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Teknokids Masters Are You Ready for eLearning
 

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    Teknokids Masters Are You Ready for eLearning Teknokids Masters Are You Ready for eLearning Presentation Transcript

    • &
      ACTIVE
      COLLABORATIVE
      LEARNING IN THE CLASSROOM
      Complemented with e-Learning
      Leandre Andres S. Dacanay
      University of Santo Tomas
      Philippine eLearning Society
    • Character Survey
      Creative
      Intelligent
      Preoccupied with
      Lateral Thinker
      and Sex
      Sin
    • SITUATIONER
      • Environment
      • Transportation
      • Communication
      • Education
    • ABNKKBSNPLAKO?!
    • Para sa mga bagong e-teachers
      Nagtuturo
      Turo nang Turo
      Turong-turo
      Ayaw Magturo
      Walang maituro.
    • 21st
      C
      ENTURY
      HOLISTIC
      ECLECTIC
      ADAPTIVE
      TEACHERS
      RESPONSIVE
      TIMELY
      TIMELESS
    • If you don’t know where you’re going, any road will do.
      -- The White Rabbit (Alice in Wonderland)
    • Pedagogy = paid + agogus
      (child) + (leader of)
      Andragogy = aner + agogus
      (adult) + (leader of)
    • S
      PEAK OUT
      M
      AKE THINGS HAPPEN
      I
      NVOLVE YOUR LEARNERS
      L
      EARN TO SHARE
      E
      XPRESS NOT IMPRESS
    • Students are NOT materials to work on
      but PERSONS to work with
    • ?
    • Do You Still Have The Time To Prepare ?
    • Are You Happy With What
      You Are Doing Right Now ?
    • Are you Really Performing At Your Level Best ?
    • Is It Worth Preparing Everyday ?
    • Do You Think There Is Still
      Something Better You
      Can Actually Deliver ?
    • We Learn
      1 % thru TASTE
      1.5 % thru TOUCH
      3.5 % thru SMELL
      11 % thru HEARING
      83 % thru SIGHT
    • We Remember
      10% of what we read
      20% of what we hear
      30% of what we see
      50% of what we see and hear
      80% of what we see and say
      90% of what we say as we do a thing
    • Guiding PrinciplesALAN GLATHORN
      What is a teacher?
      - A guide, not a guard.
      What is learning?
      - A journey, not a destination.
      What is discovery?
      - Questioning the answer.
    • Guiding PrinciplesALAN GLATHORN
      What is the process?
      - Discovering ideas, not covering content.
      What is the goal?
      - Open minds, not close issues.
      What is the test?
      - Being and becoming, not remembering and reviewing.
      What is a school?
      - Whatever we choose to make it.
    • Your Powers as Teachers
      Your Powers as Teachers
      Legitimate Power

      Expert Power

      Reward Power

      Charismatic Power

    • Anger
      Fear
      Disgust
      Sick
      Surprise
      Happiness
      Sadness
      Interest
      Determination
      In-love
      I believe you
      Mahal Kita
      Galit ako sayo
      Bahala Ka
    • Teacher Typologies
      • Sniper
      • Sherman Tank
      • Exploder
      • Complainer
      • Clams
      • Super-Agreeable
      • Bulldozer
      • Balloons
      • Megaphone
      • Space Cadet
    • Differences in Attitudes Towards Work
      Clock Watcher
      Lazy
      Incompetent
      Sociocentric
      Manipulative
      Tribalistic
      Disorganized
      Hypochondriac
    • Imagination List
      * What shape is a wish?
      * What does happiness look like?
      * What color is today?
      * What does purple taste like?
      * What does your self-image sound like?
      * What does a rainbow feel like?
      * What color is the smell of your favorite perfume?
      * What is the distance of your life?
      * What is your favorite sense?
      * What color is your favorite song?
      * What texture is your favorite perfume scent ?
      * What does inspiration taste like?
      * What is the shape of violin music?
      * What is the texture of your faculty room?
      * What is the texture of your dean’s office?
      * What color is the fragrance of your co-teacher?
      * What does a cloud sound like?
      * What is the weight of your anger?
      * What is the shape of your imagination?
      * What is educational technology?
    • What is Educational Technology?
      Not a collection of machines and devices
      Not a product
      Not a software
      Not about learning how to use a hardware and software
    • Educational TechnologyAn evolving definition
      A combination of the processes and tools involved in addressing educational needs and challenges with emphasis on applying the most current tools: computers, and their related technologies.
    • What is Educational Media ?
    • VISUAL DISPLAYS
      Non - Projected
      Projected
    • What is the requirement for the Information Age?
    • Required Literacy Skills in the Information Age
    • Information Literacy
      • An understanding and set of abilities enabling individuals to ‘recognize when information is needed and have the capacity to locate, evaluate, and use effectively the needed information.
      • Enables learners to engage critically with content and extend their investigations, become more self-directed, and assume greater control over their own learning.
    • Advantage
      vs.
      Disadvantage
    • As Teachers or Educators
      we need to be
      CREATIVE
    • I
      8
      I over ate
    • Money
      Birth
      Cash on Delivery
    • Standing
      MISS
      One big misunderstanding
    • Space for one more
    • 10
      10
      The Heat
      10
      10
      The heat is intense
    • noon Sunday
      Sunday After noon
    • No one there.
    • Worry
      ------------------------
      Worry over nothing
    • Jan Feb Mar
      DUE
      3 months over due
    • Prior Planning
      prevents
      Poor Performance
    • Mastery Stage
      Consolidation Stage
      Beginning Survival
      Developmental Stages in Teaching
    • Teaching is 99% perspiration and 1% INSPIRATION
    • Teaching is ¼ preparation and ¾ theater
    • Variety is the spice of teaching
      Familiarity breeds boredom
      John Amos Comenius
    • What to Teach
      How to Teach
    • SCIENCE
      C.+
      ART
    • IMPACT
    • VISION:
      To teach
      MISSION:
      To teach well
    • Instructional Episodes
    • Preparatory Activity
      5 - 10 Minutes
      Developmental Activity
      30 - 40 Minutes
      Concluding/Closure Activity
      5 - 10 Minutes
    • Effective Teaching Strategies
    • Teacher : Teaching Strategies
      Students : Learning Experiences
    • My Teaching Approach
    • Approaches
      Philosophical Orientation
      =
    • Student/Learner Centered
      Teacher/Course/Learning Centered
    • (5-10)
      Closure Activity
      (30-40)
      Development Activity
      (5-10)
      Preparatory Activity
      Methodologies
      =
      Procedural Dimension of Teaching
    • Strategies
      =
      Specific Activities
      Strategies
      Expository
      Enabling
    • Spending Your Weekend
      _____ Washing/Laundry
      _____ Ironing Clothes
      _____ Marketing
      _____ Going to Church
      _____ Malling
      _____ Swimming
      _____ Watching a Movie
      _____ Surfing the Net
      _____ Doing Community Service
      _____ Checking 4 Sets of Testpapers
    • Learning Content: Synoptic Gospel
      ?
      Learning Experiences:
      Diad
      Question & Answer
      Puzzle
      Matrix Analysis
      Gospel Reading
      Writing a Reflection
      Debate
      Graded Recitation
      Lecture-Discussion
      Passage Interpretation
    • Learning Content: Literary Forms
      ?
      Learning Experiences:
      Lecture
      Reporting
      Recitation
      Pantomime
      Small-Group Discussion
      Quiz
      Demonstration
      Critiquing
      Aggrupation & Categorization
      Game Show
      Journal Writing
    • Learning Content: Leaf Venation
      Learning Experiences:
      ?
      Illustration/Visual Prompting
      Graded Recitation
      Note-Taking
      Research
      Visit To The Botanical Garden
      Classification Via Matrix Construction
      Experimentation
      Leaf Tracing & Coloring
      Album Making
      Leaf Mounting
      Making A Terrarium
      Reporting
      Quiz
    • Brainstorming then Reporting
    • Demonstration
      * Process
      * Product
    • Field Trip
    • Project
      Construction
      Enjoyment
      Learning
    • Role Playing
      Dramatization
      Socio-Drama
    • Discussion Web
      Discussion Web
      Discussion Web
      Discussion Web
    • Discussion Web
      Discussion Web
      Discussion Web
      Discussion Web
      Church
      State
      Which is
      sovereign?
      The Church
      over the State
      or the State
      over the Church?
    • Discussion Web
      Yes
      No
      We appreciate different cultures &
      their contributions to Mathematics
      “Why do we need to know this?”
      Is it true that the youth today enjoy learning Mathematics?
      We learn how social factors influence
      the study & dev’t. of Math
      “Why did these Mathematicians
      develop this formula?”
      Real world applications of
      Mathematics are explored
      “Was there a purpose for finding
      the area of a trapezoid?”
      Many are failing
      Many are failing according to statistics
      It Sharpen our minds
      to think logically
      Difficult to understand
    • REFLECTIVE JOURNAL
      Reflective Journal
      What happened? How do I feel about it? What did I learn?
    • SYNTHESIS JOURNAL
      Synthesis Journal
      What I Did. What I Learned. How I Can Use It .
      SYNTHESIS JOURNAL
    • DOUBLE – ENTRY JOURNAL
      Double - Entry Journal
      Quotation - A phrase or sentence I especially like.
      My thoughts about the quotation.
    • DIALECTIC JOURNAL
      Why do I find this quotation interesting or important?
      Quotation
      Page
    • Metacognitive Journal
      What I learned.
      How I learned it.
      METACOGNITIVE JOURNAL
    • Learning Log
      Note-Taking
      Note-Making
      LEARNING LOG
    • SPECULATION ABOUT
      EFFECTS JOURNAL
      Speculation About Effects Journal
      What Happened.
      What Could Happen Because of This.
    • Storyboard
      STORYBOARD
    • Why Integrate Technology?
      Technology is everywhere and therefore should be in education
      Research has shown how and where computer-based methods are effective
    • Research Results on the benefits using technology in Education
      • Motivation
      - Gaining Learner attention
      - Engaging the learner through production work
      - Increasing perceptions of control
      • Unique Instructional capabilities
      • Linking learners to information sources and learning tools
      • Helping learners visualize problems and solutions
      • Tracing learner progress
    • Research Results on the benefits using technology in Education
      • Support for new instructional approaches
      - Cooperative Learning
      - Shared intelligence
      - Problem solving-higher level skills
    • Research Results on the benefits using technology in Education
      • Increased Teacher Productivity
      - Freeing time to work with students by helping their production and record keeping task
      - Providing more accurate information more quickly
      - Allowing teachers to produce better looking, more “student-friendly” materials more quickly
    • Research Results on the benefits using technology in Education
      • Required skills for the information Age
      - Technology/Computer Literacy
      - Information Literacy
      - Visual Literacy
    • Theoretical Foundations
      Learning Theories and Integration Models
    • What is Learning?
      Learning is the human mechanism of incorporating new knowledge, behaviors, and skills into one’s individual repertoire
      Understanding learning becomes more complicated when a teacher integrates technology into an instructional event
    • Constructing an Instructional Event
    • What is Teaching
      • A systematized, planned sequence of events that facilitates the communication of an idea, concept or skill to a learner
      • Requires an understanding of learning and an understanding of the individual and environmental factors that affect the learner
      • Every teacher has his or her own teaching style, cognitive style and dominant intellegence
    • Teaching Style
      • Teachers differ in their own style of teaching: a function of one’s personal preferences
      • Teachers teach the way they like to learn, think, or do
      • A teacher must have an awareness of his or her own teaching strategies to be able to adjust it to meet the needs of the learners
      • Instructional problems: results in a conflict between how one component of the teaching-learning process interact; teaching styles vs. learning style
    • Learning Style
      • Refers to conditions under which we best learn
      • Primary modalities for learning for learning: auditory, visual, kinesthetic and tactile
      • Dunn and Dunn Learning Style Inventory
      • Impact to the Teaching-Learning Process:
      - understanding the dominant learning styles of the students and then designing components of the instructional event consistent with their styles will make instruction significantly more effective to those learners
    • Learning Style (Dunn and Dunn)
    • Intelligence
      • Refers to the Inherent capability of a learner to understand and learn
      • Intelligence Quotient (IQ) – a quantitative measure of Intelligence, was thought to be a definite way to measure this capability within a specified range
      • Theory of Multiple Intelligence (Dr. Howard Garner)
      • Every individual possesses several different and independent capacities for solving problems and creating products
      • Impact to the Teaching-Learning Process:
      - Understanding the multiple capacities of the students will change the limited assumption of a teacher towards her students’ potentials and capacities. Such reevaluation should change the teacher’s plan for instruction to accommodate these various propensities to maximize student learning.
    • Multiple Intelligence (Garner)
    • Learning ABOUT Computers
      vs
      Learning WITH Computers
    • Learning ABOUT Computers
      Computer Literacy
      Specific knowledge of computer technology and terminology and using productivity tools isolated to the basic subject areas being taught in schools
      Application of Computer Literacy: personal, scholarly or professional productivity enhancing current work tasks
    • Learning WITH Computers
      • Curriculum Technology Integration
      • Use of curriculum-based software (courseware) and other related technology tools to facilitate learning about any subject area such as math, science, social studies or language arts
      • Integrated or correlated with a particular lesson or topic in the curriculum and facilitated its use inside the classroom
    • Educational TechnologyAn evolving definition
      A combination of the processes and tools involved in addressing educational needs and problems with emphasis on applying the most current tools: computers, and their related technologies.
    • Education’s purpose is to replace an empty mind with an open one.
      - Malcolm Forbes
    • Why e-Learning?
      The World Wide Web has a vast resource of updated information for learning
      Student Centered Learning
      Extended Interaction Beyond the Classroom
      Higher Level Thinking through Web based activities (Webquests)
      Computer Based Student Assessment and Analysis of Performance
      Automatic Correction of exams
      Online Gradebook
    • e-Learning Requirements
      An Internet-Ready Computer System
      Desktop, Laptop/Notebook
      Web Browser
      Internet Access
      Modem, Cable (DSL), Leased Line
      Local Area Network
      Web Site with Learning Content
      Interactivity
      Digital Drop Box, Discussion Board, Chat, Video Conferencing, Assessment
    • e-Learning Defined
      General
      Any learning activity enabled by the use of Information and Communications Technology (ICT)
      As Applied to e-LeAP
      Learning Management System (LMS)
      Account to log-in
      Online or Web-based Learning
      Use of the Internet and the World Wide Web in learning activities
    • Key Issues in e-Learning
    • INSTITUTIONAL IMPLEMENTATION
      School-Wide
    • eLearning in the Philippines
      First Generation
      The first generation of DE in the Philippines that was documented was the Farmers’ School on the Air (FSA). The first FSA aired in Iloilo in 1952 over a one-kilowatt radio station with 150 students. The program was entitled Tips on Farming and Community Development that was broadcasted for 6 months. The purpose of this program was to improve the standard of living of Filipino farmers.
    • eLearning in the Philippines
      First Generation
      The University of the Philippines Los Banos managed a radio station DZLB as radio for instruction in the schools-on-the-air (SOA) format. Their objective is to educated farmers, out-of-school-youth, and housewives living in the rural areas. Starting 1967, DZLB has aired more that 32 SOA topics and has graduated over 14,000 students in this mode of learning.
      With this mode of delivery, the power of broadcasting manage to educate people living in rural areas.
    • eLearning in the Philippines
      Second Generation
      Seeing the potential of distance education, various professional groups and universities started offering graduate degree programs in distance education mode. Several models were considered as blended learning a combination of print based learning materials with face to face tutorial sessions. However, during the face to face consultation, distance education students simply ask for consultation on clarifications and do not focus on the subject matter or content.
    • eLearning in the Philippines
      Second Generation
      The face to face session became a venue for:
      Formally scheduled consultation between the university and students
      Place for students to undertake various transactions with the university; and
      Venue for socialization among DE students
    • eLearning in the Philippines
      Third Generation
      With ICT starting to grow in the Philippines, the third generation was the convergence of many factors: 1) growing need for flexible learning anytime, anywhere 2) increased availability and access to new ICT and 3) growing demand of geographically scattered professional seeking access to flexible, lifelong learning opportunities.
       
    • eLearning in the Philippines
      Third Generation
      Alternative educational methods started to flourish on how lessons could be best delivered via distance mode. Audio and video production supplemented the printed learning materials as one way to enhanced learning among DE students.
    • eLearning in the Philippines
      Fourth Generation
      This generation is what we have right now as the term e-Learning, in which in general definition that any learning activity enabled by the use of ICT is considered eLearning. Also with the emergence of mobile phones, several professional groups are now working on the delivery of learning materials via mobile phones (m-learning) and not to mention when everything is computerized in school and the birth of ubiquitous learning or u-learning.
    • eLearning in the Philippines
      Fourth Generation
      These are the characteristics of the fourth generation of Distance education in the Philippines and so far no one knows of the future of education in the coming years.
    • Philippine Government Agencies involved in eLearning
      Department of Education (DepEd)
      Commission on Higher Education (CHED)
      Technical Educational Skills Development Authority (TESDA)
      Commission on Information and Communications Technology (CICT)
      National Computer Center (NCC)
    • Department of Education
      Mission:
      “To provide quality basic education that is equitably accessible to all and lay the foundation for life-long learning and service for the common good”.
    • Department of Education
      The Department of Education supports the integration of information and Communications Technology in the curriculum of basic Education. Just recently, they held a consultation of the Five-Year information and Communication Technology for Education Strategic Plan (DepED ICT4E Strategic Plan). With their vision “21st Century Education for All Filipinos, Anytime, Anywhere”. This means an ICT-enabled education system that transforms students into dynamic life long learners and values-centered, productive and responsible citizens.
    • Commission on Higher Education
      The Commission on Higher Education is the governing body covering both public and private higher education institutions as well as degree-granting programs in all tertiary educational institutions in the Philippines. The CHED was established in May 18, 1994 through Republic Act 7722 or the Higher Education Act of 1994. 
    • Commission on Higher Education
      Pursuant to RA 7722, the CHED is mandated to undertake the following tasks:
      Promote quality education
      Take appropriate steps to ensure that education shall be accessible to all
      Ensure and protect academic freedom for the continuing intellectual growth, the advancement of learning and research, the development of responsible and effective leadership, the education of high level professionals, and the enrichment of historical and cultural heritage.
    • Commission on Higher Education
      The Commission on Higher Education issued a Memorandum Order on the Updated Policies and Guidelines on Open Learning and Distance Education and define the following terms as part of Article II:
      Open Learning and Distance Education (OL/DE)are alternative systems of education. They emphasize the opening of opportunities by overcoming barriers that result from geographical isolation, personal or work commitments or conventional course structures which have often prevented people from realizing their educational goals.
    • Commission on Higher Education
      Open Learning (OL) is a philosophy of learning that is learner-centered and flexible, enabling learners to learn at the time, place and pace which satisfies their circumstances and requirements.
       
      Distance Education (DE) is a mode of educational delivery whereby teacher and learner are separated in time and space and instruction is delivered through specially designed materials and methods and supported by organizational and administrative structures and arrangements.
    • Commission on Higher Education
      Components of Open and Distance Learning :
      Curriculum Development
      Materials Development
      Delivery Mode/Strategies
      Student Assessment
      Student Support Services
    • Technical Educational Skills Development Authority (TESDA)
      TESDA is mandated to
      Integrate, coordinate and monitor skills development programs
      Restructure efforts to promote and develop middle-level manpower
      Approve skills standards and tests
      Develop an accreditation system for institutions involved in middle-level manpower development
      Fund programs and projects for technical education and skills development; and
      Assist trainers training programs.
    • Technical Educational Skills Development Authority (TESDA)
      Overall, TESDA formulates manpower and skills plans, sets appropriate skills standards and tests, coordinates and monitors manpower policies and programs, and provides policy directions and guidelines for resource allocation for the TVET institutions in both the private and public sectors.
    • Technical Educational Skills Development Authority (TESDA)
      Today, TESDA has evolved into an organization that is responsive, effective and efficient in delivering myriad services to its clients. To accomplish its multi-pronged mission, the TESDA Board has been formulating strategies and programs geared towards yielding the highest impact on manpower development in various areas, industry sectors and institutions.
    • Commission on Information and Communications Technology
      The CICT shall be the "primary policy, planning, coordinating, implementing, regulating, and administrative entity of the executive branch of Government that will promote, develop, and regulate integrated and strategic ICT systems and reliable and cost-efficient communication facilities and services."
    • Commission on Information and Communications Technology
      To foster the widespread use and application of emerging ICT
      To ensure the growth of the ICT industries
    • National Computer Center
      Today, NCC lends its full support to the administration’s ICT thrust by forging strategic alliances with the private sector, coordinating ICT activities, developing human capital, promoting ICT utilization in all sectors of the society, and advocating Philippine ICT services worldwide.
       
      Planning Policies & Standards Development Program Coordination Consultancy Services Education & Research
    • e-Learning Organizations
      Philippine Society of Distance Learning
      Philippine eLearning Society
    • Philippine Society of Distance Learning
      The goal of the society is "to pursue the spirit of community among distance educators at a higher level of academic discourse."
       
      Specific objectives include:
      to promote the growth and development of distance learning through knowledge exchanges, policy formulation, and advocacy;
      to promote professionalism in the practice of distance learning in the Philippines;
    • Philippine Society of Distance Learning
      3. to stimulate collaboration among local and foreign professionals and practitioners of distance learning;
      to sponsor scientific meetings and training programs in distance learning on its own or in collaboration with other institutions, including government;
      to sponsor scientific meetings and training programs in distance learning on its own or in collaboration with other institutions, including government;
      to publish and disseminate research results, policy papers, and other scientific materials on distance learning in the Philippines.
    • Philippine elearning Society
      Philippine eLearning Society (PeLS) was founded on July 30, 2003 in Manila with the objective of promoting substantive content, appropriate pedagogy, and appropriate use of technology for eLearning, guided by ongoing research activities. To date, PeLS have a total number 450 members nationwide.
    • Philippine elearning Society
      PeLS serves as a venue for:
      Promoting research on the effective use of eLearning,
      Sharing of eLearning experiences,
      Developing standards of excellence,
      Promoting interoperability of eLearning systems,
      Encouraging collaboration in the development of substantive content,
      Cooperating with international eLearning groups, and
      Promoting public awareness and appreciation of the nature and uses of eLearning.
    • 1955 - 1974 - Boomers
      1975- 1984 - GEN X
      - 2009 - GEN Y
    • CHANGES
      “The illiterates of the 21st century will not be those who cannot read and write but those who cannot learn, unlearn, and relearn”
      - Alvin Toffler
    • eLearning Development and Implementation
      Instructional Design
      Content Development
      Interactivity
      Technology
      Project Management
      Virtual Learning Communities
    • Instructional Design
      the process of developing a course
      the actual design of this course
    • Instructional Design
      PLANNING
      DEVELOPMENT
      IMPLEMENTATION
      EVALUATION
      Frame conditions
      Learning content / learning media
      Course Management
      Formative Evaluation
      Learning activities
      Learner characteris- tics
      Technological Management
      Summative Evaluation
      Learning content & objectives
      Interaction and Tutoring
      Tutoring of Participants
      Confirmative Evaluation
      Learning scenarios & methods
    • Content Development
      What is the added value of developing contents with new media?
      How can I define the appropriate media format for my course?
      How should online- and offline contents be structured and designed?
      How do I tell the technician what the content should look like?
    • Interactivity
      What possible interactions can be integrated in eLearning and what should you be aware of while planning interaction in an eLearning package?
      Why is tutoring an important tool of eLearning, and what are the requirements and tasks a tutor needs to fulfill?
      What are the tools a tutor can use to fulfill these tasks? What are their specific features, and how can they be used?
    • Interactivity
      What forms of feedback are there, and what rules do tutors need to bear in mind when writing feedback?
      What are the factors defining a culture, and what are distinguishing features of cultures?
    • Interactivity
      Organizational tutoring
      Technical tutoring
      Content-related tutoring
      Moderation/tutoring of groups
      Learning counsel
      Coaching
    • Interactivity
      Asynchronous tools of communication such as e-mail and discussion forums
      Synchronous tools of communication: chat, virtual classrooms etc.
    • Technology
      The computer is the central medium of eLearning. It plays an important role, but not the only important one. However, if important elements of computer-related infrastructure are missing, eLearning is possible, only in a very limited manner.Simplifying a little, we could say that eLearning requires at least two computers. One of them is used by the institution that provides the course (here, learning content is drawn up and/or stored as well as transmitted), and one on the receiving end, used by the course participant to access the content.
    • eLearning Project Management
      clear about the goals and the tasks of the project
      to structure the project carefully from the very beginning.
      Continuous reports of all members of the project team on the current status and the respective updating of the original planning make sure that the progress status is evident at any point in time.
      Keeping the progress transparent does require some extra effort and discipline on the part of all members of the project team, but it greatly helps to make out risks at an early stage.
    • eLearning Project Management
      clear about the goals and the tasks of the project
      to structure the project carefully from the very beginning.
      Continuous reports of all members of the project team on the current status and the respective updating of the original planning make sure that the progress status is evident at any point in time.
      Keeping the progress transparent does require some extra effort and discipline on the part of all members of the project team, but it greatly helps to make out risks at an early stage.
    • eLearning Project Management
      GOAL
      Time: This refers to the period from kick-off to final deadline of the project.
      Cost: The cost of the project need to be calculated (or estimated) in advance and checked continually during project realization.
      Quality: This factor indicates what the results of the project should look like. Quality and function of the "end-product" of a project are the most important sub-criteria.
    • Project Cycle
      Planning
      Implementation
      Evaluation
    • Project Management
      Project Goal
      TIME
      COST
      QUALITY
    • Project Management
      Project Cycle
      Planning
      Implementation
      Assessment
    • Project Management
      Project Cycle
      Planning
      Gathering ideas
      Defining goals
      Work Breakdown Structure
      Milestones
      Cost Estimate
    • Project Management
      Project Cycle
      Implementation
      Instructional Design
      Content Development
      Interactivity
      eLearning Technology
      Assessment
      Tool
      Quality
    • Virtual Learning Community
      What is a Virtual Community ?
    • Virtual Community
      groups build wherever people with common interests meet
      meet in the virtual space of the internet – and not F-to-F
      communicate by way of computer networks
      discuss mutual interests, share knowledge and information and get to know each other
      use various means of communication for the exchange between their members: mailing lists, newsgroups, chat channels and forums
      open to the public; any interested person may access it and make contributions
      other spaces are protected: the interested party has to become a member of a community that meets for special purposes, get a password, and only then may enter communication.
    • Virtual Community
      Learning together, as part of a community, and knowing that other learners face the same challenges and problems increases the motivation of participants in e-learning courses. The participants constitute a group, an online learning community.
    • Virtual Community
      Through regular use, the learners will get used to this new kind of knowledge assimilation and will start to appreciate the advantages of e-learning such as free time management, independency of place, and self-directed learning.
    • Netiquette
      “Always remember that there is a human being behind the computer.”You are writing to another person who has his own feelings and thoughts on the topic. Therefore you should write the message in a manner you wouldn’t mind receiving it yourself.
      Thoughtful! After writing your message, read it at least once before sending it. Think about whether you really expressed your original intention and whether the addressee will understand what you mean.
      Clear layout! Choose a fitting title that precisely sums up the content of your message.
    • Netiquette
      Structured! Divide your message into short passages that facilitate reading. Write short and to the point, express your point in simple words.
      Grammatically correct! As a tutor, you are a role model. You should mind your orthography in messages to learners. However, in e-mail communication, typos and grammatical errors are no rare phenomenon, and you may tolerate them on the part of your participants (see next point!).
      Tolerance! Be tolerant if other people make mistakes.
    • Netiquette
      No capitals! CAPITALIZING A MESSAGE is interpreted as SHOUTING and should therefore be avoided.
      Quoting! If you are answering questions and quoting the message containing the question, be very careful to quote correctly and to relate to the original message. Use the quoting function of your e-mail software and don’t erase passages you might still need.
      Names! Use your real name, e.g., in chats, and avoid pseudonyms.
    • Communication Guidelines for Tutors
      Intelligibility! Use simple words and no complicated figures of speech or technical terms.
      Politeness! Always remain polite in your messages, even if the participant is “torturing” you with the same request for the umpteenth time.
      Address! When addressing a participant, call him by his name. You can even call the members of a group by their names, if the group is not too big. (At the beginning of a course, you should try to be a little more formal and leave it to the participants to adopt more intimate ways of addressing one another.)
    • Communication Guidelines for Tutors
      Make sure! If you didn’t quite understand what a participant was asking for or meant to say, don’t hesitate to ask.
      Paraphrasing! Sometimes, it is a worthwhile method to put the original message in one’s own words and to ask the sender whether he really meant it in that way. This helps avoid misunderstandings and ensuing conflicts.
      Time limit! Always keep the time limit within which you should answer a message. Try to react as quickly as possible to questions of the learners. If you don’t have any time to answer the question right away, you should at least send a message saying that you received the question and intend to answer it as quickly as possible.
    • Assignments and Exercises
      The participants are to work on an assignment. How does our tutor break this news?
    • Assignments and Exercises
      subject: the next assignment
      Dear participants,
      Your next task consists in searching the internet for foreign language courses. As soon as you have discovered two offers that you deem interesting, please compare them and post the results in the forum. The objective of this exercise is to find interesting links in individual research. Building on your experience, we will discuss how to compare course offers on the net and what makes them user-friendly.
      Your deadline is next Friday.
      Good luck for your mission!
    • Assignments and Exercises
      Intelligent assignments and practice projects help participants of e-learning courses to develop a better grasp of the courses' contents and to acquire important competencies concerning the learning material as well as the handling of the computer as the learning medium.
      Always assign sensible exercises that have a concrete and transparent goal.
      Communicate this goal and the usefulness of the exercise to the learners, so they know what they are working for.
      Adapt the nature of the assignment to the objective the learners are supposed to reach.
    • Assignments and Exercises
    • Prior Planning
      prevents
      Poor Performance
    • COMPOSITION OF THE PROJECT TEAM
      PROGRAM SPONSORS
      PROGRAM DIRECTOR
      PROGRAM MANAGERS
      TRAINING AND DEVELOPMENT MANAGERS
      OPERATIONS AND SUPPORT MANAGER
      QUALITY ASSURANCE MANAGERS
      TECH. AND INFRA. MANAGER
      COMMUNITY PORTAL COORDINATORS
      Educational Technology and e-Learning Applications Coach (ETEACH) Committees
      PROJECT-BASED DEVELOPERS
      OPERATIONS AND SUPPORT STAFF
    • “While we cannot guarantee the success of our efforts, we can be certain of the results of doing nothing..... And that is not an option.”
    • Thank you very much.
    • http://www.northtechnical.org/emints/cowan/logarithms/index.html