1. Issues and Implementation
Technologies in ODL:
Issues and Implementation
Prof Dr Anuwar Ali
President/Vice Chancellor
Open University Malaysia
14 Sept 2006, Hanoi Vietnam

2. Introduction
OUM was set up as the 7th private university in Malaysia on August 10, 2000
It is the first university to practice Open and Distance Learning (ODL) in Malaysia

3. 11 Public Universities (IPTA)
Organisationally, OUM is a unique model and the only one of its kind in the world today. It is a private university owned indirectly by 11 public universities through its parent company, METEOR Sdn Bhd.
I understand that the Chairman of The Vice Chancellor’s Council has more or less requested that we look into the possibility of including the newer IPTA’s including KUIM. We hope in the very near future, KUIM will be part of our family group.

4. Vision To be a leader and innovator in open learning
Our vision is to be a leader and innovator in Open Learning

5. Mission To be the leading contributor in democratising education
To develop quality education through multimode learning technologies
To develop and enhance learning experiences towards the development of knowledge-based society

6. Professionalism
Dedication
Integrity
Shared
Values
Caring
Innovative

7. LEARNING MATERIALS
Our print modules and e-contents are developed in-house by Centre for Instructional Design and Technology (CIDT)

8. Distributed Learning Centres (60)
Kangar
Jitra
KEDAH
KELANTAN
Minden
PULAU PINANG
SABAH
Likas 1
Likas 2
Seberang Perai
Kuala Terengganu
Sembulan
Permatang Pauh
Taiping
Sandakan
PERAK
Tawau
Tg Malim
Miri
Kuantan
Kuala Lumpur
SELANGOR
Petaling Jaya
Bangi
Mentakab
Shah Alam 1
Shah Alam 2
Serdang Raya
Sibu
NEGERI SEMBILAN
SARAWAK
Melaka
Kota Samarahan
Batu Pahat
Stampin
JOHOR

9. Tan Sri Dr. Abdullah Sanusi Digital Library
ISO Certified
Digital Collection:
e-books with over 40,000 titles
e-journals with over 15,000 titles and over 1 million articles
Accessible online from anywhere in the world

10. DELIVERY MODES Online Interactions Face-to-Face Tutorials Self-Managed
Learning
DELIVERY MODES
One of our pride at OUM is our “Blended Pedagogy” delivery mode.
This blended pedagogy comprises of 3 components: Face-to-Face Tutorials, Online Interactions and Self-Managed Learning
The first component is the face-to-face component in the form of tutorials conducted by part-time tutors at our distributed learning centres.
The second component is the online interaction through our very own online learning platform which we called “my LMS”. One useful feature of myLMS is the Online Forum where our students can exchange views and share knowledge with each other over the internet.
Finally, our students need to study on their own using the in-house modules we provided.
To further support them in their self-managed learning, we provide learning resources through our Digital Library.
Currently, our Digital Library has 12 databases comprising of 3 databases on e-books with more than 25,000 titles and 9 databases on e-journals with more than 50,000 journal titles.
Our digital library is fully web-based and may be accessed from anywhere in the world.

11. Performance of University (Aug 2001 - Sep 2006)
Item
Aug 2001
Sep 2006
Enrolment
753
49,377
Number of programmes 4 48
Number of modules
(Printed, CD and Web-based) 29
200
Number of Learning Centers 12 60
Number of Tutors
100
5,000
Alhamdulillah, despite its tender age, OUM has made a tremendous progress.
These are some of our key performance indicators (or KPI’s)
On enrolment, the number of students has increased from 753 in the August Semester of to nearly 20,000 in the current January Semester.
In the same period, the number of programmes has quadrupled from 4 to 16.
Each student who registers with us will be given a printed module or a text book. This is supplemented with CD ROMs and Web-Based learning materials. Except for the textbooks, all modules are developed in-house. The number of modules that we has developed today is 137, a huge increase from 29 in 20
OUM conducts its face-to-face tutorials in its learning centres distributed throughout the country. In 2001, we started out with 12 learning centers. Presently, we have 31 including 6 regional centres in the major cities and towns
In this face-to-face tutorials, OUM employs Part-time tutors. Most of these tutors are from our shareholders and other IPTA’s as well as IPTS. We began with 100 tutors in Today we have 1,200 tutors.

12. The OUM Growth

13. At OUM, quality is uppermost in all our endeavours
Quality Assurance
At OUM, quality is uppermost in all our endeavours

14. Technologies in ODL 1: Learning materials
2: Delivery of learning materials, and
3: Learning management and administration

15. Selection Criteria
Tony Bates (1995), proposes the “ACTIONS’ model as the criteria for selection of technologies:
1: Access- Staff and learners need adequate access to technology
2: Costs-must consider initial and ongoing costs
3: Teaching and learning functions-strengths and weaknesses of different technologies need to be clearly understood

16. Selection Criteria
Tony Bates (1995), proposes the “ACTIONS’ model as the criteria for selection of technologies:
4: Interactivity and user friendliness-interactions are important for the learning process
5: Organisational issues-organisational support is critical for long-term success

17. Selection Criteria
Tony Bates (1995), proposes the “ACTIONS’ model as the criteria for selection of technologies:
6: Novelty-novelty of technology may be important for attracting funding
7: Speed-time required to develop, update and deliver learning materials is an important factor

18. 1 : Learning materials
Printed modules
CDs
Audio tapes
Web-based

19. 1 : Learning Materials: Issues
Cost
Accessibility
Balance between print content and digital content
Quality and timeliness of raw content
Plagiarism
Availability of skilled manpower

20. 1 : Learning Materials : Strategies
Establishment of Centre for Instructional Design and Technology (CiDT)
Appropriate selection of media for developing content
Adequate compensation to Subject Matter Experts and regular project monitoring
Automatic plagiarism detection system
Continuous upgrading of skills

21. 2. Delivery of learning materials
Radio
Television
Audio Conferencing System
Video Conferencing System
Satellite Broadcasting System
Internet
Web TV
Web Radio

22. 2. Delivery of learning materials : Issues
Radio, television and satellite
Costs
Interactivity
Audio and Video-Conferencing System (VCS)
Readiness of facilitators and learners
Internet, Web TV and Web Radio
Digital divide
High availability

23. 2. Delivery of learning materials : Strategies
Radio and television
Adopt web-based radio and television
Use or forum for interactivity
Audio and Video-Conferencing System (VCS)
Adopt web-based VCS
Awareness and training for facilitators and learners
Internet, web TV and web radio
Introduction of learning skills module
Adopt redundancy and clustering technology

24. 3. Learning management and administration
LMS and LCMS
Online and Mobile applications
Push technology

25. 3. Learning management and administration: Issues
LMS and LCMS
Cost
Accessibility and availability
Online and mobile applications
Push technology
Accessibility

26. 3. Learning management and administration: Strategies
LMS and LCMS
Open source
User friendly and ‘light’
Online and mobile applications
Develop in-house in collaboration with strategic partner
Adopt redundancy and clustering technology
Push technology
Create awareness
Educate users

27. Conclusions
ODL institutions must leverage on technology in order to effectively and efficiently deliver education to their learners
With appropriate strategies, ODL institutions can reduce costs and yet maintain quality of delivery
ODL institutions need to continuously review usage of technology in line with rapid technological development

28. Thank you
With that I end the presentation.