Educational Paradigm Shift in the 21st Century E-Learning

ID: 40397 Type: Roundtable
  1. Youmei Liu, University of Houston, United States

Tuesday, October 22 10:00 AM-11:00 AM Location: Las Vegas Ballroom 3 View on map

No presider for this session.

Abstract: With increased demand on higher education and limited resources, more and more schools are looking into instructional technology and use of online resources to reduce the cost of education and to meet the needs of society. E-learning has become one of the important channels to reach out to students without geographic boundaries. But at the same time, the characteristics of e-learning have complicated the process of education, and brought new challenges to both instructors and students. This paper will focus on the discussion of 1) educational paradigm shift in course preparation and instructional delivery from learners’ perspective; 2) quality course design to increase educational efficiency; and 3) utilization of social media tools and mobile devices to promote a dynamic e-learning.


This workshop is designed for beginner and intermediate audiences who are interested in understanding the characteristics of modern e-learning and preparing themselves teaching in this unique e-learning environment. The workshop will focus on four topics: 1) educational paradigm shift in course preparation and instructional delivery from learners’ perspective; 2) quality course design to increase educational efficiency; 3) utilization of social media tools and iPad/mobile devices to create a dynamic e-learning environment; and 4) assessment of instructional technology to improve the quality of e-learning. The author will share with audiences rich online educational resources, instructional technologies, and best practices based on research results. Therefore, the intended objectives of this workshop will be following. 1. Audiences will have an increased awareness and understanding of the characteristics of modern e-learning, and they will be exposed to a new mindset of educational preparation and delivery through the demonstration of rich online resources and examples of student-centered e-learning. 2. Audiences will be able to design an accessible e-learning environment through a better understanding of educational accessibility and will be able to use appropriate instructional technology to address the issues in ADA Compliance, course content, and student learning style, etc. 3. Audiences will learn the trends and utilization of social media tools and mobile devices among students, and learn how to take advantage of the existing resources to create an anytime and anywhere dynamic e-learning. 4. Audiences will understand the importance and value of instructional technology assessment through three assessment models: Technology Reaction Model, Technology Strength Model and Learning Theory-Embedded Model, and they will be able to design a meaningful and purposeful assessment to improve the quality of e-learning.

Topical Outline

1. Educational paradigm shift in course preparation and instructional delivery from learners’ perspective a. Paradigm Shift I i. Change mindset of course preparation ii. From self-focus to resource-focus iii. From a “closed-door manufacturer” to an open-minded researcher iv. Gathering rich resources from diverse channels in different media formats. v. Managing the resources for delivery b. Paradigm Shift II i. Change mindset of teaching ii. From lecturing to facilitating iii. From instructor-centered teaching to student-centered learning iv. Student’s contribution to the educational process v. Improve student research, critical thinking and analytical skills c. Paradigm Shift III i. From instructor to web designer ii. Understand basic web technology iii. Browser types, versions /browsers_stats.asp iv. Browser compatibility with file format/extensions v. Plug-in/plugin – helps browsers process special type of content vi. Diverse internet connection (cloud) vii. Web storage (free public resources) viii. Awareness of social media tools ix. Online copyright and educational fair use 2. Quality Course Design (QCD) to increase educational efficiency a. QCD – Accessibility i. ADA Compliance ii. Accessibility in course design iii. Accessibility in different learning styles iv. Keep accessibility in mind in the planning stage v. Necessary hardware, software – get ready before you start b. Content Accessibility i. Clear instruction ii. Syllabus (academic contract) iii. Orientation (detailed description of course structure) iv. Easy navigation v. Stop at 3rd click vi. Intuitive naming vii. Good organization viii. Folder structure vs. Module structure ix. Consistent design x. File naming, spacing c. Visual Accessibility i. Effective visual presentation ii. Images (photos/clipart/graphics) jpg, gif, png iii. Animated gif iv. Still images + Audio clips (mp3, wav) v. Animated gif + Audio clips vi. Movie clips (swf. mov. Avi) vii. Streaming audio and movie pieces viii. QuickTime/Avi. movies d. Accessibility Technology i. NaturalReader - a professional text-to-speech program, convert written text into spoken words ii. iSpeech TTS iii. Satisfy auditory learners iv. Alternative method to increase learning efficiency (resting eyes) v. Proofread student works (spelling feature) vi. Improve language skills ESL students vii. Help instructor grade assignments viii. Export to MP3 e. QCD – Communication i. Communication plays a key role in student learning outcomes ii. Clear statement of communication tools/channels in Learn (internal vs. external) iii. Use of Discussion tool for Q&A to increase communication efficiency iv. Clear statement of virtual office hours and response time v. Online netiquette 3. Utilization of social media tools and iPad/mobile devices to create a dynamic e-learning environment a. Social Media Tools & Education i. Integration - integrate social media tools into current educational system, as a teaching and learning resource to assist the process of curriculum delivery. Now we can see a gradual merging of those tools with CMS. This is a wise move with the least interruption of exiting curriculum delivery system, but use the tools for the sake of the course. ii. Compliment - use social media as a parallel learning channel to compliment current curriculum delivery, and to extend learning environment to the real world and to enrich students learning experiences with real life practice. This can help students establish future career relationship, and build life-long friendship. b. Use of Social Media Tools i. Student knowledge of social media tools ii. Student Use of Social Media Tools iii. Why students using social media tools? c. Mobile Learning i. iTunes U ii. Free hosting resource for teaching iii. Free resources for learning iv. Promoting University globally v. Free app to download d. Podcasting i. Podcasts – Audio Only (MP3) ii. Easy to produce, deliver, and consume iii. Small file size iv. Enhanced Podcasts – Podcasts with Slides v. Combine still images (PowerPoint, Keynote, or other presentation software) with the audio podcast vi. Video Podcasts – Vodcasts (MP4) vii. Life-like lecture playback viii. Static Page – PDF Document e. Pencasts i. Smart Pen ii. Capture audio while preparing lectures iii. Relive the entire process with audio iv. Elective re-play to meet the learner’s needs v. Mobile app for anywhere and anytime learning f. Youtube for E-Learning i. YouTube Education ii. YouTube Schools iii. YouTube Teachers iv. YouTube Yourself 2013 4. Assessment of instructional technology to improve the quality of e-learning. a. Instructional delivery is not complete without assessment b. Technology Reaction Model i. Perceptions and attitude ii. Technology ease of use iii. Teaching effectiveness iv. Learning experiences v. Technology concerns and issues vi. Student open feedback (very important) c. Technology Strength Model i. Evaluation the format, features and functions of the technology ii. Identify the features and functions that are appropriate for your needs and student’s needs iii. Measure the features and functions based on student feedback iv. Identify problems and issues for implementation and improvement d. Learning Theory Embedded Model i. Analyze course nature, teaching objectives ii. Select a learning theory suited for course iii. Identify appropriate technologies that can support the instructional delivery iv. Using the technologies to design the course and activities based on the learning theory v. Formulate constructs based on the theory vi. Measure the constructs to find out the effectiveness of the technology in supporting the learning theory in course delivery

Experience Level



Dr. Youmei Liu is the Director of Assessment and Accreditation Services in the Division of Academic Affairs at the University of Houston. She worked as an instructional designer and an educational specialist for over 10 years before she assumed the director’s responsibility two years ago. She has rich experiences in faculty training and development. She was in charge of several innovative projects at UH, especially the mobile learning initiative, which brought UH national and international attention at various educational technology conferences. She has published broadly in different areas relating to instructional technology integration and evaluation, cross-cultural online learning, development of learning communities, as well as the integration of innovative technology in teaching and learning.


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