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Online Learning in an Open Source Environment
 

Online Learning in an Open Source Environment

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  • This is the homepage of the new Online Learning Center. On the right hand side is a welcome message that briefly describes our goals for this Center: … to be a place where our employees can plan their professional development, find and register for training, and participate in training over the web. In the Center column is a list of all courses available to the student. Right now, of course there’s just one course. In the left-hand column is a list of the discussion forums that we have set up for ten “Communities of Practice.” five will be aligned to our vertical markets – financial, retail, etc. – and five will be aligned to our major product/service businesses - Marketing Services, Call Center and Response Management, Logistics, Database Marketing and Data Services, and Market Intelligence. When the user clicks on the course name in the middle column, he is taken to the page you see here… [move to next slide]
  • This is the homepage of the new Online Learning Center. On the right hand side is a welcome message that briefly describes our goals for this Center: … to be a place where our employees can plan their professional development, find and register for training, and participate in training over the web. In the Center column is a list of all courses available to the student. Right now, of course there’s just one course. In the left-hand column is a list of the discussion forums that we have set up for ten “Communities of Practice.” five will be aligned to our vertical markets – financial, retail, etc. – and five will be aligned to our major product/service businesses - Marketing Services, Call Center and Response Management, Logistics, Database Marketing and Data Services, and Market Intelligence. When the user clicks on the course name in the middle column, he is taken to the page you see here… [move to next slide]
  • This is the homepage for our “Putting the Customer First!” course. There are a number of things that users can do on this page. I won’t explain them all. In the handout I’ve provided are instructions for each of you on how to login to the OLC and enter this course. I encourage you to do so and to give us your feedback on what you’d like and what you think can be improved. The outline of the course is in the center column of this page. It begins with a brief course description and a few links to pages that help the students understand what they will learn and how to navigate through the course.
  • This is a snapshot of what you see when you scroll down the main course page. Here you see the first two units of the course – the introduction and teamwork unit. Each unit has a short description, a series of instructional articles, and a unit quiz. The units may also have additional resources such as the student journal illustrated here. The student journal is important. ROI Learning has divided the journal into two sections: a personal action plan and a team action plan. The journal is basically a note taking device and it is private to each student. By dividing the journal into areas for personal notes and team notes, students are encouraged to reflect on and to document actions they plan to take on the job based on what they have learned in the course. These journals will also be used by members of the primary audience during the virtual classroom sessions.
  • This slide contains a snapshot of one of the Harte-Hanks case studies in the course. The identity of the clients and the team has been concealed, but I can tell you that this is the story of the Electrolux turnaround headed by Bernie Joyce. ROI Learning title the case, “An Account on Autopilot,” and has used it as a good example of what happens when an account team is asleep at the switch. I wanted to show you this page because it illustrates the style of interactive learning that we’re using in these instructional articles. To avoid boring students with long text passages, we have tried to keep the text to three or four paragraphs followed by a short exercise or question. This keeps the students engaged and active. Research shows that students who are engaged in this way take away far more from the material than students who just read a lot and then answer a few questions at the end of the unit.
  • This slide contains a snapshot of one of the Harte-Hanks case studies in the course. The identity of the clients and the team has been concealed, but I can tell you that this is the story of the Electrolux turnaround headed by Bernie Joyce. ROI Learning title the case, “An Account on Autopilot,” and has used it as a good example of what happens when an account team is asleep at the switch. I wanted to show you this page because it illustrates the style of interactive learning that we’re using in these instructional articles. To avoid boring students with long text passages, we have tried to keep the text to three or four paragraphs followed by a short exercise or question. This keeps the students engaged and active. Research shows that students who are engaged in this way take away far more from the material than students who just read a lot and then answer a few questions at the end of the unit.
  • Moving out of the course now, the slide illustrates the entry page of the discussion forum for our retail industry community of practice. Each community homepage has a brief description of the community’s purpose and below that is a link that enables community members to start new discussions. When users click on this link they get a page with a simple word processing program embedded in it. Using this tool they can compose a quick message – ask a question, pose a problem, request information about a new competitor, whatever. When they’re finished, their message will be sent to all other subscribers via e-mail within 30 minutes. To reply to another member’s posting, the process is even simpler. Recipients can reply directly to the poster by simply clicking their normal “Reply” button on their e-mail reader. If they want to post their reply to the entire community, they can click on the word “reply” in the message itself. This will take them to the OLC where they can compose their message and send it off as I just described.
  • Here’s an example of how a forum posting looks on the web and this is also how it looks when it is received by other members of the community in their e-mail. If the student has a small photograph linked to their user profile in the LLC, that photograph will be included in the header of their messages.
  • Here’s an example of how a forum posting looks on the web and this is also how it looks when it is received by other members of the community in their e-mail. If the student has a small photograph linked to their user profile in the LLC, that photograph will be included in the header of their messages.
  • Here’s an example of how a forum posting looks on the web and this is also how it looks when it is received by other members of the community in their e-mail. If the student has a small photograph linked to their user profile in the LLC, that photograph will be included in the header of their messages.
  • Here’s an example of how a forum posting looks on the web and this is also how it looks when it is received by other members of the community in their e-mail. If the student has a small photograph linked to their user profile in the LLC, that photograph will be included in the header of their messages.
  • Here’s an example of how a forum posting looks on the web and this is also how it looks when it is received by other members of the community in their e-mail. If the student has a small photograph linked to their user profile in the LLC, that photograph will be included in the header of their messages.
  • Here’s an example of how a forum posting looks on the web and this is also how it looks when it is received by other members of the community in their e-mail. If the student has a small photograph linked to their user profile in the LLC, that photograph will be included in the header of their messages.

Online Learning in an Open Source Environment Online Learning in an Open Source Environment Presentation Transcript

  • Online Learning in an Open Source Environment D. Verne Morland Managing Partner ROI Learning Services 4 March 2004
  • Objectives
    • Explain the Open Source SW movement
    • Summarize the Moodle design and features
    • Discuss social constructivist learning theory
    • Examine how Moodle works for:
        • Students
        • Instructors
        • Administrators
    • Facilitate an open dialogue on commercial and open system learning environments
  • Who Am I?
    • Managing partner, ROI Learning Services
    • Corporate university designer for NCR
    • Business analyst and marketing director
    • Software designer and systems engineer
    • BSEE (Princeton) and MSEd. (U Dayton)
    Verne Morland
  • What is ROI Learning Services?
    • Training outsource company
    • Network of skilled practitioners:
      • Business and training needs analysis
      • Instructional design
      • Technical design and support
      • Online and blended course development
      • Classroom and virtual course delivery
      • Learning and business impact assessment
    • Your potential partner! (www.roi-learning.com)
  • Getting to Know You
    • Taken an online course?
      • Independent, self-paced, self-study?
      • Collaborative, facilitated, synchronized?
    • Did you learn anything?
    • Did you enjoy the experience?
    Have you:
  • Getting to Know You
    • Designed an online course?
    • Facilitated an online course?
    • Customized an online learning environment?
    • Built an online learning environment?
    Have you:
  • What Is Open Source Software?
    • Free!
    • Locally extensible
    • Globally supported
    • Platform independent
    • Details at http://www.opensource.org/docs/definition.php
  • Advantages of Open Source
    • Open Source … means that because the source is available for all to see, developers are building on the work of others, rather than constantly re-inventing the wheel, and being recognized for their effort. Bugs are found and fixed more rapidly than in proprietary software, and a spirit of honest and open collaboration prevails.
    - Visualising a Better Way by J. Ul-Haque and R. Whittaker
  • Disadvantages of Open Source
    • No single, responsible supplier
    • No committed development schedule
  • Leading Open Source Products
    • LINUX - Operating System
    • Apache - Web server
    • Perl, PHP - Scripting languages
    • MySQL - Database system
  • Moodle Is…
    • M odular,
    • O bject-
    • O riented,
    • D ynamic
    • L earning
    • E nvironment
  • Moodle Is…
    • A course management system for developing and delivering Internet-based courses
    • Based on social constructionist learning theory
    • Available in 33 languages
    • A free alternative to commercial software such as WebCT or Blackboard
    • Written in PHP
    • Runs on Linux, Windows, Mac OS X, and Netware 6
    • Used by a growing number of universities, schools, and corporations. (Currently 927 sites in 70 countries are registered on Moodle.org/sites.)
  • Moodle Offers…
      • Forums,
      • Chats,
      • Resources,
      • Journals,
      • Quizzes and tests,
      • Surveys,
      • Workshops, and
      • Assignments.
     Learning materials
  • Social Constructivism
    • Social constructivists view learning as a social process. It does not take place only internally, nor is it a passive development of behaviors that are shaped by external forces. Meaningful learning occurs when individuals are engaged in social activities.
    - Social Constructivism By Beaumie Kim (2001)
  • Moodle Is Versatile
    • Moodle can be…
      • A complete online learning environment
      • A focal point for online collaboration
      • A repository of self-study courses and materials
    • Moodle can contain…
      • Collaborative, synchronous courses
      • Independent, self-paced courses
  • Plain Vanilla Moodle
  • Corporate Moodle
  • Training Company Moodle
  • The Student’s View of Moodle
    • Short video tour
    • Discussion using slides
    • Live, online demonstration
  • Logging In to the OLC Your Username Your Password
  • Center Home Page Discussion forums for new communities of practice (CoP) Link to first HH online course Welcome message
  • Course Home Page Instructions for taking the course and using the forums Participant profiles Recent activity
  • Course Topics Student journal Instructional articles Topic description Unit quiz
  • Navigating Through the Course Intro Unit 1 Unit 2 Learning Objectives Lesson 1 Lesson 2 Lesson 3
    • Each unit begins with “What You Will Learn”
    • Navigation flows from lesson to lesson
    • Each unit ends with a Quiz
    Quiz
  • Student Journals Journal instructions Your personal entries Quick navigation
  • Case Study Answer choices Engagement question Quick navigation
  • Retail CoP Forum Forum charter Click to start a new discussion Quick navigation
  • Forum Posting Message Subject Quick navigation
  • User Demo
    • Harte-Hanks Online Learning Center
  • The Instructor’s View of Moodle
    • Discussion using slides
    • Live, online demonstration
  • Course Content Control Adding new components Admin areas Editing and positioning
  • Instructor Demo
    • Harte-Hanks Online Learning Center
  • The Administrator’s View of Moodle
    • Discussion using slides
    • Live, online demonstration
  • Admin Controls Course control Who has access How things look and work
  • Grade Book Grades Student Assessments
  • Site Logs Date and time Student Moodle object
  • Special Reports Photographs Student Student progress
  • Administrator Demo
    • Harte-Hanks Online Learning Center
  • Key Take-Aways
    • Open Source is FREE
    • Open Source is extensible
    • Moodle will be to online learning what LINUX is to operating systems
    • Moodle is flexible (based on social constructivism but fully amenable to independent learning)
    • Moodle is easy to use for students, instructors, and administrators
    • Contact ROI Learning if you need help… 
  • Thank You
    • Discussion / Questions?