This document discusses the evolution of didactic architectures for online learning. It analyzes four architectures: web-based training, eLearning 1.0, online education, and eLearning 2.0. eLearning 1.0 uses learning management systems focused on content delivery, while eLearning 2.0 is based on social software and connects learners in a network. The document also examines four organizational models and their relationship with didactic architectures, asserting that more flexible eLearning 2.0 approaches are best suited for modern networked organizations.
Hong Kong Knowledge Management SocietyIain Doherty
This is a presentation that I gave to the Hong Kong Knowledge Management Society. It is a high level look at the learning management system in higher education and the presentation makes the case for needing to focus on teaching and learning if eLearning is to be successful.
Although of the semantic web technologies utilization in the learning development field is a new research area, some authors have already proposed their idea of how an effective that operate. Specifically, from analysis of the literature in the field, we have identified three different types of existing applications that actually employ these technologies to support learning. These applications aim at: Enhancing the learning objects reusability by linking them to an ontological description of the domain, or, more generally, describe relevant dimension of the learning process in an ontology, then; providing a comprehensive authoring system to retrieve and organize web material into a learning course, and constructing advanced strategies to present annotated resources to the user, in the form of browsing facilities, narrative generation and final rendering of a course. On difference with the approaches cited above, here we propose an approach that is modeled on narrative studies and on their transposition in the digital world. In the rest of the paper, we present the theoretical basis that inspires this approach, and show some examples that are guiding our implementation and testing of these ideas within e-learning. By emerging the idea of the ontologies are recognized as the most important component in achieving semantic interoperability of e-learning resources. The benefits of their use have already been recognized in the learning technology community. In order to better define different aspects of ontology applications in e-learning, researchers have given several classifications of ontologies. We refer to a general one given in that differentiates between three dimensions ontologies can describe: content, context, and structure. Most of the present research has been dedicated to the first group of ontologies. A well-known example of such an ontology is based on the ACM Computer Classification System (ACM CCS) and defined by Resource Description Framework Schema (RDFS). It’s used in the MOODLE to classify learning objects with a goal to improve searching. The chapter will cover the terms of the semantic web and e-learning systems design and management in e-learning (MOODLE) and some of studies depend on e-learning and semantic web, thus the tools will be used in this paper, and lastly we shall discuss the expected contribution. The special attention will be putted on the above topics.
Constructivist, Instructivist and Socio-Constructivist views of teaching tech...Olufemi Jeremiah Olubodun
This is a comparison of Instructivist and constructivist pedagogical approaches and their applications in different situations, which make clear the comparative advantages of both approaches. Instructivist learning, places the teacher in authority while the constructivist shifted authority to no one in particular but shared responsibilities between learner and teacher in such a manner that the teacher no longer assumes the responsibilities of the passage of information/knowledge to the learner but only guides him to discover the ‘objective truth’ out there and in the attainment of learning objectives. Teaching and Learning process was redefined in the light of ‘new’ understanding in teaching and learning and practical applications of these pedagogical approaches were considered. I presented a study guide (Appendix 1) as an example of socio-constructivist pedagogy where emphasis in on learning rather than on teaching.
A SURVEY AND COMPARETIVE ANALYSIS OF E-LEARNING PLATFORM (MOODLE AND BLACKBOARD)paperpublications3
Abstract: This paper presents an evaluation of open source e-learning platforms with the aim of finding the most suitable platform for extending to an adaptive one. The extended platform will be utilized in an operational teaching environment. Therefore, the overall functionality of the platform is as important as the adaptation capabilities, and the evaluation treats both issues in this paper .in this paper we will explain the proper and best learning platform for Users . In this we will compare one of the best learning platforms (Moodle and Blackbox) both are all of them best virtual learning platform. We will compare both virtual system its functionality and using best tool. This paper is focused on the Moodle Architecture and comparative study of Moodle, thus we discusses comparisons it between different virtual learning platform at last conclusion we will describe which learning platform is best for users.Keywords: E-learning, Blackboard, Moodle, tools, function, methodology.
Title: A SURVEY AND COMPARETIVE ANALYSIS OF E-LEARNING PLATFORM (MOODLE AND BLACKBOARD)
Author: Kanak Sachan, Dr. Rajiv Singh
ISSN 2350-1022
International Journal of Recent Research in Mathematics Computer Science and Information Technology
Paper Publications
eLearning in academia and business : the promise and the reality
Overview
This session will be informal and interactive and will revolve around presentations of eLearning perspectives from academia and the corporate world and will work well with audience participation, so prepare to be involved and engaged.
Academic Perspective
Iain Doherty
eLearning implementations in higher education have for the most part been poor. This situation explained in terms of the failure of higher education to change teaching and learning practices. In this presentation Iain Doherty will examine this situation in the context of looking at The University of Hong Kong’s eLearning strategy. The University of Hong Kong’s eLearning strategy will be explained along with the role of the eLearning Pedagogical Support Unit in implementing the strategy. Iain will also look at an alternative learning theory – Connectivism – and ask whether Connectivist teaching and learning would facilitate eLearning whilst also better preparing graduates to take their place as knowledge workers in companies.
Hong Kong Knowledge Management SocietyIain Doherty
This is a presentation that I gave to the Hong Kong Knowledge Management Society. It is a high level look at the learning management system in higher education and the presentation makes the case for needing to focus on teaching and learning if eLearning is to be successful.
Although of the semantic web technologies utilization in the learning development field is a new research area, some authors have already proposed their idea of how an effective that operate. Specifically, from analysis of the literature in the field, we have identified three different types of existing applications that actually employ these technologies to support learning. These applications aim at: Enhancing the learning objects reusability by linking them to an ontological description of the domain, or, more generally, describe relevant dimension of the learning process in an ontology, then; providing a comprehensive authoring system to retrieve and organize web material into a learning course, and constructing advanced strategies to present annotated resources to the user, in the form of browsing facilities, narrative generation and final rendering of a course. On difference with the approaches cited above, here we propose an approach that is modeled on narrative studies and on their transposition in the digital world. In the rest of the paper, we present the theoretical basis that inspires this approach, and show some examples that are guiding our implementation and testing of these ideas within e-learning. By emerging the idea of the ontologies are recognized as the most important component in achieving semantic interoperability of e-learning resources. The benefits of their use have already been recognized in the learning technology community. In order to better define different aspects of ontology applications in e-learning, researchers have given several classifications of ontologies. We refer to a general one given in that differentiates between three dimensions ontologies can describe: content, context, and structure. Most of the present research has been dedicated to the first group of ontologies. A well-known example of such an ontology is based on the ACM Computer Classification System (ACM CCS) and defined by Resource Description Framework Schema (RDFS). It’s used in the MOODLE to classify learning objects with a goal to improve searching. The chapter will cover the terms of the semantic web and e-learning systems design and management in e-learning (MOODLE) and some of studies depend on e-learning and semantic web, thus the tools will be used in this paper, and lastly we shall discuss the expected contribution. The special attention will be putted on the above topics.
Constructivist, Instructivist and Socio-Constructivist views of teaching tech...Olufemi Jeremiah Olubodun
This is a comparison of Instructivist and constructivist pedagogical approaches and their applications in different situations, which make clear the comparative advantages of both approaches. Instructivist learning, places the teacher in authority while the constructivist shifted authority to no one in particular but shared responsibilities between learner and teacher in such a manner that the teacher no longer assumes the responsibilities of the passage of information/knowledge to the learner but only guides him to discover the ‘objective truth’ out there and in the attainment of learning objectives. Teaching and Learning process was redefined in the light of ‘new’ understanding in teaching and learning and practical applications of these pedagogical approaches were considered. I presented a study guide (Appendix 1) as an example of socio-constructivist pedagogy where emphasis in on learning rather than on teaching.
A SURVEY AND COMPARETIVE ANALYSIS OF E-LEARNING PLATFORM (MOODLE AND BLACKBOARD)paperpublications3
Abstract: This paper presents an evaluation of open source e-learning platforms with the aim of finding the most suitable platform for extending to an adaptive one. The extended platform will be utilized in an operational teaching environment. Therefore, the overall functionality of the platform is as important as the adaptation capabilities, and the evaluation treats both issues in this paper .in this paper we will explain the proper and best learning platform for Users . In this we will compare one of the best learning platforms (Moodle and Blackbox) both are all of them best virtual learning platform. We will compare both virtual system its functionality and using best tool. This paper is focused on the Moodle Architecture and comparative study of Moodle, thus we discusses comparisons it between different virtual learning platform at last conclusion we will describe which learning platform is best for users.Keywords: E-learning, Blackboard, Moodle, tools, function, methodology.
Title: A SURVEY AND COMPARETIVE ANALYSIS OF E-LEARNING PLATFORM (MOODLE AND BLACKBOARD)
Author: Kanak Sachan, Dr. Rajiv Singh
ISSN 2350-1022
International Journal of Recent Research in Mathematics Computer Science and Information Technology
Paper Publications
eLearning in academia and business : the promise and the reality
Overview
This session will be informal and interactive and will revolve around presentations of eLearning perspectives from academia and the corporate world and will work well with audience participation, so prepare to be involved and engaged.
Academic Perspective
Iain Doherty
eLearning implementations in higher education have for the most part been poor. This situation explained in terms of the failure of higher education to change teaching and learning practices. In this presentation Iain Doherty will examine this situation in the context of looking at The University of Hong Kong’s eLearning strategy. The University of Hong Kong’s eLearning strategy will be explained along with the role of the eLearning Pedagogical Support Unit in implementing the strategy. Iain will also look at an alternative learning theory – Connectivism – and ask whether Connectivist teaching and learning would facilitate eLearning whilst also better preparing graduates to take their place as knowledge workers in companies.
Assessing The Tangible And Intangible Impacts Of The Convergence Of E-Learnin...ijistjournal
Learning comes through creating and applying knowledge, whilst learning increases an individual's and organization's knowledge asset. Both e-learning and knowledge management feed off the same root: learning, improved capacity to perform work tasks, ability to make effective decisions, and positively impact the world around us. The difference between KM and e-learning is a function of time; knowledge management is dynamic, e-learning is static. As a medium, e-learning allows for the sharing of knowledge that has been tested, researched and organized. Knowledge management is much livelier. Conversations and sharing understanding happens in real time. Through KM, tacit understanding can be communicated,problems can be jointly solved, and serendipitous connections are formed. KM is chaotic, current. KM is ecology; e-learning is the architecture. E-learning courses become outdated, while KM environments are continually fresh and reflective of current activity in a field. Anyway, the strengths of the two fields need to be brought together. KM should feed into e-learning in order for the content of the "course" to remain fresh and to tap learners into a sustained knowledge environment after the course is done and e-learning should feed into the KM environment to provide easy mechanisms for organizing information in the manner that most of the people function. Thereis no doubt that converging this two technology creates bigger impact in the learning process, but our discussion is focused to justify whether the convergence creates better value or not. In the light of the discussion, the conceptual link between these two key technologies has been drawn and several related issues are discussed.3.
Moodle est une plate-forme d'apprentissage en ligne (en anglais : Learning Management System ou LMS) sous licence libre servant à créer des communautés s'instruisant autour de contenus et d'activités pédagogiques. Le mot « Moodle » est l'abréviation de Modular Object-Oriented Dynamic Learning Environment : « Environnement orienté objet d'apprentissage dynamique modulaire »
The e-learning contained many educational resources are generally used in learning systems like Moodle, It’s free open source software packages designed and flexible platform to create Learning Objects (LOs) and users’ accounts. The author demonstrates how to use semantic web technologies to improve online learning environments and bridge the gap between learners and LOs. The ontological construction presented here helps formalize LOs context as a complex interplay of different learning-related elements and shows how we can use semantic annotation to interrelate diverse between learner and LOs. On top of this construction, the author implemented several feedback channels for educators to improve the delivery of future Web-based learning. The particular aim of this paper was to provide a solution based in the Moodle Platform. The main idea behind the approach presented here is that ontology which can not only be useful as a learning instrument but it can also be employed to assess students’ skills. For it, each student is prompted to express his/her beliefs by building own discipline-related ontology through an application displayed in the interface of Moodle. This paper presents the ontology for an e-Learning System, which arranges metadata, and defines the relationships of metadata, which are about learning objects; belong to academic courses and user profiles. This ontology has been incorporated as a critical part of the proposed architecture. By this ontology, effective retrieval of learning content, customizing Learning Management System (LMS) is expected. Metadata used in this paper are based on current metadata standards. This ontology specified in human and machine-readable formats. In implementing it, several APIs were defined to manage the ontology. They were introduced into a typical LMS such as Moodle. Proposed ontology maps user preferences with learning content to satisfy learner requirements. These learning objects are presented to the learner based on ontological relationships. Hence it increases the usability and customizes the LMS. In conclusion, ontologies have a range of potential benefits and applications in further and higher education, including the sharing of information across e-learning systems, providing frameworks for learning object reuse, and enabling information between learner and system parts.
Semantically Enchanced Personalised Adaptive E-Learning for General and Dysle...Eswar Publications
E-learning plays an important role in providing required and well formed knowledge to a learner. The medium of e- learning has achieved advancement in various fields such as adaptive e-learning systems. The need for enhancing e-learning semantically can enhance the retrieval and adaptability of the learning curriculum. This paper provides a semantically enhanced module based e-learning for computer science programme on a learnercentric perspective. The learners are categorized based on their proficiency for providing personalized learning environment for users. Learning disorders on the platform of e-learning still require lots of research. Therefore, this paper also provides a personalized assessment theoretical model for alphabet learning with learning objects for
children’s who face dyslexia.
Web 2.0 Learning Environment: Concept, Implementation, EvaluationeLearning Papers
Authors: Ingo Blees, Marc Rittberger
This contribution presents and evaluates a new learning environment model based on Web 2.0 applications. We assume that the technological change introduced by Web 2.0 tools has also caused a cultural change in terms of dealing with types of communication, knowledge and learning.
Assessing The Tangible And Intangible Impacts Of The Convergence Of E-Learnin...ijistjournal
Learning comes through creating and applying knowledge, whilst learning increases an individual's and organization's knowledge asset. Both e-learning and knowledge management feed off the same root: learning, improved capacity to perform work tasks, ability to make effective decisions, and positively impact the world around us. The difference between KM and e-learning is a function of time; knowledge management is dynamic, e-learning is static. As a medium, e-learning allows for the sharing of knowledge that has been tested, researched and organized. Knowledge management is much livelier. Conversations and sharing understanding happens in real time. Through KM, tacit understanding can be communicated,problems can be jointly solved, and serendipitous connections are formed. KM is chaotic, current. KM is ecology; e-learning is the architecture. E-learning courses become outdated, while KM environments are continually fresh and reflective of current activity in a field. Anyway, the strengths of the two fields need to be brought together. KM should feed into e-learning in order for the content of the "course" to remain fresh and to tap learners into a sustained knowledge environment after the course is done and e-learning should feed into the KM environment to provide easy mechanisms for organizing information in the manner that most of the people function. Thereis no doubt that converging this two technology creates bigger impact in the learning process, but our discussion is focused to justify whether the convergence creates better value or not. In the light of the discussion, the conceptual link between these two key technologies has been drawn and several related issues are discussed.3.
Moodle est une plate-forme d'apprentissage en ligne (en anglais : Learning Management System ou LMS) sous licence libre servant à créer des communautés s'instruisant autour de contenus et d'activités pédagogiques. Le mot « Moodle » est l'abréviation de Modular Object-Oriented Dynamic Learning Environment : « Environnement orienté objet d'apprentissage dynamique modulaire »
The e-learning contained many educational resources are generally used in learning systems like Moodle, It’s free open source software packages designed and flexible platform to create Learning Objects (LOs) and users’ accounts. The author demonstrates how to use semantic web technologies to improve online learning environments and bridge the gap between learners and LOs. The ontological construction presented here helps formalize LOs context as a complex interplay of different learning-related elements and shows how we can use semantic annotation to interrelate diverse between learner and LOs. On top of this construction, the author implemented several feedback channels for educators to improve the delivery of future Web-based learning. The particular aim of this paper was to provide a solution based in the Moodle Platform. The main idea behind the approach presented here is that ontology which can not only be useful as a learning instrument but it can also be employed to assess students’ skills. For it, each student is prompted to express his/her beliefs by building own discipline-related ontology through an application displayed in the interface of Moodle. This paper presents the ontology for an e-Learning System, which arranges metadata, and defines the relationships of metadata, which are about learning objects; belong to academic courses and user profiles. This ontology has been incorporated as a critical part of the proposed architecture. By this ontology, effective retrieval of learning content, customizing Learning Management System (LMS) is expected. Metadata used in this paper are based on current metadata standards. This ontology specified in human and machine-readable formats. In implementing it, several APIs were defined to manage the ontology. They were introduced into a typical LMS such as Moodle. Proposed ontology maps user preferences with learning content to satisfy learner requirements. These learning objects are presented to the learner based on ontological relationships. Hence it increases the usability and customizes the LMS. In conclusion, ontologies have a range of potential benefits and applications in further and higher education, including the sharing of information across e-learning systems, providing frameworks for learning object reuse, and enabling information between learner and system parts.
Semantically Enchanced Personalised Adaptive E-Learning for General and Dysle...Eswar Publications
E-learning plays an important role in providing required and well formed knowledge to a learner. The medium of e- learning has achieved advancement in various fields such as adaptive e-learning systems. The need for enhancing e-learning semantically can enhance the retrieval and adaptability of the learning curriculum. This paper provides a semantically enhanced module based e-learning for computer science programme on a learnercentric perspective. The learners are categorized based on their proficiency for providing personalized learning environment for users. Learning disorders on the platform of e-learning still require lots of research. Therefore, this paper also provides a personalized assessment theoretical model for alphabet learning with learning objects for
children’s who face dyslexia.
Web 2.0 Learning Environment: Concept, Implementation, EvaluationeLearning Papers
Authors: Ingo Blees, Marc Rittberger
This contribution presents and evaluates a new learning environment model based on Web 2.0 applications. We assume that the technological change introduced by Web 2.0 tools has also caused a cultural change in terms of dealing with types of communication, knowledge and learning.
On the way towards Personal Learning Environments: Seven crucial aspectseLearning Papers
Authors: Sandra Schaffert, Wolf Hilzensauer.
The practice of learning and teaching is not pre-determined, but always related to the tools and systems used in the process. The development and rising success of social software applications such as weblogs and wikis and so-called Personal Learning Environments (PLE) changes, enables and challenges learning with the Internet.
Rapid e-learning, as an informal educational tool for advanced studentseLearning Papers
Author: Nicolò Antonio Piave.
This article deals with the possibility of introducing rapid e-learning software, usually used by teachers and content producers, into a hybrid learning paradigm and informal educational tool.
Involving students in managing their own learningeLearning Papers
The primary function of universities is to equip students with the knowledge and skills they need to prosper throughout their professional career. Today, to be successful, students will need to continually enhance their knowledge and skills, in order to address immediate problems and to participate in a process of continuing vocational and professional development.
Authors: Malinka Ivanova, Tatyana Ivanova
The task 2 of unit 1 Course “Processos Pedagógicos em Elearning” aims to create a learning object (LO) on the Cooperative Freedom Theory
Lisbon, March 24, 2010
Nuno Miguel Oliveira
E Learning and Learning Management Systems Advantages, Disadvantages and Sugg...ijtsrd
With the developing technology, different e learning concept has entered our lives. This new education model, which is very different from traditional education administration, has been adopted by the education community and learners. Thanks to this model that provides internet based training, it is possible to receive or give training without the concept of time and space. However, when the issue is a critical area such as education, this new method needs to be discussed and analyzed. First, the concept of e learning and learning management systems in the infrastructure of this new education model should be understood in detail. Determining the software modules that LMSs consisting of internet based software is a guide in this study. In addition, the advantages and disadvantages of this new education model were evaluated and presented item by item. At the end of the study, suggestions were given to the individuals or institutions who were educated with e learning model or developed LMS software. Gülleman Erdal | Erdal Erdal "E-Learning and Learning Management Systems: Advantages, Disadvantages and Suggestions" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-1 , December 2020, URL: https://www.ijtsrd.com/papers/ijtsrd36911.pdf Paper URL : https://www.ijtsrd.com/computer-science/other/36911/elearning-and-learning-management-systems-advantages-disadvantages-and-suggestions/gülleman-erdal
Creativity Poses a Challenge, But Rewards are ImmenseNutan Erathi
An example of story telling to train adult learners.
An Indian folk tale- Vikram and Betaal series is a treatment suggested to train bank employees to increase sales and make profits to the organisation.
Authors: Roni (Aharon) Aviram, Yael Ronen, Smadar Somekh, Amir Winer, Ariel Sarid.
This article reviews the development process of the pedagogical vision and model of iClass, a self-regulated personalized learning project (SRPL) aimed at developing an innovative system adapted to the needs of individuals. The conceptual methodology that guided this process is unique in its attempt to structure the development for attaining coherent pedagogical results.
OER in the Mobile Era: Content Repositories’ Features for Mobile Devices and ...eLearning Papers
Learning objects and open contents have been named in the Horizon reports from 2004 and 2010 respectively, predicting to have an impact in the short term due to the current trend of offering open content for free on the Web. OER repositories should adapt their features so their contents can be accessed from mobile devices. This paper summarizes recent trends in the creation, publication, discovery, acquisition, access, use and re-use of learning objects on mobile devices based on a literature review on research done from 2007 to 2012. From the content providers side, we present the results obtained from a survey performed on 23 educational repository owners prompting them to answer about their current and expected support on mobile devices. From the content user side, we identify features provided by the main OER repositories. Finally, we introduce future trends and our next contributions.
Designing and Developing Mobile Learning Applications in International Studen...eLearning Papers
This paper reports on an international collaboration in which students from different universities designed and developed mobile learning applications, working together in interdisciplinary teams using social and mobile media. We describe the concept, process and outcomes of this collaboration including challenges of designing and developing mobile learning applications in virtual teams.
This paper reports on the current challenges the professional sector faces when going mobile. The report discusses the role of mobile devices in the workforce and addresses challenges like compatibility, security and training. It also provides a comprehensive review of the mobile landscape, and reviews current best practices in mobile learning.
Standing at the Crossroads: Mobile Learning and Cloud Computing at Estonian S...eLearning Papers
This paper studies the impact of mobile learning implementation efforts in Estonian school system – a process that has created a lot of controversy during the recent years. Best practices in mobile learning are available from the entire world, forcing schools to keep up the push towards better connectivity and gadgetry. Even in the best cases where the schools are provided with the necessary tools, the process has met a lot of scepticism from teachers who are afraid to implement new methods. Teachers are often cornered with the ‘comply or leave’ attitude from educational authorities, resulting in a multi-sided battle between involved parties.
We have surveyed students, teachers, parents and management at five Estonian front-runner schools to sort out the situation. The results show different attitudes among students, school leaders and staff – while all of them mostly possess necessary tools and skills, teachers almost completely lack motivation to promote mobile learning. We propose some positive and negative scenarios – for example, we predict major problems if teacher training will not change, e-safety policies are inadequately developed or authorities will continue the tendency to put all the eggs into one basket (e.g. by relying solely on closed, corporate solutions for mobile learning platforms).
M-portfolios: Using Mobile Technology to Document Learning in Student Teacher...eLearning Papers
We briefly analyse the enhancement of eportfolio processes defined by Zubizarreta (2009) with the introduction of mobile technology. We give some examples of appropriation of mobile device usage in eportfolio processes carried out by student teachers. These examples become the evidence of the enhancement possibilities of one of the portfolio processes defined by Zubizarreta (2009), that of documentation.
GGULIVRR: Touching Mobile and Contextual LearningeLearning Papers
The quest of today’s learning communities is to creatively uptake and embed the emerging technologies to maintain the pace of change, of learning content and platforms, while satisfying learners’ needs and coping with limited resources. As information is delivered abundantly and change is constant, education focuses on driving 21st century fluency.
Project GGULIVRR, Generic Game for Ubiquitous Learning in Interactive Virtual and Real Realities, initiates the study of ubiquitous learning, investigating mobile and contextual learning, challenging small devices with sophisticated computing and networking capacities, testing the pervasive internet and exploring intelligent tags.
The goal of project GGULIVRR is to present learning communities a framework enabling learners to practice and enhance 21st century skills while generating and playing mobile contextual games.
Project GGULIVRR entices learners to get in touch. To play the contextual game one needs to physically go to a ‘touchable’ location, where real objects are tagged with an intelligent tag. By touching a tag one gets in touch with the contextual content. Through playing and developing GGULIVRR games one meets other gamers and developers as the project format induces interdisciplinarity, inter-social and intercultural communication and collaboration empowering local people to unlock contextual content with a minimal technical threshold.
Reaching Out with OER: The New Role of Public-Facing Open ScholareLearning Papers
Open educational resources (OER) and, more recently, open educational practices (OEP) have been widely promoted as a means of increasing openness in higher education (HE). Thus far, such openness has been limited by OER provision typically being supplier-driven and contained within the boundaries of HE. Seeking to explore ways in which OEP might become more needs-led we conceptualised a new ‘public-facing open scholar’ role involving academics working with online communities to source and develop OER to meet their needs.
To explore the scope for this role we focused on the voluntary sector, which we felt might particularly benefit from such collaboration. We evaluated four representative communities for evidence of their being self-educating (thereby offering the potential for academics to contribute) and for any existing learning dimension. We found that all four communities were self-educating and each included learning infrastructure elements, for example provision for web chats with ‘experts’, together with evidence of receptiveness to academic collaboration. This indicated that there was scope for the role of public-facing open scholar. We therefore developed detailed guidelines for performing the role, which has the potential to be applied beyond the voluntary sector and to greatly extend the beneficial impact of existing OER, prompting institutions to release new OER in response to the needs of people outside HE.
Managing Training Concepts in Multicultural Business EnvironmentseLearning Papers
Companies that need training and development services increasingly often operate in a context that consists of more than just one country, language and culture. While business operations are becoming international, companies expect their service providers being capable of catering them where needed. Succeeding in a very complex multinational customer-tailored training project takes more than a good concept. The concept must be flexible so that when language and cultural changes vary from country to country they do not endanger the content to be delivered. There can be several localised versions of the training concept under simultaneous delivery. Challenge is how to manage the concept.
Reflective Learning at Work – MIRROR Model, Apps and Serious GameseLearning Papers
This report discusses the initial results of a 4-year FP7 research project that developed a theoretical model and worked on the creation and evaluation of a range of ‘Mirror’ apps based on our Mirror reflection model. The findings divulge how the apps and serious games can facilitate reflectionº at work, by empowering employees to learn by reflection on their work practice and on their personal learning experiences.
SKILL2E: Online Reflection for Intercultural Competence GaineLearning Papers
The project SKILL2E aims to equip students on international work placements with intercultural competences. The model proposes a double loop learning cycle in which a shared online diary using guided questions is used for reflection. Preliminary results illustrate how this collaborative approach is conducive to the development of intercultural competences.
Experience Networking in the TVET System to Improve Occupational CompetencieseLearning Papers
This paper aims at considering the development and strengthening of networks in (T)VET systems as a means of improving employability and mobility of workers, through a system where occupational competences, required by the Labour Market, described in terms of Learning Outcomes that can be assessed and validated in all different contexts (formal, non formal and informal) developed following quality standards, will be abreast with changes and innovations of the global context requirements, in order to respond to those shortcomings that limit the potential growth of countries with serious implications for the participation in global markets, job growth, economical and social stability.
Leveraging Trust to Support Online Learning Creativity – A Case StudyeLearning Papers
The insights shared through this article build on data collected in real life situations. The work described here attempts to understand how trust can be used as leverage to support online learning and creative collaboration. This report explores this understanding from the teacher perspective. It examines trust commitments in an international setting within which learners from different European countries collaborate and articulate their learning tasks and skills at a distance. This research endeavour aims to recognize both individual and group vulnerabilities as opportunities to strengthen their cooperation and collaboration. We believe that by understanding how to assess and monitor learners’ trust, teachers could use this information to intervene and provide positive support, thereby promoting and reinforcing learners’ autonomy and their motivation to creatively engage in their learning activities.
The results gathered so far enabled an initial understanding of what to look for when monitoring trust with the intention of understanding and influencing learners’ behaviours. They point to three main aspects to monitor on students: (1) their perception of each others’ intentions, in a given context, (2) their level of cooperation as expressed by changes in individual and group commitments towards a particular activity; and, (3) their attitudes towards the use of communication mediums for learning purposes (intentions of use, actual use and reactions to actual use).
Innovating Teaching and Learning Practices: Key Elements for Developing Crea...eLearning Papers
This paper looks at how to innovate teaching and learning practices at system level. It describes the vision for ‘Creative Classrooms’ and makes a consolidated proposal for their implementation, clarifying their holistic and systemic nature, their intended learning outcomes, and their pedagogical, technological, and organisational dimensions for innovation. ‘Creative Classrooms’ (CCR) are conceptualized as innovative learning environments that fully embed the potential of ICT to innovate learning and teaching practices in formal, non-formal and informal settings.
The proposed multi-dimensional concept for CCR consists of eight encompassing and interconnected key dimensions and a set of 28 reference parameters (‘building blocks’). At the heart of the CCR concept lie innovative pedagogical practices that emerge when teachers use ICT in their efforts to organize newer and improved forms of open-ended, collaborative, and meaningful learning activities, rather than simply to enhance traditional pedagogies, such as expository lessons and task-based learning.
A preliminary analysis of two existing cases of ICT-enabled innovation for learning is presented in order to show (i) how the proposed key dimensions and reference parameters are implemented in real-life settings to configure profoundly diverse types of CCR and (ii) to depict the systemic approach needed for the sustainable implementation and progressive up-scaling of Creative Classrooms across Europe.
Website – A Partnership between Parents, Students and SchoolseLearning Papers
The website developed by the 1.b class at the Augusta Šenoa elementary school is, first and foremost, a pioneering work stemming from cooperation among teachers and parents. The purpose of the website is to inform, activate, and involve parents, students and teachers who work in the classroom. Each activity is documented, giving insight into the everyday activities, and making the classroom visible and transparent to everyone. The project uses new technology (forum, gallery of student work, class mail), and enlists a partnership of parents, who made parts of the website.
Academic Staff Development in the Area of Technology Enhanced Learning in UK ...eLearning Papers
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Didactic architectures and organization models: a process of mutual adaptation
1. Didactic architectures and organization models:
a process of mutual adaptation
Laura Gonella and Eleonora Pantò
CSP- ICT Innovation – Knowledge Communities Dep.
Summary
This article aims to establish a parallel between the organizational models and the didactic
architectures used by businesses to manage internal training. The objective is to understand whether
so-called quot;eLearning 2.0quot; (eLearning based on the tools and approaches typical of web 2.0) can be
useful in different frameworks and organisations. In this context, the paper looks at whether it is
possible to identify a mutual process of adaptation among the organizational and training models we
term didactic architectures. During the analysis, four different organizational models are introduced
(industrial society, post-industrial society, enterprise 1.0 and enterprise 2.0), and the corresponding
evolution of didactic architectures is suggested (web based training, eLearning 1.0, online education,
eLearning 2.0).
In a knowledge society where time to market is fast and competence domains are widened and in
rapid evolution, organizations are forced to move towards the so called enterprise 2.0 model,
characterized by an intensive use of blogs, wikis, social bookmarking and RSS. These organizations
have a flat structure and are based on the principle of autonomy. This article asserts that in these
contexts, training and vocational systems based on the same principles - namely autonomy, informal
style and an open approach - can be implemented. In other more traditional frameworks, formal
eLearning based on LMS platforms will continue to represent an effective solution: as long as users
do not become familiar with the functionalities offered by 2.0 technologies and thus become actors of
change.
The document is structured in three parts: The first chapter analyses four different didactic
architectures, highlighting the differences between eLearning 1.0 and eLearning 2.0; the second
chapter describes organizational models and introduces the relation with the didactic architectures,
and the third chapter highlights the process of mutual adaptation between didactic architectures and
organization models.
Keywords: Informal learning, Training, LMS (Learning Management System), Pedagogy, PLE
(Personal Learning Environment), eLearning 2.0., didactic architectures, online education, learning
platforms
1 Didactic architectures
The analysis carried out in this document focuses on web-based distance training and its evolution.
The survey also compares different didactic architectures, considered as models for training
activities. Each type of didactic architecture is characterized by specific visions, objectives,
technologies, methods and practices, and underpinned by a given pedagogic approach.
The analysis carried out in this document looks at four didactic architectures: web-based training,
elearning 1.0, on-line education and elearning 2.0. The different architectures are described in terms
of their pedagogic model, type of supported learning, the tools used and the characteristics of the
content. Particular attention is devoted to highlighting the differences between LMS-based systems
(elearning 1.0) and web 2.0 service-based systems (wikis, blogs, podcasts, social bookmarking, RSS,
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2. etc.). As we will show in the following chapters, the two models are not only characterized by the use
of different technologies but are founded on very different methods and can therefore satisfy the
demands of different types of organizational systems.
1.1 Web-based training
The name of this didactic architecture recalls the Nineties term for the on-line training programmes
implemented within the business framework and based on the on-line distribution of autonomously-
used learning materials. The objective was quot;trainingquot; rather than education or learning, terms that
today focus more on the active role of the end user in the learning process. This didactic method is
nowadays used in training programmes that are based on contents, and is effective when the
objectives are more focused on information acquisition rather than the attainment of analytical skills.
In general the term WBT (web-based training) covers the web-based didactic approach, the type of
contents and the software used to manage them. The contents consist of a set of multimedia pages
for the user to consult autonomously, while web-based software delivers additional services. Unlike
the current LMS, with these systems it is not possible to monitor and trace users (elearning 1.0).
The underlying theory is behaviourism, according to which our brains, when subjected to a given
stimulus, produce an answer that is a behaviour. In pedagogic theory this translates into the
assumption that workers quot;exposedquot; to structured learning material learn the contents and are able to
apply them when working. This is known as a transmissive didactic model (Trentin, 2001).
1.2 Elearning 1.0
The Web Based Training model evolved into the so-called Elearning 1.0 didactic architecture, which
is based on elearning platforms called Learning Management Systems (LMS) or Learning Content
Management Systems (LCMS). LMS are very effective in supporting content delivery, designing
training, and registering, monitoring and certifying users.
The main strengths of elearning platforms, especially those implemented in a business environment,
regard facilitating the administration and management of a large number of courses and users. Areas
regarding communication, collaboration, knowledge creation and active learning receive less
attention from both the producers and users of the platforms. Performance is mainly assessed by
means of objective criteria, such as the number of pages used and multiple choice tests. Much
attention is devoted to contents, using the model of interoperable and re-usable learning objects
(SCORM), while the learning process is given less consideration.
The didactic model adopted is based on the distribution of specific learning material to a high number
of users, while tools to support collaborative work are available, but seen as additional elements. In a
lot of business LMS, there is no teacher figure to act as a content expert guiding the students. There
is a training coordinator who supervises the course, and a mentor, a kind of tutor who provides help
when requested, but does not actively drive the learning process. This didactic model, which closely
resembles the transmissive one, can be defined as assisted (Trentin, 2001), as most of the learning is
self-learning, with minimum support from the tutor.
The vision which underlies this approach is termed quot;curricularquot; by Sica and Scotti (Sica & Scotti,
2007), and is based on planning curricula and didactics in different stages: defining objectives,
assessing entry knowledge, breaking down objectives into sub-objectives, etc. Much attention is
devoted to identifying the user’s most suitable learning path, which is automatically managed through
skills balances 1 .
1
A skills balance is a procedure which enables a worker’s skills to be assessed in comparison to his or her professional
profile. The gap between expected and real skills is filled by completing a curriculum or activity plan which includes all the
courses that the worker attends in order to reach the objectives and eliminate the gap.
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3. Cognitivism is the theoretical framework. It is worth noting that, in terms of learning approaches,
behaviourism theories stress the incentive-answer, whereas cognitivism focuses on how the mind
represents knowledge.
1.3 Online education
By the end of nineties, educational practices based on communication and collaboration, with the use
of web-based training initiatives, became more and more frequent. These initiatives, more frequent in
academic settings and schools than in the business environment, were initially based on very simple
technologies such as mailing lists and newsgroups, and later on devoted frameworks such as
conferencing systems 2 . Together with various types of content proposed by the teacher, not
necessarily multimedia (books, lecture notes, etc.), there are also activities and discussions which
actively involve students and produce output used as learning material in subsequent courses.
The theoretical frame of reference is constructivism, which upholds the importance of the active role
of students in the processes of teaching and learning. The construction of new materials and
meanings comes both from materials previously delivered by the teacher or simply from hints and
stimuli provided by the teacher or tutor, figures which play a central role. It is in fact thought that the
students have to be driven, addressed, involved and stimulated by the tutor-moderator. The courses
are thus intended as social processes, because they are implemented by means of interaction among
the different subjects involved: teacher, tutor and students.
The same approach has been adopted by some open-source LMS which focuses on communication
and collaboration functions. Atutor, for instance, is a suite containing specific software to support
communication and cooperation (Acollab, Achat, Acomm), integrated with the LMS. Dokeos
(www.dokeos.com) includes tools for videoconferencing and the virtual classrooom.
This model has not been used much in organizations which started with web-based training systems
then subsequently passed to elearning 1.0. It is more widespread in universities.
1.4 Elearning 2.0
With the diffusion of quot;social softwarequot;, the way we use the internet for information and to
communicate has changed greatly. User contributions are no longer restricted to newsgroups or
forums: almost all websites now allow users to upload their own contents: this is called quot;user-
generated contentquot;. The usage/creation process is continuous: multi-channel usage is now a reality,
and wireless connections enable us to be online at all times wherever we are.
New practices in web use have further affected the elearning framework. In order to highlight these
technological and methodological changes, the term “elearning 2.0” is frequently used. This term first
appeared in an article by Stephen Downes in 2005 which showed how communities of practice can
constitute an interesting new learning model (Downes, 2005).
We will now analyse elearning 2.0 from the pedagogic and technological points of view.
1.4.1 Definition
This definition of e-learning 2.0 is from Wikipedia:
eLearning 2.0 refers to a second phase of e-Learning based on Web 2.0 and emerging trends
in eLearning. It can include such features as e-Learning where students create content,
collaborate with peers to form a learning network with distribution of content creation and
responsibilities, e-Learning that takes advantage of many sources of content aggregated
2
Conferencing systems are software programmes which were used in the late Nineties for distance learning. They provide
a forum-like communication environment, where messages are organized into thematic areas. Today the term has fallen
into disuse and systems have evolved, providing various tools for collaboration and cooperation.
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4. together into learning experiences and e-Learning that utilizes various tools including online
references, courseware, knowledge management, collaboration and search.
The term suggests that the traditional model of eLearning as a type of content, produced by
publishers, organized and structured into courses, and consumed by students, is reversed; so
as that content is used rather than read and is more likely to be produced by students than
courseware authors.
1.4.2 Pedagogic Approach
On a methodological level, the typical elearning 1.0 transmissive/assisted learning model is turned
round: with 2.0 tools learning is based on bottom-up contents and put into relation to forge new
meanings. With reference to Trentin’s classification (2001), we can define the didactic model as peer
to peer, aimed at creating collaborative groups which share knowledge and experience to enable the
whole group to grow.
Siemens coined the term connectivism (2005) to define this new way of learning, which is based on
the following principles (Siemens, 2006):
− Learning and knowledge require a diversity of opinions to present the whole…and to permit the
selection of the best approach.
− Learning is a network-forming process which connects specialized nodes or information
sources.
− Knowledge resides in networks.
− Knowledge may reside in non-human appliances, and learning is enabled/facilitated by
technology.
− Capacity to know more is more critical than what is currently known.
− Learning and knowing are constant, ongoing processes (not end states or products).
− Ability to see connections and recognize patterns and make sense between fields, ideas, and
concepts is the core skill for individuals today.
− Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities.
− Decision-making is learning. Choosing what to learn and the meaning of incoming information
is seen through the lens of a shifting reality. While there is a right answer now, it may be
wrong tomorrow due to alterations in the information climate affecting the decision.
As effectively explained by Bonaiuti (2006), quot;connectivism would like to criticize the main learning
theories, synthetically identifiable as behaviourism, cognitivism and constructivism, as incapable of
providing a suitable theoretical support to the demands of modern on-line learning modalities. (…) It is
not a matter of considering the learning process as a progressive accumulation of knowledge, but
rather as a set of connections which make access to knowledge possible.quot;
If we consider the type of learning involved, there is another substantial difference between elearning
1.0 and elearning 2.0. While the first is based on formal learning, the second relies predominantly on
informal processes.
− Formal learning is a process developed within a structured and organized context (formal
school education, business training courses) leading to an official acknowledgement
(diplomas, qualifications, certificates).
− Informal learning is the result of daily activities related to work, the family and leisure time. It is
not structured in terms of learning objectives, time and support, and it does not usually lead to
any kind of certification.
Jay Cross (2003) highlighted the fact that within organizations, most of the learning process (around
80%) occurs during informal moments:
At work we learn more in the break room than in the classroom. We discover how to do our
jobs through informal learning -- observing others, asking the person in the next cubicle,
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5. calling the help desk, trial-and-error, and simply working with people in the know. Formal
learning - classes and workshops and online events - is the source of only 10% to 20% of
what we learn at work. (Cross, 2003)
Moreover, Jay Cross draws attention to a sort of paradox between the results of formal learning and
related investments.
Figure 1. The spending/outcomes paradox in terms of education (source Jay Cross 2003)
As stressed by Bonaiuti (2006), formal education, workshops and other institutionalised training
initiatives represent a poor alternative in comparison to natural and spontaneous learning. We could
thus affirm that the model called elearning 2.0 fosters informal learning dynamics. The perspective
consists in exploiting and improving the potential of the web’s informal framework, and practical
experience.
1.4.3 Technologies
The concepts explained above in methodological terms can be implemented in practical terms using
the tools offered by web 2.0. Such tools include: blogs, wikis, social bookmarking, podcasts,
collaborative conceptual maps, web feeds and tagging. Some of these tools can be integrated into
platforms, and the basis of this new approach consists in using these tools directly online, exploiting
the flexibility of the web.
In October 2004 Tim O’Reilly began talking about the concept of “the web as platform”, describing a
scenario where the user is centred with respect to services (O’Reilly 2005) and can work on-line from
different places in a kind of virtual office. The different services can be “aggregated”, in order to
implement an operational and study environment centred on the user and on his or her network of
personal resources.
As for elearning, we can talk about PLE (Personal learning environments) or elearning frameworks
(Jones, 2005). George Siemens (2004) describes a learning environment as based on decentralized,
learner-in-control, piece-it-together tools.
Siemens underlines that a single tool cannot do everything and that it is necessary to connect
different functionalities or specializations in a set of tools, making the user the leading actor in terms
of different areas and personal interests. Some functions are also available on the current platforms
that Siemens (2004) defines in his article as “the wrong place to start learning”.
Attwell (2007) recently analysed the PLE concept, highlighting its importance from an ethical and
pedagogic point of view. The following is a summary of Attwell’s thoughts:
Personal Learning environments are not an application but rather a new approach to the use
of new technologies for learning. (…) PLEs provide learners with their own spaces under their
own control to develop and share their ideas. Personal Learning environments are not an
application but rather a new approach to the use of new technologies for learning. Moreover,
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6. PLEs can provide more holistic learning environments, bringing together sources and contexts
for learning hitherto separate. (…)
1.5 A comparison
The following chart describes the elements which constitute and characterize the four didactic
architectures mentioned.
DIDACTIC WEB BASED ONLINE
ELEARNING 1.0 ELEARNING 2.0
ARCHITECTURE TRAINING EDUCATION
Theoretical
Behaviourism Cognitivism Constructivism Connectivism
Framework
Pedadogic Transmissive
Assisted Collaborative Peer to Peer
approach (autonomous)
LMS +
Tools Web-delivered LMS Web as a platform
collaborative tools
Mixed production Community based,
Course-based
Contents Learning objects by teachers and user-generated
training
students contents
Figure 2. Comparison between didactic architectures
The first row lists the theoretical approaches which underpin the didactic models in the second row.
The terms refer to the classification by G. Trentin (2001) that highlights the use of the web to support
learning processes. The quot;toolsquot; row underlines the differences in the technologies used, while the
bottom row shows the type of content.
In which contexts or organizational systems is elearning 2.0 most effective? Where can elearning 2.0
be effective? In the following chapter we describe a reference framework which highlights the process
of mutual adaptation between didactic architectures and organizations.
2 Didactic architectures and organizations
In this chapter the didactic architectures mentioned are compared to organizational systems, namely
the organizational and cultural models that characterize organizations.
2.1 Organizational systems and training
We shall start by considering Domenico Lipari’s observations on how training has evolved within
organizational systems, together with economic and organizational models (Scotti & Sica, 2007). The
evolution of organizational systems followed action logic and related equipment used in training
processes. Lipari identifies three stages:
− The Ford model: within the Ford-inspired organization, the training approach consists in
education, i.e. the transfer of operational notions to help the worker use machinery and
implement production techniques.
− The Taylor model: in the huge international corporations typical of the Taylor model and neo-
modernism, the training methodology is more structured and involves a number of phases:
requirement analysis, planning, didactic management, assessment. Learning objectives are
codified and broken down; didactic activity is designed around the cognitive mechanisms of
the individual.
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7. − The Post-industrial model: today the value of organizations is less bound to products and
more centred on intellectual capital, i.e. the full set of intangible assets such as strategic skills,
people, background, experiences, traditions and values. Training models are based on an
organizational form of learning, based on the ability to capitalize on the tacit knowledge
produced.
Organizational asset Pedagogic approach Approach Logic
Ford
Production system Behaviourism Teaching Training
Individual and
Dimension, Instructional
Taylor Systemic approach organization
marketplace/products design
integration
Skills and
Post- Organized
Intellectual capital Constructivism community
industrial learning
management
Figure 3. The Lipari model of training logic within organizations (Scotti & Sica, 2007 page 41)
2.2 Company structures and organizational models
Company structures are described in terms of the hierarchic/flat dichotomy, while the classification
proposed by Nonaka and Takeuchi (1995) is the basis for the organizational model. They analysed
the relationship between knowledge management and the administration of production processes,
suggesting an interesting classification of the different trends based on three management models:
bottom-up, top-down and middle-up-down. The following paragraphs provide a brief description of
these.
2.2.1 The top-down model
The top-down model regards the classical vertical hierarchical model founded on Max Weber’s (1968)
observations on bureaucracy and Frederic Taylor’s (1967) quot;the scientific organization of workquot;. This
model was systematically elaborated by Herbert Simon and asserts that knowledge creation is a
simple matter of processing information: the top receives simple and selective information from the
bottom, and uses it for planning before returning it to the bottom (Weber, 1968; Simon, 1967). The
information is processed at different levels throughout the hierarchical chain: top management
defines the basic concepts that become the operating conditions for the middle managers, who have
to choose the tools to implement them. The decisions of middle management in turn determine the
operating conditions of the employees applying the decisions. At the production line level, the
execution of the operations is mainly routine. The knowledge produced within this model is
predominantly encoded and stored in files or database.
This model characterised the large-scale companies of the fifties and sixties or bureaucracy, which
called for clear and precise rules. Nevertheless, less complex forms of this model also suit SMEs
where the manager is also the owner of the firm. In general terms, the top-down model is the basis for
the management of information needed quot;to define, transmit and achieve assignments; to define and
transmit rules; to measure and assess performancequot; (Shockley & Zalaback, 1991).
Within this model, two different orientations can be identified: top-down task-oriented, as described
above, and top-down people-oriented, with more attention to people, roles and individual abilities,
albeit still based on a hierarchical model.
2.2.2 The bottom-up model
The bottom-up model essentially mirrors the top-down model, as shown by the schools of human
relations (Mayo, 1949) and motivation (Likert, 1961).
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8. The principles of vertical hierarchy and activity control are in opposition to autonomy. Instead of a
form of knowledge created and checked by top management, this model represents a knowledge
process which is established and, to a certain extent, also checked from the bottom. The flattening of
the hierarchy (by eliminating a number of levels) and a reduction in the division of work shortens the
distance between top management and the production line to three or four managerial levels.
Bottom-up organization is therefore flat and horizontal. As for the managerial behaviour that
characterizes this type of organization, Likert (1961) came up with the concept of quot;participativequot;
leadership: the management gives few orders and instructions, but contemporarily stimulates
collaboration through communicational channels quot;from the bottomquot;, thus exploiting produced
knowledge.
2.2.3 The middle-up-down model
The middle-up-down model was conceived by Nonaka and Takeuchi (1995) and aims to merge the
advantages of the top-down and bottom-up models, as part of that body of organization theories
defined as post-Fordist. Without analysing the various different schools in depth, post-Fordist theories
supersede the Taylorite conception of knowledge as a set of practical rules for efficient production
and emphasise their role as a resource to increase the value of the business (Di Bernardo & Rullani,
1990).
The middle-up-down model is based on analysing the role of middle management, which represents
the real structure for the creation and management of business knowledge: it represents an interface
between top management and line operators, because it lies at the intersection between the
enterprise’s horizontal and vertical information flows and is able to combine operational demands
with business strategy. More in detail, the role of the so-called quot;knowledge managerquot; consists in
identifying, collecting, synthesizing, organizing and administrating all the information in his/her
possession or belonging to his/her range of competences, in order to place it at the company’s
disposal.
This model, which is based on an analysis of Toyota in the ‘90s - characterized by just-in-time
production and different operational procedures in comparison to traditional production lines -
provides some insight into, and interesting connections with, knowledge management: in fact
knowledge circulates within the whole firm and anyone can contribute to its production and
development. This process is facilitated by quot;interface structuresquot;, people and technological tools that
foster, stimulate and enable the management of knowledge circulation within the company. In the first
case, as described, this regards middle managers; in the second case ICT.
3 Mutual adaptation
Here we revisit the Lipari model shown in Figure 3 (Scotti & Sica, 2007) in greater detail in order to
highlight the mutual relationship between organizational systems and didactic architectures (Figure
4).
The four didactic architectures illustrated in the first chapter (Figure 2) are connected to the
organizational structures defined in the second chapter: we have added Company Structures and
Organizational Models, both described in the previous paragraph.
The chart below highlights the existing relationship between organizational models and didactic
architectures.
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9. POST-
INDUSTRIAL
ORGANIZATIONS ENTERPRISE 1.0 ENTERPRISE 2.0
INDUSTRIAL
SOCIETY
SOCIETY
Production model Fordism Taylorism Post-industrial Knowledge society
Company structure Hierarchical Hierarchical Flat Flat/Liquid
Organizational Top-down task- Top-down people-
Middle-up-down Bottom-up
model oriented oriented
Theoretical
Behaviourism Cognitivism Constructivism Connectivism
Framework
Pedadogic Transmissive
Assisted Collaborative Peer to Peer
approach (autonomous)
LMS +
Tools Web-delivered LMS Web as a platform
collaborative tools
Mixed production Community-based,
Course-based
Contents Learning objects by teachers and user-generated
training
students contents
DIDACTIC WEB BASED ONLINE
ELEARNING 1.0 ELEARNING 2.0
ARCHITECTURE TRAINING EDUCATION
Figure 4. The relationship between didactic architectures and organizations
The white part of the chart shows the characteristics of the organizations: industrial society, post-
industrial society, enterprise 1.0 and enterprise 2.0. The four models are characterized by different
business structures and different organizational models (described in the previous chapter). In the
grey part of the chart are the didactic architectures described in the first chapter.
The analysis of the four models and the mutual relations follows.
− The industrial society is characterized by a hierarchical, top-down, task-oriented model.
Training is seen as the transfer of operational instructions to enable workers to use machinery
and implement operational techniques. The didactic architecture most suited to this model of
enterprise is web-based training.
− The so-called enterprise 1.0 model is a very similar organizational model but more people-
oriented: the hierarchy and delegation mechanisms are handled less rigidly. Communication
technologies have an important role and business intranets are widely used. In these
organizations both knowledge management and the training model are more structured.
Didactic activity is organized into stages, by objectives and based on the individual’s cognitive
mechanisms (cognitivism). For these reasons the most appropriate didactic architecture is the
so-called elearning 1.0.
− The third column of the chart shows the relationship between the so-called post-industrial
organizational system, based on a middle-up-down model, and the so-called online education
didactic architecture. Both organizational and training systems are based on intermediate
roles: middle management in the business organization and the tutor in the training activities.
Middle management acts as a bridge between top management and operators in terms of
organization of work and information flows, as the tutor is crucial for communications between
teacher and student in training activities. On a technological level, the most important systems
are those which promote and support communication.
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10. The fourth column introduces the features of the so-called enterprise 2.0 3 , characterized by a
−
bottom-up structure and the intensive use of web 2.0 tools and technologies. This kind of
company is linked to a productivity model that we define the “knowledge society”, where
intellectual capital and the competences involved in updating and managing one’s own
knowledge are more important than the production of goods and services. For the enterprise
2.0 model, the most effective didactic architecture is elearning 2.0, as this is mostly based on
informal learning and contents generated by social processes.
4 Conclusions
This document aims to show how training systems have to adapt to the emerging demands of
different business contexts, and that such demands are strongly influenced by the business’s
structure and culture. Where business culture is based on hierarchical principles and production
procedures are founded on the scientific organization of work, a Web-based training architecture is
justified.
This model evolved into the so-called elearning 1.0 system, based on a more attentive management
of the training process, which is organized into phases, modules and units. The technology not only
delivers multimedia contents, as in the Web-based training model, but also covers administrative
management and the assessment of processes, entailing assistance and tutoring from trainers. This
kind of training model, based on skills balances and managed by means of learning management
systems, is suitable in contexts where business culture is still primarily top-down, while it is not
effective or suitable for the emerging models of business organization which characterize companies
operating in the knowledge society.
Acknowledgements
The article is based on the work developed by CSP-ICT Innovation for CSI-Piemonte during 2007.
We would like to thank Marco Grassini, Filippo Ricca, Riccarda Cristofanini and Graziella Testaceni
from CSI-Piemonte, for their collaboration.
Special thanks go to Matteo De Simone and Erica Lavagno from CSP, for their valuable support.
We are also grateful to Andrea Demagistris, Michela Garbarini and Claudia Sibilla, who contributed to
this collaborative effort with their valuable suggestions and professional inputs.
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12. Authors
Laura Gonella
Consultant/Researcher
CSP- ICT Innovation – Knowledge Communities Dep.
laura.gonella@csp.it
Eleonora Pantò
Knowledge Communities Manager
CSP- ICT Innovation – Knowledge Communities Dep.
eleonora.panto@csp.it
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