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
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
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.
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.
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.
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.
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