Defini2on
•
E-‐learning
can be defined as the use of
computer and Internet technologies to deliver
a broad array of solu2ons to enable learning
and improve performance. (FAO)
“The inventor of this system deserves to be ranked among the best contributors to learning
and science, if not the greatest benefactors of mankind”
Slide da Danny Nicholson
Who said that, and when?
“The inventor of this system deserves to be ranked among the best contributors to learning
and science, if not the greatest benefactors of mankind”
Josiah F. Bumstead, 1841 -‐ on the inven2on of the
blackboard
technology and educa2on?
Why technology in the class?
•
Why not?
1a -‐ A case study:
Interac2ve whiteboards
Slide da Danny Nicholson How does it work?
It can be a window on the world
(and other worlds)
Enhance
Demonstra2on
and Modelling
Ability to prepare and share whiteboard
files
“BeTer quality” resources
Access to
mul2media
files
Increase pace and depth of learning:
Use of Websites
Becta research
Increase pace and depth of learning:
Video and Audio clips
Becta research
Increase pace and depth of learning:
Interac2ve Teaching Programs
Becta research
Increase pace and depth of learning:
Interac2ve and Electronic texts
Becta research
Increase pace and depth of learning:
Addi2onal peripherals – Microscopes, scanners,
Visualisers, cameras
The risk
Summing up…
• Is the IWB the magic tool described by the vendors and by some literature?
ü The strong point is bringing Internet
and the PC in the middle of the class
ü It does not happen magically…
Introduc2on of IWB (LIM) in Italy
Dear prof,
here you get a wonderfool tool.
Becta: “In order to take full advantage of the technology the teacher needs to combine knowledge of the subject,
an understanding of how students learn, and a range of teaching strategies
along with skilful manipula2on of the Technology”
Why technology in the class?
•
Why not?
1b – About the introduc2on of
technology
Technology introduc2on -‐ 3
Where should
you put a lamp?
2: eLearning: the present
Why e-‐learning?
•
it can be as
effec2ve
as tradi2onal training at
a
lower cost
(but at a
higher ini2al cost
!)
•
it reaches a
wider target audience
by engaging
learners who have difficulty aTending
E-‐learning approaches
•
Self-‐paced e-‐learning
•
Instructor-‐led and facilitated e-‐learning
– Learners, facilitators and instructors can use
communica2on tools such as e-‐mails, discussion forums, chats, polls, whiteboards, applica2on sharing and audio and video conferencing to communicate and work together.
e-‐Learning components
• e-‐learning content
– simple learning resources – interac2ve e-‐lessons
– computer simula2ons
• e-‐tutoring, e-‐coaching, e-‐mentoring
– Services which provide human and social dimensions
• collabora2ve learning
– online discussions – collabora2on
• virtual classroom
– e-‐ learning event where an instructor teaches remotely and in real 2me to a group of learners
Synchronous vs aynchronous
•
Synchronous events take place in real 2me.
•
Asynchronous events are 2me-‐independent.
Blended learning
• Blended learning combines different training media
(e.g. technologies, ac2vi2es and events). Tradi2onal instructor-‐led training is being supplemented with electronic formats.
• Formats:
– Online pre-‐class event => F2F Class – F2F class => individual online actvity
– OL pre-‐assessment => Class => OL post-‐assessment – FAO example:
2: the present
b) development of an e-‐learning
course
The ADDIE model
Roles (1)
•
Subject ma<er experts (SMEs)
SMEs contribute the knowledge and informa2on required for a par2cular course.
•
InstrucConal designers (IDs)
IDs are responsible for the overall instruc2onal strategy. They work with managers to understand the training
goal, collaborate with SMEs to define which skills and
knowledge need to be covered in the course, choose the appropriate instruc2onal strategy and support the team in defining delivery and evalua2on strategies.
Roles (2)
•
Web developers and media editors
responsible for developing self-‐paced courses; they assemble course elements, develop media and
interac2ve components, create the courseware,
adapt the interface of a learning plagorm and install the courseware on a Web server.
Roles (3)
•
Course administrators, technical support
specialists
manage learners’ subscrip2ons, solve problems, provide tech support
•
online facilitators and tutors
support par2cipants’ learning ac2vi2es, help and mo2vate learners during the course.
•
Series director
equivalent to the Dean – coordinates and plans the overall ini2a2ve (mul2ple courses).
The ADDIE model
1: the present
Learning plagorms
•
Learning plagorms are usually referred to as:
– virtual learning environments (VLEs),
– learning management systems (LMSs)
– learning content management systems (LCMSs)
•
LMSs are primarily for training while VLEs are
primarily for educa2on
•
LCMSs – focuses mainly on crea2ng e-‐learning
content. In other words, developers and
Do we need a plagorm?
•
Learning material repository
•
Delivery tools (presenta2on, assignments…)
•
Communica2on
•
Time management (scheduling etc.)
•
Seman2c glue (no2ons of "Lecture", "Course",
"Class"…)
•
Specialized tools (Teacher book, diary…)
•
Monitoring tools (logging etc.)
A continuum spectrum
ad-hoc tools Complex Easy Versatile external standard platform cloud platform Rigid self-managed standard platformVLE – LMS – LCMS
Learning Content Management System (LCMS) Learning Management System (LMS) Virtual Learning Environment (VLE)
A learning management system (LMS) is a software application for the administration,
documentation, tracking,
reporting and delivery of e-learning education courses or training programs
a learning content management system (LCMS) is a related software technology that provides a multi-user environment where developers, authors, instructional designers, and subject matter experts may create,
store, reuse, manage, and deliver
digital e-learning content from a central object repository
http://en.wikipedia.org/wiki/ Learning_management_system
Examples of
services
Examples of
services
2: the future
This sec2on is adapted from
hTp://www.slideshare.net/UpsideLearning/ 10-‐elearning-‐trends-‐for-‐2015
Conversion of legacy eLearning courseware from Flash to HTML5
We have already spoken of some aspects of gamifica2on:
Games with a purpose, like reCAPTCHA or ESP game bi Van Ahn
hTps://en.wikipedia.org/wiki/ESP_game hTps://it.wikipedia.org/wiki/CAPTCHA
rise of co-‐branded MOOCs between corpora2ons and established academic universi2es
Responsive LMS Coud LMS
Plus…
•
Big Data & Advanced, Pervasive, Invisible
Analy2cs
•
Interoperability (APIs (Applica2on
Programming Interface)
– SCORM and Tin Can are examples of APIs in eLearning; basically these programs have inbuilt instruc2ons for applica2ons to talk to each
other, such as allowing content to flow easily between different LMS plagorms.
Licence
These slides are made available under the Creative Commons
“Attribution - Non commercial – ShareAlike(CC BY-NC-SA)” licence
http://creativecommons.org/licenses/by-nc-sa/3.0/ 6 5 more about licences soon
