Hypermedia Design Principles and Techniques - by Mathias Mailu

The objective of this topic is let you be able to:

• Know when to use a flowchart, a storyboard, and a script
• Recognize the five basic multimedia design paradigms
• Understand how the linear list design let the user move back and forth in a sequence of multimedia objects
• Understand how the menu design provides users with a choice of items, and how the hierarchical design provides levels of choices by linking menus to menus
• Realize how the multiple linking in a network design provides the richest form of interactivity
• Visualize how hybrid designs can incorporate lists, menus, hierarchies, and networks
• Define the content of an advanced application and adopt an appropriate navigational metaphor
  

Introduction

It is not unusual for an advanced application to contain hundreds or even thousands of multimedia screens. Your challenge is to present this material in such a way that the user will not get lost or confused. From the get go, you must have a clear notion of how the material will be organized and how the user will navigate from screen to screen.

This topic talks about hypermedia design techniques that will help you plan the development of a multimedia application. You will learn to visualize the flow of your application and imagine yourself running through it as a user.

Design Paradigms
There are five ways to design the flow of a multimedia application: - the linear list, the menu, the hierarchy, the network, and the hybrid.

Linear list
The simplest design is the linear list you see in Figure 1. as the user clicks the mouse, the application presents the information, one item after the other. Each object in the list can be a text, a graphic, an audio clip, a video, or a compound object consisting of more than one medium playing at once3, such as a text overlaid on a graphic accompanied by a sound track. The user can move back and forth through the list, moving forward to new materials or backward to review.

Menu
The second way to design an interaction is to create a menu like the one shown in Figure 2. The items in the menu can appear as lines of hypertext, graphics in hyperpictures, or a combination of textual and graphical triggers. When the user chooses an item on the menu, the item linked to it appears and stays on the screen until the user makes another choice.




Hierarchy
The third kind of design is the hierarchy shown in Figure 3. Each object provides the user with a menu of choices that trigger more menus with more choices. There is no limit to the size or number of menus and submenus you can have in such a hierarchy.





Network
The most complex design is the network shown in Figure4, in which objects can be multiply linked in any direction to any object in your application. The network design provides you with a rich set of navigation options.

Hybrid
Multimedia applications often use more than one design paradigm, employing lists, menus, hierarchies, and networks where appropriate. For example, a sophisticated network design may trigger a list of images in a slide bank with simple navigation that lets the user move back and forth through the slides. When the user gets to the end of the list, the network design returns to provide richer navigation options. Designs that combine paradigms are called hybrid. Figure5 shows an example of a hybrid design.

Storyboarding
A storyboard is a series of sketches that describe the content of a sequence of multimedia screens. Figure 6 shows a sample storyboarding form, which contains a frame for sketching the screen layout, and a space below the frame for making comments. To create a storyboard, you fill out such a form for each screen in an application. Inside the frame, you sketch the design elements that will appear on the screen. In the space below the frame, you write comments describing the screen’s function and purpose.

Use the storyboard to reflect on the flow of your application. Spread out the sketches on the floor, tape them to a wall, or tack them onto a bulletin board. Arrange the sketches in their logical sequence – the order in which the user will view them. Seeing your screens all at once can help you make design changes before proceeding to the more costly and time-consuming development stage.



Scripting
After you storyboard a project, you are ready to script it. A script is a complete specification of the text and narration in a multimedia application. Especially when you are using a team of people to develop an application, it is important to have a written script. Scriptwriting makes the team think through the project thoroughly. A written script helps team members communicate with each other, share comment on the design, and make adjustments prior to beginning the costly development stage. Having a script helps you role-play the application from the viewpoint of a user and identify missing elements.

Flowcharting
Multimedia applications often require users to make decisions. A flowchart is a logic diagram that illustrates the steps involved in an interactive decision-making process. Flowcharts are helpful when designing conditional branching and answer judging in a multimedia application. For example, you might present a test question and ask the user to select the correct answer. Depending on how the user responds, you will either give some positive reinforcement and proceed to the next question, or you will provide remedial feedback explaining why the answer was incorrect. Drawing a flowchart can help you visualize the answer-judging process.

Figure 7 shows the shapes designers use to create flowcharts. The most important shapes are the rectangular “process” box and the diamond-shaped “decision” symbol.


The flowchart shown in figure 8 uses these symbols to diagram the answer4 judging in a multiple-choice question. In the process box at the top of the diagram, the user is asked a question. If the user answers correctly, positive feedback will reinforce the correct answer. If the response is incorrect, the computer will provide a hint and repeat the question. If the user fails again, remedial instruction will be provided.

Reference
Fred T. Hofstetter, ©1997: Multimedia Literacy, 2nd Edition, pages 374 – 380.

The Utility of Screen Capturing Software as eLearning Authoring Tool

By: Dr.-Ing. Zelalem Hailu


1. Introduction

Screencasting is a process of creating interactive demonstrations and software simulations. You take a series of screenshots of a running application. The software records your actions and instantly creates a simulation or screencast. The movies can be in a variety of formats like Standalone EXE, Macromedia Flash SWF, AVI format or the Windows Media Video (WMV) format or as streaming presentations from a website. You can even burn the simulations / demonstrations on a CD for mailing them to the person who wants to acquire knowledge from them.

Screencasts can be used for describing software projects, reporting bugs, and explaining interactions. Just as a screenshot is a picture of a user's screen, a screencast is essentially a movie of what a user sees on his monitor. And if a picture is worth a thousand words, a movie is worth a thousand pictures. Creating a screencast helps developers of software show off their work. It is a useful skill for ordinary software users as well, to help report bugs (the movie takes the place of potentially unclear written explanations) or to show others how a given task is accomplished in a specific software environment.


2. Personal Experience with Screencasting Techniques

The idea of using a screen capturing software appealed to me as a means of avoiding repeated demonstration of the same topic to different audiences. I have a couple of instances in which I was able to use screen capturing techniques to practically implement the idea.

The Ethiopian Civil Engineering Association approached me and a colleague of mine with a request to develop a website for the Association. A series of meetings were held in which the Executive committee members of the association discussed with us the requirements for establishing the website of the Association. When it became apparent that other members of the committee also wish to hold similar discussion with us, I decided to prepare a video clip showing how the final appearance of the website would look like. The video clip is a screen capture of a sample home page of the association showing all possible pages and links to the page. The clip has also narration which explains what product the association should expect at the end. To enable any member of the association to view the sample home page and to give his/her comment on the home page, I uploaded it in a sub-section of my own website. For any one who wishes to see this sample page, the URL is as follows:

http://www.teknochain.com/intermediate

Unfortunately, the narration in the site is in Ethiopian National language i.e. Amharic. For that reason, eLDI_Africa participants from outside of Ethiopia could not listen to the narration but only see the cursor movement and the animated gif pictures on the home page which I developed using Macromedia Fireworks.

Yet there is another occasion where I used screen capture software effectively. One of the renowned Engineering companies in Ethiopia requested me to develop their website. It took me sometime to assemble the necessary resources to develop a hypermedia based website. I demonstrated how the website works to some of the top officials of the company. However, I soon realized that the website needs to be circulated among different departments for checking the consistency and relevance of the information in the developed website. At this stage I prepared a simulation of the website showing the full interactivity of the website. I then made several copies of the simulation in CD ROMs so that the different heads of the departments could watch the website offline at their own convenience. The idea worked fine and it spared me a lot of time of making explanation to each and every department head.

The above two cases are situations in which I was able to spare myself of the need to make unnecessary and repeated explanation about a web-based product. But, there are numerous occasions where it would be necessary to explain to people how to use simple application software like Microsoft Outlook, or some functions in text processing or spreadsheet software (like a tutor for MS-Word/Excel etc). By simply recording the required operations using screen capture software and sending the recorded clip to the person who wants to learn the operations is an important way of exchanging knowledge. This is specially so if you or the person who wants to learn the operation are unable to arrange a meeting for a face-to-face demonstration of the operations. A simple example, would be to record how the various features of the gc21 platform works, like the pinboards, the document pool, the portfolios and others. As participants of the eLDI_Africa workshop we were fortunate enough to receive a face-to-face demonstration of the functionalities of the gc21 platform. Imagine, if an online course were to start without a face-to-face session at the beginning, then a simulation which shows how the platform works would be unavoidable at the beginning of the online session.


3. Some Common Screen Capturing Software

A variety of screen capturing software are available which can be used for the purpose explained above. So as not to take too much of the reader’s time, I will limit myself with brief explanation of some of the screen capture software I am familiar with.

i) Wink

In the face-to-face session of the eLDI_Africa program, we were given a brief introduction to open-source screen capture software called Wink. Wink is a Tutorial and Presentation creation software, primarily aimed at creating tutorials on how to use software. Using Wink it is possible to capture screenshots, add explanation boxes, buttons, titles etc and generate a highly effective tutorial for users. By capturing screenshots, mouse movements and specifying one’s own explanations with them. Using all this in a standard Windows-based User Interface with drag-and-drop editing makes it possible to create high quality tutorials or documentation. These types of tutorials are valuable in making the teaching learning process ever livelier by breaking the monotone of delivering lecture notes in text format only.


ii) Macromedia Captivate

One of the proprietary software known for screen capturing used to be called RoboDemo.
Later the company called Macromedia acquired RoboDemo and reintroduced it as Macromedia Captivate. Captivate has all the capabilities discussed under Wink above. However, products of captivate can also be easily integrated with other Macromedia Software (Macromedia Breeze, Director, Flash, Authorware and so on). It also works fine in standalone form for those wanting to capture screen action and output it in another format. Recently Adobe has acquired Macromedia and come up with a strong web development bundle known as the Adobe Bundle. It is expected that captivate 2.0 may acquire some powerful video editing capabilities from Premiere Pro, Adobe’s video editing software.

iii) Camtasia Studio


Camtasia Studio can help you record and edit videos of screen activity in all multimedia formats and enhance the captured material with special effects, narration and a variety of multimedia features. With Camtasia Studio, you can teach and demonstrate complex ideas and subtle points visually, rather than through words alone with exact video renderings of desktop activity.

4. Training Companies Relying on Screen Capture Tools

As explained above screen capture software are particularly suited for teaching software. When you teach a software application, you essentially demonstrate to the learner how to use the various functionalities of the software based on appropriate examples. Therefore, many companies in the IT business have long started benefiting from the utility of screen capture software as a means of developing their courseware. It is nowadays possible to teach any kind of software. The two most important requirements are:

i) the developer should have an excellent knowledge of how to use the screen capture software
ii) the developer should work with a person with an excellent knowledge of the software to be taught (with subject matter expert)

If the person who is expert in the software to be taught is also capable of manipulating the screen capture software, then that makes life a lot easier. Therefore, it is much logical to teach the use of the screen capture software to the subject matter expert.

Software Tutorials and Training software companies like Total Training, Lynda and VTC are amongst the top companies who use screen capture software to create video tutorials of software educational training. For instance, VTC is a virtual training company which has managed to develop full-fledged tutorials on more than 400 different software types. These companies are naturally commercial and they have monthly or yearly subscription fees on the basis of which they make their online training packages available. They also sell their training packages in the form of CD-ROMs for offline learning.

5. Conclusions and Recommendations

An eLearning course can be developed to various degrees of complexity based on the investigation made during instructional design stage. Depending on the facilities available to the target group, the formats of course delivery will probably vary from one setting to the other. Accordingly, in situations where there are no constraints, it is recommended to raise the quality of educational material by making use of an optimum mix of all types of media formats. It is usually not recommended to reduce the degree of complexity of the eLearning course to a level where it is totally devoid of hypermedia elements. This is specially so for Engineering and Technical Vocational Education programs which require the visualization capacity of the learners.

Therefore, it is essential whenever necessary to include appropriate multimedia elements by way of adding value to the eLearning process. And one of the most common ways of doing so is by using screencasting techniques. This article has discussed briefly the different tools used in screencasting and how they are used to improve quick and efficient exchange of knowledge or information. Therefore, it is recommended for people who are engaged in developing eLearning courses to get to know the screencasting techniques and to apply them for improving the quality of the courses they are engaged in developing.

Blended Learning: Why Our Choice?

(By Alemu Abebe Woldie)

Introduction

The term “blended learning” is being used with increased frequency in the academic world. As cited by Rooney, the American Society for Training and Development identified blended learning as one of the top ten trends to emerge in the knowledge delivery industry.

These days, a dramatic increase in the number of hybrid (i.e., blended) courses in higher education possibly includes as many as 80-90% of all courses (Young, 2002).
Even though blended learning has become Some what of a buzzword in higher education settings, there is still quite a bit of ambiguity about what is meant when the term is used.
How is blended learning different from other terms such as distributed learning, e-learning, open and flexible learning? Some define the term so broadly arguing that there is no any learning system that is not “blended”. Others challenge the very assumptions behind blending as holding onto relics of an old paradigm of learning (Graham, 2002).

In this article a trial will be made to highlight some points on blended learning and to briefly answer the question why we choose blended learning as method of content delivery.

What Is Being Blended?

One frequent question asked when one hears about blended learning (BL) is “What is being blended?” While there are a wide variety of responses to this question, most of the definitions are just variations of a few common themes. The three most commonly mentioned definitions documented by Graham, Allen, and Ure (2003) are:
1) BL = combining instructional modalities (or delivery media)
2) BL = combining instructional methods
3) BL = combining online and face-to-face instruction

The first two positions above reflect the debate on the influences of media versus method on learning. According to Clark and Kozma, both of these positions suffer from the problem that they define BL so broadly that there encompass virtually all learning systems. One would be hard pressed to find any learning system that did not involve multiple instructional methods and multiple delivery media. So defining BL in either of these two ways does not get at the essence of what blended learning is and why the concept of blended learning is exciting to so many people. As to Charles R. Graham the third position more accurately reflects the historical emergence of blended learning systems and is the foundation of the working definition This working definition reflects the idea that BL is the combination of instruction from two historically separate models of teaching and learning: traditional F2F learning systems and distributed learning systems. It also emphasizes the central role of computer-based technologies in blended learning.

Therefore, BL is part of the ongoing convergence of two learning environments. On the one hand, we have the traditional F2F learning environment that has been around for centuries. On the other hand, we have distributed learning environments that have begun to grow and expand in exponential ways as new technologies have expanded the possibilities for distributed communication and interaction.

Graham argue, that in the past, these two learning environments have remained largely separate because they have used different media/method combinations and have addressed the needs of different audiences. For example, traditional F2F learning typically occurred in a teacher-directed environment with person-to-person interaction in a live synchronous. On the other hand, distance learning systems emphasized self-paced learning and learning-materials interactions that typically occurred in an asynchronous environment. The widespread adoption and availability of digital learning technologies has led to increased levels of integration of computer-mediated instructional elements into the traditional F2F learning experience.

Why Our Choice?

There are many reasons why an instructor, trainer, or learner might pick blended learning over other learning options. Osguthorpe and Graham (2003) identified six reasons why one might chose to design or use a blended learning system:
(1) pedagogical richness,
(2) access to knowledge,
(3) social interaction,
(4) personal agency,
(5) cost effectiveness, and
(6) ease of revision.

In the BL literature, the most common reason provided is that BL combines “the best of both worlds”. While there is some truth to this, it is rarely acknowledged that a blended learning environment can also mix the least effective elements of both worlds if it is not designed well. Beyond this general argument (Graham et al. 2003) found that overwhelmingly people chose BL for three reasons:
(1) improved pedagogy,
(2) increased access/flexibility, and
(3) increased cost effectiveness.

Improved Pedagogy. As indicated above, one of the most commonly cited reasons for blending is more effective pedagogical practices. It is no secret that most current teaching and learning practice in higher education training setting is still focused on transmissive rather than interactive strategies. In higher education, 83% of instructors use the lecture as the predominant teaching strategy (U.S. Department of Education, 2001). Some have seen blended learning approaches increase the level of active learning strategies, peer-to-peer learning strategies, and learner centered strategies.

Increased Access/Flexibility. Access to learning is one of the key factors influencing the growth of distributed learning environments. Many emphasize that programs would not be possible if students are not able to have a majority of their learning experiences at a distance from instructors and/or other students. Learner flexibility and convenience is also of growing importance as more mature learners with outside commitments (such as work and family) seek additional education. Many learners want the convenience offered by a distributed environment, and, at the same time, do not want to sacrifice the social interaction and human touch they are used to in a F2F classroom. It is possible to cite numerous examples of how blending is used to provide a balance between flexible learning options and the high touch human interactive experience.

Increased Cost Effectiveness. Cost effectiveness is a third major goal for BL systems in higher education institutions. Blended learning systems provide an opportunity for reaching a large, globally dispersed audience in a short period of time with consistent content delivery.

Wrap Up
Even though we choose BL as an appropriate mode of content delivery, it does not mean that it is 100% perfect. There are issues or challenges that we face when blending. We need to consider six issues when designing BL systems. These include:
(1) the role of live interaction(f2f),
(2) the role of learner choice and self-regulation,
(3) approaches for support, training and tutoring,
(4) finding balance between technological innovation and production of contents,
(5) cultural adaptation, and
(6) dealing with the digital divide

What do we mean by these Challenges (Core Issues)?
The Role Of Live Interaction (F2f)
We need to get answers for these questions: Under what conditions is human interaction important to the learning process and to learner satisfaction with the process? When and why should we be considering human interaction such as collaboration and learning communities?

Role of Learner Choice/Self Regulation. How are learners making choices about the kinds of blends that they participate in? How can blended learning environments be designed to support increasing learner knowledge and skills and capabilities for self-regulation?

Approaches For Support And Tutoring. There are many issues related to support and tutoring in blended environments including:
(1) providing learners with technological skills to succeed in both F2F and online environments,
(2) changing organizational culture to accept blended approaches ,
(3) the need to provide professional development for instructors that will be teaching online and F2F
(5) the need to see more successful models of how to support a blended approach to learning from both the technological infrastructure and organizational (human) perspectives.

Finding Balance Between Technological Innovation And Production Of Contents. In designing BL content, there is a constant tension between innovation and production. Hence, there is a need to look forward to the possibilities that new technological innovations provide and, there is a need to be able to produce cost effective solutions. However, due to the constantly changing nature of technology, finding an appropriate balance between innovation and production will be a constant challenge for those designing blended learning systems.

Cultural Adaptation. This is a check what blended approaches play in adapting materials to local learners. This indicates the need for customizing the materials to the local learners to make them culturally relevant.

Dealing with the Digital Divide. This refers to the divide between the information and communication technologies available to individuals and societies at different ends of the socio-economic spectrum (to address the issue of information poor vs information rich).
By giving due attention to the above shortly described issues, it is possible to transform the conventional pedagogy radically. This, we can call, is a change from a model where learners are just receivers of information to a model where learners actively construct knowledge and skills through dynamic interactions.

REFERENCES
1. Bersin & Associates. (2003). Blended learning: What works?: An industry study of the
strategy, implementation, and impact of blended learning: Bersin & Associates.
2. Bonk, C. J., Olson, T., Wisher, R. A., & Orvis, K. (2002). Reflections on blended
distributed learning: The armor captains career course.
3. Clark, R. E. (1983). Reconsidering research on learning from media. Review of
Educational Research, 53(4), 445-459.
4. ------------ (1994). Media and method. Educational Technology Research &
Development, 42(3), 7-10.
5. ----------- Media will never influence learning. Educational TechnologyResearch & Development, 42(2), 21-29.
6. Collis, B. (2003). Course redesign for blended learning: modern optics for technical
professionals. International Journal of Continuing Engineering Education and
Lifelong Learning, 13(1/2), 22-38.
7. Cottrell, D., & Robison, R. (2003). Blended learning in an accounting course. Quarterly Review of Distance Education, 4(3), 261-269.
8. Dabbagh, N. (2004). Distance learning: Emerging pedagogical issues and learning
designs. Quarterly Review of Distance Education, 5(1), 37-49.
9. Graham, C. R., Allen, S., & Ure, D. (2003). Blended learning environments: A review of the research literature.
10. Kozma, R. B. (1991). Learning with media. Review of Educational Research, 61(2), 179-211.
11. Osguthorpe, R. T., & Graham, C. R. (2003). Blended learning systems: Definitions and directions. Quarterly Review of Distance Education, 4(3), 227-234.
12. Rooney, J. E. (2003). Blending learning opportunities to enhance educational
programming and meetings. Association Managment, 55(5), 26-32.
13. U.S. Department of Education. (2001). The condition of education 2001 (2001-072).
Washington, DC: National Center for Edcuational Statistics.
14. Young, J. R. (2002, March 22). 'Hybrid' teaching seeks to end the divide between
traditional and online instruction. Chronicle of Higher Education

How to deliver an effective blended learning? And the role of effective blended learning programs in capacity building.

By Sahar M. Talaat Abdel Bary


The key to blended learning is selecting the right combination of media that will drive the highest impact for the lowest possible cost (Bersin & Associates, 2003). Achieving these principles can be done through clarity on the performance objectives and so we need to perform a thorough instructional design analysis (Singh & Reed 2001 and Valiathan, 2002). The illustration below suggests a number of components to be considered during the process of instructional design (Douglis).

This means that when we attempt to build an effective blended learning strategy, we will go through the following processes:
* Completely integrated instructional design: Khan try to reframe these factors in an octagonal framework. The framework has eight dimensions: institutional, pedagogical, technological, interface design, evaluation, management, resource support, and ethical. Each dimension in the framework represents a category of issues that need to be addressed. These issues help organize thinking, and ensure that the resulting learning program creates a meaningful learning experience.

* Institutional
The Institutional dimension addresses issues concerning organizational, administrative, academic affairs, and student services.

* Pedagogical
The Pedagogical dimension is concerned with the combination of content that has to be delivered (content analysis), the learner needs (audience analysis), and learning objectives (goal analysis). The pedagogical dimension also encompasses the design and strategy aspect of e-learning. This dimension addresses a scenario where all learning goals in a given program are listed and then the most appropriate delivery method is chosen.

* Technological
Once we have identified the delivery methods that are going to be a part of the blend, the Technology issues need to be addressed. Issues include creating a learning environment and the tools to deliver the learning program. This dimension addresses the need for the most suitable learning management system (LMS) that would manage multiple delivery types and a learning content management system (LCMS) that catalogs the actual content (online content modules) for the learning program. Technical requirements, such as the server that supports the learning program, access to the server, bandwidth and accessibility, security, and other hardware, software, and infrastructure issues are addressed.

* Interface Design:
The Interface Design dimension addresses factors related to the user interface of each element in the blended learning program. One needs to ensure that the user interface supports all the elements of the blend. & so the usability of the user interface will need to be analyzed. Issues like content structure, navigation, graphics, and help also can be addressed in this dimension.

* Evaluation:
The Evaluation dimension is concerned with the usability of a blended learning program. The program should have the capability to evaluate how effective a learning program has been as well as evaluating the performance of each learner.

* Management
The Management dimension deals with issues related to the management of a blended learning program, such as infrastructure and logistics to manage multiple delivery types. The management dimension also addresses issues like registration and notification, and scheduling of the different elements of the blend.

* Resource Support
The Resource Support dimension deals with making different types of resources (offline and online) available for learners as well as organizing them. Resource support could also be a counselor/tutor always available in person, via e-mail, or on a chat system.

* Ethical
The Ethical dimension identifies the ethical issues that need to be addressed when developing a blended learning program. Issues such as equal opportunity, cultural diversity, and nationality should be addressed ((Singh & Reed 2001 and Singh, 2003).

Steps for developing blended learning courses can be summarized in the following figure:

Selection of appropriate media is a very challenging and greatly increase the efficiency of blended learning courses. Many researches are concentrating on strengths and weaknesses of each media type, and from that researches “media selection guide” was produced.

References:
1. Bersin & Associates, 2003: Blended Learning: What Works?.

2. Douglis F, "Blended Learning: Choosing the Right Blend" in Encyclopedia of Educational learning

3. Rossett A., 2003: Strategies for Building Blended Learning: Allison, Felicia Douglis, and Rebecca V. Frazee, June 30.

4. Singh H, 2003: Building Effective Blended Learning Programs, Educational Technology, Volume 43, Number 6, Pages 51-54.

5. Singh H. & Reed C. 2001: Achieving Success with Blended Learning, Centra Software, 2001 ASTD State of the Industry Report, American Society for Training & Development.

6. Valiathan, P., 2002, "Blended Learning Models" Learning Circuits. www.learningcircuits.org/2002/aug2002/valiathan.html

Blended Learning: Why Our Choice?

Blended Learning: Why Our Choice?

By Alemu Abebe Woldie

Introduction

The term “blended learning” is being used with increased frequency in the academic world. As cited by Rooney, the American Society for Training and Development identified blended learning as one of the top ten trends to emerge in the knowledge delivery industry.

These days, a dramatic increase in the number of hybrid (i.e., blended) courses in higher education possibly includes as many as 80-90% of all courses (Young, 2002).
Even though blended learning has become Some what of a buzzword in higher education settings, there is still quite a bit of ambiguity about what is meant when the term is used.
How is blended learning different from other terms such as distributed learning, e-learning, open and flexible learning? Some define the term so broadly arguing that there is no any learning system that is not “blended”. Others challenge the very assumptions behind blending as holding onto relics of an old paradigm of learning (Graham, 2002).

In this article a trial will be made to highlight some points on blended learning and to briefly answer the question why we choose blended learning as method of content delivery.

What Is Being Blended?
One frequent question asked when one hears about blended learning (BL) is “What is being blended?” While there are a wide variety of responses to this question, most of the definitions are just variations of a few common themes. The three most commonly mentioned definitions documented by Graham, Allen, and Ure (2003) are:
1) BL = combining instructional modalities (or delivery media)
2) BL = combining instructional methods
3) BL = combining online and face-to-face instruction

The first two positions above reflect the debate on the influences of media versus method on learning. According to Clark and Kozma, both of these positions suffer from the problem that they define BL so broadly that there encompass virtually all learning systems. One would be hard pressed to find any learning system that did not involve multiple instructional methods and multiple delivery media. So defining BL in either of these two ways does not get at the essence of what blended learning is and why the concept of blended learning is exciting to so many people. As to Charles R. Graham the third position more accurately reflects the historical emergence of blended learning systems and is the foundation of the working definition This working definition reflects the idea that BL is the combination of instruction from two historically separate models of teaching and learning: traditional F2F learning systems and distributed learning systems. It also emphasizes the central role of computer-based technologies in blended learning.

Therefore, BL is part of the ongoing convergence of two learning environments. On the one hand, we have the traditional F2F learning environment that has been around for centuries. On the other hand, we have distributed learning environments that have begun to grow and expand in exponential ways as new technologies have expanded the possibilities for distributed communication and interaction.

Graham argue, that in the past, these two learning environments have remained largely separate because they have used different media/method combinations and have addressed the needs of different audiences. For example, traditional F2F learning typically occurred in a teacher-directed environment with person-to-person interaction in a live synchronous. On the other hand, distance learning systems emphasized self-paced learning and learning-materials interactions that typically occurred in an asynchronous environment. The widespread adoption and availability of digital learning technologies has led to increased levels of integration of computer-mediated instructional elements into the traditional F2F learning experience.

Why Our Choice?
There are many reasons why an instructor, trainer, or learner might pick blended learning over other learning options. Osguthorpe and Graham (2003) identified six reasons why one might chose to design or use a blended learning system:
(1) pedagogical richness,
(2) access to knowledge,
(3) social interaction,
(4) personal agency,
(5) cost effectiveness, and
(6) ease of revision.

In the BL literature, the most common reason provided is that BL combines “the best of both worlds”. While there is some truth to this, it is rarely acknowledged that a blended learning environment can also mix the least effective elements of both worlds if it is not designed well. Beyond this general argument (Graham et al. 2003) found that overwhelmingly people chose BL for three reasons:
(1) improved pedagogy,
(2) increased access/flexibility, and
(3) increased cost effectiveness.

Improved Pedagogy. As indicated above, one of the most commonly cited reasons for blending is more effective pedagogical practices. It is no secret that most current teaching and learning practice in higher education training setting is still focused on transmissive rather than interactive strategies. In higher education, 83% of instructors use the lecture as the predominant teaching strategy (U.S. Department of Education, 2001). Some have seen blended learning approaches increase the level of active learning strategies, peer-to-peer learning strategies, and learner centered strategies.

Increased Access/Flexibility. Access to learning is one of the key factors influencing the growth of distributed learning environments. Many emphasize that programs would not be possible if students are not able to have a majority of their learning experiences at a distance from instructors and/or other students. Learner flexibility and convenience is also of growing importance as more mature learners with outside commitments (such as work and family) seek additional education. Many learners want the convenience offered by a distributed environment, and, at the same time, do not want to sacrifice the social interaction and human touch they are used to in a F2F classroom. It is possible to cite numerous examples of how blending is used to provide a balance between flexible learning options and the high touch human interactive experience.

Increased Cost Effectiveness. Cost effectiveness is a third major goal for BL systems in higher education institutions. Blended learning systems provide an opportunity for reaching a large, globally dispersed audience in a short period of time with consistent content delivery.

Wrap Up
Even though we choose BL as an appropriate mode of content delivery, it does not mean that it is 100% perfect. There are issues or challenges that we face when blending. We need to consider six issues when designing BL systems. These include:
(1) the role of live interaction(f2f),
(2) the role of learner choice and self-regulation,
(3) approaches for support, training and tutoring,
(4) finding balance between technological innovation and production of contents,
(5) cultural adaptation, and
(6) dealing with the digital divide

What do we mean by these Challenges (Core Issues)?
The Role Of Live Interaction (F2f)
We need to get answers for these questions: Under what conditions is human interaction important to the learning process and to learner satisfaction with the process? When and why should we be considering human interaction such as collaboration and learning communities?

Role of Learner Choice/Self Regulation. How are learners making choices about the kinds of blends that they participate in? How can blended learning environments be designed to support increasing learner knowledge and skills and capabilities for self-regulation?

Approaches For Support And Tutoring. There are many issues related to support and tutoring in blended environments including:
(1) providing learners with technological skills to succeed in both F2F and online environments,
(2) changing organizational culture to accept blended approaches ,
(3) the need to provide professional development for instructors that will be teaching online and F2F
(5) the need to see more successful models of how to support a blended approach to learning from both the technological infrastructure and organizational (human) perspectives.

Finding Balance Between Technological Innovation And Production Of Contents. In designing BL content, there is a constant tension between innovation and production. Hence, there is a need to look forward to the possibilities that new technological innovations provide and, there is a need to be able to produce cost effective solutions. However, due to the constantly changing nature of technology, finding an appropriate balance between innovation and production will be a constant challenge for those designing blended learning systems.

Cultural Adaptation. This is a check what blended approaches play in adapting materials to local learners. This indicates the need for customizing the materials to the local learners to make them culturally relevant.

Dealing with the Digital Divide. This refers to the divide between the information and communication technologies available to individuals and societies at different ends of the socio-economic spectrum (to address the issue of information poor vs information rich).
By giving due attention to the above shortly described issues, it is possible to transform the conventional pedagogy radically. This, we can call, is a change from a model where learners are just receivers of information to a model where learners actively construct knowledge and skills through dynamic interactions.

REFERENCES
1. Bersin & Associates. (2003). Blended learning: What works?: An industry study of the
strategy, implementation, and impact of blended learning: Bersin & Associates.
2. Bonk, C. J., Olson, T., Wisher, R. A., & Orvis, K. (2002). Reflections on blended
distributed learning: The armor captains career course.
3. Clark, R. E. (1983). Reconsidering research on learning from media. Review of
Educational Research, 53(4), 445-459.
4. ------------ (1994). Media and method. Educational Technology Research & Development, 42(3), 7-10.
5. ----------- Media will never influence learning. Educational Technology Research & Development, 42(2), 21-29.
6. Collis, B. (2003). Course redesign for blended learning: modern optics for technical
professionals. International Journal of Continuing Engineering Education and
Lifelong Learning, 13(1/2), 22-38.
7. Cottrell, D., & Robison, R. (2003). Blended learning in an accounting course. Quarterly Review of Distance Education, 4(3), 261-269.
8. Dabbagh, N. (2004). Distance learning: Emerging pedagogical issues and learning
designs. Quarterly Review of Distance Education, 5(1), 37-49.
9. Graham, C. R., Allen, S., & Ure, D. (2003). Blended learning environments: A review of the research literature.
10. Kozma, R. B. (1991). Learning with media. Review of Educational Research, 61(2), 179-211.
11. Osguthorpe, R. T., & Graham, C. R. (2003). Blended learning systems: Definitions and directions. Quarterly Review of Distance Education, 4(3), 227-234.
12. Rooney, J. E. (2003). Blending learning opportunities to enhance educational
programming and meetings. Association Managment, 55(5), 26-32.
13. U.S. Department of Education. (2001). The condition of education 2001 (2001-072).
Washington, DC: National Center for Edcuational Statistics.
14. Young, J. R. (2002, March 22). 'Hybrid' teaching seeks to end the divide between
traditional and online instruction. Chronicle of Higher Education

What is blended learning? And what are the dimensions of blending?

By Sahar Talaat Abdel Bary

Definition of blended learning:

Blended Learning can be described as a learning program where more than one delivery mode is being used with the objective of optimizing the learning outcome and cost of program delivery. However, it is not the mixing and matching of different learning delivery modes by itself that is of significance, but the focus on the learning outcome. That is mean that blended learning focuses on optimizing achievement of learning objectives by applying the “right” learning technologies to match the “right” personal learning style, to transfer the “right” skills to the “right” person at the “right” time (Singh & Reed 2001).

Blending involves a planned combination of approaches, such as coaching by a supervisor; participation in an online class; breakfast with colleagues; competency descriptions; reading on the beach; reference to a manual; collegial relationships; and participation in seminars, workshops, and online communities (Rossett, et al. 2003).

Embedded in this definition are the following principles:
1. We are focusing on the learning objective rather than the method of delivery
2. Many different personal learning styles need to be supported to reach broad audiences.
3. Each of us brings different knowledge into the learning experience.
4. In many cases, the most effective learning strategy is “just-what-I-need, just-in-time” (Singh & Reed 2001).

Dimensions of the Blend:

The term blended learning has evolved to encompass a many learning strategy. Today a blended learning program may combine one or more of the following dimensions, although many of these have overlapping attributes (Singh & Reed 2001).

1. Blending Offline and Online Learning:
At the simplest level, a blended learning experience combines offline and online forms of learning where the online learning usually means “over the Internet or Intranet” and offline learning happens in a more traditional classroom setting. We assume that even the offline learning offerings are managed through an online learning system.

2. Blending Self-Paced and Live, Collaborative Learning:
Self-paced learning implies solitary, on-demand learning at a pace that is managed or controlled by the learner. Collaborative learning, on the other hand, implies a more dynamic communication among many learners that brings about knowledge sharing.

3. Blending Structured and Unstructured Learning:
Not all forms of learning imply a premeditated, structured, or formal learning program with organized content in specific sequence like chapters in a textbook. In fact, most learning in the workplace occurs in an unstructured form via meetings, hallway conversations, or e-mail. A blended program design may look to actively capture conversations and documents from unstructured learning events into knowledge repositories available on demand, supporting the way knowledge-workers collaborate and work.

4. Blending Custom Content with Off-the-Shelf Content:
Off-the-shelf content is by definition generic—unaware of an organization’s unique context and requirements. However, generic content is much less expensive to buy and frequently has higher production values than custom content. Generic self-paced content can be customized today with a blend of live experiences (classroom or online) or with content customization. Industry standards such as SCORM (Shareable Content Object Reference Model) open the door to increasingly flexible blending of off-the-shelf and custom content, improving the user experience while minimizing cost.

5. Blending Learning, Practice, and Performance Support:
Perhaps the finest form of blended learning is to supplement learning (organized prior to beginning a new job-task) with practice (using job-task or business process simulation models) and just-in-time performance support tools that facilitate the appropriate execution of job-tasks. Cutting-edge productivity tools provide ‘workspace’ environments that package together the computer based work, collaboration, and performance support tools.

6. Blending Work and Learning:
Ultimately, the true success and effectiveness of learning in organizations is believed to be associated with the paradigm where work (such as business applications) and learning are inseparable, and where learning is embedded in business processes such as hiring, sales, or product development. Work becomes a source of learning content to be shared and more learning content becomes accessible on-demand and in the context of the user’s workplace need.

What should be evident from the above discussion is that many of the implicit constraints of time, geography and format that we accepted with the physical classroom are no longer valid. Even the fundamental organizing construct of a “course” can be transformed into an ongoing learning process or experience (Singh, 2003).

Ingredients of the Blend:
In the past, the ingredients for blended learning were limited to physical classroom formats (lectures, labs, etc.), books or handouts. Today organizations have myriad learning approaches to choose from, including but not limited to:
1. Synchronous physical formats:
· Instructor-led Classrooms & Lectures.
· Hands-on Labs & Workshops.
· Field Trips.
2. Synchronous online formats (Live eLearning):
· eMeetings.
· Virtual Classrooms.
· Web Seminars and Broadcasts.
· Coaching.
· Instant Messaging.
3. Self-paced, asynchronous formats:
§ Documents & Web Pages.
§ Web/Computer-Based Training Modules.
§ Assessments/Tests & Surveys.
§ Simulations.
§ Job Aids & Electronic Performance Support Systems (EPSS).
§ Recorded live events.
§ Online Learning Communities and Discussion Forums.
(Singh & Reed, 2001).

Why we implement blended learning formats?

The problem of most of educational and training institutes is only slightly more than half of their highly motivated students would actually complete their programs. This problem can be related to a mismatch between the student’s desired learning style – interactive, social, mentored learning – with the program’s delivery format. They found that introduction of live eLearning into their program to address student's needs raised student completion rates to 94%. The improvement was attributed to the ability of a scheduled live event to motivate learners to complete self-paced materials on time, the availability of interaction with instructors and peers, and higher quality mentoring experiences. The Stanford research strongly suggests that linking self-paced material to live eLearning delivery could have a profound effect on overall usage and completion rates – enabling organizations to radically increase the return on their existing investments in self-paced content (Bersin & Associates, 2003).

References:

1. Singh H. & Reed C., 2001: Achieving Success with Blended Learning, Centra Software, 2001 ASTD State of the Industry Report, American Society for Training & Development, March 2001.
2. Bersin & Associates, 2003: Blended Learning: What Works?

3. Singh H., 2003: Building Effective Blended Learning Programs, November - December Issue of Educational Technology, Volume 43, Number 6, Pages 51-54.

Application of ICT for implementing Active Learning Methods at AU by Joseph Gesesse

I. Introduction
1.1. Brief Rationale
Information Communication Technology (ICT) has become the blood stream for effective and efficient service of any organization. As a result the private sector, governmental and non-governmental organization, etc. are using ICT in their day to day activities directly or indirectly. In line with this its usage in the teaching–learning process is remarkable. Specifically, ICT, which is an aggregation of different information related technologies, do have an important positive impact in implementing Active Learning Methods (ALMs). By doing so, the effort of facilitating the new paradigm shift in education, which is student-centered education, will be greatly enhanced.

Adama University, being one of the new universities in Ethiopia, is basically dedicated to the education and training of technical and vocational teachers. Accordingly students are expected to be competent enough in a work area where they will go in, by acquiring the necessary knowledge and skill in their stay in the university. To this end use of ICT in teaching learning process will facilitate the task of instructors in delivering the necessary skill to their students. On top of that, students will also be familiar with the technology so as they will in turn use it for their students.

Thus through this project, attempt will be made to identify the application level of ICT in education specifically in AU, analyze it with respect to its impact in facilitating ALMs and provide possible recommendation to wards improvement.

1.2. Statement of the problem
As indicated in the above section, the main reasons that initiate this action research project are the limited ICT usage in the teaching learning process in our university and the potential positive role that an ICT will have in the implementation of Active Learning Methods (ALMs) in a teaching learning process. Accordingly the level of ICT usage and its impact in teaching learning process will be clearly identified. Along this possible recommendation and actions will be made to enhance the teaching- learning process of the university.

1.3. Objectives of the project
The main objectives of this action research project are:

• To identify the implementation level of ICT at Adama University
• To identify problems associated with the use of ICT in promoting ALMs
• To identify possible causes of such problems.
• To provide possible recommendations in implementing ALMs using ICT

1.4 Significance of the project
The out put of the project will have a recognizable significance in increasing the motivation and participation of students, improving the performance of the instructor and implementation of ALMs using ICT. By ding so the overall performance of the university and the education system of the nation at large will be effective and efficient. This in turn will have its own input in the effort of achieving tangible development at a national level.

1.5. Methodology
The research methodology employed in this action research, namely source of data, data collection methods, analysis and interpretation procedures are discussed here as follows.

1.5.1. Sources of data
Data, which were believed to be relevant for the action research, is gathered from instructors, assistants and administrative sections of the University. But for the purpose of having very relevant and informative input, special attention is given to those instructors who are and have been candidates of the HDP.


1.5.2 Samples and sampling procedure
As it is cited in the above section, the data is gathered from sample constituting instructors, assistants and administrators of the University. A random sample is taken comprising of 57 instructors and assistants from different departments, two faculty deans with HDP background, and the Academic and Research V/President of the University.

1.5.3 Instrument and procedure of data collection
The team of this action research has designed three instruments of data collection.

Questionnaire
A questionnaire, which is assumed to illicit the required response, was constructed with five background questions and nine variables. The questions included in the questionnaire are both open ended and closed.

Interview
An interview with seven unstructured questions where prepared and were used to make a scheduled interview with the department heads and senior instructors with HDP background.

Observation
An observation of lessons has been organized to collect data about the existing situation of the teaching learning process especially with respect to using ICT

II. Data collection and analysis
As indicated above source of information was designed to be from teachers or assistants. However during the time of distributing the questionnaire, only 53, of which two of them were females, were available. Hence, the analysis is made based on the information procured from the questionnaire, interview and actual observation.

As a result subjects of 53 respondents from 3 departments were used for the study. The larger proportion of the respondents (38.5%) were second-degree holders where as a considerable number (30.8%) were first degree holders. The remaining (23.1%) and (7.6%) were technical assistants (Diploma holders) and non-respondents of qualification, respectively.

In addition to the above information it is also seen that 10 of the respondents to the questionnaire were not Higher Diploma Program participants.

The information concerning the use of ICT application by the university’s instructors and technical assistants , as it is obtained from the questionnaire, reveals that majority of them, 45 (81.81%) does not use ICT.

Instructors/ Technical Assistants who use ICT for their class lessons are very less in number. And the reasons why these Instructors and Technical Assistants do not use ICT application for their class lessons are figuratively given below.

Reasons:
Lack of resources: 38 (76%)
Lack of know how: 5 (19%)
No management support: 7 (14%)

As it can be seen from above the major reason for the less usage of ICT application (as 76% of the respondents agree) is the unavailability of the required ICT materials at the instructors’ disposal. The respondents claim that they do not have enough management support. As 14% the respondents agree, lack of management support is the other significant problem.

The results of the interview also reveal the same fact. Respondents, who have enough work experience has given the following reasons for their “no” answer of the following question “are you preparing and delivering a power point presentation of your lessons?” :

- Lack of facilities especially lap tops and LCDs
- Very unbearable work loads which hinders the presentation of power points.

And the result of the interview further shows that, staffs in each department with enough work experience and higher academic qualification do have the proper know how of using the existing ICT resources. This is shown below.


- Are you in a position to manage ordinary application software’s like word processing, excel, access, PowerPoint etc? Yes: 8 (100%), No: 0 (0%)
- Are you preparing handouts for your students by your selves? Yes: 6 (75%), No: 2 (25%)
- Do you prepare and use power point presentations? Yes: 2 (25%), No: 6 (75%)

Almost all of the interviewee 100% has said that they can manage ordinary application software like word processing, spreadsheet and database management systems. And 75 % of the respondents prepare hand out by themselves while only 25% actually do prepare and use power point presentations. But when this is compared with the results of the questionnaire, in which teachers/ assistants are subjects, it can be easily traced that there are problem of using the ICT resources in the case of less experience and low academically qualified (new staff) in using the resource.

The fact that ICT application helps for active student participation is supported by the results of the questionnaire respondents, as shown below.

To what extent you think that the use of ICT helps student participation?

- Great extent: 37 (70%)

- To extent: 11 (20%)

- Not at all: 5 (10%)


The majority of the respondents (70%) agree that using ICT helps considerably for active and proper participation of respondents. And only 10% f the respondents denied the very usage of ITC for the promotion of active learning. The response of interviewee for the question, “how do you think that using ICT helps your students’ participation?” properly backs the above fact. Some of the responses are:
- By giving handouts to the students for their independent reading, much time will be reserved for important issues in a class
- By motivating students for active participation.


III. Actions Taken and Their out come
After analyzing and understanding the collected data, taking actions was the next step considered by the team. Accordingly the team tried to see impact of application of ICT in teaching-learning process. And an observation was carried out by selecting a class using an instance of ICT applications (handout and power Point presentation). By taking such action the following facts are revealed:

• The teacher complete his work on time
• More than 95% of the students also complete their work (group, class) and their presentation with in a given time.
• Students were interested and motivated in that day lesson and they learnt more attentively
• Student participation was very high
• Both teacher and students were familiar with this new technology.

To sum up our actions shows us the possibility of using ICT in our university and its positive impact in promoting active learning.

IV. Conclusion and recommendations

Conclusion
The above analysis and actions taken reveals the following conclusions:

• Using ICT in the teaching-learning process promotes active learning in every aspect
• As our research shows, most of the university’s instructors and technical assistants do not have problems in managing most of the standard application software like word possessing and power point. But they are not applying in their lessons. The basic reasons raised were:
  - Lack of essential ICT facilities like PCs, laptops, LCDs
  - Poor resource management system
  - Less personal commitment to the job.
  

Recommendation
According to the output of the research the team recommends the following points to be taken as actions for the next steps:

• As a first step the university officials have to manage the ICT resources effectively so as each individual instructor and technical assistant has an opportunity to utilize them
• Each instructor and technical assistant has to be committed and creative to use ICT to incorporate active learning methods in their lessons
• The University’s top management has to allocate financial resources to purchase ICT equipments and alleviate their scarcity.

ICT for active learning by Haile Demessie

Information is becoming perpetually principal to the developing economy. Higher institutions heavily depend on information for the attainment of their foremost objective, which is, building the capacity of the student mass. We found our selves in the era of information without which life is becoming increasingly demanding.

The medium for transmitting and receiving information in other words communication is achieved with the help of modern electronic communication. This technology ensures information transfer and dissemination bidirectional.

In regard to this electronic distance education or eLearning has a great impact in educating the people at work or at home encompassing all rages of age groups. The special advantage of this learning Technology is that learners accomplish their studies on their own time and pace.

Developing countries like Ethiopia has currently a very strong position to benefit from this technology. A number of ICT deployments are ongoing in the country. The spacious fiber optics telecommunication backbone set up encompassing great distance across the major cities and rural area of the country is one of the remarkable turning points which would assist all sectors of the economy. In connection with this, the WoredaNet, a Network which encompasses some six-hundred districts all over the country is expected to contribute a lot in connecting the public by building their capacity. The university Net in Ethiopia is one of the national networks which would take the lion’s share in the active learning processes for building the capacity of the mass.

Finally, eLearning is becoming an integral part of the new University curriculum and the country is get ready to embark on the implementation of this new curriculum. Pilot eLearning course modules are taking place at the University of Addis Ababa, Faculty of Technology. The other institution which has no less embarked on this piloting stage is the Ethiopian Civil Service College. The effort made by other private higher institution putting in place eLearning is also an inseparable part which I want to mention at this point of time.

ICTs in education: The need to move up the gear (by Alemu Abebe)

Reform is the guiding principle for national policies in the area of economy and education. It is a vital step that countries need to implement in order to create a powerful growth. Actually, this is a common responsibility of every one of us. The job may be finished when every worker, every business, every citizen as a consumer enjoys the benefits of reforms.

In the education sector, these reforms can be expressed in terms of the use of modern technologies and in incorporating these technologies in to the curricula. These former refers to the application of modern technologies in education and training. The later implies the integration of ICT curriculum in the education system of a given country. Both the application and integration of the new technologies in to the system, scales up the development endeavour of a given country. The application, in this case, of the technologies also means electronic learning (e-Learning).Some people, some times, remove the letter “L” and name it “e-earning”. I think this works!

The application of e-Learning methods through the use of information and communication technologies in education and training changes the way of learning and teaching. It provides a grandiose contribution in the processes of reform, innovation and overall economic development of a given country. Through the integration of new technologies, education and training can become more accessible and more flexible, offering good opportunities to all and at all educational levels. That is why, these days, information and communication technologies and their integration in the education and training systems are no longer an issue of discussion. Rather, the focus now is placed on the methodological and pedagogical implications linked to their use for learning/training and teaching purposes. As a result of the advent of ICTs and their integration in to the educational system, learning/training is seen as a social process which offers better opportunities to collaborate with other learners/trainees, to facilitate interaction with the content, to receive guidance from teachers/trainers and tutors.

This new phenomena even makes it easy to give accessibility for people with disabilities having time, age, and space constraints. Many people including students and teachers have been benefted from several initiatives aimed at facilitating the teaching-learning processes. Teaching and learning is now becoming more and more interactive allowing people to interact with each other or with machines.
The integration of ICTs in education and training and their implications for active learning (of teachers and students) widen(s) up the importance of e-learning as a tool, to complement ongoing reforms in the education and training sector. Therefore, it is reasonable to conclude, that in order to benefit from the application and integration of ICTs in the education and training system of our countries we need to move the gear up!

References:
1. White, Gerry. E-Learning: Australia’s achievements in education and Training. Unpublished.
2. Alemu Abebe [et al].(2004). Information and Communication Technologies (ICTs) in education and training: An assessment of alternative content delivery methods for Ethiopian Technical and Vocational Education and Training (TVET) , MoE, Unpublished
3. Darkwa,Osei and Mazibuko,Fikile. Creating Virtual learning communities in Africa: Challenges and prospects. Unpublished.

eLDI eJournal 2006

Let's create an "eJournal"!

As editors and journalists you will collect, write and publish
interesting news, reports, interviews, stories, statistics, quizzes, ...
all around the (eLearning) world.

As a group we will work on this project together.
We all are eJournalists! ;-)