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Überblick über itslearning (2011)

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  • At itslearning, we pride ourselves on understanding the needs of education. More than 20% of our staff have worked as teachers, and our learning platform is designed specifically for the education sector. And unlike many of our competitors, we only work in the educational sector. This means we can focus on developing a platform specifically for educational processes.Our learning platform can be found at all levels of education, from primary schools to universities, helping make teaching more inspiring and education more valuable for students. It is used by millions of educators, students, admin staff and parents around the world – and over the last 11 years we have used their experience and input to develop a product that supports the processes of teaching and learning. We provide a full range of services, from tailored implementation projects to hosting and support, and dedicate more than one-third of our resources to product development. Established in 1999, we have our headquarters in Bergen, Norway, and have offices in London, Birmingham, Berlin, Paris, Mulhouse, Malmö, Amsterdam and Boston.Note: we also have a developers office in St. Petersburg & partner offices in Canada and the Netherlands (see next slide)Note: “Industry leader”. This statement depends on the segment, country and point of view. We are among the top 10 worldwide and top three in the countries in which we operate.
  • Be good to add page load rate (ping value)
  • Our customers are one of our strongest selling points. We work with local education authorities, universities, vocational colleges, secondary schools and primary schools around the world – as well as leading technology providers like Microsoft and Google.Grace University (customer)Country: USA (Nebraska)Number of users: 550+Year started with itslearning: 2009Institution: universityNote: you can read the Grace University case story on the .eu websiteBergen Kommune (customer)Country: NorwayNumber of users: 30,000 students; 3,500 employees, 1,500 kindergarten employeesYear started with itslearning:Institution: education authority (including kindergartens, primary schools and secondary schools)BlekingeTekniskaHogskola (Blekinge Institute of Technology)Country: SwedenNumber of users: 11700Year started with itslearning: 2009Institution: higher education institutionUnited Learning Trust and United Church Schools TrustCountry: UKNumber of users: 29,000Year started with itslearning: 2008Institutions: over 30 institutions (Primary & Secondary) including Academies and Independent Schools.Copenhagen UniversityCountry: DenmarkNumber of users: 40,000Year started with itslearning: 2006Institution: UniversityNote: you can read the Copenhagen University case story on the .eu website and see the webinar by e-learning consultant Anita MontyDa Vinci College & the Consortium of vocational colleges (partner/customer)Country: the NetherlandsNumber of users: 4,000Year started with itslearning: 2010Institution: vocational collegeNote: da Vinci College create digital content for vocational colleges in the Netherlands and distributes it through itslearning. A college can buy a licence for itslearning (pre-loaded with more than 300 courses, based on exitsting course books) for around half the price of a single text book. Microsoft (partner)We are working with Microsoft to integrate Live@edu with itslearning. This will give our customers a single sign-on for itslearning and Live@edu, as well as cloud access to Microsoft’s most commonly used programs, such as Word, PowerPoint and Excel, for free.GoogleGmail integration enables users to have a gmail within itslearning – giving them access to one of the world’s most popular cloud email programs. As well as single sign-on to gmail and itslearning,. customers benefit from a gmail account that’s free of any advertising. NOTE: this feature is mainly used by our UK customers and we are currently concentrating resources on our Microsoft integration.
  • A key benefit of itslearning is that it offers the security of a fully supported hosted system, while also giving institutions the ability to integrate any third-party tools. The app library (previously called Extensions)Many 3rd party digital teaching content suppliers have already integrated their tools into itslearning. Users can browse the extension library, find an extension they want to use and then start working with it (some are free to use and some require a licence).We have two types of apps (this information is really for the technically minded only)Extensions: Extensions is an application that can be plugged into itslearning, so teachers can use it directly through itslearning, without needing to download and install it, or log-in with a separate username or password. Users can access the application via the itslearning interface, and can set homework assignments, class tasks and tests using the application with one click. Extensions can also be connected to itslearning’s reporting tools, so you can see which students have completed the assignment and create and export reports. Examples include: Just2Simple, Espresso and Kikora.Plug-ins: Plug-ins give teachers access to third-party content – such as Britannica Online and WIRIS – directly through the text editor. This enables them to use rich content, including images, audio, video, animations, maps, symbols and articles, in their teaching. Users can use plug-ins in assignments, class tasks and tests with one click, but plug-ins do not integrate with the itslearning reporting tools.ResearchWhen choosing digital resources, the British Educational Suppliers Association (BESA) reported that more than 70% of schools rate integration with their learning platform as more important than quality. Web 2.0Teachers can use the Web 2.0 editor plug-in to embed content from any web page. Some websites are more popular than others, so we've created special plug-ins for common services, such as YouTube, Google Maps, Flickr, Delicious, Meebo rooms, Springwidget RSS, Slideshare, TeacherTube, SchoolTube, Odeo, VideoJug, and SchoolTV. One big advantage is that students view the content within itslearning and not on the original website. So, if you embed a YouTube video, you students can watch it without being distracted by other videos on YouTube.“itslearning lets the children use digital tools they’re used to, like YouTube, messaging and discussion forums, in a safe environment.”John Murdin, Deputy HeadDevelop your own appsWe have an open API (application programming interface) that people can use to develop their own tools in itslearning. Visit http://developer.itslearning.com for more info.Single Sign-On (SSO) allows users to log-on to itslearning through their own login pages (for example, the school webpage), without going to itslearning.com. It also means that they can use integrated apps and cloud programs (Microsoft and Google, for example) without needing to log on again. Scorm & IMS CompliantSCORM and IMS are standards for web-based e-learning content. Itslearning is compliant with the standards, meaning users can import content packages from external vendors, other teachers and other courses.
  • The app libraryNews programmes, online maths exercises, encyclopaedia searches, art images, science videos…the itslearning app library gives you one-click access to all your favourite digital teaching and learning tools. On the slide you can see some of the apps available in itslearning.Even better than the real thingMany of the apps in the library integrate fully with itslearning’s educational tools. So, for example, when you set an assignment with 2Simple, it automatically appears in your students’ calendars and you can get instant feedback on who’s completed the assignment and how well they’ve done.
  • Note: this is a minor detail in the scheme of what itslearning can do, so do not spend much time on it unless your audience is particularly interested.itslearning recognises that, among learners and teachers, there will always be users with special needs. Making itslearning accessible is a continuous process in which we constantly improve the extent of accessibility. itslearning has been tested using assistive technologies.  Each use can switch on the accessibility settings in itslearning (My settings > Customiseitslearning > Accessibility)itslearning is based on a separation of content and layout. This means that the layout is presented with Cascading Style Sheets (CSS), while the content is a part of the XHTML document. This separation makes it possible to present content to users in different ways – and visually impaired users can use assistive technologies such as ReadIT, Jaws, HAL, SuperNova, Lunar and Zoom Text.More info on the W3C guidelines:http://www.w3.org/WAI/intro/wcag.php
  • itslearning covers thewholelearningprocess (global learningplatform, 360°). itslearning gives teachers and students tools to all the processes of education. The circle- We show this as a circle – with the teacher’s activities around the outside, and learning in the centre. - Traditional thinking says you start with planning, but the circle is continuous – so, for example, a set of reports will help a teacher plan the next semester. - The circle can apply to a term of teaching or a single activity or lesson.Supporting how you work- itslearning is flexible. There are a variety of tools in the platform, and you can use them as you need to support your style of teaching and your students’ needs. - In other words, we provide the tools for the circle of learning, but you decide which tools you use and how you use them.Based on best practices- We have worked with thousands of customers in 8 different countries over the last ten years. - We have used our customers experiences and expertise to create a platform that utilises – and promotes – best practices. - We keep up to date with the latest research and trends (such as work by John Hattie and Gilly Salmon, rubrics assessment and visualising learning). - As we release product updates 6-8 times a year, our learning platform is always up to date.Best practice + flexibility- But there is no standard formula for best provenpractice and teacherbehaviourcannot be standardised. (Therefore, be carefulwhenyouquotetheresearch in this PPT – as not all membersofyouraudiencewillagree and all schools/teachers/LEAs, etc. take a slightly different approach to learning and teaching.) - Our job is toprovide a productthat supports best practices – and enablesteachers, schools and students to workhowtheywish.
  • The start of the circle...Plan and organise while keeping students organised in their work. Lesson planning is critical process. It enables teachers to: - Be clear on what they want to teach- Be ready to cope with whatever happens- Provide a framework for teaching Remember what they are doing at any given time (and why) Teach structured lessons (and courses) for their studentsIn the following slides, we see some of the tools it’s learning provides for planning.
  • Story 1: students surveyHortenvideregåendeskole (Further Education College) conducted a survey of students (in it’s learning, of course) about its use of it’s learning in 2009. It discovered that students can be confused if the course page isn’t used well. Here are some of the most interesting findings:- One of the biggest complaints that students had was that many teachers published too many links and extra content. Some teachers were posting four or five extra articles, links or videos on the Course page after each class – and the students just couldn’t keep up with the extra reading. Most students study with a number of teachers, and students were confused when teachers organised information in it’s learning differently. Especially when teaches used the bulletin board for in-depth information. Students wanted concise, clear information only (as they are used to reading on the web).The solution was to create a simple structure for files, news and calendar events that every teacher can – and must – follow. And to encourageteachers to only publish the most important information and extra resources. Principal Lisbeth Eek Svensson says: “Our students don’t need to worry about the details surrounding classes because everything is clearly available in it’s learning,” she says. “This takes a lot of the stress out of studying, so they can concentrate on learning.” About Horten Further Education CollegeA Norwegian national demonstration school in the use of IT in education, Horten Further Education College has around 220 teachers and more than 1200 students. It has two teaching sites in close proximity and students can follow a wide range of subjects, from biology to hairdressing.Story 2: courses for parentsIt’s possible to set up courses for a wide range of particpants. For example, one science teacher in Norway establishes course pages for parents. He uses this to give the parents information that they might need in order to stay up to date with their children’s education (not just their grades and behaviour, but information that will allow them to help their children with their school work). This includes:- Notes on what the students will be covering next- Resources to help parents self-study so they can help their kids with their homework (often as links to webpages designed to educate parents about school subjects) Pre-parents evening surveys (asking general questions about what the parents are interested in talking about, so he’s better prepared for each meeting) This is important because parental engagement is not just about telling parents how their children have done in tests, etc. It’s about preparing them so they can be involved in their children’s education as they move forward.Story 3: extra curricular activitiesOne school in the UK decided to use an it’s learning course for it’s school play – and it’s proved very successful. The teacher organising the play recorded the songs and put them on the learning platform as long with text files with the lyrics, and noticed that the kids knew the words by the second or thrid rehearsal (a marked improvement from previous years) as they are singing along at home. A similar technique for the school choir means that any kids who miss practice can listen to the songs and catch up at home.
  • Case story1:Teacher Elin Måge at Risenga Lower Secondary School in Norway creates interest in it’s learning by publishing engaging videos, games, links, music and files on a regular basis on the dashboard. The learners are motivated by her content, and are encouraged to log on – because they know they will find both relevant and fun content. Elin takes pictures from everyday classroom situations and trips and publishes them on the dashboard. This creates a good class environment, and learners are inspired to log on to see themselves and others.Find a case story for your local market as alternative example
  • Teachers and administrators are given a personal library in which they can create course elements. These elements can be used in multiple courses and shared with other users at their school, at the site, or in the it’s learning community. My library allow teachers to reuse their content in multiple courses. A teacher can add the same page to 20 courses and update it in all courses with a few clicks in the library. This is incredibly time-saving!Saving at different levels:SchoolThe element you share can be accessed by users at your specific school. When you update the element, the changes apply to all courses to which it is added.SiteThe element you share can be accessed by users at your site. When you update the element, the changes apply to all courses to which it is added.CommunityThe element can be accessed by users who have access to the it's learning community. This allows you to share your content worldwide!
  • Research increasingly suggests that when learners areengaged in shaping and leading their own learning andeducation this can result in benefits for all learners. Learners get:greater sense of ownership over their learningincreased motivationimproved self-esteemgreater achievementimproved relationships with peers and educatorsincreased self-efficacyIn the following slides, we see some of the tools it’s learning provides for engaging students.
  • ExtensionsWe have made a solution to allow web applications to run from inside our platform. We call these applications extensions (although another word for them in apptivities). Extensions take advantage of a range of it’s learning’s functionality, making them even better than they are outside our platform. We have today an open solution for two kinds of extensions. We have chosen to call these applications and plug-ins. ApplicationsApplications are typically used to create and present content in courses in it's learning. Applications that do not have submission functionality built-in can take advantage of all the submission and assignment functionality in it’s learning. This means that integration with it’s learning also improves the actual application. The teacher, student and parent viewsit’s learning recommends that suppliers take full advantage of the it’s learning functionality. A teacher can use the application to create an activity, task or assignment in a course, and has the ability to add, modify and evaluate or assess the activity. The activity can also be embedded in planning tools, grade books, etc., and will show in it’s learning’s different reports. A student can read, participate in and submit answers to an activity. Activities show in the planner and the student’s task lists – and the student also gets a simple report in their personal report.Parents only see simple course reports, the task list with deadlines, and recently completed activities. Parents do not have access to detailed reports.Plug-ins These make it possible for students and teachers to embed content items in the text editor or their dashboards. Plug-ins can also be search boxes, SSO links to user accounts in other services, or widgets and web services from external suppliers.
  • It’s learning supports multiple intelligences (“howardgardner theory” ie. Spatial, kinaesthetic, musical, linguistic, etc. all inside it’s learning through a varied approach to content delivery in different stylesThe learning takes place in many stages Reflective learning – using eportfolios, working portfolios, comment and feedback toolsCollaborative learning – blogs, eportfolios, projectsOpportunities for total learning process ownership by the student – chose what to learn and when with enquiry based learning
  • There are many ways it’s learning can help with student differentiation.Story 1: Using a voice recorder to empower poor writers At some agricultural colleges in Norway, students are set a simple task: write an essay explaining how a milking machine works. The task is designed to assess the students’ understanding of the machinery; but some students fail even though they understand the machine perfectly. Why? Because the students aren’t good at essay writing.The solution is very simple. All the teacher has to do is give two options when creating the task in the learning platform: ‘submit your answer in writing’ and ‘submit your answer as a sound or video file’. Now, students who find writing daunting can record their explanation directly in the learning environment.Story 2: Varying assignments to match your students’ abilitiesIt’s possible for teachers to create one assignment for weaker students, and a tougher assignment for students who are ready for a challenge.For example, most question-based assignments increase in difficulty as the questions progress. Let’s say you have a 20-question assignment: you can set questions 1–10 for your weaker students, questions 5–15 for your intermediate students, and questions 10–20 for the real brain boxes. Many teachers have been doing this for years, but it’s learning allows you to create different groups of students within each course...and so you can assign the strongest group the toughest exercise with one click, saving a great deal of time.Story 3: Helping classmates help each other At Lutterworth College in the UK, students work within it’s learning to mark each others’ assignments. According to Head of ICT Andrew Runciman, this exercise helps both weaker and stronger students progress. The teacher pairs the students up and gives them a curriculum or exam marking scheme – and grants them permission to view each other’s work in the it’s learning. The students are then tasked with assessing their partners work, giving constructive feedback and comments. At the end of the exercise, permission to assess work is removed and the teacher checks the feedback and adds her own comments.
  • Assessment is seen as a critical outcome in most schools. - Summative assessment through quizzes, assignments, tests, etc.- Formative assessment through individual learning plans, lesson planning tool, working portfolios.NOTE: Assessment for learning is a known term in schools. But many feel that it’s been hijacked by bureaucrats. They want to assess progress from a backwards point of view (how well did the student do). Teachers want to assess for the future (what can they do, and what do they need to learn next). We understand and support both interpretations of this term.How we assess backwards: Through the gradebookHow we assess forwards: through the ILP, through reporting tool and through Working portfolios tasks
  • Searching for plagiarisers is both difficult and time-consuming. Preventing plagiarism manually is close to impossible. it's learning's integrated plagiarism technology is a powerful tool that checks text material submitted through it's learning and compares it to countless other texts.If it's learning finds a match, the teacher is alerted. It also has a preventative effect, since you can dissuade learners from plagiarising simply by letting them know that the feature is available.it's learning compares submitted material to texts on the Internet, within your organisation or on reference sites. In the following, we introduce some of the problems related to plagiarism today and give you some guidelines on how to use it's learning's plagiarism control. Story 1: you don’t actually need to use this toolYou don’t actually have to use the plagiarism control tool to stop the copycats. When a teacher in Lillehammer, Norway, told one student that the school now had a plagiarism control tool, the student turned white and immediately rushed home to ‘do some more work’ on his essay.
  • Story 1: peer-to-peer testing At Lutterworth College in the UK,instead of writing the test, the teachers often ask students to write the questions using the test tool. Each student comes up with ten questions – and the teacher chooses the best questions for the final test. The teachershave noticed that the students’ questions made full use of the test tool’s potential – and use all the different question types, from multiple-choice to free-text, students were also including videos, images and sound files to make the questions more engaging. Also, students are more motivated to research the subject as they search out their questions, and they learn to prioritise (if they have only ten questions about the Fall of Rome, they probably shouldn’t ask the name of Romulus Augustulus’ dog). It’s also a great time-saver for teachers as they develop a large bank of questions to use when teaching the subject next time.The results? According to Andy Runcinman, Head of e-Learning, students are more motivated for the end of term test – and better prepared. And that means average grades are higher. About Lutterworth CollegeLutterworth College is part of a cluster of 21 primary and secondary schools in the Leicestershire area of the UK. The College has more than 2000 students aged between 14 and 19.
  • Story 1: A use of surveys for (peer) assessment from Lutterworth Collegein the UKThis method is particularly appropriate for practical work such as oral presentations. The teacher creates a questionnaire according to the assessment criteria for an oral task. The survey is duplicated, so that each student has his/her own version, and renamed with the name of each student or an identification number. Once a student’s presentation has been completed, each student gives their opinion using the survey tool. Once the assessment has been completed, the teacher gives each pupil access rights to their results (i.e. peer feedback and comments).Results: Before it’s learning was introduced, practical work, assessed manually on paper, was difficult to compile and analyse. Now the students have access to summaries and detailed and complete statistical reports that enable them to have a much clearer idea of their strengths and weakness and their areas for improvement.About Lutterworth CollegeLutterworth College is part of a cluster of 21 primary and secondary schools in the Leicestershire area of the UK. The College has more than 2000 students aged between 14 and 19.
  • Part of the process for learning... the teacher provides instant automated feedback the teacher has continuous dialogue with the student the student uses ILP to share and reflect upon outcomes, progress, aims
  • John Hattie, a professor at Auckland University in New Zealand, conducted a 15-year study merging results from 50,000 previous studies and a total of 83 million students. Hattie used the data to rank 138 aspects of schooling and found that student-teacher interaction came out on top. The most important factor was "self-reporting", which Hattie defines as the student’s understanding of what she doing, and her ability to explain this, as well as any gaps in her understanding, to her teacher. This is what ILPs are designed for.Story 1: a five-step approach where the student has controlMonika Solvig, a teacher at Hop Secondary School in Norway, has used individual learning plans with great success over the past four years. She uses a five-step approach to ILPs. #1 The student sets the goal and adds them into it’s learning#2 The student plans how to achieve the goals and also adds this to the ILP#3 The teacher, the student’s mentor and parents (she’s still not managed to get all parents fully engaged in the process) go into the student’s learning plan regularly to check on progress. They add comments or questions on each goal to encourage reflection from the student. #4 When the student reaches a goal, she documents her success in her work portfolio (see next slide), reflecting on how she achieved success and what she learnt from the process. Again, the teacher, mentor and parents can add comments or questions.5# As well as checking the status in the ILP every now and again, the teacher also schedules an ILP conversation with the student and her parents every semester. The student leads the meeting, demonstrating her achievements, showing her work and laying out her goals for the next semester. Monika doesn’t have any hard data to prove that this approach works, but she says “Our best evidence comes from parents whose children have moved onto upper secondary school. They can see how useful the reflective skills developed through ILPs are when their children have to take more responsibility for their education.”Note, the examples are taken from different students, but the name is fictional.
  • Reporting tools post detailed analysis back to the student and teacher. Reporting for the student enables real-time updated progression reports.Reporting for the teacher includes: grade bookspersonal reports for learnersexportable resultsanalysis reports detailed usage information to ensure maximum impact of the learning process, and to analyse which of the learning intelligences individual learners are best suited to.
  • Parental involvement is key to a child’s educational success. With a dedicated parent dashboard, it's learning gives parents a quick, simple and secure way to follow their children’s education.Parent's access the dashboard using a unique username and password, and can log in from any computer that's connected to the internet.Easy overview of your child's educationWhen parents log in to the parent dashboard, they see an overview of their child’s up-coming tasks, and planned and completed activities. They can also see a record of their grades, attendance and behaviour. Time saving for teachersThe parent dashboard is also time-saving for teachers. They don't have to spend time preparing reports on their students' progress, attendance, behaviour or attainments, because the information is automatically updated on the parent dashboard as soon as they update it in it's learning. 
  • Note: Many teachers want to engage with their students, but don’t have time. Email can be the answer.The internal message system differs from an e-mail account in several ways. You cannot send or receive messages from other message systems or from e-mail. This means that you can only send and receive messages from other it's learning users. The internal message system can be used to send messages to groups, or a group of course or project participants, or simply to send messages to teachers or friends without having to leave it's learning.  One of the advantages is that users receive new messages once they log in to it's learning. If you are logged in to it's learning, you are notified when new internal messages arrive by an icon in the top menu, or by a received message notification sound (you must upload a sound yourself).
  • We create the site for youThis happens within 24 hours of a customer signing a contract with us.We help you import your user dataStudent data is imported f(either from an Excel sheet or from your existing student data management system. (Customers can do this without our help if they prefer.) Each users then gets a unique username and password and is ready to log on and start working.NOTE: there are additional integrations that we offer: creating and populating coursesAdmin and pedagogical training for staff (optional)We offer a range of different courses for teachers and admin staff – from how to get working with itslearning to courses with advanced pedagogical focus.Users can also follow webinars on certain tools or areas, and can use the online help (text and video) to learn about the different features.Ready to goMost sites benefit from a concrete implementation plan. We have experience from helping thousands of customers implement itslearning successfully and can help create an implementation project for customers – or even take full responsibility for implementation. It’s important to note that a successful implementation is important for us. We want active users in schools who are really happy to be using itslearning. Why? It what we do this for (and because we want them to renew their licence).
  • Story 1: it only takes a few minutes to get kids learning in it’s learningDuring the 2010 summer vacation, a group of 20 schools in Northamptonshire in the UK decided they’d had enough of LP2 (they viewed it as difficult to use and expensive) and bought it’s learning. In October, teachers from each of the schools attended training sessions run by UK trainer Hylton Cornish. On 8 October (a Friday), Eastfield Primary School received their teacher training. At noon on Tuesday 14 October, all the learners were imported into it’s learning – and all the school’s Year 6 and year 7 students completed their very first homework assignment in it’s learning the evening.
  • Überblick über itslearning (2011)

    1. 1. Die interaktive Lernplattform
    2. 2. Wer wir sind • führender Lernplattform-Anbieter weltweit • ausschließlich für den Bildungsbereich • eine der Deloittes Top 50 Growth Tech Companies in 2006, 2007, 2008 & 2009 • gegründet 1999 in Bergen (Norwegen). In Deutschland vertreten seit 2010.
    3. 3. itslearning in Zahlen 12 Jahre Erfahrung 80% mittlerer Nutzungsgrad nach 1 Jahr 20% Mitarbeiter mit pädagogischem Hintergrund 33% der Ressourcen investieren wir in Entwicklung 180 Mitarbeiter weltweit 99.9% durchschnittliche Verfügbarkeit
    4. 4. Unsere Kunden und Partner
    5. 5. Offene Architektur Jedes Tool, jede App Integration • Integration von externen • Integration mit Schul-/ Lernwerkzeugen (Apps) Campusverwaltung • Single-Sign-On (SSO) mit • Datenimport von anderen Webdiensten bestehender Lernplattform • Web 2.0 innerhalb der • Kompatibel mit SCORM, Plattform nutzen AICC & IMS • Eigenentwicklung von Werkzeugen mit unserem Entwickler-Toolkit
    6. 6. Die Erweiterungsbibliothek
    7. 7. Eingabeunterstützung Unterstützte Standards: itslearning ist getestet mit: • W3C’s WAI Guidelines ReadIT Dyslexie, Sehbeeinträchtigung (WCAG version 2.0 at Jaws Blindheit level AA) HAL Blindheit SuperNova Blindheit, Sehbeeinträchtigung • Section 508b in the Lunar / Lunar + Sehbeeinträchtigung Americans with ZoomText / ZoomText Xtra Sehbeeinträchtigung Disabilities Act (ADA)
    8. 8. Unser Anspruch Unterstützung für den gesamten Lernkreislauf
    9. 9. PlanenErstellen von Unterrichtsplänen, Bereitstellung vonInhalten und Lehrmitteln, individuelle Förderangebote Kursplaner Lernpläne importieren
    10. 10. Kurse und Klassen anlegen «Dashboard» Die Übersichtsseite
    11. 11. Individuelle Lernumgebung «Mein Dashboard»
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    13. 13. MotivierenHolen Sie sich das Wissen der Welt!Vielfalt anMaterialien Web 2.0 Inhalte
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