This document discusses e-learning concepts, usage, and tools. It defines e-learning as involving computers and interactive networks in learning activities. It describes different types of e-learning such as online learning, distance learning, synchronous learning which occurs in real-time, and asynchronous learning which allows self-paced study. It also outlines common e-learning elements like text, images, animations, audio, and video. Additionally, it discusses communication methods in e-learning like one-to-one, one-to-many, many-to-one, and many-to-many interactions and provides examples of each.

1. e-Learning: Concepts, Usage and Tools
Martin Molhanec

2. Abstract
 What is e-Learning?
 Concept of e-Learning.
 Usage of e-Learning.
 Tools for e-learning.

3. Resources
 Malo, R., Motyčka, A.: eLearning solution at Mendel
University in Brno. E3 Event, Roma 2003
 Marcel de Leeuwe
 http://www.e-learningsite.com/elearning/indelea.htm
 William Horton Consulting, Inc.
 http://www.horton.com/html/whcstandardshandouts.asp
 Advanced Distributed Learning
 http://www.adlnet.gov/Scorm/

4. E-learning, Web-based learning
 E-learning is mostly associated with activities involving
computers and interactive networks simultaneously. The
computer does not need to be the central element of the
activity or provide learning content. However, the computer
and the network must hold a significant involvement in the
learning activity.
 Web-based learning is associated with learning materials
delivered in a Web browser, including when the materials are
packaged on CD-ROM or other media. disk.

5. Online learning, Distance
learning
 Online learning is associated with content readily
accessible on a computer. The content may be on
the Web or the Internet, or simply installed on a CD-
ROM or the computer hard disk.
 Distance learning involves interaction at a
distance between instructor and learners, and
enables timely instructor reaction to learners.
Simply posting or broadcasting learning materials to
learners is not distance learning. Instructors must
be involved in receiving feedback from learners.

6. Synchronous learning
 Within synchronous learning; learning and teaching takes
place in real time (same time) while the trainer and learners
are physically separated from each other (place shift).
 Examples include:
 listening to a live radio broadcast
 watching live a television broadcast
 audio/video conferencing
 Internet telephony
 online lectures
 two-way live satellite broadcast

7. Asynchronous learning
 Characteristic for asynchronous learning is the fact that that
the trainer prepares the courseware material before the
course takes place. The learner is free to decide when he
wants to study the courseware
 Examples include:
 self paced courses taken via Internet or CD-Rom
 videotaped classes
 stored audio/video Web presentations or seminars
 recorded audio tapes
 Q & A mentoring
 reading e-mail messages

8. Examples of asynchronous and synchronous
learning
ASYNCHRONOUS LEARNING SYNCHRONOUS LEARNING
Fax Telephone
E-mail Screen Sharing
Knowledge Base Chat
Newsgroups Desktop Conferencing
Computer Based Training Online seminar
Quick Reference Guide

9. Communication
 Different ways
 Within communication we distinguish different
directions/ways to communicate:
one to one
one to many
many to one
many to many

10. One to one
 Situation
 Learner to learner
 Learner to trainer
 Trainer to learner
 Examples
 chat: private chat in a chat room or the instant messenger
 e-mail: send mail to a colleague or ask a question to a trainer
 screen sharing: sharing Microsoft Word, collaborate on a Word
document

11. One to many
 Situation
 Trainer to learners
 Learner to learners
 Examples
 chat: trainer is explaining content to learners
 video conference: trainer is explaining content to learners via web
broadcast
 screen sharing: using the net for giving learners a tour through
PowerPoint slides or web pages
 newsgroups: posting a question in a newsgroup or discussion forum
 e-seminar: lecture or presentation over the internet

12. Many to one
 Situation
 Learners to trainer
 Learners to learner
 Examples
 chat: ask or discuss real-time questions or issues to a
learning desk
 newsgroup: react on a posted message in a discussion
forum

13. Many to many
 Situation
 Learners to learners
 Learners to learners and trainers
 Examples
 chat: discussion where learners can exchange learning
experiences or just talk or a discussion led by trainers
where students solve a case by collaboration through
discussion
 two-way video conferencing: virtual classroom situation
where trainer explains and learners react or meeting
where subjects can be discussed
 telephone conferencing

14. e-Learning elements
 Text
 Picture/Image
 Animation
 Audio
 Video

15. Text
 The alphabet, words, sentences, paragraphs. Text processing refers to
the ability to manipulate words, lines, and pages.
 Size
The quick brown fox jumps over the lazy dog.
The quick brown fox jumps over the lazy dog.
The quick brown fox jumps over the lazy dog.
 Font
The quick brown fox jumps over the lazy dog.
The quick brown fox jumps over the lazy dog
The quick brown fox jumps over the lazy dog
 Color
The quick brown fox jumps over the lazy dog
The quick brown fox jumps over the lazy dog

16.  The alphabet, words, sentences, paragraphs. Text processing refers to
the ability to manipulate words, lines, and pages.
 Size
The quick brown fox jumps over the lazy dog.
The quick brown fox jumps over the lazy dog.
The quick brown fox jumps over the lazy dog.
 Font
The quick brown fox jumps over the lazy dog.
The quick brown fox jumps over the lazy dog
The quick brown fox jumps over the lazy dog
 Color
The quick brown fox jumps over the lazy dog
The quick brown fox jumps over the lazy dog
Text

17. Pictures/images
 A picture or image is data represented in a two-dimensional scene. A
digital image is composed of pixels arranged in a rectangular array with a
certain height and width. Each pixel may consist of one or more bits of
information, representing the brightness of the image at that point and
possibly including color information encoded as RGB triples.

18.  A picture or image is data represented in a two-dimensional scene. A
digital image is composed of pixels arranged in a rectangular array with a
certain height and width. Each pixel may consist of one or more bits of
information, representing the brightness of the image at that point and
possibly including color information encoded as RGB triples.
Pictures/images

19. Animations
 An animation is a simulation of
movement created by displaying
a series of pictures, or frames.
A cartoon on television is one
example of animation.
 Animation on computers is one
of the chief ingredients of
multimedia presentations.
 Animations can be made with
special techniques like Flash or
with image applications like
Photoshop and Fireworks and
exported as animated GIF.

20.  An animation is a simulation of
movement created by displaying
a series of pictures, or frames.
A cartoon on television is one
example of animation.
 Animation on computers is one
of the chief ingredients of
multimedia presentations.
 Animations can be made with
special techniques like Flash or
with image applications like
Photoshop and Fireworks and
exported as animated GIF.
Animations

21. Audio
 Audio is sound within the acoustic range available to humans. On a
computer an audio file is a record of captured sound that can be played
back.
 Audio files are usually compressed for storage purposes or faster
transmission. In order for users to receive sound in real-time for a
multimedia effect, sound must be delivered as streaming sound. The
advantage of streaming (instead of downloaded sounds) is that there is
no waiting (or very little) from the time you click the mouse until you hear
the sound. Well known formats are: wave (.wav) , midi (.mid), MPEG,
audio layer 3 (.mp3).

22. Audio
 Audio is sound within the acoustic range available to humans. On a
computer an audio file is a record of captured sound that can be played
back.
 Audio files are usually compressed for storage purposes or faster
transmission. In order for users to receive sound in real-time for a
multimedia effect, sound must be delivered as streaming sound. The
advantage of streaming (instead of downloaded sounds) is that there is
no waiting (or very little) from the time you click the mouse until you hear
the sound. Well known formats are: wave (.wav) , midi (.mid), MPEG,
audio layer 3 (.mp3).

23. Video
 Video refers to displaying still images, in such a high speed that our mind
interpreters the sequence of images as a movement. You can compare it
with animation. The difference is the use of real images (pictures) and
most of the time the number of frames per second is higher with video
then with animations. The higher the number of frames per second, the
more our eyes are interpreting the sequential as real 'movement'.

24. Video
 Video refers to displaying still images, in such a high speed that our mind
interpreters the sequence of images as a movement. You can compare it
with animation. The difference is the use of real images (pictures) and
most of the time the number of frames per second is higher with video
then with animations. The higher the number of frames per second, the
more our eyes are interpreting the sequential as real 'movement'.

25. Creating eLearning documents – I.
 Basic elements of own study text
 paragraphs
 tables
 pictures
 lists
 others objects (sound, video, …)
 Main parts of eLearning document
 title
 basic information about document
 motivation, prerequisites, instructions, goals,
 chapters and sections
 test
 glossary
 literature

26.  Basic elements of chapters
 goals of the chapter
 sections and subsections
 summary
 index of terms
 information sources
 question for thinking
 examples and results
 recommended elements
 eLearning documents are too long for manual creating
 set of elements which are necessary
Creating eLearning documents – II.

27. Learning Management System (LMS)
 Learning management system is software that deploys, manages,
tracks and reports on interaction between learner & content and
between learner & instructor. In particular, LMS performs student
registration, tracks learner progress, records test scores, and indicates
course completions and finally it allows trainers to assess the
performance of their learners.
 Main features of an LMS:
 Registration - enroll and administer learners online for web-based, instructor-led,
and all other learning activities.
 Scheduling - schedule courses and define curricula to address individual and
organizational learning needs. Also off-line resources can be included (classrooms,
books, coaches etc.).
 Delivery - deliver online courses and assessments or schedule instructor-led
courses.
 Tracking - track the progress of the learners and create reports.
 Communication - communicate by chat, discussion forum, mail, screensharing
and e-seminars.
 Testing - test and assess competency, learning styles and student commitment.

28. General requirements for LMS system
 Support of different possibilities of learning.
 Integration of solution in the context of IS firm.
 Wide administration range.
 Compatibility with standards.
 The support of the applications of the other suppliers.
 Possibility of using new technologies so called mobile
communication.
 An access thanks web client.
 Other functions.

29. Users and parts of LMS
 Two basic types of user
 students
 teachers
 LMS consists of three basic types application
 applications for learning (documents, examples)
 testing applications (test, checking of tests)
 support applications (notepad, discussion forum, chat)

30. Student interface - functions
 Teaching part
 teaching materials
 solved examples
 lists of questions
 glossaries
 auto tests
 List of tasks and projects
 assignments and evaluations
 Communication tools
 message board
 chat
 discussion forum
 Other tools
 notepad
 links
 download section

31. Teacher interface - functions
 Creating study materials and sources for studies
 own study materials
 glossaries, lists of terms, solved problems
 exercises, summaries
 links, recommended sources, ...
 Creating tests
 online test with automatic evaluation
 offline printed test
 Communication tools
 Assignments of projects and tasks to students

32. Web tools

33. E-learning creation tools

34. Collaboration tools

35. Media tools and converters

36. Management systems

37. Standards organizations

38. Packaging standard

39. AICC

40. AICC (Aviation Industry CBT Committee)
 The AICC (Aviation Industry CBT Committee) develops
guidelines for the aviation industry in the development, delivery, and
evaluation of CBT and related training technologies.
 The objectives of the AICC are to:
 assist airplane operators in development of guidelines that promote
the economic and effective implementation of computer-based
training (CBT)
 develop guidelines to enable interoperability
 provide an open forum for the discussion of CBT and other training
technologies
 Although AICC primarily attends to the aviation industry, over 13
years focus on the specifications required to meet this industry's
needs has led to a very well developed specifications for learning
and particularly for computer managed instruction. As a result, a
wide range of learning consortiums and accredited standards
groups are in the process of adopting and adapting the AICC
guidelines to their own industries.

41. IMS

42. IMS (Instructional Management System)
Global Learning Consortium
 The IMS (Instructional Management System)
Global Learning Consortium is developing and
promoting open specifications (no standards) for facilitating
online distributed learning activities such as locating and
using educational content, tracking learner progress,
reporting learner performance, and exchanging student
records between administrative systems.
 IMS has two key goals:
 defining the technical standards for interoperability of applications
and services in distributed learning
 supporting the incorporation of IMS specifications into products and
services worldwide. IMS promotes widespread adoption of
specifications that will allow distributed learning environments and
content from multiple authors to work together.

43. Communications standards

44. Metadata standards

45. IEEE Learning Technology Standards
Committee (LTSC)
 One of the most important accredited standards bodies is
IEEE Learning Technology Standards Committee
(LTSC). This committee consist of over 20 working
groups who are covering a large far-reaching topics
including learning object metadata, student profiles, course
sequencing, computer managed instruction, competency
definitions, localization, and content packaging. The
mission of IEEE LTSC working groups is to develop
technical Standards, Recommended Practices, and Guides
for software components, tools, technologies and design
methods that facilitate the development, deployment,
maintenance and interoperation of computer
implementations of education and training components and
systems.

46. Quality standards

47. International Standards Organization (ISO)
 The IEEE LTSC has also recently initiated the move of this work to the
full International Standards Organization (ISO) standards by
establishing ISO Joint Technical Committee 1 (JTC1) Sub Committee
36 (SC36) on Learning Technology. SC36 Develops International
Standards in the areas of Learning, Education, and Training.
 ISO is a worldwide federation of national standards bodies from some 130
countries, one from each country. The mission of ISO is to promote the
development of standardization and related activities in the world with a
view to facilitating the international exchange of goods and services, and to
developing cooperation in the spheres of intellectual, scientific,
technological and economic activity. ISO's work results in international
agreements, which are published as International Standards.

48. Design standards

49. Accessibility standards

50. Learning object

51. SCORM 2004
 SCORM is a collection of standards and specifications adapted from
multiple sources to provide a comprehensive suite of e-learning
capabilities that enable interoperability, accessibility and reusability of
Web-based learning content.
 One of the primary forces behind changes to SCORM has been the evolution
of the underlying specifications and standards in SCORM 2004:
 IEEE Data Model For Content Object Communication
 IEEE ECMAScript Application Programming Interface for Content to Runtime
Services Communication
 IEEE Learning Object Metadata (LOM)
 IEEE Extensible Markup Language (XML) Schema Binding for Learning Object
Metadata Data Model
 IMS Content Packaging
 IMS Simple Sequencing.

52. Resume
 E-Learning
 It is not a cup of web pages! It is a complex
learning environment!
 We need a possibility professionally to create
our learning materials.
 We need a professional LMS system, which is
compliment with all e-learning relevant
standards.
 We need a money and peoples!
 And lot of optimism 