Tecnology and Delivery Systems

Introduction Rationale Objectives Components of Technology and Delivery Systems  Emerging Trends E-learning New education structures: Virtual universities Planning for Technologies  Choosing media Cost reduction strategies Barriers to ICT growth Planning ICTs for education: Parameters References General guideline and strategies Technology issues Virtual universities Systems approach and instructional design Performance and interaction Methodologies and techniques Media and delivery systems Distance education environment and services Distance education evaluation

Introduction
Rationale

Choosing technologies and developing technology strategies that would best serve education needs is a critical role of policy makers, managers and practitioners in distance education. Contrary to common understanding, educational technology covers much more than just media and delivery systems (print, audio, video or ICT or computers). It is the whole system of tools, processes, approaches and designs used by people and organizations to facilitate learning.

The most appropriate set of technologies that would respond to integrated education needs is not necessarily the most expensive or advanced. The discussion of emerging technologies such as online learning and new structures such as virtual universities are made not to urge everyone in that direction, but to assist policy makers, planners and managers in making informed decisions. In the end, the success of an ODL programme will be viewed not in terms of technologies used, but in terms of its ability to meet the education needs of individuals, organizations, nations and societies.

The references at the end of this section are arranged by themes and by countries within each theme to emphasize the diversity in technological approaches to distance education.

  Objectives

This section aims to:

• Present the various components of technology and delivery systems in distance education

• Discuss emerging trends and developments in ODL technology and delivery systems

• Share guidelines in planning for technologies in distance education

• Provide a list of references on the experiences of different countries in using distance education technologies

Components of Technology and Delivery Systems

It can not be emphasised enough that educational technology is more than just media and delivery. Decision makers should consider all these components when planning for ODL technology and delivery systems:

• Systems approach and instructional design. This describes the integrated approach to the development of programmes in distance education in the context of the learner as well as the institutional, national and social aims.
• Performance and interaction. This refers to the participation and response of people to the ODL system or programme including aspects of behaviour, attitude and learning/teaching interaction.
• Methodologies and techniques would include among other things teaching/learning methods, curriculum design and materials development.
• Media and delivery systems. Distance education has evolved through print-based, broadcast-based and ICT-based systems of delivery using various media - text, audio, video and objects. The planning of delivery systems also demands consideration of infrastructure, hardware and software.
• Distance education environment and services are critical in achieving the ideals of distance education -greater access, more flexibility and improved quality of learning. Some environmental and support requirements critical to ODL programmes include: student support centres (academic and technical), staff development and support centres, knowledge base resource centres (e.g. libraries), learning centres, laboratories, and web-based environments.
• Distance education evaluation refers to the processes and tools for assessing the added value of ODL, the learning and teaching experience, student and teacher performance, and technology cost among others.
The References sub-section gives examples of country practices and research findings in terms of these ODL components

Emerging Trends

ODL institutions can not ignore the rapid developments in information and communication technologies (ICTs). Many recognise its great potential; others feel threatened by it in many ways; and some feel the pressure to acquire the latest technologies lest they be left behind. The sudden rise in Internet courses and the emergence of new education structures are some of the consequences to this rapid growth in ICTs.

E-learning

E-learning technologies include a range of ICT-based or digital tools which may be delivered online (e.g. web-based courses) or offline (e.g. CD ROM). ODL institutions as well as conventional institutions recognise the potential of e-learning to improve the quality of teaching/learning interactions. ICTs also meet the current learning demands of the market for flexibility, easy communication and instant access to global resources. Consequently, the use of the Internet and the World Wide Web for higher education instruction and training has been quickly gaining momentum.

Because e-learning is relatively new even in developed economies, there is a need for research on cost-benefits and appropriate techniques and methodologies that would maximize its use in higher education. The region could also benefit from e-learning models specific for Asia-Pacific. Likewise, e-learning policies and strategies that are appropriate to countries in the region have to be formulated at the national and institutional levels.

There is a tendency to provide e-learning which is not interactive enough and is a source of discouragement for learners. It will be useful for longduration courses to support e-learning material instead of print material only, but e-learning is not any better than conventional learning or other ODL methods. Different approaches will be useful for different target learners with different aspirations and levels.
In the book National Strategies for E-learning in Post Secondary Education and Training, Tony Bates recommends six alternative national strategies in the light of the fact that no country, rich or poor, can ignore the potential of e-learning. He further raises e-learning policy issues for national leaders. Excerpts and summaries are shared below.
• Alternative national strategies for e-learning. To encourage e-learning growth at a national scale, governments could adopt several strategies such as:

• Create a new e-learning institution.
• Encourage private-sector and international providers to develop e-learning for post-secondary education and training.
• Use e-learning as a means to transform post-secondary education to make it more cost-effective, more learner-centred and more economically relevant.
• Develop or facilitate a national e-learning business sector.
• Develop or facilitate a national archive of e-learning materials
• Do nothing (should careful analysis reveal that e-learning is not appropriate, affordable or a priority at the moment).

• National policy issues in e-learning. It is very likely that e-learning will be a significant element of the future of education. Therefore, the issue for national leaders is not one of direction but readiness and scale. Here are some of the issues:
Readiness for e-learning: Countries that are not yet ready for the knowledge-based economy are probably not ready for e-learning. In countries with scarce resources, focusing e-learning on the lifelong learning market, which is more likely to have access to this technology and able to pay the cost, could reduce risks.
Choice of institutional structure: The open university model (mostly print-based delivery) is still recommended for countries with a large number of students unable to access higher education. However, for countries that have reasonable access to secondary and higher education plus a reasonable Internet infrastructure, e-learning will provide advantage over both conventional and open universities. Countries with a growing e-commerce sector, a growing indigenous high-tech sector, a fast developing middle class, and a rapidly developing Internet infrastructure, will need to move more and more into e-learning.
Need for infrastructure: Until there is a basic and reliable Internet infrastructure in place, connecting at a minimum to most key businesses and universities, e-learning is unlikely to be a realistic or practical choice for most learners.
Need for skilled workforce support: E-learning will not work without people trained to work on the technical infrastructure, skilled media producers, professors and instructors with an understanding of its educational and technical requirements, and institutional senior management that can see the transforming power of e-learning to institutions and graduates.
Minimal e-learning strategy. At the very least, countries should ensure that key government offices, businesses and universities have Internet access.
Planning for Technologies

To be able to plan, decide on and implement technologies for education, it is important to be guided by basic principles and factors for consideration. Perhaps the first question to ask is the reason why new technologies are being brought into the picture. Is it to improve access to education or to improve the quality of learning? Is it to reduce costs? The answers to these questions would certainly direct the subsequent stages of planning. Below are some guidelines related to planning and decision-making in technology usage in education and in distance education particularly.
Directory : Planning for Technologies

	Choosing Media
	Cost-reduction strategies
	Barriers to ICT growth
	Planning ICTs for education: Parameters

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Choosing Media

Choosing media is not a matter of deciding which one is better than the other. In reality, ODL providers use a rich blend of face-to-face technologies, paper-based technologies, multi-media solutions, Internet-based technologies and others for the learner to achieve a quality learning experience. In fact, the concept of open or flexible learning at the broad sense should allow students to choose how they would like to learn and which media or delivery systems they would prefer.
The International Research Foundation for Open Learning outlines the general factors and suggestions for choosing media and delivery systems for education (Choosing technologies for education):
• Availability and convenience. Find out what technologies are available and acceptable to a target audience.
• Local and national constraints. Pay attention to the geographical, regulatory and economic constraints that define access to particular media.
• Curriculum. Start with the curriculum rather than a particular medium, not the other way around.
• Costs. Lay out clearly the rationale for using technologies. The print-based medium is presumably the cheapest, but there could be solid social and educational arguments (e.g. improved quality of learning) for moving away from it.

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Cost-reduction strategies

In the lecture paper E-education - Whose benefits, whose costs? (2001), Greville Rumble summarises how to lower institutional costs in distance education, and in particular e-education:
• Go for high population courses.
• Restrict the number of course options.
• Go for long course lives.
• Choose low-cost media and technologies.
• Avoid cost-inducing actions (e.g. use of copyrighted materials).
• Pass costs to the student (e.g. charge fees or transfer cost of the activity from the institute to the student).

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Barriers to ICT growth

In a paper highlighting the problems associated with ICT adaptability in the context of distance education, the author cites four general factors hindering the growth of ICTs in developing countries:
• Political factors: Lack of appropriate policies for the adoption and dissemination of ICT on a nationwide scale.
• Economic factors: Lack of initial allocation as well as matching funds to make feasible investments in ICTs. Many countries often acquire costly technology without making provisions for building sufficient infrastructure to run them.
• Cultural factors: Difficulty to adapt acquired technology because of language barriers and differences in cultural experience
• Technological factors: Technology often becomes the determining factor in the growth of ICT in any society.

Back to Directory : Planning for Technologies

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Planning ICTs for education: Parameters

The paper Technologies for education: Potential, parameters and prospects (2002) explains the seven parameters necessary for the potential of ICTs to be realized in knowledge dissemination, effective learning and training:
1. Educational policy. Educational choices have to be made first in terms of objectives, methodologies, and roles of teachers and students before decisions can be made about the appropriate technologies.
2. Approach. The challenge is to move from passive to active ways of teaching/learning and to shift from systems of teaching and supervision of learning to systems of learning and facilitation of learning with them. Teaching/learning strategies arranged in the order of least to most active are: presentation, demonstration, drill and practice, interactive and collaborative.
3. Infrastructure. The whole prerequisite of hardware infrastructure needs to be in place with the supporting elements, such as electricity, maintenance, and technical services.
4. Contentware. Where will the content come from? The guideline is to:

• acquire, as is, when suitable and cost-effective;
• acquire and adapt when not exactly suitable but cost effective; and
• create when no suitable or cost-effective materials are available.

5. Committed and trained personnel. People involved in integrating technologies into the teaching/learning process have to be convinced of the value of the technologies, comfortable with them, and skilled in using them.
6. Financial resources. It is important to plan and budget for the total cost of ownership including these elements:

• acquisition of hardware and software;
• installation and configuration;
• connectivity;
• maintenance;
• support, including supplies, utilities, and computer training;
• retrofitting of physical facilities; and
• replacement costs (in five to seven years).

7. Integration. The success of ICTs in education depends on how they are introduced into the system. Here are some strategic options:

• ICTs may be used as an additional layer of educational input, which leaves the current system intact but adds hardware and software for enrichment
• ICTs may be treated as an integral part of the existing instructional system, thus ICTs are not a substitute for the classroom setting; rather, they enhance the role of the teacher as a facilitator and the role of the student as a learner.
• ICTs may be introduced through a parallel system such as distance education or e-learning. This option may be used in situations where school availability or access are limited.

References
General guidelines and strategies

:: E-education - Whose benefits, whose costs? (2001)
In this lecture paper, e-education is defined and some of the benefits that have led the pressures to adopt e-education are discussed. The cost implications of change and the structural implications of change are highlighted.

:: E-learning: Research and applications (2003)
[Contributed by Insung Jung, Advisory Board Member]
Historical cases of e-learning, worldwide examples and applications, recent findings of studies on e-learning, lessons learned and future challenges to e-learning are outlined in an 84-slide presentation.
:: Choosing technologies for education (1999)
The aim of this paper is to help towards the development of national policies for the use of communication technology in education. Considerations for choosing technologies could include: availability and convenience, local and national constraints, curriculum, and costs.
:: The many uses of ICTs for individuals with disabilities (2002)
Individuals with disabilities have much to gain from the freedom, support and opportunities that can be offered through the use of assistive technology, adaptive technology, and technology as a tool for knowledge and support.
:: National strategies for e-learning in post secondary education
and training (2001)
This book discusses the essential points for planning and developing e-learning at a national scope. National strategies, costs-benefits, funding strategies and policy issues on e-learning are included.
:: Technologies for education and learning (2002)
Eight elements in making the acquisition of technologies sustainable or beneficial are provided.
:: Technologies for education: potential, parameters and prospects (2002)
Drawing on the wealth of worldwide knowledge and experience, this book
outlines the rationales and realities of Information and Communication
Technologies (ICTs) for education, examines the options and choices for
applying them, and summarizes a series of case studies that illustrate modalities of integrating ICTs into learning systems in different settings.
:: Viable technologies and strategies for developing and administering distance education courses through electronic means in small states (2000)
This paper discusses the development and administration of distance education courses using current yet affordable ICTs which do not require dedicated capital expenditure. The paper includes with a checklist of implementation and administrative challenges associated with the delivery of distance education courses through electronic means, and recommendations on how to avoid these.