Identify issues in providing e-government services in rural areas;
Develop an e-government portal with video conferencing system;
Develop project proposals for introducing e-procurement system; and
Develop appropriate strategies for implementing e-government programs.
30
DEVELOPMENT OF THE ADBI DLC PROGRAM
iii. Workforce Development
Duration: 16 July – 12 October 2007
This course is organized by ADBI.

Participants are decision-makers in government ministries of education, labor and local
governments. Teachers and trainers of technical schools and vocational training centers
are entitled to enroll in the course. Interested persons from civil society and the private
sector are also welcome. Priority will be given to applicants from ADB developing member
countries.
The goal of this course is to upgrade the skills and knowledge of government officials
and technical teachers to effectively meet the demands of learners, workers, and employers
in a knowledge-based economy. The course will also review new instructional technologies
that will increase learners’ retention and skill acquisition capabilities, along with policies for
workforce development in selected countries. In support of that goal, the specific objectives
of the course are as follows:
To identify competencies of workforce required in a knowledge-based

economy;
To examine new paradigms for training technical teachers;
To review recent developments in information and communications technology
that can be used in workforce development;
To compare strategies and options available for workforce development; and
To draft action plans to improve the current technical teacher training programs,
after reviewing case studies in other countries.
iv. Computer Courseware Development
Duration: To be announced
This course is organized by ADBI.

This course will introduce skills, tools and procedures of developing multimedia
computer courseware to the participants. The education and training community has the
opportunity to benefit from this course and learn how to profit from this new education
tool.
At the conclusion of the course, each participant will be able to:
Utilize instructional systems design;

Choose proper equipment and software suitable for developing multimedia
computer courseware;
Use learning content management system;
Draft a plan to develop a multimedia computer courseware, based on sound
learning theories and instructional strategies; and
Evaluate commercially available computer courseware.
5.3. Future Plan
With the intention to continue offering distance learning courses in the future, ADBI is
exploring a larger diversity of course topics that would benefit our clientele within the
ADB member countries. By reviewing the course topics suggested by past participants,
31
a few themes have emerged, such as e-health and financing, that would be appropriate to
offer via the distance learning mode that has been utilized thus far. For areas where ADBI
has in-house specialists, such as financing or urban development, the course curriculum
can be developed by ADBI staff. However, in areas that lack in-house specialists, such
as e-health, it will require collaboration with other institutions with the needed area of
expertise to develop and over see the course content and materials. Effort to identify and
initiate contacts with prospective institutions in both Japan and other countries will need
to be done before long to ensure that a series of courses can be designed well in advance
so that new courses can be offered smoothly without interruptions, in order to keep the
momentum of the program going.
32
CONCLUDING REMARKS
The three distance learning courses have proven to be cost effective and well received
by participants. There is much potential in the distance learning platform, which can
be integrated with other forms of training or further utilized for various purposes. For
example, it can be followed up with face-to-face training to provide more in-depth training
to selected participants with the interest. It can also be used for purposes other than
conducting courses, such as updating information, continuum of forum discussions, and
networking among participants.
Nevertheless, the sustainability of the distance learning program will require a major
commitment by the institute to elevate the capacity of ADBI in this area. First of all, the
institute as a whole needs to understand the theoretical framework of distance learning
course development and set realistic goals to achieve. In addition, a generous budget, which
includes funding to hire professional technicians to oversee technical issues and a project
manager that have an understanding of distance learning and knowledgeable about the use
of ICT for distance learning, is needed. Furthermore, purchasing necessary hardware and
software to operate the program is essential. To ensure the quality of recorded lectures,
investments must be made into studio and related equipments to develop recorded lectures.
The long-term plan should be to eliminate outsourcing of the operation of the courses to
contractors. Outsourcing is cost effective during the pilot phase but will be ineffective and
expensive in the long run.
On the other hand, the content of the courses will also need to be expanded to better
meet the clientele’s need. The current topics offered are limited to areas of expertise of in-
house CBT professionals. However, there are many critical topics that ADB DMCs can
benefit from, and thus should be considered for the DLC program. To do so, ADBI can
collaborate with other institutions with the identified areas of specialty to develop and
oversee the content of the courses.
Based on the statistics from the two completed online courses, the completion rate of
these courses is too low to make the investment worthwhile. The outcome of these two
courses shows that with no monitoring and regular communication with participants, the
motivation to complete the course is extremely low. Thus, offering online courses should
not be considered in the future since it is not cost effective and does not have as much
impact as the distance learning courses.
A vision for the future could be to develop ADBI’s DLC program into a distinguished
distance learning platform for the Asia-Pacific region, comparable to the African Virtual
University (AVU) that is known as an online distance educational program that provides
countries of sub-Saharan Africa with direct access to learning resources. Since ADBI is
not an educational institution and has limited specialists, the ADBI DLC program can
distinguish itself from most university distance learning programs by purely focusing on
non-degree professional development. However, extensive collaboration with universities
and research institutes should take place to develop the quality content that is in demand.
The distance learning program should produce an immersive learning environment that is
learner-centered and collaborative.
33
RECOMMENDATIONS FOR FUTURE

IMPROVEMENT
Summary and Transcript of Lectures:
Provide both summary and transcript of each lecture in an E-Book format. Transcripts of
lectures can be easily prepared by extracting them from past workshop proceedings. The
E-Book can be sent to participants along with the lecture CDs.
CD-ROMs:
Interactive review questions could be included in the CD-ROMs so that participants can
practice them offline.
Many participants have complained about the low audio/video quality of the recorded
lectures used in the CDs. To improve such quality, lectures could be recorded in a studio
rather than at the venue of a workshop.
Grading System:
The grading system should be made transparent so that participants are aware what is
expected from them. Grading criteria should also be kept simple so that grades can be
issued out sooner.
Chat Room:
There are several ways to improve the usage of the chat room. One way to encourage usage
is to first allow participants be able to see one other online in the chat room. With the
existing system, when a person log into the chat room, he/she only sees him/herself online.
However, to initiate a chat, it is essential to know who else is online.
Another improvement that can be made is to organize scheduled chat sessions so that
participants can have live chats with course facilitators. Moreover, these scheduled chats
could also include sessions with guest speakers and experts for content-related discussions.
Duplication of ADBI Produced Lectures:
Many organizations (including international organizations such as the Arabic Development

Bank) and educational institutions from various countries have requested permission to use
the ADBI Lecture-CDs and DLC system for their own e-learning projects. The duplication
of lectures should be permitted with proper acknowledgement. This can be made known
to participants by including a statement of such approval in the course description page of
the DLC website.
34
RECOMMENDATIONS FOR FUTURE IMPROVEMENT
Assignments:
Since participants do not receive much advice or guidance in completing the course
assignments, the level of difficulty of some assignments should be reduced to a realistic
level that is achievable by participants working on their own. By doing so, a more positive
learning experience can be created.
35
36
SYNOPSES OF LECTURES
APPENDIX I
Synopses of Lectures
Title of Lecture : Benefits, Issues, and Constraints in e-Learning

Presenter : Vincent Quah
Content Outline:
E-learning is learning experiences that are delivered to remote locations through the use
of technology and real time collaboration. E-learning is not about posting contents on
the web; there must be engagements and interaction between learners and contents. The
function of e-learning is to empower educators and learners to express their ideas easily,
interact with others, explore and discover the world, manage the learning process, and
finally assess its quality and quantity.
The benefits of E-learning include: supplementary and complementary to learning, able
to free precious time, provide fundamental grounding and mass training, and geographically
unlimited access. Constraints of e-learning system include: learner management, content
creation and delivery, and administration management system. There are some key problems
learners face when they participate in e-learning, such as: lack of personal touch, control,
supporting infrastructure, access, and frequent changes in the role of instructors. From an
implementation perspective, there are some considerations that need to be addressed. They
include providing proper training for instructors and users, launching pilot phases, developing
clear defined deliverables, goals and objectives, and providing communication lines.
Review Questions (True or False):
1. Most institutions today no longer support traditional educational approaches.

False
2. When we implement e-learning, the role of instructors and students have
changed dramatically. True
3. E-learning should be approached in a holistic way. True
Suggested Reading Materials (Website):
Knight, Jane. 2003. Why is E-LearningIimportant. Available: http://www.janeknight.

com/articles/whyelearning.htm
Borotis, Spiros Ap. and Poulymenakou, Angeliki. 2004. E-Learning Readiness

Components: Key Issues to Consider Before Adopting E-Learning Interventions.
Available: http://www.eltrun.gr/papers/eLReadiness_ELEARN2004.pdf
Gunawardana, Kennedy D. 2005. An Empirical Study of Potential Challenges and

Benefits of Implementing E-learning in Sri Lanka. Available: http://www.journal.
au.edu/ijcim/2005/specialaug05/PP33.pdf
37
Title of Lecture : Current Status and Trends of e-Learning

Presenter : William A. Loxley
Content Outline:
As seen from profiles of sector and country income in the national labor market, low-income
workers dominate most Asian countries. This is due to the fact that the source of their
employment is mainly agriculture, which makes it difficult for organizations and institutions
to spread e-learning to rural areas. Information and communications technology (ICT)
plays an important role in the development of countries in the 21st century. ICT represents
a means of technology that can combine with human capital to create the synergy needed to
drive nations to a higher level. ICT development in developed economies is comparatively
fast and smooth, since they have set realistic education standards for ICT, developed content
to international standards, and have expert know-how. Developing economies on the
other hand, will face a long and gradual process in ICT development since they have little
political commitment to sustainability, inadequate budgets, cumbersome bureaucracies,
and inappropriate policy and implementation mechanisms. In order to shorten the ICT
development process in developing economies, it is necessary to have an appropriate policy
environment.
This lecture introduces six aspects of ICT development in which education and
technology issues come into play: teachers, students, school administration, learning
materials, evaluation, and costs. The merger of education and technology can bring great
advantages to the learning process, providing an economic and efficient means to acquire
information and knowledge. ICT is changing the developed world’s attitudes and approaches
to education. By transcending traditional physical and spatial constraints, ICT brings to
millions of people of all ages, ethnic groups, and socioeconomic levels unprecedented
educational opportunities.
1. Developing economies have set realistic education standards for ICT. False
2. The basic components of ICT are becoming more affordable and integrated
over time. True
3. Whether or not e-learning will effect growth or poverty reduction is still to be
determined. True
Dr. Finn, Amy. Date unknown. Trends in E-Learning. Available: http://www.trainingreference.

co.uk/e_learning/elearning_trends.htm
Md. Islam, Tofazzal. and Md. Selim, Abu Sadeque. Date Unknown. Current Status
and Prospects for E-learning in the Promotion of Distance Education in Bangladesh.
Available: http://tojde.anadolu.edu.tr/tojde21/articles/islam.htm
Kim, Kyoung-Jee., Bonk, Curtis J., and Zen, TingTing. Date Unknown. Surveying
the Future of Workplace, E-learning: The Rise of Blending, Interactivity, and
Authentic Learning. eLearn MAGAZINE. Available: http://www.elearnmag.org/subpage.
cfm?section=research&article=5-2
38
Title of Lecture : Opportunities and Issues of M-Learning in

Asia-Pacific Development
Presenter : Mr. George Darby, President, Paradise Patent Services
Content Outline:
M-learning depends upon the broader phenomenon of Internet Protocol (IP) convergence
– i.e., data, voice, or video travel over one single channel, and devices sitting on the IP
networks convert them into the right presentation. There are various terminals available to
access the network, but the focus of this lecture is on the Pocket PC, for it has finally been
developed with the required screen resolution and auto-handling capability to use normal
web content. M-learning has several advantages over e-learning, such as lower cost, simpler
pre-training process, and of course, mobility.
M-learning combines two new technologies: WiMax and Pocket PC. WiMax provides
IP multimedia services and can help to accelerate IP convergence because it brings high
data rate services to a relatively inexpensive portable computer device. Pocket PCs can use
satellite or wire line connectivity, or simply a DVD to deliver content. The use of WiMax
and Pocket PCs for m-learning not only enables a new way of delivering education, it can
also overcome spatial barriers and resource constraints, allowing teachers and learners in
remote and developing communities to engage in learning effectively. The Pocket PC devices
themselves and the WiMax hotspots are affordable, and the cost of maintenance, storage, and
repair is low. M-learning provides multiple services; it can be effectively utilized in education,
e-government, community, telephone, internet, and private networks services. Although m-
learning offers numerous opportunities, it also poses several operational and policy issues,
which policymakers will have to carefully assess. Nevertheless, the “multi-services” function
of m-learning will definitely be a backbone for regional economic development.
1. M-learning requires teachers to become Information and Communication

Technology (ICT) experts. False
2. Once m-learning and its broadband network is set up, the network backbone
can be utilized for other services such as e-government and e-communities.
True
3. For content authoring, it is important to consider and know the skills of the
user. True
Thomas, Michael. 2005. E-Learning on theMove. Available: http://education.guardian.

co.uk/elearning/comment/0,10577,1490476,00.html
Naismith, Laura., Lonsdale, Peter., Vavoula, Giasemi., and Sharples, Mike. 2005.
Literature Review in Mobile Technologies and Learning. Available: http://www.
nestafuturelab.org/research/reviews/reviews_11_and12/11_01.htm
Becta Government and Partners. 2005. Portable ICT Devices. Available: http://www.
becta.org.uk/research/research.cfm?section=1&id=541
39
Title of Lecture : The New e-Learning Paradigm: Intellectual capital

creation, knowledge management, and economic
competitiveness
Presenter : Jonathan Kushner
Content Outline:
E-learning technologies create a new type of asset. Intellectual assets are intangible assets
that can be more important than tangible assets. However, the value of intellectual assets
can be substantially reduced through copying and piracy. Thus, harnessing IT potential for
economic growth in the knowledge economy is a key challenge. Local businesses nowadays
are increasingly reliant on their ability to create and utilize knowledge and intangible assets,
and exploit these assets to create value. Intellectual property rights (IPRs) are among
the most important mechanisms for realizing a return on such intangible assets. Many
multinational corporations view the strength of IPR protection as an important factor in
their investment decision. IPRs can be used to promote technology access, but affordable
access to IPR is a challenge, especially for developing countries.
Creating a public-private partnership can lead to the joint development of intellectual
property assets in research institutions. This partnership can lead to training of local
knowledge workers in managing and exploiting these assets. It can also create corporate-
sponsored programs at schools and universities to share their expertise in intellectual
property asset development and management. Public-private partnerships are essential in
increasing the affordability of IPR.
1. Tangible assets are more important than intangible assets. False

2. IP creation is ultimately linked to the quality of innovation and creativity. True
3. A public-private partnership accelerates the development of an IP culture. True
Sheetz, Allen. 2005. E-learning 101 at Microsoft: A Best Practice to Boost Intellectual
Capital and Drive Success. Microsoft. Available: http://www.microsoft.com/learning/
MELL/archive/030702.asp
Sampson, Demetrios., Karagiannidis, Charalampos., Schenone, Andrea., and Cardinali,

Fabrizio. Date Unknown. Knowledge-on-Demand in E-Learning and E-Working
Settings. Educational Technology & Society. Available: http://ifets.ieee.org/periodical/
vol_2_2002/sampson.html
Dr. Khan, Habibullah. Date Unknown. E-Learning and Economic Growth. T-Systems
Global Learning. Global Learning FachNews. Available:
h t t p : / / w w w. g l o b a l - l e a r n i n g . d e / g - l e a r n / c g i - b i n / g l _ u s e r p a g e .
cgi?StructuredContent=m130358
40
Title of Lecture : Instructional Systems Design

Presenter : Albert Dean Atkinson
Running Time : 38 minutes and 39 seconds
Objectives:
Allow one to get an overall view of designing an e-learning content.

One will be able to know how to gather and analyze collective and
individual performance requirements and identify required needs.
Content Outline:
1. Instructional Systems Design

It started in the1950s and 1960s, when people were looking at faster ways to train
staff. It is more like developing an instructional structured material. It is simply a way of
making sense of the data and information that exists, be it in Internet or any other media
for users for the simplicity.
2. Learning
Learning is not limited to schools, institutions, or universities, as it can even be
acquired through electronic media, for example e-learning (Distance Learning Course).
There are other different kinds of learning — face-to-face learning, blended learning, and
computer-based learning. And today, technology has become far more advanced, and as a
result we see an ‘E’ in front of everything: Shopping, Commerce, Governance, Business, etc.
Accessing data and information through the Internet has become an important means to
users. So every module to be included in the Internet should be well structured for its effective
use. And this is where the Instructional Systems Design needs to be implemented.
3. Instructional designing steps

Here we are considering the case for developing an E-Learning Course
Analysis: getting contents to be included in the subject from the subject matter
expert- Comparing the contents of past and present course, their effectiveness,
and the system of delivering it;
Design: Structuring the contents or at what level it need to be presented;
Development: Tools to use like HTML editor, Macromedia Dreamweaver,
etc. and considering Directory structure, Consistency- text color, size, etc., and
Deployment;
Implementation: Testing phase; and
Evaluation: Getting feedback
Discussion topics:
a. What are the steps that can be implemented in designing an E-learning Course
module?
41
Review Questions
True, False or Debatable

a. Computer based Training/Learning is the same as E-Learning. False
b. Gap analysis is a part of analysis phase. True
c. E-Learning is better than face-to-face learning. Debatable
Fill in the Blanks

a. Educational Soundness should be included in any E-leaning.
b. ISD stands for Instructional Systems Design.
Suggested Reading Materials
Books:
Walter Dick, Lou Carey, James O. Carey. 2000. The Systematic Design of Instruction
5th Edition. Boston: Addison-Wesley Pub Co.
Ruth Clark. 1999. Developing Technical Training 2nd Edition: A Structured Approach
for Developing Classroom and Computer-Based Instructional Materials. Silver Spring,
Maryland: International Society for Performance Improvement.
Available: http://id2.usu.edu/MDavidMerrill/IDREAD.
PDF#search=%22books%20on%20Instructional%20systems%20design%22
Articles:
Bartley, S. J., & Golek, J. H. 2004. “Evaluating the Cost Effectiveness of Online and
Face-to-Face Instruction.” Educational Technology & Society, 7 (4): 167-175. Available:
http://www.ifets.info/journals/7_4/16.pdf#search=%22Articles%20on%20Instructio
nal%20systems%20design%20.pdf%22
Websites:
Wikipedia. March 2007. Instructional Design. Available: http://en.wikipedia.org/wiki/
Instructional _design
42
Title of the Lecture : Analysis of the Learners

Presenter : Dr. Ligaya D. Valmonte, Faculty Consultant, CPSC
Running Time : 36 minutes 59 seconds
Objectives:
Understand the factors that are considered in the analysis of the
learners.
Know and learn about the theories of learning.
Content Outline:
1. Introduction
Analysis of learners is a basic for instructional Systems Design. Learners are the
most important actors in the educational arena. Learners’ needs, preferences, and their
requirements have to be satisfied. The analysis of the learners plays a vital role in any online
courseware because learners’ skill levels, such as whether they know basic computer skill
operations like web browsing and using e-mail, all helps to systematize the development of
the courseware. It is the learner analysis along with content analysis that will provide the
key performance objectives. The instructional designer must study the environment of the
learner when it comes to available resources. For example; is there an Internet connection
in the area of the intended clients or his intended learners? Are the hardware and software
that are used in the development of courseware available for the learners? And the other
most important thing is meeting learner’s desired outcomes.
2. Characteristics of Learners
Generally learners are characterized in terms of Biological and physical development,
Individual differences, Emotions, and finally, Personality. In the Biological and Physical
development aspect of learners there are different stages — from pre-natal stage, infancy,
early childhood, late childhood, puberty, early adolescence up to old age. So in each stage of
development, there are developmental tasks that are to be performed by the learners. In the
Individual Differences, no two things are alike yet; no two things are alike, even identical
twins. So there is a need to consider when courseware and training are to be developed.
Emotions involves reconditioning the courseware so that it appeals the learners, so this
more about understanding learners’ moods. And the final issue, Personality, is categorized
into three faces: Id, Ego and Super ego. The Id is the biological self; this is the primitive
mind and everybody has this. Ego is the psychological mind it rationalizes, and superego is
the moral mind, this is the conscious one.
3. Theories of Learning
This explains how a learner learns. In matters of stability, theories are the least stable
although somehow they help in guiding what type of strategies, methodologies, and content
are included in the courseware. Learning theories is divided into three groups
Behaviorism: the simple association between the stimulus and the response.
Under this there is connectionism, classical conditioning and operant
conditioning.
Cognitivism: an advancement of the behaviorism. It’s not just the simple
connection between the stimulus and response that causes learning, but there
is something in the inner mind that stimulates us to think and to learn.
43
Constructivism: this emphasizes experiential learning, i.e. learning based on

experience.
4. Learning Domain
Benjamin Bloom classified learning into three domains.
Cognitive Domain: it is for the mind, it’s for the mental process.
Psychomotor Domain: it is for the hands, it’s for the skills.
Effective Domain: it is for the values, which is for the attitudes.
5. Models of learning Theories

MBTI (Meyers-Briggs Type Indicator) Model is developed to analyze the learners.
There are standardized tests that would analyze the type of the learner based on the MBTI.
There are four classifications whether the person is sensing or intuitive, whether he is
thinking or feeling, whether the person is introvert or extravert and whether he is judging
or perceiving. Using four classifications, sixteen combinations can be made.
6. Steps to Learners Analysis

Learner analysis can be conducted through the following steps:
Define the purpose of the analysis

Choose the assessment method — for example; what type of data should be
collected. Develop a timeline for data collection
Conduct learners analysis — how would you conduct it? May be through
survey, Questionnaire, telephone, face-to-face conversation, etc.
Analyze data — qualitative or quantitative data
Match learner needs with the environment
Discussion Topics
a. What do you understand by reconditioning of courseware?

b. What are the steps to learners’ analysis?
Review Questions

a. The analysis of learner is the basic element in instructional design. True
b. While developing a courseware, the learner need not to be considered. False
Fill in the Blanks

a. Behaviorism is more oriented toward rote learning and cognitivism toward
directed learning.
b. 18 to 21 years is the late Adolescence stage of biological development.
44
Articles:
Inaba, Akiko, Taketoshi Tamura, Ryoji Ohkubo, Mitsuru Ikeda, Riichiro Mizoguchi,
and Jun’ichi Toyoda. Date Unknown. Design and Analysis of Learners’ Interaction based
on Collaborative Learning Ontology. Available:http://www.ei.sanken.osaka-u.ac.jp/pub/
CSCL/inaba-CSCL01.PDF#search=%22Books%20on%20%22analysis%20of%20learn
ers%22%20%22
Books:
Cumming, Geoff, Toshio Okamoto and Louis Gomez, eds. 2000. Advanced Research
in Computers and Communications in Education. Amsterdam: IOS.
45
Title of Lecture : The 1:1 Computing Paradigm: Lessons Learned, Wisdom

Shared on the Learning Journey
Presenter : Mr. Bruce Dixon, Chair, International Advisory,

Partners in Learning
Content Outline:
When developing an m-learning project, it is important to first establish and define a context
for m-learning. The focus of m-learning should not be on the technology, but on the content.
M-learning enables the creation of a personal, relevant and authentic learning experience.
Mobile technology expands educational opportunities, increases efficiency, and can enhance
the quality of teaching and learning. While technology is useful in education, evaluation
should be conducted continuously to determine whether the use of the technological devices
is delivering a more powerful and effective learning experience than a lesson delivered in
traditional classroom mode. The reasons for implanting the technology must be clearly
established and students should be expected to produce higher quality results as a result of
using this technology.
An m-learning project begins with a clear vision and a set of objectives. This vision
includes a clear definition of digital literacy. Digital fluency entails knowledge on how to
use the tools to construct significant products. Although excellent content is a priority,
pedagogy is the critical support factor. The role of the teachers becomes indispensable for
they assist in the design of a more powerful learning experience for the students. One-on-
one learning and teaching is about capturing the unique and different dimensions of each
individual learner and personalizing learning in ways never possible before.

1. 1:1 computing gives us a way of creating a more valuable, powerful and
relevant learning experience for students. True
2. Teaching of meta-cognitive skills should not be integrated into the curriculum
in a variety of subject areas. False
3. The fundamental element for a one-on-one m-learning program is to ensure
careful project management. True
Briggs, L. Linda. 2006. A Mobile Cause. Available:

http://thejournal.com/articles/18036
Chloe Veltman. 2005. Education-to-Go is More Than an Academic Matter. Available:

http://www.chloeveltman.com/features/technology/mobile_learning.html
Alexander, Bryan. 2004. Going Nomadic: Mobile Learning in Higher Education.

Available: http://www.educause.edu/pub/er/erm04/erm0451.asp?bhcp=1
46
Title of Lecture : Designing Courseware for Mobile Devices

Presenter : Mr. William Horton, President
William Horton Consulting, Inc.
Content Outline:
Successful m-learning projects always start with clear goals that have worthwhile and
achievable purposes. Once goals are established, the next step is to ensure that m-learning
software is designed for the learners rather than the devices. To do so, first, evaluate the
learner’s needs by examining their technical skills, experience with computers, and task-
performance ability. Second, the m-learning program should be designed for the specific
conditions in which the learning is intended to occur. Conditions that must be taken
into account are noise, vibration, brightness, dust, moisture, and temperature. Third, it
is important to give the learners alternatives so that they can choose how they consume
information, for example, a choice of pictures, audio, and written content. Finally, consider
how the learners’ time will be used and try to ensure that they can learn efficiently and
minimize non-learning time, including time spent moving between locations, and dealing
with equipment failures.
Mobile learning can enable new styles of learning such as collaborative learning in
which learners share, compare, and refine ideas. To ensure the acceptance of m-learning, it
may be best to use it in teacher education, and then gradually expand the use of m-learning
to classrooms and community-learning centers.
1. M-learning is learning from mobile devices. False

2. Mobile learning entails doing activities rather than absorbing knowledge. True
3. A goal of instituting m-learning is to reduce the costs of infrastructure. True
Upadhyay, Nitin. 2006. M-Learning – A New Paradigm in Education. Available:

http://itdl.org/Journal/Feb_06/article04.htm
Good, Robin. 2006. Learning ON The Move: M Learning is Next. Available:

http://www.masternewmedia.org/news/2006/01/17/learning_on_the_move_
mlearning.htm
Dye, Aleksander. 2006. Designing for Mobile Devices – on the Traditional Web Page.
Available: http://www.dye.no/articles/mlearning/designing_for_mobile_device.pdf.
47
Title of Lecture : IT for M-Learning in Developing Countries

Presenter : Mr. Vinay L. Deshpande, Chairman & CEO,
Encore Software Ltd., Managing Trustee,
The Simputer Trust
Content Outline:
Today’s personal computer (PC) is a general-purpose machine, which integrates computing,

VCD/DVD functions, TV, and audio system. This complexity makes PCs unsuitable for some
developing regions. Most of the capacity and capabilities remain unused and the excessive
complexity has made software “buggy” and unstable. Most importantly, the complexity of
PCs makes the learning cycle too difficult and time-consuming. Other disadvantages of
current PCs include the continuous threat of viruses due to security lapses, and the need
for a continuous power supply, something that is often not possible in unstable and rural
regions. In addition, there is the issue of cost. PC owners must pay for hardware, software,
power supply, maintenance, and internet connection which can be very high in rural areas.
Furthermore, the primary interface is generally in English, not in local languages.
Research has been conducted on the technological needs of people in developing regions.
With an understanding of the particular needs, designers developed simpler devices, such as
the Encore Simputer and Mobilis. The Simputer is a low-cost Linux-based mobile device
with multiple input, local-language interface, and connectivity options, and its applications
can be platform independent. The Mobilis has similar features to the Simputer, but it is
larger in size and has lower power consumption.
1. Normal PCs are always useful in developing countries. False

2. A desirable feature for a computer in developing regions is Internet connectivity
with a built-in modem. True
3. The developing world needs simple, easy to use, and affordable technology.
True
Kanellos, Michael. 2006. PCs for the Poor: Which Design Will Win? Available:
http://news.com.com/PCs+for+the+poor+Which+design+will+win/2100-1003_3-
6040019.html
Foremski, Tom. 2006. Scoop: Wyse Says in Talks with Google and Yahoo on Thin
Computing. Available:
http://www.siliconvalleywatcher.com/mt/archives/2006/03/scoop_wyse_says.php
Barker, Andrea., Krull, Greig., and Mallinson, Brenda. Date Unknown. A Proposed
Theoretical Model for M-Learning Adoption in Developing Countries. Available:
http://www.mlearn.org.za/CD/papers/Barker.pdf.
48
Title of Lecture : Satellite-Based Distance-Learning Network

Presenter : Mr. Eui K. Koh, President, The Asia-Pacific
Communications Council
Content Outline:
Satellite services include broadcasting and video services, and broadband services. They
are a valuable means of enabling the wide distribution of educational content. Broadband
satellite applications have the potential to facilitate distance learning. Apart from providing
Internet access to remote and underserved areas, they provide intranet, LAN, and WAN
connectivity; enable Voice over Internet Protocol (VOIP); and facilitate commercial services
including enterprise video distribution.
Satellite broadband services are currently offered in a variety of ways, such as distance
learning, distance medicine programs, digital media streaming, and the monitoring and
control of traffic and natural disasters. Furthermore, new mobile services, such as Satellite
Digital Multi-media Broadcasting (DMB), can further enhance the future of distance
learning, for this new broadcasting service emphasizes mobility, personalization, and
interaction.
Even though some regulatory hurdles exist in certain countries, there are many
opportunities for acquiring affordable satellite capacity in Asia, as there are numerous
competing satellite operators within the region. Satellites are easy to install and scalable for
growth. Therefore it is considered a viable and effective form of educational technology for
the Asia-Pacific region.
1. To have good educational system (DL contents), we should lower the

regulatory barriers. True
2. Satellite applications are a viable option to complement PDA or WiMax
applications for m-learning. True
3. Satellite networks are hard to install. False
Cohen, David. 2002. Satellite-Based Computer Network Serves Students on Remote

Pacific Islands. Available: http://chronicle.com/free/v48/i18/18a04101.htm
Radvision. Date Unknown. Alaskan Schools Satellite Distance Learning Network with
RADVISION’s Videoconferencing Solution. Available:
h t t p : / / w w w. r a d v i s i o n . c o m / N R / rd o n l y re s / 9 E 5 2 7 7 7 9 - C 5 3 2 - 4 5 6 6 - B B 3 4 -
1E0CA68C80D7/0/AlaskaSchoolCaseStudy.pdf.
Kirk, Jeremy. 2005. South Korea to Launch Massive Test of Mobile Entertainment.
Available: http://www.pcworld.com/news/article/0,aid,119932,00.asp
49
Title of Lecture : Exploring M-learning: Academic Initiatives in

North America and Europe
Presenter : Ms. Judy Brown, Director, Academic ADL Co-Lab,
University of Wisconsin System
Content Outline:
There is a wide selection of mobile applications available, several of which are suitable for
and useful in the classroom. One example is a mobile device classroom-response system in
which all students can answer the teacher’s questions, thus enabling a teacher to monitor
the level of each student’s understanding. Mobile devices are also being used to improve
communication and efficiency where location-based information is available on handheld
devices, enabling staff and students on campus to locate each other immediately. At some
universities, mobile devices are actively encouraged. Medical schools are especially active in
utilizing handheld devices.
There are a number of m-learning projects underway which aim to utilize mobile devices
to improve learning. A project sponsored by the European Union found that m-learning
helps learners to improve literacy and numerical skills, remain focused, and identify areas
where they need support. It also raises learner confidence, encourages independent and
collaborative learning, removes formality from the learning experience, and helps combat
resistance to the use of ICT. Some projects currently being implemented explore augmented
reality such as superimposed information diagrams and scientific role-playing programs.
1. M-learning content should be translated into various local languages so that

teachers and learners won’t be restricted by language barriers. True
2. M-learning won’t help learners to improve their literacy and numeric skills.
False
3. M-learning can be used to encourage both independent and collaborative
learning experiences. True
Jumani, R. Rajesh. 2005. M-Learning - Learning on the Move.

Available: http://www.etqm.net/elearning_digest/april2005/Article_2.htm
Roschelle, J. 2003. Keynote Paper: Unlocking the Learning Value of Wireless Mobile
Devices. Available:
http://www.blackwell-synergy.com/doi/full/10.1046/j.0266-4909.2003.00028.
x?cookieSet=1
Ebi, Kevin. 2006. Windows Mobile in the Classroom. Available: http://www.microsoft.

com/windowsmobile/articles/classroom.mspx
50
Title of Lecture : Technological Aspects of e-Learning

Presenter : William Horton
Content Outline:
In e-learning, there are three processes : create, offer, and access. These processes have
corresponding participants, which are producer, host, and learner. Unless all participants are
present, e-learning will not exist. These three processes create a range of tasks and levels. To
make the system work, people, network, software, and hardware have to work together.
A learning management system (LMS) has an interrelated, cross-functional, and
multi-oriented learning structure that affects and coordinates the three processes and tools.
LMS assembles, delivers, reuses, and customizes lessons and content to different types of
learners. This collaboration results in a virtual school system that assembles, conducts, and
administers courses. An action plan should be created for launching an e-learning program,
including the following recommended strategies:
Spell out your vision for e-learning,

Design and pick tools to realize that vision,
Fit tools to consumers, not vice versa,
Focus on tools for your organization’s role,
Evaluate value, not just price.

1. In the creation process, the producer authorizes, integrates components, and
transfers the resulting product to the host. True
2. LMS does not affect and coordinate the three processes and tools. False
3. The producer performs the activity of offering the product and making it
available to many different learners. False
Hall, John. 2003. Assessing Learning Management Systems. Chief Learning Officer.
Available: http://www.clomedia.com/content/templates/clo_featureasp?articleid=91&z
oneid=29
Garret, Bernie. 2003. Evaluate E-Learning. Teaching Forum. Available: http://www.

brookes.ac.uk/virtual/NewTF/51/garr51.pdf
Frydenberg, Jia. 2002. Quality Standards in eLearning: A Matrix of Analysis. International

Review of Research in Open and Distance Learning. Available: http://www.irrodl.org/
content/v3.2/frydenberg.html
51
Title of Lecture : Introduction to Mobile-Learning Tools

Presenter : Mr. William Horton, President,
William Horton Consulting, Inc.
Content Outline:
Mobile learning or e-learning tools are the result of two converging technologies: computers
and mobile phones. When selecting tools for m-learning projects, three types of tools need
to be considered:
Platform — mobile devices used to deliver a broad m-learning program,

Hardware — add-ons for the computer (in other words, capabilities valuable
for m-learning),
Software — tools for creating and viewing content, and collaborating.
Numerous platforms are available, such as wireless laptop, tablet, PDA, smart phone,
and mobile phone. Each one has its own advantages, technical specifications, and cost.
A variety of hardware can be utilized for m-learning, depending on the purpose of the
learning program. For example, a global positioning system (GPS) can be used to guide
learners to locations and objects, record data, and teach navigation skills; a radio frequency
identification (RFID) is used for detecting and retrieving data such as lesson plans from a
designated object.
Web browsers and Macromedia flash are the most common types of software used in
mobile devices. When selecting tools for m-learning, it is important to consider the life of
the battery, as well as issues related to health concerns, intellectual property protection, theft
of devices and identity, privacy, cheating, and the cost of updating technology. The following
guidelines are recommended for selecting appropriate tools for m-learning projects:
Start with your educational goals: what sort of technology is required?

Do not forget learners: what are their needs, how does the technology assist
them?
Pick a practical platform;
Choose tools that have been proven to be useful; and
Budget for peripherals, software and maintenance.
1. The mobile phone is the most expensive alternative, and is adequate for
exchanging complex messages. False
2. One cost-effective method for updating technology is mixing and matching
parts between different devices to build a functioning usable computer. True
3. A tablet computer has been used successfully for the teaching and learning of
visual subjects. True
52
Attewell, Jill. Date Unknown. From Research and Development to Mobile Learning:
Tools for Education and Training Providers and their Learners. Available: http://www.
mlearn.org.za/CD/papers/Attewell.pdf.
Kumagai, Henry. 2004. Mobile Technology Security Considerations. Available:

http://www.techsoup.org/howto/articles/connections/page1309.cfm
Holzinger, Andreas., Nischelwitzer, Alexander., and Meisenberger, Matthias. Date

Unknown. Lıfelong-Learning Support by M-learning: Example Scenarios. Available:
http://www.elearnmag.org/subpage.cfm?section=research&article=6-1
53
Title of Lecture : Mobile-Campus Solutions

Presenter : Mr. Yasunori Akenaga, Senior Manager, Wireless
Broadband and Sensing Solutions, IBM Japan
Content Outline:
The Internet revolution has led to significant developments in the communication and
exchange of information. During this revolution, the concept of e-business was introduced.
E-business has improved intra-organizational productivity, streamlined business processes
between organizations, and introduced new business models such as supply chain
management. Modern ICT has had a significant impact on university campus systems. On
many university campuses today, wired and wireless technology is creating a community of
connected constituents. An increasing majority of students are using wireless devices such as
notebook PCs and PDAs. Today’s students seem more technology savvy than the university
staff and officials, and they expect their needs to be met anywhere, anytime, and with any
device. There are a number of challenges involved in meeting the needs of students, such as
mobility, device, and application challenges. In order to meet these challenges, educational
institutions should consider pursuing a variety of opportunities, such as:
Developing new business models that will increase revenue for the
institution;
Future-proofing the campus network infrastructure;
Focusing on the integration of essential public safety solutions; and more.
A typical roadmap to a wireless campus has six phases. To reach the target, it is important
that universities understand how they want to be in the future and the business value they
want to appeal. Finally, adequate infrastructure should be introduced to enhance campus
services. The campus infrastructure needs to support and impart application delivery and
messaging, commerce, personal safety and security, and digital media.
1. Mobility Challenges include connectivity, security, and scalability. True

2. On campus and off campus transactions through the university can generate
revenue while building brand loyalty for the university. True
3. The information technology revolution in the 1990s was called the mainframe
revolution. False
Villano, Matt. 2006. Mobile Computing>>Imagination on the Move. Available: http://

www.campus-technology.com/article.asp?id=11359&p=1
Hagen, Bill. 2004. Windows Mobile Solutions in a K-12 Environment. Available:http://

www.pocketpcmag.com/_archives/Sep04/K12Environment.aspx
Brown, Mary Daniels. 2001. Handhelds in the Classroom. Available: http://www.

educationworld.com/a_tech/tech083.shtml
54
Title of the Lecture : Learning Management System

Presenter : Subodh Tripathee IT Consultant, Asian Development
Bank Institute, Vice Chairman, FIT Nepal
Running Time : 36 minutes 50 seconds
Objectives:
Understanding the complete LMS (Learning Management System) and its

advantages over E-Learning.
Learn how to install and configure Moodle step by step.
Learn about technical tools such as MySQL, PHP, Apache, and HTML.
Content Outline:
1. Introduction
The Learning Management System or LMS is a system for the management and
tracking the involvement of learners in a learning plan. If the participants or the students
or the learners themselves are to participate in learning specific content, then Learning
Management is required. LMS tracks how the participant is interacting with the specific
content. LMS is a reporting system that includes tracking registration, attendance, class
lists, grades, test results, class scheduling, and other administrative requirements. And most
importantly, it does not include ways to create or deploy new contents.
2. Features of LMS
Managing training administration

Managing and deploying E-learning
Consolidation of all the training initiatives within one system
Required to meet various compliance requirements to meet various quality
standards
Reduces training costs and meeting of regulatory compliance
Implement skills and competent management programs
Align training processes with general business and HR processes
3. System Requirements to Deploy LMS
High Availability: The system should be highly available; it should be able to

meet the requirements of many thousands or even more than that.
Scalability: A LMS deployed for 20 employees at a smaller company should
be scalable to one hundred, one thousand or even more than that because the
company may grow.
Usability: Must be easy to use and spontaneous.
Interoperability: Interoperable with other systems
Stability and Security: The system should be highly stable with proper backup,
a disaster recovery system and various other things, and should be highly secure
with multiple layers of access levels.
LCMS: Learning Content Management System
55
LCMS focuses on managing the content itself in the form of learning objects.
In this system, there is no pre-developed courseware. It also includes authoring
and managing contents.
4. Moodle
Moodle is a free LCMS and open source course management system. It can be freely
downloaded, used, modified and even distributed. It runs without modification on UNIX,
Linux, Windows, Mac OS X, Netware or any other system that supports PHP, including
most web host providers. Data is stored in a single database MySQL and postgreSQL are
best supported. But it can also be used with Oracle, Access, Interbase, ODBC and others.
5. Example of a Moodle based Package

ADBI E-Classroom: it is a Moodle based LCMS package with an installer. It
automatically installs PHP, MySQL, Apache, and PhpMyadmin. It has a complete tutorial
and LCMS can be deployed with just 3-4 mouse clicks. The ADBI classroom was developed
by ADBI and the CD-ROM itself is again distributed under GNU GP license.
6. Technical Tools
PHP: A scripting language. It provides some dynamic features to web pages.
MySQL: An open source SQL relational database management system.
Apache: A web server application that accepts HTTP requests and sends responses to
the client.
Discussion Topics:
a. What is the difference between LCMS and LMS?
b. List some of the advantages of LMS.
c. What is meant by open source system?
Review Questions

a. LMS supports a collaborative learning community offering multiple modes of
learning. True
b. Training expenditure cannot be optimized through LMS. False
Fill in the blanks

a. If you want to manage student access and records for courseware that has
already been developed, then you need LMS only.
b. Modern LCMS also has built-in LMS features.
Books:
Lewis, Quentin A Whitlock. 2003. How to Plan and Manage an E-Learning Program.
Hampshire: Gower Publishing, Ltd.
Nicholson, Paul, Brian J. Corbitt, Joseph Fong, and Wanlei Zhou. 2003. Advances in
Web-Based Learning. New York: Springer.
56
Websites:
Online Education and Learning Management Systems. Date Unknown. Global E-
learning in a Scandinavian Perspective.
Available: http://www.studymentor.com/studymentor
Adobe. 2006. Learning Management Center.

Available: http://www.adobe.com/resources/education/hed/lms_rc/
57
Title of Lecture : Conducive Environments for e-Learning

Presenter : Peter Moore
Content Outline:
E-learning technology has the potential to expand learning opportunities to a larger

audience. The transition to the information age affects learning and education in two ways.
First, rapidly improving technology enables higher quality learning to be made available
to an ever-growing audience through increasingly sophisticated modes of presentation.
Second, education requires a different kind of preparation from the industrial age, thus
demanding a suitable environment for incorporating e-learning technologies.
This lecture introduces nine critical components of an e-learning strategy. These
are training, technical support, standards, innovative software, digital content, research,
telecommunication and power, policy and development, and access. All components are
interrelated and essential to the success of e-learning. However, in order to establish e-
learning in the information age, three challenges must be addressed: are coordination,
connection, and creation. If these challenges are overcome, e-learning can become a powerful
tool for improving the effectiveness and efficiency of learning.
1. Not all critical components of an e-learning strategy are related. False

2. The information age requires a different kind of preparation from the industrial
age. True
3. E-learning may cause inconsistent experiences for students. True
Murphy, Sheldon. Date Unknown. E-learning Comes of Age. Pittsburgh eLearning

Society. Available: http://www.pittsburghelearning.com/articles/age.html
Shepherd, Clive. Date Unknown. Somewhere a place to learn. Fastrak Consulting Ltd.
Available: http://www.fastrak-consulting.co.uk/tactix/Features/aplacetolearn.htm
T-Sysytems Global Learning, Global Learning FachNews. 2005. E-Learning in

Developing Countries. Available:
h t t p : / / w w w. g l o b a l - l e a r n i n g . d e / g - l e a r n / c g i - b i n / g l _ u s e r p a g e .
cgi?StructuredContent=m130361
58
Title of the Lecture : Evaluation of E-Learning

Presenter : Ranjith Kumarasiri Business and Curriculum
Development Manager, Distance Learning Center,
Colombo Sri Lanka
Running Time : 30 Minutes and 8 Seconds
Objectives:
Understanding the factors considered in evaluating e-learning content.
Content Outline:
1. E-Learning
Although the definitions are not very clear, we all are quite used to the following set of
words: Web-Based Learning (WBL), Web-Based Instruction (WBI), Web-Based Training
(WBT), Internet-Based Training (IBT), Distributed Learning (DL), and so on. Of course
with the newest set of these Mobile Learning (or m-Learning) or Nomadic Learning like
gypsies and remote learning, off-site learning is learning anytime, anyplace, anywhere. E-
learning is a type of engagement with computers, ICT (Information and Communication
Technology) and equipment gadgets such as personal computers, CD-ROMs, digital
televisions, PDAs and so on. Also, e-learning can be used for distance learning thanks to
wide area networks and satellite communications WiFi, the newest technology.
2. Evaluation
Evaluation plays an important role in the courseware development cycle. Evaluation is
a form of systematic determination of the merit, worthiness, and significance of a particular
learning delivery system. So how do we decide or check the merit, worthiness and
significance? There are various questions that can be asked to find out the appropriateness,
or the significance and worthiness of the particular E-Learning content. If one reaches
reasonable answers, it is possible to decide the merit and worthiness.
3. Purpose of Evaluation
The main purpose of evaluation is to improve the e-learning products and versions and
to determine the accountability and justification, and to diagnose or weigh the advantages
and disadvantages. The evaluation is needed by the researchers, teachers/trainers, trainees/
learners, product developers, educational economists, etc.
4. Major Aspects of E-learning

The major aspects of e-learning include:
a. Learner: Under learner, the physical characteristics such as age, sex and learning
history and level of attainment, learner attitude and learner motivation, and
familiarity with the technology are important.
b. Learning environment: This is the immediate physical learning environment

where the learner is learning, be it at home or in a classroom, at a cyber cafe,
university, or whatever. It is also the organization that supports the learner
for registration or counseling, and the subject environment, what options the
59
learners have for various subjects, and whether that is the only subject they
have to learn or whether it is optional.
c. Context: This is the particular environment where the E-learning is taking

place and the socio-economic factors, the language of the context and the cost
of alternative learning. This is very important.
d. Technology: In the areas of hardware, software, and connectivity, we have to

consider whether we have access to the Internet, how to solve the last mile
problem, the mode of delivery, whether it is online/offline, whether it is on
CD ROM or web-based, through the Internet, as well as the infrastructure
planning and of course the software standards, such as whether they support
SCORMs.
e. Pedagogy: This is the most important item pertaining to the content. So we

need to look at content, the curriculum area, the grades, and vocation. In the
audience analysis, is the particular e-learning content for a single user or a
group class or small group; is it an e-learning content for a teacher?
f. Interface design: What is the connection with the user? How is the page
designed? How are the particular e-learning content page and site designed?
g. Assessment of the learner: In e-learning content, there is high dropout rate.

Students register, start and drop out. In order to keep them throughout the
entire learning activity, feedback and tracking are important.
h. Resources support: Resource support such as manuals, workbooks, CDs and

technical support; and sometimes face-to-face support.
i. Ethics and cost: The sociopolitical influence, cultural diversity and controversies
should also be considered. Possible costs involved in e-learning content should
be assessed and evaluated.
Discussion topics
a. What is the purpose of the evaluation in e-learning?
b. What are the major aspects of e-learning?
Review Questions
a. Evaluation should be ethical and professional but not responsible. False

b. Advanced e-learning applications use testing results to design custom learning
programs for learners. True
c. The quality of the e-learning depends on the standards. True
60
Fill in the Blanks

a. The best element in multimedia is Interaction.
b. CD, manuals, guides and workbooks come under offline resources.
Websites:
Evaluating E-Learning. http://www.cedma- europe.org/newsletter%20articles/
Training%20Magazine/Evaluating%20e-Learning%20(Sep%2005).pdf
Books:
Horton, William. 2001. Evaluating E-Learning: Here is How You Can: Predict
Success, Measure Value, Prove Worth. Alexandria: American Society for Training and
Development.
61
Title of the Lecture : Customization of Computer Courseware

Presenter : Dr. Shyamal Majumdar, Former Faculty Consultant,
CPSC, Professor and Head CSE, NITTTR,
Regional Vice President, IVETA
Running time : 49 minutes 12 seconds
Objectives:
Learn about the techniques and generic requirements for developing customized
courseware.
Learn how to customize courseware according to the needs of learners.
Content Outline:
1. Dimension of customization
It can be described using four points: pedagogical, ICT environment, usability, and
administrative. The pedagogical dimension is the key to customization, and contains all
the learning materials. The pedagogical dimension includes three important elements:
Content and Context, Learning Style and Strategies, and Navigation and Control. The ICT
dimension involves questions such as whether you are using the courseware in a network or
over the Internet or an intranet. For example; what kind of operating system are you using?
Is it Linux or Windows XP or another model of UNIX? Usability in terms of language and
personalization considers the mother language and learners’ personal preferences, because
this plays a vital role in developing any courseware. The Administrative dimension is all
about registration: how you are going to do it, the security features and the management
aspects.
2. Courseware Developmental Model

The courseware model includes the following steps
Concept definition
Storyboard Design
Development of multimedia Building Blocks
Authoring
Testing and Revision
Delivery
3. Authoring Environment
The customization of the course depends on:
o The programming language: Is it flexible, i.e. no restrictions, it is open

architecture i.e. architecture independent software? For example, if you develop
courseware using programming language, you can put in on any machine. If it
is an IBM machine, it can be Windows based; it can be Linux based whatever
the kind: everyone has translator or compiler in their own version.
o Authoring system: For an authoring system, Director, ToolBook or Authorware

Professional can be used. These are most popular authoring software packages.
62
The authoring metaphor of Director is a timeline. Basically, Flash and Director

all both timeline. Time by time it is happening. So time can be controlled.
o Learning Content Management System (LCMS): This is much easier to learn

than the authoring system. Design templates are included in the learning
management track, and include, for example, evaluations, online registration,
online testing, etc. Customization depends on the architecture of the learning
content management system, and this is its one of the disadvantages. LCMS
requires less development time.
4. Requirements for the Authoring environments

The basic requirement for the Authoring environment is the standardization of the
content and software to allow learning objects and technology to be reusable, interoperable
and easily manageable at many different levels of complexity throughout the courseware.
People are thinking of using the SCORM (Sharable Content Object Reference Model)
specification.
5. The SCORM model

It consists of three parts: (1) An Extensible Markup language (XML) based specification
for representing the course structures; (2) A set of specifications relating to a runtime
environment including API content to data model and content launch specification; and
(3) A specification for creating meta data records for the courses, content, and raw data.
However, architecture is necessary to get a 100 percent adaptive courseware. Therefore,
learning resources and learning records are the key contents of the architecture. The SCROM
standard has to be adhered to when developing content.
6. CBT provider for Customization

It consists of four parts. They are:
o Course content and Design: The provider must be knowledgeable about the
content. The provider will be aware of the lesson plan and objectives.
o Course Delivery: When carrying out the course delivery, see whether the
provider has a history of a good reliable courseware delivery.
o Course Implementation: This provider adheres to the time schedule
o Support Services: Once the courseware is developed, it doesn’t mean that

there is no need for any further updating. It has to be updated time and again.
So the provider must have updating capability. The provider can develop
documentation, including source code. This is very important.
Discussion topics
a. What is pedagogical learning?

b. In your opinion, how should the content expert be?
63
Review Questions

a. To carry out any modifications in the LCMS, you have to know that particular
architecture. True
b. Based on a free browser is one of the competition items among LCMS software.
True
c. Everything on the Internet involves e-learning. False
Fill in the Blanks

a. The disadvantage of LCMS is that it is architecture dependent.
b. Linux based architecture is an open based architecture.
c. Reusable learning objects should be used for the customization.
Suggested reading materials
Articles:
Kumar, Amruth N. and Mahwah. Date Unknown. “Pedagogical Dimensions and the
Evaluation of Multimedia Courseware for Computer Science.” Available: http://fie.
engrng.pitt.edu/fie97/papers/1121.pdf
Books:
Berg, Gary A.2003 The Knowledge Medium: Designing Effective Computer Based
Learning Environments. Hershey, Pennsylvania: Idea Group Inc.
64
Title of Lecture : The Future of Learning

Presenter : Kihairiyatun Azlina Akhiruddin
Content Outline:
Learning is a lifelong process of skill and knowledge acquisition that is critical in an era of
rapidly increasing global innovation. E-learning will change the way people acquire new
skills and access knowledge. It will eliminate barriers that have prevented people from
accessing high-quality education. It will also enable organizations to be more responsive
in a changing environment. Through e-learning, learning will become more pervasive,
continuous, relevant, and collaborative.
There are two factors that will shape the future of learning. One is workforce.
Multitasking, which can facilitate the improvement of skills. It has become a common practice
among the new generation. The second factor is technology, which can create pervasive
and intuitive innovations. Learners are empowered to shape their learning experiences
through the use of technology. The next generation of the workforce is knowledge hungry,
interactive, and values time, all of which imply that learning will be relevant and available to a
diverse workforce, increase performance and productivity, be accessible beyond institutional
boundaries, integrated and flexible, and will be dominated by collaboration. Organizational
performance will depend on learner empowerment, embedded learning, and organizational
learning. Collaborative learning is the key for enabling innovations in organizations, but for
it to happen, professional development will have to start from the individual, and then build
individuals into teams that can foster the creation of ideas and growth at the organizational
level. Finally, it is important to determine the “e-status” of the organization or institution
and its priorities, because this will determine where to start transforming innovations.
1. A confluence of trends and events has created increased demand for e-learning
across all industries. True
2. The next generation workforce will not be multi-generational and knowledge-
hungry. False
3. The 21st century requires high productivity and effective communication skills.
True
Corollis. 2002. The future of E-Learning. Available: http://www.corollis.com/article_

future.htm
Pantazis, Cynthia. 2002. Maximizing E-Learning to Train the 21st Century Workforce.
Available: http://www.ipma-hr.org/newsfiles/2002_1_pantazis.pdf.
Schuur, Kees. 2003. A Holistic of Vision of the Future of E-Learning. Available: http://
www.theknownet.com/ict_smes_seminars/papers/Schuur.html
65
Title of Lecture : Future M-learning Opportunities

Presenter : Ms. Judy Brown, Director, Academic ADL Co-Lab,
University of Wisconsin System
Content Outline:
It is possible that there will be one global mobile campus within 10 to 20 years. Devices
are rapidly evolving, size is decreasing, capabilities are increasing, and cost is decreasing.
However, battery life is still an issue, and needs to be extended. Examples of future devices
that may truly impact learning and lives include: the talking pen-top computer which can
draw a calculator and translate Spanish; pocket projectors that eliminate the need for a
screen; and handheld game players which offer large video capabilities.
Mobile devices can be useful in education for several reasons: they can be used when
needed or when the time is available; they can provide modular content, wireless access,
automated delivery, convenience, performance, and information on-demand; and they are
personal and responsive. Below are some recommendations for harnessing the potential of
mobile devices to enhance teaching and learning:
Look for opportunities; follow the market and be ready to move,

Focus on user context and needs,
Build content in modular formats,
Assess readiness and begin with pilot initiatives.
1. M-learning depends on time and place. False

2. Audio and video also offer future possibilities for m-learning. True
3. Podcasting is a relatively inexpensive means of storing audio files of information.
True
Houston, Douglas. 2006. M-Learning- the Way of the Future? Available:

h t t p : / / t e c h n o l o g y w e e k l y. m a d . c o . u k / M a i n / H o m e / A r t i c l e x /
9477c9182e914d26825b4ae9ad5361a8/mLearning--the-way-of-the-future.html
Koschembahr, Von Christopher. 2005. Mobile Learning: The Next Evolution of

Education. Available:
h t t p : / / w w w. c l o m e d i a . c o m / c o n t e n t / t e m p l a t e s / c l o _ a r t i c l e .
asp?articleid=849&zoneid=71
Dye. No. 2003. Mobile Education- A Glance at theFuture. Available:

http://www.dye.no/articles/a_glance_at_the_future/abstract.html
66
RECOMMENDATIONS FOR FUTURE IMPROVEMENT
APPENDIX II
Course Assignment Guidelines and Sample Assignments

Issues Paper Instruction
Guidelines for Issues Paper
You are required to prepare an issues paper according to the format provided. The paper
should contain at least three critical issues in e-learning. There is no limit for the length of
the paper. However, it should be at least two pages long.
Name:
Date of submission:
First issue:
Why is it an issue?
Write your position and your ideas for resolving this issue.
Second issue:
Why is it an issue?
Third issue:
Why is it an issue?
67
Issues Paper Sample 1
Issues Paper
Name: Ramon R. Yap

Date Submitted : November 19, 2006
First Issue: ICT Accessibility
Why this is an issue
While Information and Communications Technology (ICT) is available in the Philippines,

ICT accessibility is still limited to the upper income bracket of society and mostly
concentrated in urban areas, particularly Metro Manila, Metro Cebu, Metro Davao and
other highly urbanized areas. This is due to the fact that the cost of ICT is still beyond the
reach of the majority of Filipinos.
While a computer with Internet connectivity is now almost standard equipment in
American homes (some even have two or three computers) as well as in more developed
countries, home computers in the Philippines are still not common.
Thus as in the case in of knowledge acquisition and education using the traditional
classroom method, there is a widening gap in ICT-based learning between the rich and the
poor, and between urban and the rural folks.
Position/Ideas
The gap in knowledge acquisition in both the traditional method and e-learning will
continue to widen unless intervention is applied.
The intervention may firstly be done by the government.
Firstly, the government should allocate a large part of its education budget to the
acquisition of the latest ICT (computer systems with internet connections) for public
schools and the training of teachers to maintain and to teach such systems.
Currently, the government is trying to supply public schools, as early as the elementary
level with computer hardware and the required software. However, the level of supply is
very inadequate. Often, computers supplied to schools are obtained from donations and
these hardware items more often than not are discards from donors who have upgraded
their own systems. Thus, students are left to tinker with obsolete equipment.
Secondly, the government can provide incentives to private entrepreneurs who are
willing to put up ICT Centers where students will gain access to computer systems and the
Internet. The incentives could include the following:
Duty free importation of computer systems

Income tax holiday for, say, five years
68
COURSE ASSIGNMENT GUIDELINES AND SAMPLE ASSIGNMENTS
The scope of development needed to make ICT affordable and accessible to the majority
of the populace makes it imperative for the government to work hand in hand with the
private sector. This can be done through a public-private partnership.
The private sector is very important, as it has the resources to provide funds for ICT
development. For as long as the enterprise has the potential for profit, the private sector
will not hesitate to go into it.
ICT development in the Philippines to provide access to the majority of the people
who needs it most, has still a long way to go. However, with proper focus and coordination,
this can be achieved in a short time.
Second Issue: Education and Educational System
There are two issues related to education in the Philippines.
Firstly, the budget for education is very inadequate. Every year, the problems of lack
of classrooms, lack of teachers and lack of educational materials crop up. In the face of the
inadequacy of basic educational facilities, the use of e-learning has not even been seriously
considered.
Secondly, education in the Philippines is still primarily based on traditional classroom
type instruction. While e-learning is not intended to replace the traditional classroom type,
there is great potential in the application of e-learning to supplement it. To develop e-
learning requires massive training and educational support in order to overcome resistance
from all players in the educational system, namely: the top officials of the Department of
Education, school administrations, teachers themselves, and even the students.
Position/Ideas
The Philippines cannot afford to be left behind in the global advances in education.
On the issue of lack of budget, the country can do well to reallocate its budget towards
education. In fact, the Philippine Constitution mandates the prioritization of education in
government spending.
To jumpstart e-learning in the educational area, the government can allocate a significant
budget for its development and develop pilot projects in each major region. The project
could include the following:
Acquisition of the right ICT facilities

Training of technical and teaching staff to develop pilot courses
Selection of students to undergo the pilot courses
The success of the pilot project can motivate all players – school administration, teachers
and students – to actively participate in e-learning programs.
69
Third Issue: Intellectual Property Rights
Companies and individuals who are engaged in the development of software, and other
intellectual assets do so in order to make profits out of their endeavor. However, they also
realize that their potential for making money is greatly threatened by “intellectual piracy.”
With the new and advanced ICT, it has become very easy to copy software and even e-
learning courses.
Position/Ideas
While the Philippines already has adequate laws protecting intellectual property rights,
enforcement of these laws is still very inadequate. For as long as “intellectual piracy”
continues, software development necessary to support ICT and e-learning will remain
snail-paced.
Enforcement of intellectual Property Laws is hampered by corruption at all levels of
enforcement agencies. This is one area that the government has to address.
70
Issues Paper Sample 2
E-LEARNING POLICIES ISSUE PAPER
Title : Critical issues faced by e-learning in Sri Lanka

Author : T. R. Waruna Sri Dhanapala
Position : Assistant Secretary to the President
Institution : Policy Research & Information Unit,
Office of the President
Address : Colombo 0100, Sri Lanka.
Date of Submission : 27 November 2006
Issue One: Lack of professionals in the field of e-learning
This has become an issue because:
Even with the increased ITC literacy among many segments of Sri Lanka’s population,
it still lacks personnel competent with e-learning skills. This hinders the development and
application of e-learning courses in the formal and informal education sectors.
Remedy:
1. Identify teachers who are competent in ICT and train teachers who are ready
to apply ICT in their education and to create e-learning materials.
2. The results of the recent island-wide Census of the Dept. of Census & Statistics
can be used as a source to select both teachers and other resource personnel to
create an e-learning culture in the school education system.
3. Also identify education experts in the field of traditional distance learning
activities in the public education system (mostly in teacher training).
4. Expose these personnel to other successful ICT-based interactions
(e.g. e-business and e-government applications) to inspire them to adopt new
technologies for distance learning.
Issue Two: Difficulty in developing course material for schools in

native languages

More than 95% of schools in Sri Lanka conduct education activities in native languages
(Sinhala and Tamil). However, the quality of the native language fonts is not as good as that
of English fonts. Therefore it creates many technical constraints when producing visuals in
e-learning course material such as web content and CD-ROMs.
Remedy:
1. Extensive application of images with embedded texts

2. Convert text into PDF format is one solution but it lacks many animated
features.
71
3. Encourage software developers to develop compatible fonts of high quality

that can be used in developing e-learning materials.
Issue Three: Insufficient financing to support Internet usage for educational

purposes
Although schools in urban areas can access the Internet at a relatively low cost due
to the availability of leased lines, ADSL, and telecommunication facilities, remote schools
have to depend on dial-up facility where telephone connections are available.
There are constraints in financing the telephone/Internet costs of schools because
the government budget for telephone bills may not sufficient to run successful e-learning
programs, thus there is no assurance for sustainability.
Remedy:
1. Provide special free Internet connectivity for each school through the proposed
island-wide data network.
2. Until this infrastructure is set up, provide a special budgetary provision for
funding Internet connectivity.
3. Liaise with Internet service providers to get Internet connectivity at
concessionary rates for educational purposes, thus supporting e-learning by
solving the above issues.
72
Study Visit Guidelines
Study Visit Guidelines

Please visit an academic institution near your locality which offers e-learning courses
or an institution that uses computers for teaching or learning. It could be a school or a
university or any other institution. Meet a teacher, a student and a guardian and complete
the three different questionnaires given below to prepare a study visit report. Inclusion of
photos, graphs, charts or any other supporting documents will be a complement to your
visit report.
For teachers:
1. Does your institution make use of computers for teaching/learning? If yes, for
what kind of teaching/learning?
2. Is computer usage more effective and easy to manage compared to face-to-face
teaching/learning?
3. Technology is penetrating every sector including education, which has drastically
reduced social interactions (for example the interaction between the teacher and
the student). Do you think this is sufficient ground to discourage the initiatives of
using computers for teaching/learning?
4. What are the current issues and challenges for promoting the computer culture in
teaching/learning in your context/country? How can those prevail?
5. Have you planned any significant e-learning programs in the future?
For students:
1. Are computers assisting your learning? If yes, for what type of learning/course(s)?
2. Is learning through computers more effective and easy to follow than face-to-face
learning?
3. Which type of learning do you prefer most? Why?
a. Face-to-face learning b. Computer-based learning (CBT) c. Blended learning
4. Technology is penetrating every sector including education, and this has drastically
5. Do you have any suggestions for effectively implementing computer usage in
teaching/learning at your institution?
For guardian:
1. Have computers ever assisted your learning? If yes, for what type of learning?
2. Do you think using computers helps you or your ward learn things easily and more
effectively than face-to-face learning? Why?
3. Which type of learning do you prefer? Why?
a. Face-to-face learning b. Computer-based learning (CBT) c. Blended learning
73
4. Technology is penetrating every sector including education, and this has drastically
5. What are your suggestions for the effective implementation of computer usage in
teaching/learning in your country or your context?
74
Study Visit Report Sample 1
E-LEARNING POLICIES
Study Visit Report
By: Emmanuel Habumuremyi
Name of the Institution visited: The Center for Instructional Technology (CIT)
Address of the Institution:

The Center for Instructional Technology (CIT)
National University of Rwanda
Main Campus Ruhande, next to AVU Center
Ext phone (+250) 530 364
Int Phone: 3434
Fax: (+250) 530 121
P.O Box: 460, Butare-Rwanda
E-mail:[email protected]
URL: www.nur.ac.rw/cit
Date of Visit: 11.12.2006
Introduction
The Center for Instructional Technology supports the academic mission of the National
University of Rwanda by helping faculty find innovative ways to use technology to achieve
their teaching goals. Drawing on expertise in both technology and pedagogy, the CIT staff
members assist faculty with projects, share information across the university about effective
practices and examine the effect of technology on teaching and learning.
The centre works in the framework of meeting the expectations of the National University
of Rwanda (NUR) in improving the national education system as stated below:
The vision of the CIT is:

Education for All;
Gender Equity.
The mission of the CIT is:
To increase access to education;
To provide Quality Education;
To support our National and Regional Objectives.
E-learning courses or usage of computers with future plans
The National University of Rwanda has been following the development of e-Learning
over the last five years. It is aware of the opportunities which this new medium of education
presents. The Institution is mindful of the need to expand access to quality education in
Rwanda and is seeking mediums and modes that will facilitate this.
Through rapid technological development, particularly through the extension of the
Internet as a medium of communication and a business tool, a new medium of learning
has been developed, which provides significant opportunities to the National University
75
of Rwanda. There is already a wide acceptance of this new medium of education as an

acceptable and viable mode of education.
At the CIT, the staff believes that instructional technology can contribute to the
academic excellence of the National University of Rwanda (NUR) by increasing student
engagement with course materials, supporting active learning strategies, better matching,
teaching and learning styles, fostering communication and collaboration, streamlining
course administration and developing students’ skills for future learning and work.
In most cases, this new medium of education will be used alongside the traditional
mediums of education in a manner which has become known as “blended learning.”
Advantages of offering e-learning courses
At CIT, the main justification for e-Learning is provided through the opportunities
which it presents to the University, including:
The potential to enhance traditional face-to-face education;

The ability to develop e-learning material, known as learning content, in a
form that can be reused over and over;
The ability to deliver content to increasing numbers of students electronically
at no incremental cost;
The increasing availability of electronic learning material such as e-journals
and e-books to support an e-learning approach;
The opportunity provided to students and lectures to define the time frames for
education allowing for increasing flexibility of teaching and learning times;
Significant cost reductions in the teaching and learning processes including the
ability to teach students who are remote from the institution and making use
of their own facilities rather than consuming University facilities;
Reduced requirement for physical teaching facilities;
Reduced travel and accommodation costs for students and lecturers.
In all cases, the teaching staff at CIT sees the use of e-learning as an approach or
mechanism for achieving learning objectives where defined outcomes needs to be carefully
considered to ensure that the highest possible quality of education is provided.
Stumbling blocks for offering e-learning courses
As mentioned by the CIT staff, the most critical points in e-learning at CIT are related to
the understanding of what e-learning is and how it can be a solution to the whole learning
process of Rwanda.
CIT and the University itself face a number of challenges. These challenges include:
Limitations on financial resources available to the NUR;

Increasing cost of education;
Demands for education which exceed the centre’s current ability to deliver
(limited places and offices);
Geographic conditions require alternative mediums to enable access to
education in remote areas of the country;
Difficulties in attracting and retaining qualified and competent staff to the
NUR;
Limited physical facilities available to the Institution.
76
The National University of Rwanda believes that a number of these challenges can
be addressed in part by the use of e-learning as an additional and extended medium of
education.
From the students’ point of view, there is a problem of inadequate tutor support.
Besides, they encounter difficulties in accessing the Internet: most of the time there are
power cuts and poor Internet connectivity, and where available the price is high.
As for the teachers, there is a lack of adequate training in teaching the virtual
communities. Also, finding designers, content developers, and programmers who could
help to develop better courses is a big problem.
The are no points of view from parents, since the majority of the learners are
undergraduate and postgraduate students.
E-learning programs be improved
Even though no substantial progress has been made with the use of e-Learning at CIT
in the educational programs of the National University of Rwanda, the development of
e-learning policy will promote and inform the development of and use of e-learning at
the National University of Rwanda. The policy will be the basis on which the NUR will
be adopted as a standardized and structured approach to the use of this new medium in
teaching daily activities.
It is believed and recommended, under this policy, that the use of e-learning can support
the vision and mission of the NUR with additional capability and more effective utilization
of resources to meet its challenges and achieve its vision and mission.
There, the Center for Instructional Technology (CIT) will play a major role by:
Diffusing the use of Instructional Technology in Teaching and Learning at the

National University of Rwanda, and
Training teachers in designing and delivering online courses.
1. Justification for e-Learning

After pointing out that many institutions and corporate entities all over the world
have adopted e-learning as a successful means of transferring knowledge to their staff, and
that there is already a large global community of on-line learners, the NUR has chosen this
medium as one solution to the different education challenges it faces.
Through the rapid technological development, particularly through the extension of
the Internet as a medium of communication and a business tool, a new medium of learning
has been developed, which provides significant opportunities to the National University of
Rwanda. There is already wide acceptance of this new medium of education as an acceptable
and viable mode of education.
The National University of Rwanda has already established a support unit, known
as the existing e-Learning department of the Center for Instructional Technology (CIT),
which will primarily function as a supporting, standard-setting and capacity-building body.
The specific objectives of the unit are:
To promote the use of e-learning in current and future programs of the

NUR;
To provide training and development to lectures and facilitators of online
learning programs;
To set and monitor standards for the use of e-learning from a technological,
content and quality perspective;
77
To seek opportunities for collaboration and cooperation with other institutions

inside and outside of our borders, and particularly with other higher institutions
in the East African Community and the African Virtual University;
To monitor the use of external providers of services to ensure standards are
adhered to and that quality of service is received.
2. Vision for e-Learning

The e-learning vision for the NUR is to make effective use of this new medium of
education to significantly expand the number of its students and increase access to education
while maintaining the standards and quality of the institution’s educational system. This
will support the national and the international goals of “education for all.”
The specific vision for e-learning at the university is:
E-learning will form a component of all programs, where appropriate, by

2008;
The university will expand its enrollment through the use of e-learning by
100% by the year 2020;
The university will integrate e-learning into all programs by 2010.
3. Barriers to Implementation to be addressed

Two main categories of barriers exist to the implementation of e-learning at the National
University of Rwanda and generally in the country: external and internal barriers.
3.1. External Barriers
The main external barrier is the limitations on access to technology and basic
infrastructure such as electricity and telecommunications for the students who are the
target market for e-learning. In the short-term, alternative strategies will need to be put
in place to overcome this barrier. These strategies will include the use of learning centers
and the provision of technology access to students both on campus and in these learning
centers. For that, the involvement of the Ministries of Education, Infrastructure, Energy
and Telecommunications is highly needed.
3.2. Internal Barriers
The main internal barrier is the lack of willingness to change and adopt e-learning as
an effective part of both the existing and proposed new programs. Until the potential of
this medium is understood and internalized by the leadership and academic staff, and until
effective and successful examples of the use of technology enabled learning has been seen
at the university, the staff of CIT will struggle to see the benefits of broad scale adoption of
e-learning.
The second major barrier may be access to the seed funding required to develop the
first programs that will demonstrate the value of this medium to the institution. This
program includes training of course designers, content developers, course administrators
and facilitators.
Other barriers may include:
The perception that e-learning may not be an acceptable medium to provide

quality education.
78
The challenge of managing e-learning, and particularly the impact of managing

remote students.
The E-Learning Unit will ensure that its role remains that of a support unit to the
Faculties and Schools presenting programs on this new medium. The unit will at no stage
take direct responsibility for the creation of e-learning programs or the delivery of e-learning
programs.
4. Dependencies
A key dependency for the effective implementation of e-learning is support and
integration with the ICT policy of the University. The ICT Policy will need to make specific
provisions for technology access for on-campus and distance education students and provide
the supporting technology infrastructure to facilitate the development and delivery of e-
Learning programs.
A second dependency is the relationship between this policy and the Intellectual
Property Right (IPR) Policy of the University. Here, decisions need to be made regarding
the IPR. In some cases where co-development of content is desirable, issues regarding IPR
may need to be negotiated among the partners.
5. Standards for the Institution

The implementation of e-learning in the NUR will largely be new to most users.
As such, this implementation involves the risk that multiple approaches and different
methodologies will be applied, creating limitations on stakeholders’ ability to share
knowledge, skills and even content, across the University. Accordingly, a key responsibility
of the e-Learning Department will be to ensure the development of, and adherence to,
a defined set of standards and processes which will guide the development of e-learning
content, the structuring of programs, the technology to support this new medium and the
quality of e-learning programs.
6. Program Selection
The selection criteria for programs for e-learning may include the following:
Demand for programs that exceed the university’s ability to deliver;

Demands for increased flexibility in learning and teaching schedules;
The opportunity to significantly extend access to learners normally engaged
in full-time work and requiring increased flexibility in learning times in the
ability to learn at a distance;
The opportunity to students who are in remote locations from the institution to
learn making use of their own facilities rather than consuming the university’s
facilities.
The nature of the e-learning in the in each programs will depend on the requirements
of that specific program. Individual programs could range from only a small component of
the program being technology enabled, to a program which is offered entirely online.
79
7. Incentivization for e-Learning Participation

The University defines a standardized approach to incentivizing the participants to e-
Learning which includes the following:
No additional incentives will be provided to lecturers or staff that participate in

e-learning. The benefits to these individuals will accrue through more effective
use of their time and teaching efforts in the medium term.
Lecturers and content providers will be remunerated for the assistance and
additional effort put into the creation of e-learning material and conversion
to e-learning programs, where this is outside to the normal responsibilities
and workload of the individuals. This remuneration will be in line with the
university’s existing policies for overtime and extra workload;
The University can engage, if necessary, an external party to assist the university
with the development of content for the university.
Guidelines will be developed to cover the following processes:
The assessment of programs to consider their suitability for e-learning;

The process of content creation and content conversion;
The process to be used for the presentation of e-learning programs;
The administration process for e-learning programs.
Done at Butare, 14 December 2006

Last modified: 17 December 2006
80
Study Visit Report Sample 2
E-LEARNING POLICIES COURSE

Oct 2006 – January 2007
Distance Learning Centre
Asian Development Bank Institute, Tokyo, Japan
Assignment 2: Study visit report
Name: Arundhati Seigell

Date of submission: 11 January 2007
Name of school: MAHARAJA SAWAI MAN SINGH VIDYALAYA (MSMSV)

Address of school: Sawai Ram Singh Road
Jaipur 302004
Rajasthan, India
Date of visit: 15 December 2006
1. Describe the e-learning courses or usage of computers with future plans.

MSMSV aims to give its students a
head start in life. Computers are a part of the
curriculum from class I onwards. In class XI
and XII it becomes an elective subject and the
Central Board of Secondary Education (CBSE)
syllabus is followed.
The use of ICT for learning has been
introduced in MSMSV to create an opening
learning environment and develop a vision
for the future. As the world is becoming a
knowledge society, the school feels that its
students should be trained and equipped with
appropriate skills and knowledge to be able MSMSV ICT facilities: MSMSV school students working
to live in a technologically dominated socio- in their computer laboratory.
economic milieu.
For enabling an ICT in education, students have ready access to Pentium machines
with colour monitors, multimedia and internet facilities. To keep up with the latest software
demands the school has revised its computer curricula to include Windows 95/98, MS-
Office 2000, Informatics Practices, etc., along with some computer languages like Logo,
C++. Audio Visual Instruction is well integrated with the school curriculum .The AV
room is equipped with a TV, Video Cassette Recorder, LCD Projector, Overhead and
Slide projectors and collection of educational AV cassettes. The school plans to set up
videoconferencing facilities in the near future.
Computers are used as teaching aids. MSMSV also plans to use computers for remedial
teaching. The school is yet to finalise its plans in this area.
The school has facilitated learning, teaching and adapting new schooling methods
with current demands in education. Both teachers and students are learners in the process,
learning new methods of teaching, using new technology for learning and interacting. The
use of computers has helped students of MSMSV explore their creativity and adapt to new
learning styles along with the traditional methods of learning and compete with peers across
81
different schools in the country and the globe. They are more adept at using technology
– the Internet – for searching, meeting friends and other school students virtually and
learning new software.
One of the reasons ICT based learning was introduced in MSMSV is to provide the
following opportunities:
Facilitating learning for students who have different learning styles

Making learning more effective, involving multimedia and hypermedia
Providing a broader international context for approaching problems
One of the key learning changes seen among students is the ability to search effectively.
Searching for information is not a popular activity in traditional schooling. Today the
search and retrieval of needed information is becoming a core activity in work and learning.
Asking an expert is a special case of information search. ICT tools such as the Internet,
use of CD ROMs, chat and discussion forums are now enabling students to do their class
work and projects in discussion with various students across the globe. This enables them
to network better, get new ideas and be innovative and learn from others experiences. This
is a totally new way of learning compared to traditional classroom learning where students
are restricted to not more than 3-4 classrooms in a school or at a maximum of interaction
with other schools once or twice a year. This does not necessarily bond or create a healthy
learning environment.
Parents’ contributions have been immense. Most parents interviewed said they
appreciate the facilities in the school. They too contribute by encouraging their children to
learn new skills. Several parents seemed to recognize the importance of learning computer
skills and the advantages of the Internet. Some of them were, however, skeptical about the
distractions caused by computer games and the Internet. They suggested that the school
monitors children’s actions and access to online resources.
ICT through international links
Another significant dimension of ICT for MSMSV is its strong learning partnership
with a school in the UK that further contributes
to the development of better and more effective
ICT skills for communication. The focus for
our visit to our link school in India was to
develop ICT links in English and through the
E-learning project in Religious Education.
The two schools have been working on joint
projects, under which students had exchanged
ideas on aspects of Hinduism with the UK
students through online polls, online discussion
and the sharing of presentations. In this way, the
schools are attempting to promote independent
learning and encouraging students to draw on UK school visits MSMSV: MSMSV school students and
teachers interacting with a UK school teacher.
information at the source.
In summary, MSMSV believes that ICT
enable teachers and students to construct rich multi sensory, interactive environments with
almost unlimited teaching and learning potential.
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Some plans for the future are:
Enable teachers to be able to teach a whole class or part of a class, assisted by

technology as appropriate;
Develop online curricula to enable students to learn the same way or to
choose ways that suit their individual learning styles, assisted by technology as
appropriate;
Introduce assessment of progress, managed by technology;
Equip the school with a large screen video display (projector) for group
learning purposes than just audiovisual rooms.
2. What are the advantages of offering e-learning courses?

MSMSV does not offer any e-learning
courses. It has computer labs and ICT learning
and audiovisual facilities for its students and
teachers. Computers are an integral part of the
curriculum and help children to learn from class
I onwards with the idea of introducing online
learning and teaching methodologies.
Some of the advantages of the ICT facilities
acknowledged by teachers, students and parents
include:
Students Inter-school networking: UK student interacting with

MSMSV students on the Internet (photo from school
Students are enthusiastic to learn archive).
new skills using computers including

using the Internet, e-mail, different software for mathematics, word-processing,
programming and spreadsheets.
Access to a variety of online resources helps them learn to adapt their class work
and projects with different ICT tools such as presentations, multimedia narrations
and animations and videos.
Exposure to the Internet has enables the students to learn about new technology
and use it to search for information online, collaborate with project teams across
schools and network virtually.
Students feel that e-mails have helped them learn a new and faster mode of
communication.
Students welcome online learning as it enables them to learn anytime, anywhere,
and they will not miss classes if they are out of town.
Students find it easier to repeat tasks and improve their skills.
Interactive audiovisual packages are used by students for their projects. Students
with computers at home are also able to issue CDs to view at home to prepare for
lessons and projects.
Students enjoy exploring their creativity and using it in presentations. This has also
helped to improve their communication skills and public speaking.
Students welcome computers as a learning mode but are more confident when
their teachers explain those lessons. They do not prefer a total online learning
option. They feel interaction and guidance from their teachers by approaching
them directly is immensely important.
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Has technology reduced social interactions? Students of MSMSV do not think so

as they continue to have their traditional classrooms and interaction s with family
and friends. Technology, they agree, has helped them to reach out to friends and
family they use to see or interact with only sometimes in a year. Most students were
well versed with e-mails, and used them to connect to other students, family and
friends across the globe.
Teachers
Most teachers are well trained in the use of computers in the school.
Teachers are now able to use a variety of methods to teach.
Teachers have seen a marked difference in the learning styles of students and their
enthusiasm to use computers.
Computers have helped teachers in repeating tasks or making correction without
wasting time and energy.
Exposure to new technology and trainings has kept the teachers abreast with new
trends.
Teachers are now able to interact with other schools in the country and abroad.
Internet resources have helped them to understand different teaching styles and
some teachers are trying to adopt easier methods of learning.
Some teachers download or scan the latest articles, new inventions and news and
ask students to adapt it to their projects. They encourage students to research and
be innovative.
Teachers feel that teaching-learning trends have changed drastically with
computers.
Parents
Most parents are well educated and encourage children to learn new skills.
Parents appreciate the use and teaching of computers and ICT tools in the school.
Parents feel that their children have become more productive and creative in
their project work. They extensively use computers to develop presentations and
artwork, and to interact with friends and classmates for ideas.
Parents do feel that face-to-face learning should continue, as it is an important
aspect of learning and understanding and bonding with one’s teacher. Most of
them do not like the idea of a total online learning concept. They feel that it is
important for their pupils to interact with teachers, classmates and other students
of the school, and to use the playground to get an all round development.
Parents are learning a lot from their children. They are learning more about using
digital equipment and technology from their children. This role reversal is being
accepted in a positive way which is socially encouraging.
3. What are the stumbling blocks for offering e-learning courses?

MSMSV has computer labs and audiovisual facilities but no e-learning courses yet.
However, the teachers feel that providing e-learning courses for school students has
advantages and disadvantages. Some of the stumbling blocks include:
The additional time teachers will have to spend in designing and developing
online courses.
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Schools will need to have better IT infrastructure and students will need to
have easy, cost-effective Internet access at home (not very common yet). This
can cause a lot of disparity between students with access to the Internet at
home and those without access.
Teachers above 40 years of age are resistant to change. Training and changing
their behavior or style of teaching can be a difficult task.
More funds will have to be allocated for ICT facilities, software and
maintenance.
Students will need to be monitored when accessing courses at home.
Unlimited access to information can lead them to wrong information,
distractions and bad habits.
Not all information on the Internet is accurate or credible and students tend
to copy information from the Internet rather than try to solve the problem or
be creative on their own.
Spending too much time on computer games or sitting too long in front of the
computer can cause health problems.
Students may also become less sociable.
Parents are of the opinion that e-learning courses may lead to lesser concentration
in classes as children feel they can cover it up when at home.
Children may not have proper guidance in solving problems and may have to
go through several iterations before getting it correct.
Parents would like a good blend of face-to-face and online learning options.
But, they feel that it will take some time before all students will have access to
computers at home.
1. How can the e-learning programs be improved?
Some teachers are interested to explore new ways of using different media for teaching.
They agree that more time is required to develop e-learning programs but it will benefit
the students. The school will have to undertake extensive training programmes for teachers
and students on developing and using e-learning programs. Teachers agree that it will be
a useful tool for learning from home, doing homework and projects and assessing the
progress of children and studying patterns of learning. Some of the initiatives that the
school will have to undertake are:
1. Understand student learning styles and pattern in order to develop or buy

modules for learning.
2. Adapt existing educational learning materials students are familiar with into
e-learning modules.
3. Facilitate students to do their homework and project work using online
methods. Training is another aspect teachers would appreciate to deliver
quality ICT learning.
4. Online courses or curricula should be developed with different difficulty levels
to assess student’s learning curves.
5. Student surveys should be conducted before and after the introduction of
online modules to evaluate performance and changes in learning with new
systems.
6. Broadening the range of materials used in classrooms is another approach
that can improve courseware or e-learning programmes. With facilities like
85
copying machines, scanners, etc., teachers can now show articles of interest or
relevance to students by making copies and sharing them. These methods can
be used to improve the students’ creative skills by helping them rewrite, edit
or add research material to the story, etc.
7. With access to the Internet, students can be encouraged to use encyclopedias, or
to link to art museums and other online reference materials to build projects.
8. Certain fundamental concepts of mathematics and science can be explained
using visual realization (modeling) that ICT tools can reproduce. This can
help students to freely manipulate objects representing these concepts on a
computer, experiencing in different ways the dynamic relations between their
actions and the visible behavior of the model.
2. List of computer courseware (programs) being used.
MSMSV has ready access to Pentium machines with color monitors, multimedia and
internet facilities.
The latest computer programmes introduced include:
Windows 95/98 – Students are taught the basics of the Windows operating
system and its operations in the computer classes.
MS-Office 2000 – Students learn to use a word processor, spreadsheet, power

point presentations and image editing.
Informatics practices are used to improve students’ skills in information

processing, data analysis and mathematics.
Computer languages like Logo and C++ are taught for those students who
have taken up programming as an option for learning.
Audiovisual facilities include:
Television
Video Cassette Recorder (VCR)
LCD Projector, overhead and slide projectors
Educational Audio-visual cassettes
AV facilities are used during presentations, educational movies and documentaries, to

run lectures and inter-college competitions.
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Teacher Courseware Development Plans
E-LEARNING POLICIES
COURSEWARE DEVELOPMENT PLAN TEMPLATE
Cover page
You can include following in the cover page:
1. Courseware Title
2. Submitted by (Your name, position, organization, e-mail address)
3. Country
4. Date of Submission
Executive Summary
Write an overview of your courseware development plan (CDP). Summarize the
contents of your CDP.
Introduction
Give an introduction of your courseware briefly: what it is about?
Objectives and Purpose
Define the aim of the courseware being developed and give reasons; why are you
developing the courseware?
Begin with the following four major steps for your CDP.
Step 1. Analysis
1.1 Feasibility study

Specify the market demand of your courseware. Identify the needs and describe how
those needs will be addressed by your courseware.
1.2 Analysis of learners

Target population data: This includes:
The size of the target population and the expected annual throughput;
The location(s) of the intended learners; and
Any other information which may affect courseware design such as
location, access to computers, military environment, age and sex.
Data gathering methods: If information from existing sources is not sufficient, you may
obtain further information from the target population through the below given methods
and include it here:
Questionnaires;
Placement tests;
Structured interviews;
Focus groups; and observations.
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1.3 Project Management
1.3.1 Resource requirements

Identify the resources required for developing the courseware. Give the hardware and
the software requirements, and define any other inputs required, if any, for your courseware
development.
1.3.2 Risk management

Perform SWOT Analysis for your courseware. Using SWOT Analysis, discuss about
the strengths, weaknesses, opportunities and threats for your courseware
1.3.3 Project Schedules

Plan a proper schedule for your project; allocate timing (how many days?) for
deliverables, set deadlines for each deliverable and give a graphical representation of how
your workflow will proceed. You may wish to use a Gantt chart here. (Place a Gantt chart
here)
Gantt Chart - Project Schedule
02
02
02
02
02
2
2
20
00
20
00
20
20
20
7/
/2
3/
/2
7/
0/
0/
/2
/6
/1
/3
/1
/2
/1
10
10
10
11
11
10
11
Task 1
Task 2
Task 3
Task 4
Task 5
Completed Unfinished
Here,
Task1, Task2, Task3……… refer to those tasks, completed in the days referred in the
chart above. For example-
Task1: Determine business needs
Task2: Completion of analysis step and so on.
1.3.4 Development Team (Describe your development team, which may include following):
Instructional Designer (ID): Conducts the needs-and-audience analysis and designs
basic content structure.
Subject Matter Expert (SME): Works to ensure the accuracy of technical instructional
materials and appropriateness for the audience as required.
Content Author/Developer: Writes all instructional text or scripts.
Programmer/Developer: Responsible for creating the content package required by the
courseware design.
Graphic Artist/Media Producer: Responsible for graphics design or media
production.
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1.3.5 Production budget and/or project costing

The following formula may be used to determine the approx. per-course costs for
developing self-paced courseware from conception to execution.
Length of course in hours X development time rate X development cost rate
Here,
Length of course in hours = the duration of courseware measured in hours
Development time rate = how many hours does a person work (in average) to
complete the course i.e. the number of person-hours of development required to complete
the courseware
Development cost rate = the cost of each person per hour i.e. the cost of each person-
hour of development work
Example: cost for a course consisting of 3 modules that takes the average learner 8
hours to complete with development time rate and development cost rate 150 person-hours
and $100/person-hour
Measure Estimate (units)

Length of course in hours 8
Development time rate 150
Development cost rate $100
Per-course cost (Total) $120,000
Step 2. Design
2.1 The instructional strategy/Content structure
Describe the components and sub-components required to determine the subject matter
and the pattern of those contents. You can also develop a scalar diagram to document the
content and structure. A scalar diagram depicts the direction of the workflow. If say the
topic is Vector, a scalar diagram would look like this-
Vector,
The definition and examples of Visual aids
vector will appear here.
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2.2 Design Structure
How will your content be displayed on screen? Describe if there will be only plain text, or
designs, animations effects, etc., as well.
2.3 Design Storyboard
A storyboard is a combination of outlines and visual sketches that map out the contents
or sequence of ideas. It helps to create the direction (flow), the structure and the sequence
for the instructions. For example, if you open your Flash movie with an interface of an
accelerating cart, you’d draw a rough sketch or write a description of the scene accompanied
by a list of the images or animations, sound, words, music, etc., that you’d need. You may
also want to note how long you’d like to remain on that screen before moving to the
next screen. Below are simple examples of a storyboard template. However it can vary
significantly depending on the nature of the courseware being developed.
A storyboard for multimedia development

Lesson Title: Sequence number:
Screen Title:
Type:
Audio:
Notes:
Branching: back next variable
Video in: Video out:
Files required: graphic audio
Graphic (Text)
Storyboard template no. 1
Title for the Multimedia Script
Text of topics you Graphics, videos or

want to cover. animations you want to use.
Script: detailed description of the

elements on the screen.
Color scheme
Text attributes
Audio
Camera angle
Interaction of buttons and text
Details for the programmer, etc
90
Sequence Type: Branching Back: Next: Variable:

no.:
Lesson Title: Screen Title:
Notes Text Graphics Audio Video
2.4 Flow chart the content
Here you will illustrate the flow of control within the courseware over any user input. It can
demonstrate “what comes next after you click this icon” and so on and also describe each
workflow. For example, clicking on next button will navigate you to the next page and you
will see three options. Click on install to install your product. Now the flow chart for above
example will look like as shown below:
When you When you click

click on next on install
Back
Install
Next Next
Installing
2.5 Visual Aids
Mention if you are providing any visual aids to demonstrate your notes and examples.
Step 3. Develop and Implement
3.1 Development
Here you have to include how you will develop your courseware. You can include details such
as: either you will build a prototype or directly go for the development and documentation.
You can also describe the authoring tools required that you plan to use for your courseware
development. Authoring tools are for example, Macromedia Flash Player, Netscape Instant
Messenger, Microsoft Internet Explorer, Macromedia Dream Weaver, Apache Server, etc.
3.2 Implementation
Describe the setup environment to run your courseware.
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Step 4. Validation and Evaluation
4.1 Validity test
Describe what methodologies will you use to test your product for validation. For example,
testing occurs during or at the end of the development task. You can test your courseware
by the following methods:
Alpha testing- the final testing before the software is released to the general
public. It includes unit testing, component testing, and system testing where
you will compress files, edit for misspelled words and unclear directions,
broken links, and syncless audio and video.
Beta testing- the second phase of courseware testing in which a sampled group
of the intended audience tries the product out and gives feedback on it.
4.2 Evaluation
4.2.1 Evaluation of the courseware

Describe how your courseware will be evaluated.
4.2.2 Evaluation of the learner

Describe the method for evaluating the learner’s progress, achieved through your
courseware.
4.2.2 Calculate Return on Investment (ROI)

ROI (%) = (benefits - costs/costs) * 100
Costs to consider while calculating ROI:

Purchase of new equipment and new equipment upgrades over time.
Web site development, ongoing maintenance and revision.
End-user technical support costs.
Telephone, network access and stationary expenses.
Development costs, cost of delivery, wages of trainees and trainer, travel
costs.
Benefits to Consider:
Reduced turnover – determine if the full cost of hiring, training, outfitting,
and supporting replacement personnel can be calculated accurately
Conclusion
Write conclusion for your CDP.
References
(Write the references for your CDP)

1. Hyunjeong Lee, Krivet 10th Feb. 06. Presentation on: Developing
Storyboard
2. Advance distributed Learning, The SCORMTM Implementation Guide: A
Step-by-Step Approach
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3. Volume 3: SCORM based courseware development guidelines. A Roadmap to successful

implementation.
4. ISD Guidelines Version 1.0, March 2004. Courseware Development Guidelines Volume
1: Defence Learning Network Project
5. M.K.L. Pinto, Computer Courseware Development Plan: E- Learning Policy Workshop,
Distant Learning Centre
6. Alpha, Beta and Pilot Testing, http://www4.nau.edu/azregions/Testing/beta.htm
7. Gantt chart-Project schedule: http://www.rff.com/ganttcharts.htm
Glossary
Give definitions of keywords included in your CDP
Appendices
Include additional information on your Courseware. You can attach the screenshots or any other
relevant data on CDP or the courseware itself.
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Teacher Courseware Development Plan Sample 1
ASIAN DEVELOPMENT BANK INSTITUTE

Kasumigaseki Building 8F
3-2-5, Kasumigaseki, Chiyoda-ku
Tokyo, Japan
Distance Learning Course
TEACHER COURSEWARE DEVELOPMENT PLAN
SUBMITTED
BY
BLANDINA S. PANELO
Lecturer
Graduate School
University of the East
Recto, Manila
Philippines
January 25, 2007
95
TEACHER COURSEWARE DEVELOPMENT PLAN
EXECUTIVE SUMMARY
The TDCP is a teacher’s courseware development plan intended for teachers who need
to be computer literate in order to be able to apply their knowledge in enhancing the
teaching and learning process. The final output expected of the plan is a software for teacher
development in ICT ultimately aimed at using the same in advancing education through the
use of modern technology, i.e. e-learning.
The objectives of the TDCP are three-fold:
1. Provide a courseware designed for the targeted audience;

2. Serve as a venue for ICT education among teachers of different levels;
3. Prepare for a collaborative learning environment.
The TDCP is being envisioned to fill the gap that exists. The number of teachers who
are not computer literate and those who are computer and digital literate is perceived as
wide. The TDCP hopes to fill this gap through a program for teacher development which
provides a courseware for a particular group of teachers based on their literacy levels.
The TDCP involves two courses. One is for the beginners and another one for those
who are computer literate but lack digital literacy. The program will be stratified to provide
a progressive development of the learners through the basic and post-basic courses.
The target beneficiaries or the learners being tapped for this program and for which
the courseware is being created are teachers at all levels in the Universidad de Sta. Isabel.
Available facilities and ICT teachers will be on hand to complete the infrastructure needed
to implement the TDCP.
These target teachers were identified as a result of the survey conducted in December
2006 to get a profile of the computer requirements of the institution. For a more complete
database on the institution’s computer literacy requirements, a more in-depth survey has
been planned for next month to find out the e-readiness of the institution for the network
world.
The rest of the plan describes its project management in terms of resources, risks
involved, schedules, and project team. Other components of the plan such as production
costs, project costs, the courseware design, its development and evaluation, as well as
the return on investments, like reduced turnover, have not been described fully as the
undersigned is a non-technical person. The technical details shall be worked out together
with the rest of the team members who are specialists in ICT when an appropriate situation
present itself. The present situation does not provide for a venue to collaborate with the rest
of the team concerning such details.
Introduction
Background
During the course of the e-Learning training conducted by the ADBI for the period
November to January 2007, issues involving the trends and prospects of e-learning surfaced.
It was during this time that I became fully aware of the potential benefits of e-learning in
96
education, particularly its application in the teaching-learning process. From the exercises,
which were part of the learning activities, the problem of ICT awareness and the limitations
of its application in the Philippine setting was identified. To give credence to this point, a
visit to two schools, on top of my observations obtained from years of exposure in academe,
was conducted and a school survey was administered using the guide questions provided
by the course administrator. The results of this study confirmed the initial observation that
most teachers lack the necessary IT skills, hence the IT competence to apply the same in
teaching. Although the study has scratched only the surface of the population, it can be seen
as demonstrating the current need for ICT literacy in the country among teachers. Filipino
participants in the same forum expressed this point in not so many words.
Although I am aware of the many programs of government like the Department
of Education, or DepEd, and other local and foreign agencies, such as Coca Cola Ed
Venture, SEAMEO INNOTECH, World Links, FIT-ED Foundation of IT Educational
Development, Japan Social Development Fund, Intel Worldwide Professional Programme,
Internet Learning Academy of Japan, UNESCO, etc., towards ICT education for teachers,
most of these efforts have only benefited public school teachers. Teachers in the private
schools or universities, if at all, may have been partaking through limited slots, but the
progress in ICT education has been slow. Only the more affluent of private universities can
afford to have ICT programs for their teachers and ICT infrastructure for their institution.
Much have been said about the potential benefits and opportunities of being computer
and digital literate and their attendant constraints and problems. This TDCP attempts to
go beyond the problems and constraints of ICT and to pursue a proactive approach to
minimize the effects of these real or perceived barriers. The key to a successful endeavor is to
rigorously pursue the objectives set forth and not look back, except to monitor progress.
It is in the light of this that I have chosen to develop a plan for a computer-based
course for teachers. As my line of interest is in teacher education and training, I deemed
it a more productive endeavor to focus my courseware development plan on addressing
teachers’ need for ICT training and development in an identified educational sector, such
as the Universidad de Sta. Isabel which is a non-profit educational institution that relies
on donations from the government and other interested agencies to support and maintain
expensive projects such as ICT programs.
At this juncture, let me express a limitation of this TDCP, which is its lack of collaboration
with other key players. I believe what the experts say that in developing a courseware plan,
it is best to involve other ICT specialists in the planning stage, such as a subject matter
specialist, instructional designer and a web developer. My role, therefore, is limited to being
a planner with only a basic knowledge of computing. I am alone in this endeavor and
therefore, this plan will be subject to a refinement and critiquing by colleagues who are
ICT-based.
Objectives
The teacher courseware development plan (TCDP) generally aims to strengthen teachers’
training and development in ICT in order to apply the same in education.
Specifically, the TDCP has the following purposes:
Provide an appropriate courseware for in-service teachers that will strengthen

their ICT literacy;
Enhance the ability of teachers in using ICT as a tool, as a subject, and as an
educational source.
97
Develop teachers’ awareness of ICT as a potent tool in the teaching-learning

process;
Develop teachers’ understanding and appreciation of the global role of
education in participating in technological changes for productivity and
economic self-sufficiency;
Prepare learners’ readiness for e-learning and m-learning instructional modes.
Set the pace for a cooperative learning environment.
Instructional System Design
Gap Analysis
The problem of computer literacy among teachers at all levels has continued to plague
developing nations. In the Philippines, the same is true. While there are teachers who are
literate in the basics of computing, there are many who have never touched a computer. I
have no statistics on the percentage of those who have never touched a computer and those
with basic computing skills like MS Word and Excel, MS Access Basics, MS Powerpoint,
Internet and e-mail. Perhaps, there is a need to determine this in order to come up with a
definite number for future planning.
The TCDP shall be designed to suit both novices and interns. By novices, I refer to
those who are zero literate. By interns, I refer to those who have basic computing skills,
but are not digital literate, that is, have not developed the ability yet to use computers
and technology efficiently. The modules for this training and development course shall be
stratified in order to accommodate the novices into the mainstream of the training – which
is the application of their learning into the classroom, whether physical or virtual.
For the novices, the TCDP shall involve a module on basic computing competencies
as mentioned above. For the interns, the module will be on an advanced plane. It will
specifically focus on the training of teachers on how to apply various educational software
packages in teaching and learning and how to integrate these resources into their classroom
activities and school routine. This will prepare the teachers in the digital world.
As developing countries are now alerted to this global change, we have no choice
but to move forward with the rest of the world and join in the journey to cyber space
technology.
One way to do this is to train teachers in ICT who will train others, too.
Learner Analysis
A. Target Population Data
The teacher population that is being targeted is the one from the Universidad de Sta. Isabel
in the Bicol Province, specifically, in Naga City. The number of teachers would be in the
vicinity of 200.
The facilities are quite adequate. There are classrooms filled with computers (these
are currently used by the MIS students), multi-media facilities and library facilities are
equipped with computers and other devices that will facilitate the learning of the targeted
beneficiaries.
IT teachers are also available. Other experts may be invited as resource facilitators and
mentors for more enriching and fuller sessions.
The target learners are of mixed types: young, not-so-young, and older. The population
is both male and female.
98
B. Data Gathering Methods
The planned research proposal to be conducted in February 2007 may be used to provide a
more accurate data for the characterization of the learners. The study is being undertaken “to
establish appropriate baseline information on the state of information and communications
technology in said university in terms of a) hardware, b) software; c) ICT professionals and
users; d) network capability, in order to find out the electronic readiness of the university
for the network world – a basic prerequisite for offering distance education or blended
learning mode of instruction.” From the title and statement of the problem of said study, I
surmise that the existing gap is present; hence, this plan.
For now, the available data are those taken from the survey administered during my visit
to the institution in December 2006. The research methods employed were questionnaires
and structured interviews. The responses have given me adequate bases for forming the
following assumptions:
That teachers themselves see a need for computer literacy;

That students see their teachers as lacking competence in ICT;
That some teachers are using only the computer-aided instruction mode and
computer-based instruction mode; and
That other teachers are still in the face-to-face traditional mode of teaching.
Project Management
A. Resource Requirements
Table 1
RESOURCES DESCRIPTIONS
Peopleware Target audience: Primary, Secondary, College teachers.
Prerequisite level of computer knowledge: Zero and Basic
Language: English; Subject: Multidisciplinary
Specialists: Available
Hardware Minimum computer requirements: Pentium, Windows 95/98/ME +,
32 MB + RAM, 292MB HDD
Installation type: Either LAN or single user
Media format: CD-ROM, Download, Floppy, DVD-ROM
Additional hardware requirements: Internet resources,
such as e-mail, chat, world wide web
Software Software types: tutorial, games, drill and practice, tools, simulation,
graphic organizer, and others (to be identified later).
Software titles: to be identified later
Software programs: Microsoft Word, Microsoft Excel, PowerPoint
Software applications: Digital Video Camera, Scanner, iMovie
Others Network capability: Capable; Others – to be identified
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B. Risks Management
Table 2
STRENGTHS WEAKNESSES OPPORTUNITIES THREATS

• User friendly • Costly • Other schools in • Funding support
• Content sequenced • Limited Manila are • Sustainability
• Encourages critical resources offering ICT • Maintenance
thinking • Not well- programs for • Implementation
• Encourages Interaction planned due to Teachers.
• Modifiable Resources lack of technical • Local and Int’l
• Available basic facilities proficiency agencies are
• Enthusiastic participants available for
funding support.
The SWOT analysis described above is an attempt to determine the negative and
positive aspects of the TCDP. It is made to identify possible risks to the management of the
TDCP.
The strengths of the TDCP lie in its user friendliness, content sequencing, encouragement
of critical thinking, interactivity, modifiable resources, availability of basic facilities and
enthusiastic participants.
The weaknesses of the TDCP are that it is costly in terms of implementation,
maintenance, and therefore, sustainability. Limited resources such as a solid infrastructure
and network connectivity pose a barrier to achieving optimum utilization. The TDCP
itself is limited by its weak plan due to lack of sufficient technical knowledge required to
formulate a good developmental plan.
Opportunities, however, abound, with regards to the TDCP. There have been other
schools implementing similar courseware development plans located in Manila and other
major provinces like Cebu City. These schools find support from other funding agencies such
as UNESCO partnering with government agencies such as the Department of Education
or DepEd.
Threats are a natural result of the TDCP’s weaknesses. Due to the lack of other external
funding support, a threat to sustainability and maintenance is foreseen. Any program that
is capital intensive will surely face threats to its continued viability.
C. Project Schedule
Project scheduling is a must in any developmental planning. It serves as a tool for monitoring
progress and lapses in the pre-operational and operational stages of the project. It is to be
assumed that the personnel to be involved in the execution of these plans are part-timers, in
the sense that this shall be an added function to their main function. As part of cost-cutting
measures, personnel are multi-tasked. The following Gantt charts reflect this situation:
100
GANTT CHART 1 – TDCP PROJECT

Pre-Operational Stage
Activities Week Week Week Week

1 2 3 4
A. Administrative Requirements:
1. Announce the program to targeted audience

across academic levels
2. Prepare schedule of courses: Beginners’ Course
and Post-basic Course, including facilitators’
schedule
3. Prepare facilities: Room assignments equipped
with computers with specified requirements
4. Categorize registered participants: Novices and
Interns
5. Prepare notes and other training paraphernalia
B. Technological Requirements
6. Check availability of computer hardware counted

in ratios of computers/student, computers-
classroom, computers/teacher.
7. Check global connectivity and bandwidth and
availability of broadband networks
C. Human Resource Requirements

8. Identify development team and their functions
9. Meet development team for the course design
D. Course Requirement
9. Draft design of training modules for Beginners’
course.
10. Draft design of training modules for Post-Basic
Course.
11. Draft design of training evaluation tools
LEGEND: Green arrow takes a week to complete to allow for interventions.
Brown arrow takes two weeks to complete to include requests and installation tasks and other unplanned
situation due to unforeseen events or other possible intervention.
Blue arrow takes one-a-half weeks to complete;
Orange arrow takes beyond four weeks to complete
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GANTT CHART 2 – TDCP PROJECT

Development Stage
Weeks in Months
Activities 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 -21
A. Course Design
1. Brainstorm on draft of
course modules initially
made during operational
stage.
2. Formulate instructional
objectives
3. Determine course
contents
4. Determine ICT teaching

and learning strategies &
tools
5. Determine learning
activities and learning
outcomes
6. Create rubrics – an
evaluation tool
7. Finalize design of course

modules: Beginners’ and
Post-Basic
B. Dry run
8. Pre-test ICT teaching
tools
C. Run the Course
C. Course Evaluation
9. Evaluation by learners
10. Evaluation by
specialists
D. Modification
11. Change, modify,
improve as needed.
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D. Development Team
The members of the development team may be the following:
Instructional Designer (ID). His/her task is to conduct the needs-and-audience

analysis and to design basic content structure. A more detailed job description
shall be made.
Subject-Matter Expert (SME). His/her task is to ensure the accuracy of

technical instructional materials and appropriate for the audience as required.
A more detailed job description shall be made.
Content Author/Developer (CA/D). He/she will be tasked to write all

instructional text or scripts.
Programmer Developer (PD). His/her job will entail creating the content
package required by the courseware design.
Graphic Artist/Media Producer (GA/MP). When required by the courseware,

he/she will handle graphics designing or media production.
E. Production budget/project costing
This plan shall attempt to project the cost of the production using the formulation provided
by the course organizers. The project costing and production budget will be refined together
with the other members of the development team. They will make up the technical staff and
will be in a better position to identify items for costing purposes.
In estimating the project cost, the following items shall be considered:
Cost of personnel to be involved, such as the teachers and other support staff,
both administrative and technical support personnel.
Cost of facilities in terms of computers, authored software, connectivity fees,
and administrative office physical structure.
Cost of miscellaneous others that may generate expenses.
In estimating the development cost, a tentative formulation has been attempted for
purposes of showing how costing shall be arrived upon. The following illustrates it as
suggested by the ELP guideline on courseware development.
Measure Estimate (Units) Total

Number of modules (6x)
per course (2x) 6 12
Length of course in hours 9 18
Development time rate 972 1944
Development cost rate Php. 70.00 Php. 70.00
Per course cost (Total) Php.68,040.00 Php.136,080.00
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Table 3
Explanatory Notes
There are two courses being conceptualized. One is for the beginners and the other is the
post-basic course. Each course contains about six modules, for a total of 12 modules. It
is estimated that the average Filipino will spend three hours a day, thrice a week, for two
months, to complete the course. Nine hours a week for 12 weeks totaling 72 hours, will be
required to complete the course.
2. Design
In designing the TDCP, a customized courseware will be considered for cost effective
purposes and to fit available resources. The following are initial thoughts pending the ICT
specialists’ participation in the planning:
The instructional strategy/Content structure
Beginner’s Course – e-BasicTeach
This course shall be designed to provide

MODULES
teachers with the basics of computing.
1. Introduction to Computers
It will introduce them to the world of
computers and give them familiarity
2. Introduction to Microsoft Office
with the parts and uses or functions of
computers.
3 MS Word and MS Excel
It will allow them to make the best use
4. MS Basic and Advanced Access
of their PC in writing reports, performing
grade computations, analyzing tabular
5. MS PowerPoint
data, creating charts, creating databases,
making presentations and using e-mail
6. Internet & E-Mail
and internet.
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Post-Basic Course - eAdvancedCom
MODULE MODULE TITLE MODULE DESCRIPTION

NO.
This module presents both the basic and
1 Windows XP - basic and advanced concepts of Windows XP. Windows
advanced XP features and the steps required to use the
features correctly shall be introduced, as well
as the use of Outlook Express including
creating, sending and receiving messages.
This module will provide competency in
2 Advanced Excel organizing and consolidating data from
multiple worksheets, adjusting the screen
display, working with advanced functions,
using advanced formatting features, etc. as
well as publishing worksheets and workbooks
to the WEB.
This module will provide competency in
3 Advanced PowerPoint formatting, reviewing, delivering,
customizing, animating and printing
presentations; exporting presentations to
Microsoft Word; and preparing presentations
for delivery in different formats
This module will provide essential information
Basic Web on web page creation such as the details of
4 Development HTML language and various tools which
users can use in creating static web
documents.
This module will introduce the participants to
5 E-Learning Policies 1 the basic concepts of eLearning Policies, such
as the benefits, issues and constraints in e-
learning; current status and trends in e -
learning; opportunities and issues of m-
learning in developing Asia and the Pacific;
and e-learning paradigm: intellectual capital
creation, knowledge management and
economic competitiveness.
This module will present courseware
6 E-Learning Policies 2 development guides and will cover the
following topics: instructional systems design;
analysis of learner; one-to-one computing
paradigm; designing courseware for mobile
devices; technological aspects of e-learning;
introduction to mobile learning tools;
evaluation of computer courseware,
customization of computer courseware.
105
Design Structure
The content as envisioned will have both texts and designs with animations and effects. The
ICT personnel will work on the design structure in consultation with me, the proponent
of the project.
Design Storyboard
The design storyboard will be chosen from among templates available that will fit the
requirements of the courseware. The ICT personnel in charge of design will work on this.
Visual Aids
There will be visual aids throughout the course to demonstrate the teacher’s notes and
examples.
Develop and Implement
In the development and implementing phase of the TDCP, a schedule and flowchart will
be structured with the assistance of ICT personnel knowledgeable in the creation of the
courseware.
Validation
I should like to make use of the suggested methods of testing the product TDCP for
validation, that is:
Alpha Testing. Here, there will be unit testing, component testing, and system
testing where files shall be compressed, misspelled words edited and other
editing works such as, unclear directions, broken links, and syncless audio and
video.
Beta Testing. This is the second phase wherein a sampled group of the intended
audience will try the product out and gives feedback on it.
Evaluation
An evaluation tool, and perhaps the use of a rubric, will be used in evaluating the courseware.
The same shall be true of the learner’s progress. A rubric shall be designed to consider those
factors suggested for a good evaluation tool.
Return on Investment (ROI)
Since the production costs and project costs have not been completely planned, the ROI
cannot be determined yet. This will be accomplished in consultation with an accountant
well versed in costing and projections. Only then can benefits be determined.
106
Conclusion
After the above attempt at conceptualizing this plan for a teacher courseware, I hope to be
able to zero in on the details of the plan later so that full implementation can be effected. This
courseware for teachers is a serious attempt at bringing about the much desired computer
literacy among those who have not had the opportunity to be informed of the latest in
ICT and the wonders that it could bring to the function of teaching and effecting learning
among the targeted beneficiaries of this technology.
At the outset, I have indicated a limitation on my part to map out the technical aspect
of the plan. Courseware development, as in other development planning, requires a team
of people. It cannot be done alone by a single person without the assistance of an ICT
specialist trained to do this sort of thing. As a proponent, who is trained in administration
and planning, I can only go as far as conceptualizing those areas under my league. The rest
I have to delegate to the specialists. No one has a monopoly on expertise. A collaborative
effort is needed for a successful undertaking.
This TDCP is written for the purpose of complying with the ADBI requirements as
a test of my learning level in courseware development. Without prejudice to the lack of
technical details, I am submitting this TDCP, which is the result of late nights of Internet
browsing, reading, and much thinking. The exercise has really left me exhausted and sick,
but it was worth all the effort. The exercise is a preparation for a real technical paper that I
will propose to the Universidad de Sta. Isabel in Naga City. I hope to be able to launch this
project with the full support of the university administration within the year.
With that, I take this opportunity to express my appreciation for the opportunity made
open to me to participate in this online course. The experience was a novelty and I shall
treasure and share such experience.
References
Many of the references were sourced from the web to give me ideas on how to proceed in
the task of developing a plan for a courseware. The following are some of these sources:
Custom Courseware Examples: http://customprep.computerprep.com/titles/

details.asp?pid=12464
Educational Software Evaluation: mailto:[email protected]
Preparing Urban Teachers: A TQE Course Development Grant, TQE Upper
Division Work Team Members: [email protected]
RMIT ICT DLS Competency Framework: A Basis for Effective Staff
Development – http://ultibase.rmit.edu.au/araticles/nov02/kenny/html#about
Project for Teacher Courseware Development Plan: http://unescodelhi.nie.in
ICT Skills Level of Educator in the Philippines: http://seameo-innotech.org/
frames.html
A Course Evaluation Surveys: http://www.questionpro.com/ahira/showSurvey
Library.do?
A Collaborative Learning Environment for Educational Technology Centers
(1999 ICDE Conference – Poster No. s2b0 1686). URL not recorded.
MindFlash e: http://mindflash.coursehost.com/Groups/Config/FreeTrial.asp?
Self-Directed Professional Development: http://educ.queensu.co/prof/190-
191/191/assignments/selfdirected.html#contentStart
Online Course Development Guidelines and Rubric: mailto:wahlm@mccvle.
org
107
Information and Communication Technology: The Role of Teacher Education

Division: http://www.moe.gov.my/
Other material references are:
M.K.L. Pinto. Computer Courseware Development Plan. E-Learning Policy

Workshop, Distance Learning Centre
Albert Dean Atkinson. 2006. Instructional System Design. ADBI Lecture
Series. E-Learning, Asian Development Bank Institute.
Ranjith Kumarasiri. 2006. Evaluation of Computer Courseware: Methods,
Procedures and Evaluation Checklist. ADBI Lecture Series. E-Learning. Asian
Development Bank Institute.
Ligaya Valmonte. 2006. Analysis of Learners. ADBI Lecture Series.
E-Learning. Asian Development Bank Institute.
William Horton. 2006. Designing Courseware for Mobile Devices. ADBI
Lecture Series. E-Learning. Asian Development Bank Institute.
Shyamal Majumdar. Customization of Computer Courseware. ADBI Lecture
Series. E-Learning. Asian Development Bank Institute.
Other ADBI Series of Lectures on e-Learning that provided insights and
ideas to be able to come up with this initial plan for a teacher courseware.
ADBI course guidelines, specifically the Template for Courseware Development
Plan.
More material references are:
Informatics Computer Institute: Various course pamphlets. www.informatics.

edu.ph
University of the East. Course curricula. College of Computer Science. Recto,
Manila
108
Teacher Courseware Development Plan Sample 2
ASIAN DEVELOPMENT BANK INSTITUTE

E-Learning Policies-2006
Distance Learning Courses
Courseware Title
COMPUTER COURSEWARE FOR BUSINESS MANAGEMENT
SUBMITTED BY
NIRJA RANI JHA

Teacher
Tuition Center
Nepal
January 10, 2007
109
EXECUTIVE SUMMARY
Course Title
Computer Courseware for Business Management
Target Audience
Students/Teachers of Bachelor of Business Management
Objectives
Helping the teacher/learner to teach/learn using new learning methods with the help of
computers and ICT technology.
Content Description
This course will cover modern technologies of ICT applications for learning and teaching
business management. The necessary steps guidelines are:
1. Find out the necessary steps of course content of Business Management with
the online tools.
2. Use of experimental component in Business Management in the electronic
forms.
3. Application of computers for learning
4. Software needed for the development
5. Hardware implementation
6. Hardware and software interfacing
7. Content credibility
The facilities available under each item above are:
a. A basic description of the course technique will be given as an audio clip.

b. Each learning technique will be explained to be applied in different
circumstances. (There will be two sub options for Theory and Lab where each
teacher/learner has to select one.)
c. For each sub option of any technique, there will be animations in three different
forms where the learner/teacher can select the desired one. The animation
types will be:
Animation with devices attached to standard shapes

Animations with wireless connectivity of devices
Animations with size of the area of connectivity
d. Each sub option of any learning techniques will have five different types of
coding. The teacher/learner can select one option to view.
Code written in pseudo code

In C++, Java, Pascal and Visual Basic
110
e. There will be a video clip of a play attached to each sub option of any techniques.
This play will dramatically demonstrate the use of computers for Business
Management.
INTRODUCTION
In the science curriculum there are subjects/subject areas where just face-to-face learning
and explanations are not adequate. The application of computers and ICT applications to
the learning of Business Management is new. This involves the explanation of a new shift in
learning methods. These subjects/subject areas have dynamic behaviors, which need more
explanations. The teacher has to make a big effort to visualize the model and also help the
student to visualize it. To do so, the teacher has to do one or more of the following:
Draw everything on the board. To explain the nature of a movement or a

behavior the teacher may have to draw a sequence of diagrams explaining each
state of the motion.
Give a comprehensive note set which will have a series of diagrams to explain
each state of the behavior
Prepare a presentation (at least using PowerPoint) to explain the behavior
Students have to be induced to understand state-of-the-art technologies through

many visual instructional methods. Online course content will demand high integrity of
the practical based instruction together with lots of tutorial and theoretical classes. So,
this courseware will be designed to meet the expectation of learners to adopt the new
technologies, and will focus on the consideration that teachers should be able instruct the
learners in a very effective way optimizing the learning performance.
OBJECTIVES AND PURPOSE

The main objectives of this courseware will be the following:
1. Assist teachers/learners to understand the new technologies.

2. Visualize the concept of learning new things
3. Exploit the possibilities of application of new technologies
4. Present the new instructional methods
STEPS OF CDP
1. Analysis
1.1 Feasibility Study
The course topic presented above has high demand in the market. It involves the adoption
of entirely new technologies for the computer courseware in universities, schools, etc.
Everybody (learner/teacher/professional, etc.) needs to understand the new methods.
So considering the demand in the market for this new course, the title can be designed
and brought in to the market for implementation. This course will help students to learn
everything using electronic and computer technology, and help teachers to deliver their
knowledge through secure but fast computer technologies.
111
1.2 Analysis of the Learners
A. Target population data:
i. Size of the target population: 2 million

ii. Expected annual throughput: 200,000
iii. Location(s) of the intended learners: Throughout the nation
iv. Other information which may affect courseware design such as location:
Inaccessible areas in Nepal,

Lack of access to computers,
Age group: 20 years and above
Sex: Both male and female
Language of Instruction: English, Nepali and Hindi
B. Data gathering methods:
If information from existing sources is not sufficient, we may obtain it from the target
population through the methods explained below:
i. Questionnaires
The data about the analysis of learners can be best obtained by the questionnaires to
the learners. The question format may be as follows:
1. Are you interested in this course?

2. For how many of the applications in daily life do you need this course?
3. How useful is this course for modern society?
4. How many professions have a direct implication for this course?
ii. Placement tests
The placement test will help us to determine the interest of learners: do they really like
the courses, will the course be suitable for them, and will their background be suitable for
the course?
iii. Structured interviews

The interview with the learners is a highly regarded methods of the data collection.
We can get some psychological implications of the data collected. Learners will be asked
preformatted interview questions and data statistics will be prepared accordingly.
iv. Focus groups and observations
The focus of the course will be planned based on the perspective of a focus group of
application so that the maximum benefit can be sought. The identification of the focus area
and the observations of the market condition will give validated data, which will go further
in the course design.
112
Problem Statement: Teachers have to draw many diagrams on the board when they
teach Business Management. The students have to visualize this process with a big effort.
If the student is poor at visualization, it may be very difficult to understand the process and
hence to be in a position to write the coding in any computer language. On the other hand,
when there is a visual, especially for techniques such as theory and laboratories in Business
Management, no explanation is necessary. The animations themselves give a complete
understanding.
Gap: Any teacher who wishes to teach this subject will prepare a PowerPoint presentation
which covers the basics. But the question is whether all the teachers have the skills to create
the necessary animations. Even on the Internet, it is not possible to get all these facilities
such as animations, coding in five forms, etc., on one web site. And also it is very difficult
to find one web site which covers all these techniques graphically. On the other hand, all the
presentations available are purely in English. Therefore the need is there for a collection of
animations and codings both in one product.
1.3 Project Management
A. Resource requirements:
Resources required for developing the courseware:
1. Computer and other hardware

2. Linux, Unix and other operating software
3. Visual modeling tools
4. Animation tools and multimedia technologies
5. Instructional software
B. Risk management:
SWOT Analysis
1. Strengths:
High usability factor

Easy interfacing techniques
Easy to navigate into the system
User adaptability
Environmental friendly
2. Weaknesses
The new system may have some technical weaknesses

Learners must be computer and language literate
3. Opportunities
The CDP will have more applications in the practical field.

Conducive government policy to adopt e-learning in the schools.
People love to adopt new paradigm in education.
113
4. Threats
Lots of technology involved

Cost of the system
Competition with the offline and face-to-face learning modes.
C. Project Schedules
The project scheduling for the CDP will be as follows:
Activity From To No. of

Number Description Week Week Weeks
1 Design a Concept Storyboard 1 1 1
2 Design the Prototype using a presentation tool 2 13 12
(e.g. MS PowerPoint)
No. of presentations = 18,
3 Convert the Presentations to Macromedia Captivate 14 16 3

4 Convert all the Text into the other 2 languages 17 20 4
5 Recording Audio Clips in all 3 languages 17 19 3
No. of Audio Clips - 27
(Basics 9, With the sub option - 18)
6 Organize, Rehearse and Record Dramas 2 25 24

No. of Dramas = 18,
7 Preparing the Questions and Answers 19 21 3

8 Combine Text, Videos, Animations and Audio clips using an 26 27 2
appropriate tool
(e.g. Macromedia Director)
9 Contents Evaluation by a team of lecturers 28 31 4

10 Testing the timing and effectiveness with different audiences 32 34 3
Ganntt Chart for Development Schedule

W E E K S
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36
1
A
2
C
3
T
4
I
5
V
6
I
T 7
I 8
E 9
S 10
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D. Development Team
1. Instructional Designer (ID): He/she conducts the needs-and-audience analysis

and designs basic content structure. Responsible for the instructional materials
and navigation.
2. Subject Matter Expert (SME): He/she works to ensure the accuracy of technical
instructional materials and appropriateness for the audience as required.
Responsible for the appropriate design of the course.
3. Content Author/Developer: He/she writes all instructional text or scripts.
4. Programmer/Developer: He/she is responsible for creating the content package
required by the courseware design.
5. Graphic Artist/Media Producer: He/she is responsible for graphics design or
media production.
E. Production budget and/or project costing:
The following formula may be used to determine the approximate per-course costs for
developing self-paced courseware from conception to execution.
Length of course in hours X development time rate X development cost rate
Here,
Length of course in hours = the duration of courseware measured in hours
Development time rate = how many hours does a person work (on average) to
complete the course i.e. the number of person-hours of development required
to complete the courseware
Development cost rate = the cost of each person per hour i.e. the cost of each
person-hour of development work
Detail Costing
Course consisting of 4 modules that takes an average learner 6 hours to complete with
development time rate and development cost rate 200 person-hours and $10 person-hour
respectively costs:
Measure Estimate (units)

Length of course in hours 6
Development time rate 200
Development cost rate $15
Per-course cost (Total) $18,000
115
Description Cost (NRS.)

Content Development Expert 200,000.00
Subject Matter Expert 100,000.00
Development 540,000.00
Software 100,000.00
Hardware 178,000.00
Evaluation 100,000.00
Other Overheads 60,000.00
Total 1278,000.00
2. Design
2.1 The instructional strategy/ Content structure
Enter the System Click if you need animated

course content about Visual Aids
Chemistry, may have several
options of course contents
Click if you need text Text Based

based course content Interaction will
appear.
2.2 Design Structure
Either the product can be used by the teacher for collaborative learning, or students can
use it without the guidance of a teacher. In fact, by asking an average undergraduate who
has to learn these sections, we will learn about the efforts he/she has to put to have a clear
vision of these sections. After a complete walk-through of this product, the learner will be
in a position to either visualize or teach any of the sections covered here.
Affective Characteristics: The following forms will be used:
Text – For five types of coding

Audio – To describe the basics of the technique
Animated Graphics – To show what exactly happens
Video – To demonstrate the algorithm with human actors
Additional Resources: At the end of each technique, a list of the related web sites, and
a list of reference books with page numbers will be given for further reference.
116
2.3 Design Storyboard
Flow
Audio Video Graphics/
Chart Learning
Clip Clip Text Animation
No.
0 - - Other than the lan- A simple animation -
guages to be selected in the main area
and the main heading,
there will be no other
text
1 - - Other than the options A simple animation -
to be selected and the in the main area
main heading there
will be no other text.
2 When the Audio Other than the options The core of the
- -
option is clicked, a tobe selected and the algorithm selected
brief description of main heading there will be learned
the general algorithm will be no other text. through the Audio
of the selected clip.
technique will be
played.
3 When the Audio - - An array of equipment The actual

option is clicked, a before presenting for implementation of the
brief description of the connection method selected will
the selected algorithm be learned through
of the selected the Audio clip. The
technique will be learner can select 1
played. out of 5 codings, a
Video or 1 out of 3
animations.
4 When the Audio A complete listing of The complete

option is clicked, a either the pseudo understanding of the
complete description code form or a coding in any of the
of the desired coding program in the 4 languages or in
of the selected desired language will pseudo code form
technique will be be displayed. will be gained.
played.
5 When the Audio A video clip of about A live example which

option is clicked, a 5 minutes will will make it much
complete description dramatically easier for the learner
of the Video of the demonstrate the to understand. This
selected technique selected techniques will be very useful
will be played. in selected option. for those who prefer
live examples and
visuals.
6 When the Audio - - An animation either The best way of

option is clicked, a coupled with learning any
complete description PowerPoint and technique.
of the desired Captivate or created
animation of the in Flash will be
selected technique displayed.
will be played.
7 - - A list of questions - An awareness of the

will be extracted from contents the learner
the past papers of has to gain will be
BE. At the end given.
additional references
will be given.
117
2.4 Flow chart of the Content
0
Language Main Title
English
When a language is selected
Hindi
Nepali
Techniques Main Title

---
---
---
When a technique is selected
Options Technique
Audio
Video
Test
When a sub option is selected

3
Facilities Technique
Sub Option
Coding (5) Audio

Video
Graphics (3)
When the When a When a Test

When a
Video is Graphic is selected
Coding
selected method is from Screen
method is
selected 2
selected
4 5 6
Technique 7
Facilities Facilities Technique Facilities Technique
Sub Option Sub Option Sub Option
Coding in C++ Facilities Technique
Video Graphics Std.
Sub Test.
Audio Audio (5) Option
Audio (5)
Video
Video Video
Graphics (3) Graphics (3) Audio (5)
Graphics (3)
118
2.5 Visual Aids
The instructional methods will be supported by many visual aids like visual animation and
visual interactivity so that user can pay good attention to the course. Multimedia visual
tools will be used.
3. Development and Implementation

3.1 Development
A prototype will be developed in Microsoft PowerPoint. For the final product either the
prototype developed in Microsoft PowerPoint coupled with Macromedia Captivate can
be used for Animations, or else Macromedia Flash can be used to develop the animations
again. In Version 1.0, the platform, which will combine the Text, Audio, Graphics and
Video, will be Macromedia Director.
3.2 Implementation
There are three avenues for this product to be used. They are:
1. The product can be used by the teachers. It can make available for all the
institutions conducting classes for technologies.
2. The product can be released for the students at a very nominal fee. Generally in
Kathmandu, almost all the students following the course are using their own
PCs. Therefore this product will definitely help them a lot.
3. If the final product meets international standards, we can translate it into as
many languages as possible and make it available on a web site for a fee which
is almost free (e.g. two dollars per copy)
4. Validation and Evaluation

4.1 Validity test
Alpha Test
In the courseware development, the alpha test will be a test among the teams to confirm
that the product works. Originally, the term alpha test meant the first phase of testing in
a software development process. The first phase includes unit testing, component testing,
and system testing. During this time, we will compress files, edit for misspelled words and
unclear directions, broken links, and sync audio and video. We will also test our product on
lowest common denominator machines to make sure download times are acceptable and
pre loaders work.
This is the final testing before the software is released to the general public. It includes
unit testing, component testing, and system testing where you will compress files, edit for
misspelled words and unclear directions, broken links, and syncless audio and video.
Beta Test
In the courseware development, a beta test is the second phase of software testing in which
a sampling of the intended audience tries the product out. Beta testing can be considered
119
“pre-release testing.” Beta test versions of software are now distributed to curriculum
specialists and teachers to give the program a “real-world” test and partly to provide a
preview of the next release.
Pilot Test
For the pilot test, we will give our product a “real-world” test as well as collect data on the
use of the product in the classrooms. Here are the steps we will follow for our pilot test.
1. We will recruit test-run professors and teachers who are similar to our intended
audience.
The important thing here is that the test audience should, as much as possible,
be like our “real” audience so we get the most accurate information.
2. Have the test-run participants use or watch the product.
It is not necessary to bring the whole group together at once. It might be
better to only have one or two participant test run the product at a time.
3. Observe the test-run participants as they use/watch the product.
The important thing here is to try not to interfere. In order to get accurate information,
we must not jump in to “help” as soon as we spot an apparent problem. Of course, if
participants really get stuck, we will want to work with them so they can continue to test
our product.
a. Make notes.
Our notes should include information about where problems occurred, under what
circumstances, and how the person attempted to resolve or actually did resolve the problem.
We should include any participant reactions, both positive and negative, which we observe.
Our notes should include information such as “Screen #10 - both participants clicked on
the big picture of the car instead of the first small picture” or “the right arrow button on
screen #3 sends user to screen #4 instead of screen #7.”
b. Ask questions.
Our questions should help clarify why people are doing what they’re doing (i.e.,
When we got to the screen with the one big and several small pictures of cars, why did we
click on the big picture first?). Our questions should also help us make changes (i.e., what
suggestions can be made to make this screen, page, frame, etc. less confusing?).
4. Have the test-run participants make notes as they use/watch our product.
This is a good way for the test-run participants to capture things as they
happen. We will likely get confirmation of problems we observed as well as
some on-the-spot thinking which we cannot observe very easily.
This is also a useful time to collect information if we are unable to directly
observe the test-run participants.
5. Have the test-run participants complete a survey.
This is a more systematic way to collect the information. All test-run
participants answer the same questions, and we can quickly see any trends that
develop. Like the test-run participant notes, a survey is also a good way to get
information if we are unable to observe the participants ourselves.
6. Conduct interviews/focus group after the test-run.
120
4.2 Evaluation
A. Evaluation of the courseware
The accuracy of the contents can be evaluated either by the subject coordinator or by a
panel of lecturers appointed by universities in Nepal.
B. Evaluation of the Learner
Since the initial platform used is Macromedia Director, hardly any evaluation methods will
be included. At the end of each technique, a few questions from past papers can be included
as text. But there will be no online evaluation.
In the higher versions, the product will be re-developed in Macromedia Authorware.
At this stage, at the end of each technique, a few multiple choice questions will be included.
After covering all the sorting techniques, there will be more complex questions where the
student has to compare the methods with each other.
In the final Version, this product will be re-developed as a web-based product. At this
stage a LMS will be incorporated to monitor the performance of each user.
C. Return on Investment (ROI)
ROI (%) = (benefits - costs/costs) * 100
Costs to consider while calculating the ROI:
i. Purchase of new equipment and new equipment upgrades over time=NRS:

500,000.00
ii. Web site development, ongoing maintenance and revision=NRS: 100000.00
iii. End-user technical support costs=NRS. 200000.00
iv. Telephone, network access and stationary expenses=NRS. 100000.00.
v. Development Costs, cost of delivery, wages of Trainees and trainer, travel costs
=NRS. 3, 78,000.00
Total Cost=NRS.12, 78000.00
Benefits to Consider:
i. Reduced turnover – can be determined if the full cost of hiring, training,
outfitting, and supporting replacement personnel can be calculated accurately.
=Nrs. 10, 00,000.00 (assumed)
ii. Annual Return from the users=NRS.4,00,000.00(assumed)
ROI = (122000/1278000)*100
=9.5%
Conclusion
The courseware designed under the before-mentioned title will be much benefit to the
students and the teachers. The cost of the system has been structured in such a way that the
learners will be able to afford it. The navigational and instructional techniques are designed
on the basis of a user-friendly way.
121
Course Exam
Essay Questions:
1. Describe the steps that are needed to design an E-Learning Course Module.
2. What are the challenges and opportunities faced while introducing/promoting

E-learning in your country?
3. Which types of learning do you think is most effective? Why?
Face-to-face learning
Computer-based learning
E-learning
M-learning
Blended learning
4. What are the differences between the Learning Content Management System
(LCMS) and Learning Management System (LMS)?
5. How can we use and what are the challenges in using mobile devices in the
teaching and learning process?
True/False Questions:
1. Computer-based training or learning is the same as e-learning. F

2. The focus of m-learning should be on technology. F
3. Managing and deploying e-learning is a feature of Learning Management
System (LMS). T
4. Analysis of learners is a basic for Instructional System Deigns (ISD). T
5. Coordination, connection and creation are the three challenges that must be
addressed in order to establish e-learning in the information age. T
6. Evaluation plays an important role in the courseware development cycle. T
Matching Questions
1. Arrange the following steps of instructional system design for developing an

E-Learning Course in proper order.
Analysis
Design
Evaluation
Development
Implementation
122
2. Arrange the following steps of learner analysis process in proper order.
Define the purpose of the analysis

Match learner needs with the environment
Choose the assessment method
Conduct learners analysis
Analyze data
Multiple Choice Questions:
1. Which of the following is a major aspect of e-learning?
Learner
Learning environment
Context
Ethics
All of the above
2. Which of the following IS NOT an important property of the Learning

Management System?
Scalability
Usability
Interpretability
Productivity
123
124
APPENDIX III
Course Evaluation Form
Distance Learning Course on E-Learning Policies

Course Evaluation
We would appreciate it greatly, if you could take time to fill out this evaluation. Your
input will help us improve the quality of our future courses.
Your Name (optional): _________________________________________

To what extent did the course meet its objectives?
1.) List key benefits and limits of e-learning programs

More than achieved
Fully achieved
Partially achieved
Did not achieve
2.) Choose proper equipment and software suitable for e-learning

More than achieved
Fully achieved
Partially achieved
Did not achieve
3.) Use learning content management system

More than achieved
Fully achieved
Partially achieved
Did not achieve
4.) Draft a plan to develop a multimedia computer courseware, based on sound

learning theories and instructional strategies
More than achieved
Fully achieved
Partially achieved
Did not achieve
125
5.) Evaluate commercially available computer courseware

More than achieved
Fully achieved
Partially achieved
Did not achieve
Please rate the organizational components of the course.
6.) Timely distribution of CD-ROMs

Excellent
Very Good
Satisfactory
Fair
Poor
7.) Communication with course coordinators

Excellent
Very Good
Satisfactory
Fair
Poor
8.) Usability of distance learning web site (adbi-dlc.org)

Excellent
Very Good
Satisfactory
Fair
Poor
9.) Usability of online classroom (adbi-classroom.org)

Excellent
Very Good
Satisfactory
Fair
Poor
10.)How can we improve the organization and communication for the next
course?
Please rate the following course materials.
11.) Instructions on how to use online classroom

Excellent
Very Good
Satisfactory
Fair
Poor
126
COURSE EVALUATION FORM
12.) Lecture summaries

Excellent
Very Good
Satisfactory
Fair
Poor
13.) Review questions

Excellent
Very Good
Satisfactory
Fair
Poor
14.) Guidelines for study visit to academic institution

Excellent
Very Good
Satisfactory
Fair
Poor
15.) Course examination

Excellent
Very Good
Satisfactory
Fair
Poor
16.) Guidelines for Issues Paper

Excellent
Very Good
Satisfactory
Fair
Poor
17.) Drafting a computer courseware development plan

Excellent
Very Good
Satisfactory
Fair
Poor
127
Please rate each CD-ROM lecture.
18.) Benefits, Issues and Constraints in E-Learning

Excellent
Very Good
Satisfactory
Fair
Poor
19.) Current Status and Trends of E-Learning

Excellent
Very Good
Satisfactory
Fair
Poor
20.) Opportunities and Issues of M-Learning in Developing Asia and the

Pacific
Excellent
Very Good
Satisfactory
Fair
Poor
21.) New E-Learning Paradigm: Intellectual Capital Creation, Knowledge

Management and Economic Competitiveness
Excellent
Very Good
Satisfactory
Fair
Poor
22.) Instructional Systems Design

Excellent
Very Good
Satisfactory
Fair
Poor
23.) Analysis of Learners

Excellent
Very Good
Satisfactory
Fair
Poor
128
24.) One-to-One Computing Paradigm

Excellent
Very Good
Satisfactory
Fair
Poor
25.) Designing Courseware for Mobile Devices

Excellent
Very Good
Satisfactory
Fair
Poor
26.) IT for M-Learning in Developing Countries

Excellent
Very Good
Satisfactory
Fair
Poor
27.) Satellite-Based Distance Learning Network

Excellent
Very Good
Satisfactory
Fair
Poor
28.) Exploring M-Learning Academic Initiatives in North America and Europe

Excellent
Very Good
Satisfactory
Fair
Poor
29.) Technological Aspects of E-Learning

Excellent
Very Good
Satisfactory
Fair
Poor
30.) Introduction to Mobile Learning Tools

Excellent
Very Good
Satisfactory
Fair
Poor
129
31.) Mobile Campus Solutions

Excellent
Very Good
Satisfactory
Fair
Poor
32.) Learning Management System

Excellent
Very Good
Satisfactory
Fair
Poor
33.) Conducive Environments for E-Learning

Excellent
Very Good
Satisfactory
Fair
Poor
34.) Evaluation of Computer Courseware: Methods, Procedure and Evaluation

Checklist
Excellent
Very Good
Satisfactory
Fair
Poor
35.) Customization of Computer Courseware

Excellent
Very Good
Satisfactory
Fair
Poor
36.) Future of E-Learning

Excellent
Very Good
Satisfactory
Fair
Poor
37.) Future Opportunities in M-Learning*

Excellent
Very Good
Satisfactory
Fair
Poor
130
How long did it take you to complete the following?
38.) Assignment 1 (Issues Paper):______________

39.) Assignment 2 (Study Visit):_______________
40.) Assignment 3 (Computer Courseware Development Plan):____________
41.) Course Examination:______________
Please rate the usefulness of the forum for the purposes below.
42.) Answer content-related questions you had:

Excellent
Very Good
Satisfactory
Fair
Poor
43.) Exchange ideas and/or share experiences with other participants:

Excellent
Very Good
Satisfactory
Fair
Poor
44.) Communicate with the course administrator:

Excellent
Very Good
Satisfactory
Fair
Poor
45.) How can we improve the content and materials for the next course?
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
46.) How do you intend to put into practice the knowledge and skills you have
acquired from this course? Please check all boxes that apply.
This course helped me to form new goals and improve work
practices.
I will share the resources gained in this course with my colleagues and
department.
I will refine my business plan and present it to my supervisor.
I will further develop an e-store for my business.
I will pursue a policy change in my government in order to implement
my project.
I will network with sponsoring organizations and other participants.
131
47.) What kind of courses should we offer in the future?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
132
APPENDIX IV
List of Completed Participants
A. List of Completers from Distance Learning ELP Course
Surname First Name E-mail Country

Abeysiriwardana Prabath Chaminda [email protected] Sri Lanka
Adhikari Shobhan [email protected] Nepal
Ahmad Gulzar [email protected] Pakistan
Ahmed Faisal [email protected] Bangladesh
Ali Mahmud [email protected] Bangladesh
Amarakoon Kankanam P Rasika Nilanthi [email protected] Sri Lanka
Aminzada Mohammad Sadeq [email protected] Afghanistan
Asienyo Benard Odero [email protected] Kenya
Awan Aurang Zeb [email protected] Pakistan
Ayyagari Ramani [email protected] India
Azizi Naser [email protected] Afghanistan
Barekzai Zabiullah [email protected] Afghanistan
Beliaco Stephanie [email protected] Philippines
Bhandari Krishna Raj [email protected] Nepal
Bhetwal Ishwor [email protected] Nepal
Cagara Paulo [email protected] Philippines
Calub Elisabeth [email protected] Philippines
Chagapuram Amulya [email protected] India
Chaudhary Ambika [email protected] Nepal
Chhetri Chola Pratapa Singh [email protected] Nepal
Daluwatte Priyanthi [email protected] Sri Lanka
Dambugolle Widanelag Chandrika Padmini Da [email protected] Sri Lanka
Das Anup Kumar [email protected] India
Dash Babita [email protected] India
Destura Fe [email protected] Philippines
Deweddana Gamage Sirima [email protected] Sri Lanka
Deweddana Gamage Jayatissa [email protected] Sri Lanka
Deweddana Gamage Ishara Nuwandara [email protected] Sri Lanka
Deweddana Gamage Sanka Sunimal [email protected] Sri Lanka
133

Deweddana Gamage Nilusha Shinari [email protected] Sri Lanka
Deweddana Gamage Nisansala Sandakelum [email protected] Sri Lanka
Dhanapala Waruna [email protected] Japan
Diansuy Maria Ailynn [email protected] Philippines
Dissanayake Chaminda [email protected] Sri Lanka
Dmp Dissanayaka [email protected] Sri Lanka
Fernando Nirushika Kaushani [email protected] Sri Lanka
Fernando Sheryl [email protected] Philippines
Gamolya Svetlana [email protected] Turkmenistan
Gautam Samridhi [email protected] Nepal
Gupta Prakash [email protected] Nepal
Gupta Rajesh [email protected] India
Habumuremyi Emmanuel [email protected] Rwanda
Hada Durga Laxmi [email protected] Nepal
Hakuzimana Dr Alex [email protected] Rwanda
Halover Ellen [email protected] Philippines
Hettiarachchi Gayani Jeevika [email protected] Sri Lanka
Hettiarachchi Jayantha [email protected] Sri Lanka
Hilyard Maureen [email protected] Cook Islands
Htay Thein [email protected] Myanmar
Htun Pe Thida [email protected] Myanmar
Jha Nirja Rani [email protected] Nepal
Jha Shailja Rani [email protected] Nepal
Jha Shambhu Nath [email protected] Nepal
Jotic Rommel [email protected] Philippines
K Rajani Priya [email protected] India
Kannimuthu Arivazhagan [email protected] India
Karim Dewan Rahat [email protected] Bangladesh
Khaing Tun Tun [email protected] Myanmar
Khan Tareq Hasan Nipu [email protected] Bangladesh
Kolayamparampath Madhavan [email protected] Canada
Koneru Indira [email protected] India
Kotwal Vinod [email protected] India
Kyaw Shein Kyaw [email protected] Myanmar
La Plana Cecille [email protected] Philippines
Laurito Evelyn [email protected] Philippines
Laurito Alberto [email protected] Philippines
Layugan Lolita [email protected] Philippines
Layugan Lolita [email protected] Philippines
134
LIST OF COMPLETED PARTICIPANTS

Liwanag Joseph Froilan [email protected] Philippines
Liyanage Madura Prabhani [email protected] Sri Lanka
Lokuyaddehige Nisha Gayomika [email protected] Sri Lanka
Loo Jerald [email protected] Singapore
Lwin Sann [email protected] Myanmar
Malabanan Cenie [email protected] Philippines
Mamun Abdullah Al [email protected] Bangladesh
Marcelo Antoinette [email protected] Philippines
Medina Joel [email protected] Philippines
Mendis Melro [email protected] Sri Lanka
Mijares Teresita [email protected] Philippines
Mishra Jitendra Kumar [email protected] Nepal
Munro Daniel [email protected] Cook Islands
Myagmardorj Tuya [email protected] Mongolia
Nelugolle Gedara Dayarathne [email protected] Sri Lanka
Niah Omer [email protected] Afghanistan
Ohnmar Htun [email protected] Myanmar
Omar Lim Hayati [email protected] Japan
Oo Thein [email protected] Myanmar
Osena Emilio [email protected] Philippines
Pandey Rom Kant [email protected] Nepal
Panelo Blandina [email protected] Philippines
Paudel Krishna [email protected] Nepal
Purwanto Hadi [email protected] Indonesia
Qamar Bashir [email protected] Pakistan
Ragasa Carmelita [email protected] Philippines
Ramesh Kailasam [email protected] India
Ranasingha Arachchig Isuru Sampath [email protected] Sri Lanka
Refre Antonio [email protected] Philippines
Rodrigo Samitha [email protected] Sri Lanka
Rubhesh Jha [email protected] Nepal
Sanaullah Sarosh [email protected] Pakistan
Seigell Arundhati [email protected] India
Sevilla Maria Regina Corazon [email protected] Philippines
Shad Shafqat [email protected] Pakistan
Shakya Ravi [email protected] Nepal
Shammi Sonia [email protected] Bangladesh
Sharifi Hasibullah [email protected] Afghanistan
Sharifi Rohullah [email protected] Afghanistan
135

Sharma Brijesh [email protected] Nepal
Shirzai Mohammad Shafi Shirz [email protected] Afghanistan
Shumais Mohamed [email protected] Maldives
Simbulan Sagrario [email protected] Philippines
Soliven Santiago [email protected] Philippines
Srivastava Nivedita [email protected] India
Tegegne Bekele Tibebu [email protected] Ethiopia
Thuzar Mya [email protected] Myanmar
Tirmizi Shaukat Ara [email protected] India
Tjung Mei Ling [email protected] Indonesia
Tutai Tauarangi [email protected] Cook Islands
Ugalde Bernard [email protected] Philippines
Vu Lan Anh [email protected] Viet Nam
Walimunige Kusumlatha [email protected] Sri Lanka
Yap Ramon [email protected] Philippines
Yernagula Ramesh [email protected] India
B. List of Completers from DLC Colombo

S.N. Name S.N. Name
1 C A N Fernando 19 M S Sanka
2 E M A Vasana Surangi 20 Maneesha Jinadasa
3 L Sandya Kumari 21 Nirmala Baskaran
4 M G S Panditharathna 22 Yamuna Gunawardena
5 S R Hasanthi 23 Nimali Zoysa
6 Inoka Shymalie Gamage 24 Thilini Amarasinghe
7 Perlin Geethani Satharasingha 25 Gayathri Gunawardena
8 W M B J Wijesekara 26 Pamali Kirjarachchi
9 A M Jayaratna Kanthi 27 Nirosha Moonasinghe
10 D D Lellupitiya 28 Jayani Warnakulasuria
11 W K Nandawathi 29 T G A Eroni
12 A C L S De Silva 30 B A N D Samarasinghe
13 T K Abeygunaratne 31 D S K Waragoda
14 S L Senadeera 32 D Abimani Jayamaha
15 R N Pawanwenna 33 B P M Rodrigo
16 M A Samarakon 34 E A C N Perera
17 P S Fonseka 35 D C A C Indumathi
18 P W K Srivalatha 36 T P K Gamage
136
S.N. Name S.N. Name
37 A Anoja Nishani De Silva 76 K.S. Weerarathne

38 H M U S N Hettiarachchi 77 C.R. Weeramuni
39 H P J Damavanthi 78 R.M.K. Kumari Ranasinghe
40 I A Nilusha Sanjeevani 79 A.M. Sumana Kumari
41 P W G N Sudarshani 80 S.R.J.J. Senevirathne
42 J M S Priyanka Jayathilaka 81 M.M.U. Menike
43 J T C Nishani 82 A.G.C.T. Abayagunawardana
44 K A Lalani Priyangika 83 R.M. Gaya Chandanie
45 T M Munasingha 84 W.A.D.A.P. Weerapperuma
46 Rohini Ranchagoda 85 S.N.D. Premadasa
47 R A A P S Ramanayaka 86 M. Sasika Wimukthipriya
48 A H M P S Wadigamanagawa Fernando
49 W M M P Seneviratne 87 R.M. Thushari Rathnayaka
50 M A A S Dias 88 K.P.S.V.K. Karunanayaka
51 G H R T De Sliva 89 M.M.T.M. Madurasinghe
52 D J Y Pathiranage 90 M.N.M.Yahya
53 Saman Kumari Ranasinghe 91 M M Sarath Mahindapala
54 W A C Kumuduni 92 K G W K Katukurunda
55 K H S S De Silva 93 S Garigaraganapathy
56 R.M.C.N. Rathnayake 94 A L S Abevwickrama
57 Y.S. Rathnayake 95 H P Sushil Sirisena
58 R.M.D.G.K. Gannoruwa 96 L H Wijesinghe
59 M.W.S.K. Wijethilaka 97 A H M R B Abhayarathne
60 L.R. Jayasinghe 98 A J M Kumarasiri Wijerathna
61 K.C.N. Perera 99 Leonard Lenarolle
62 G.N.S. Ariyarathna 100 Ajantha Nimirathna
63 P.C. Puswella 101 K P Sunil
64 Y.M.C. Wijerathne 102 A M Jayaratna Banda
65 M.W. Senevirathna 103 Sarath Padmasiri
66 D.M.K. Ariyaratne 104 Chandananda Thera
67 Mrs.H.B.C Mallika 105 U W A Jayantha
68 W.K.B Perera 106 U P Basnayake
69 M. Siyeni 107 Ruwan Kumara
70 W.A.S.P Jayarathna 108 R P Ranjan
71 V.G.I. L. Vithana 109 W D Pathmasiri
72 K.M.M.I. Rodrigo 110 B D Chitthananda Biyanwila
73 G.W.D. Dayarathne 111 S A D Samarweera
74 M.K. Somalatha 112 M K Kingsly Priyantha
75 W.P.D.S. Dissanayake 113 K G S K Perera
137
S.N. Name S.N. Name
114 M B Samarasinghe 152 Thilak Thilakaratna

115 Lalith Rajakaruna 153 Upul Herath
116 H M Gunarathna Banda 154 Amila Seneviratna
117 Y Kirubananthan 155 Ruchira Karunaratna
118 R H N Nandasiri 156 GDP Samarasiri
119 E R Nirmal Premakumara 157 G K B Sameera
120 K A R Kodikara 158 Naveen Embuldeniya
121 T A R Jayasena 159 B Ramesh
122 Mulavipathrina Pathmasiri 160 Kosala Weerasena
123 M K D Deshapriya 161 Saman Kandanarachchi
124 W M A B Wijesooriya 162 Asela Galappaththi
125 M Ananda 163 Janaka Harambearachchi
126 Nihal Tissa Kumara 164 M Manoshan
127 G H Mahindarathna 165 C P Basnayake
128 W V Singhanatha 166 T D Lokubalasuria
129 M H Somasiri 167 H C Vidanapathirana
130 W S Nandasiri 168 K P W A Indika
131 N Nobel Ravi 169 N R Navagamuva
132 G M Chandrakantha 170 M N R Wijayanayaka
133 H W S K Welikala 171 W S A Perera
134 I D Maithreepala 172 U U K I Perera
135 G M S Weerasinghe 173 B N Wikum Perera
136 G Subasinghe 174 J W K K Shayamlal
137 T Theiveegarajan 175 G G I Edirisinghe
138 M.M.T.M Senevirthna 176 N Kolitha Thero
139 W D Premathilaka 177 W R S Senarathna
140 W.M De Jayarathna Banda 178 P Senevirathna
141 M L Wimaladasa 179 Indika Wijebandara
412 W K A Induruwage 180 Gamini Aberathna
143 G Anton Silva 181 Nalin Ekanayaka
144 D M Wimalarathna 182 P G R C Piyadasa
145 A M Vazeer 183 P A Kodippili
146 S M Jayawardena 184 G.G.S.S. Chandrasiri
147 P J Punchihewa 185 K. Selvakumar
148 Lakmal Jayasinghe 186 G.H.D. Ranjith Pathmasiri
149 Nishantha Ratnavake 187 S.P.K. Rathnasooriya
150 R P D C Kaushalya 188 M.K. Munasinghe
151 S N P Suriyaarachchi 189 M.M.M. Mazeen
138
S.N. Name S.N. Name
190 J. Noel Sylvester 208 U.D.I.C. Silva

191 H.M. Chaminda 209 P.A. Wimalarathne
192 W.M.S.S. Aberathna 210 H.D.D.K. Gunasekara
193 K.S. Ehala Arachchi 211 W.S.D. Weerasinghe
194 K.P.P. Iroshan Kumarasiri 212 N.H.G.J.W. Lankapriya
195 S.M. Wasantha Bandara 213 I.A.S. Jayantha
196 P.W. Chandana Perera 214 M.R. Jayasinghe Bandara
197 A.S.M. Munas 215 M.R.S. Gunasekara
198 T.T. Chandana Tissa 216 L.H.M. Sunil Santha
199 J.S.K. Dassanayake 217 R.M.S. Aruna Kumara
200 S.K.M. Darmawardana 218 A.M. Farook
201 A.G. Upali Karunarathne 219 R.M.N.S.B. Rathnayake
202 P.H. Karunasena 220 B. Mohamed Farzan
203 P. Piyarathne 221 H.P. Wimalasiri
204 H. Sumanasena 222 H.M.S.S.B. Herath
205 E.J.A.P. Karunadasa 223 J.S.W. Welikumbura
206 Y. Yasarathna 224 A.R.A. Aazeer
207 D.M. Gunawardane 225 H.D.S. Nishantha
139

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DISTA CE LEARNING COURSE ON

DISTANCE LEARNING COURSE ON

Asian Development Bank Institute

Distance Learning Course on E-Learning Policies:

Published by Asian Development Bank Institute, 2007

The Asian Development Bank Institute (ADBI) encourages

Please address inquires for copies to:

Distance education, especially through the use of computer technology, is becoming a

Changes in the DLC Site 4

Overview of the Course 9

ADBI Online Courses 25

Development of the ADBI DLC Program 29

ADB Asian Development Bank

HOW THE ELP COURSE STARTED

1.1. ADBI Workshops

1.2. Production of Lecture CDs

1.3. Pilot Workshop

Self-study with a set of eighteen pre-recorded lectures made available to all

1.4. Designing of the ELP Course

CHANGES IN THE DLC SITE

Figure 1. New ADBI-DLC Website

2.1. New Registration System

Figure 2. Individual Registration Page

Figure 3. Nomination Page

Figure 4. Registration Form

Figure 5. Login Page to Enter ADBI-DLC for Registration

Figure 6. Personal Statement Page

2.2. Administration Control of the New DLC Site

Figure 7. DLC Admin Panel Page

2.3. User Interface

Figure 8. User Page in the New DLC Site

OVERVIEW OF THE COURSE

Rapid innovation in information and communications technology (ICT) is transforming

Opening Remarks by Peter McCawley, Dean, ADBI

Introduction to the Course by Jeoung-Keun Lee, Director, Capacity Building

Session 1: Benefits, Issues and Constraints in E-Learning

Session 2: Current Status and Trends of E-Learning

Session 3: Opportunities and Issues of M-Learning in Developing Asia and

Session 4: New E-Learning Paradigm: Intellectual Capital Creation,

Assignment 1: Prepare an issues paper on e-learning and submit it.

Session 5: Instructional Systems Design

Session 6: Analysis of Learners

Session 7: One-to-One Computing Paradigm

Session 8: Designing Courseware for Mobile Devices

Session 9: IT for M-Learning in Developing Countries

Session 10: Satellite Based Distance Learning Network

Assignment 2: Visit a school nearby and observe what kind of e-learning

Session 11: Exploring M-Learning Academic Initiatives in North America and

Session 12: Technological Aspects of E-Learning

Session 13: Introduction to Mobile Learning Tools

Session 14: Mobile Campus Solutions

Session 15: Learning Management System

Assignment 3: Submit your computer courseware development plan

Session 16: Conducive Environments for E-Learning

Session 17: Evaluation of Computer Courseware: Methods, Procedure and

Session 18: Customization of Computer Courseware

Session 19: Future of E-Learning

Session 20: Future Opportunities in M-Learning

Assignment 4: Take an online course examination.