elearning: present and future

Transcription

1 elearning: present and future

2 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)

3 1 Technology in learning?

4 The inventor of this system deserves to be ranked among the best contributors to learning and science, if not the greatest benefactors of mankind Who said that, and when? What was he referring to? Slide da Danny Nicholson

5 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 Josiah F. Bumstead, on the inven2on of the blackboard

6 technology and educa2on? Why technology in the class? Why not?

7 1a - A case study: the Interac2ve Whiteboards

8 Interac2ve whiteboards video

9 How does it work? Slide da Danny Nicholson

10 It can be a window on the world (and other worlds) Slide da Danny Nicholson

11 Enhance Demonstra2on and Modelling Slide da Danny Nicholson

12 Slide da Danny Nicholson Ability to prepare and share whiteboard files

13 BeTer quality resources Slide da Danny Nicholson

14 Access to mul2media files Slide da Danny Nicholson

15 Becta research Increase pace and depth of learning: Use of Websites Slide da Danny Nicholson

16 Becta research Increase pace and depth of learning: Video and Audio clips Slide da Danny Nicholson

17 Increase pace and depth of learning: Interac2ve Teaching Programs Becta research Slide da Danny Nicholson

18 Becta research Increase pace and depth of learning: Interac2ve and Electronic texts Slide da Danny Nicholson

19 Increase pace and depth of learning: Addi2onal peripherals Microscopes, scanners, Visualisers, cameras Slide da Danny Nicholson

20 A success?

21 The risk

22 Rejec2on

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24 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 ü The process needs to be driven

25 Introduc2on of IWB (LIM) in Italy Dear prof, here you get a wonderfool tool. Get the best out of it!

26 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 Slide da Danny Nicholson

27 Why technology in the class? Why not? Technology driven innova2on?

28 1b About the introduc2on of technology

29 Technology introduc2on - 1

30 Technology introduc2on - 2

31 Technology introduc2on - 3 Where should you put a lamp?

32 2: elearning: the present a) general concepts

33 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 conven2onal classroom (distance learning)

34 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.

35 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

36 Synchronous vs aynchronous Synchronous events take place in real 2me. Asynchronous events are 2me- independent.

37 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:

38 2: the present b) development of an e- learning course

39 The ADDIE model

40 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.

41 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.

42 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).

43 The ADDIE model

44 1: the present c) plagorms

45 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 administrators create content material.

46 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.) Uniform interface

47 A continuum spectrum Versatile ad-hoc tools Easy external standard platform self-managed standard platform Complex cloud platform Rigid

48 VLE LMS LCMS Learning Management System (LMS) Virtual Learning Environment (VLE) 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 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 Learning Content Management System (LCMS) Learning_management_system This slide from "Elearning per la pubblica Amministrazione", Politecnico di Torino

49 Examples of services htps://moodle.org/

50 Examples of services htps://sakaiproject.org

51 2: the future This sec2on is adapted from htp:// 10- elearning- trends- for All rights reserved by the original author

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53 BYOD

54 Conversion of legacy elearning courseware from Flash to HTML5

55 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

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57 rise of co- branded MOOCs between corpora2ons and established academic universi2es

58 Responsive LMS Coud LMS

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61 Personalized coaching?

62 Learning on the move

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64 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.

65 Licence These slides are made available under the Creative Commons Attribution - Non commercial ShareAlike(CC BY-NC-SA) licence more about licences soon 6 5