1. The document discusses the history and concepts of technology-enhanced learning (TEL) and e-learning. 2. It traces the origins of TEL to programmed learning and teaching machines developed by B.F. Skinner in the 1920s and their growth through computer-based learning programs in the 1960s and internet-based learning in the 1990s. 3. The document also characterizes different types of TEL and e-learning, emphasizing that TEL can occur in various formats including online, blended, and asynchronous learning using different technologies.

2. Vytauto Didžiojo universitetas
Concepts OER for TEL
“Open Educational Resources” EDU4020 (Virtual mobility option)
Autumn, 2014
Assoc. Prof. Airina Volungevičienė
Vytautas Magnus University, a.volungeviciene@isi.vdu.lt

3. Vytauto Didžiojo universitetas
TEL for Technology enhanced learning

4. TEL associates
Technology-enhanced learning (TEL) is inclusive of, and is broadly synonymous with:
–e-learning
–distance learning
–multimedia learning
–computer-based instruction
–computer-based training
–computer mediated communication
–multimodal instruction
–computer-assisted instruction or computer-aided instruction
–internet-based training
–web-based training
–online learning
–virtual education
–m-learning
–distributed learning
Even more!
–virtual learning environments(VLE) (which are also called learning platforms), . These alternative names emphasize a particular aspect, component or delivery method.

5. Let’s characterise some more
•In literature, "virtual learning" in a narrowly-defined semantic sense implies entering the environmental simulation within a virtual world]
•In practice, a "virtual education course" refers to any instructional course in which all, or at least a significant portion, is delivered via internet, using virtual reality characters
•"Virtual" is used in that broader way to describe a course that not taught in a classroom face-to-face but through a substitute mode that can conceptually be associated "virtually" with classroom teaching, which means that people do not have to go to the physical classroom to learn.
•Accordingly, virtual education refers to a form of distance learning in which course content is delivered by various methods such as course management tools, multimedia, interaction tools. Students and instructors communicate via these technologies
•TEL includes numerous types of media that deliver text, audio, images, animation, and streaming video, and includes technology applications and processes such as audio or video tape, satellite TV, CD-ROM, and computer-based learning, as well as local intranet/extranet and internet - based learning
•TEL includes ICT systems ,whether free-standing or based on either local networks or the internet in networked learning happens

6. E-learning
•E-learning is a broadly inclusive term that describes educational technology that electronically or technologically supports learning and teaching
•Bernard Luskin, a pioneer of e-learning, advocates that the "e" should be interpreted to mean "exciting, energetic, enthusiastic, emotional, extended, excellent, and educational" in addition to "electronic." This broad interpretation focuses on new applications and developments, and also brings learning and media psychology into consideration

7. Starting TEL history 1925 m. USA. Teaching machine (B.F. Skinner, Harvard university)
Teaching machine, designed by B. F. Skinner
CC BY 3.0 (Attribution 3.0 unported)
http://en.wikipedia.org/wiki/File:Skinner_teaching_machine_01.jpg

8. Programmed learning (roots)
•In 1954 B.F. Skinner did a series of studies designed to improve teaching methods for spelling, math, and other school subjects by using a mechanical device that would surpass the usual classroom experience
• He believed the classroom had disadvantages because of the lack of individual attention. Since personal tutors for every student was usually unavailable, Skinner developed a theory of programmed learning that was to be implemented by teaching machines.
•The "machine" is composed by a fill-in-the-blank method on either a workbook or in a computer. If the subject is correct, he/she gets reinforcement and moves on to the next question. If the answer is incorrect, the subject studies the correct answer to increase the chance of getting reinforced next time.
•Skinner also noted that the learning process should be divided into a large number of very small steps and reinforcement must be dependent upon the completion of each step. Skinner suggested that the machine itself should not teach, but bring the student into contact with the person who composed the material it presented. He believed this was the best possible arrangement for learning because it took into account the rate of learning for each individual student.
•The machine is a laborsaving device because it can bring one programmer into contact with an infinite number of students. Skinners programmed instruction became a major education and commercial enterprise that flourishes today.
•Hill, Winfred F. (1977) Learning: A Survey of Psychological Interpretations. New York, NY: Thomas Y. Crowell Company. Available online at http://people.lis.illinois.edu/~chip/projects/timeline/1954teaching_machine.html

9. •Essentially he says that teachers have not been given an in-depth understanding of teaching and learning. Without knowing the science underpinning teaching, teachers fall back on procedures that work poorly or not at all, such as:
•using aversive techniques (which produce escape and avoidance and undesirable emotional effects);
•relying on telling and explaining ("Unfortunately, a student does not learn simply when he is shown or told." p. 103);
•failing to adapt learning tasks to the student's current level;
•failing to provide positive reinforcement frequently enough.
•Skinner suggests that any age-appropriate skill can be taught. The steps are
•Clearly specify the action or performance the student is to learn to do.
•Break down the task into small achievable steps, going from simple to complex.
•Let the student perform each step, reinforcing correct actions.
•Adjust so that the student is always successful until finally the goal is reached.
•Transfer to intermittent reinforcement to maintain the student's performance.

10. Teaching mistakes (by B.F. Skinner)
Essentially he says that teachers have not been given an in-depth understanding of teaching and learning. Teachers are prompted for the mistakes such as:
•using aversive techniques (which produce escape and avoidance and undesirable emotional effects);
•relying on telling and explaining ("Unfortunately, a student does not learn simply when he is shown or told." p. 103);
•failing to adapt learning tasks to the student's current level;
•failing to provide positive reinforcement frequently enough.
http://en.wikipedia.org/wiki/B._F._Skinner

11. History of e-learning
•In 1960 first computer terminals established (USA) where students could access informational resources on a particular course while listening to the lectures that were recorded via some form of remotely device like television or audio device
•In the early 1960s, Stanford University psychology professors Patrick Suppes and Richard C. Atkinson experimented with using computers to teach math and reading to young children in elementary schools in East Palo Alto, California.
• In 1963, Bernard Luskin installed the first computer in a community college for instruction, working with Stanford and others, developed computer assisted instruction. Luskin completed his landmark UCLA dissertation working with the Rand Corporation in analyzing obstacles to computer assisted instruction in 1970
•Early e-learning systems are based on Computer-Based Learning/Training
•Computer-based e-learning courses appear in the 1970s
En.wikipedia.org

12. •Computer-supported collaborative learning, in addition to data management, has been realized. The type of computers has changed over the years.
•The Open University UK and the University of British Columbia (where Web CT, now incorporated into Blackboard Inc. was first developed) began a revolution of using the Internet to deliver learning making heavy use of web- based training and online distance learning and online discussion between students
•1995 put heavy emphasis on the use of learning networks.
•With the advent of world wide web in the 1990s, teachers embarked on the method using emerging technologies to employ multi-object oriented sites, which are text-based online virtual reality system, to create course websites along with simple sets instructions for their students
History of e-learning
En.wikipedia.org

13. History of e-learning
•According to a 2008 study conducted by the U.S Department of Education, back in 2006- 2007 academic year, about 66% of postsecondary public and private schools began participating in student financial aid programs offered some distance learning courses, record shows only 77% of enrollment in for-credit courses being for those with an online component
•In 2008, the Council of Europe passed a statement endorsing e-learning's potential to drive equality and education improvements across the EU
•Recent studies show that the effectiveness of online instruction is considered equal to that of face-to-face classroom instructions but not as effective as the combination of face-to- face and online methods
En.wikipedia.org

14. There are several aspects to describing the intellectual and technical development of e-learning, which can be categorized into discrete areas:
1.e-learning as an educational approach or tool that supports traditional subjects;
2.e-learning as a technological medium that assists in the communication of knowledge, and its development and exchange;
3.e-learning itself as an educational subject; such courses as "Information and Communication Technology (ICT)";
4.e-learning administrative tools such as education management information systems (EMIS).

15. How TEL happens?
TEL can
• occur in or out of the classroom
•be self-paced, asynchronous learning or may be instructor- led, synchronous learning
•be suited to distance learning and flexible learning, but it can also be used in conjunction with face-to-face teaching, in which case the term blended learning is commonly used

16. We might get confused by:
•Types of innovations
•Hidden targets:
–Marketing tools (MOOCs, OER…) vs open education initiatives
–Resources vs service development
•Intension and solution consistency (technologies are attractive!)
•Real target needs (we develop services for ourselves )
•Fair distribution of weight among strategic issues within an organization

17. Vytauto Didžiojo universitetas
Question: how openness and transparency can facilitate responsible TEL integration in an organization?
Post your first ideas to the discussion forum in the course.
Now!

18. Vytauto Didžiojo universitetas
Technology enhanced learning curriculum designing IN SHORT

19. Technological methodology part
•based on iCamp - a research and development project results
•moves away from traditional approach of Instructional Design towards an Environment Design Model
•offers the learner more autonomy in terms of tools, activities and resources The learners have more freedom in planning, monitoring and suggesting evaluation of their learning
•they should have the possibility to choose suitable environments for their learning and build their own PLE
•Methodology enables creating and editing an artifact, group work with a multimedia artifact, group time management, self-analysis and reflection, creating/managing groups, text-based group discussion, audio conversation, video conference, peer-evaluation, etc.

20. Curriculum improvement
Evaluation and assessment strategies
Learning support planning
Selection of learning organization methods
Competence based definition of learning objectives
Analysis and application of resources
Needs analysis
Competences Needs
Learning objectives
Competences Needs Resources
Learning organization methods
Competences
Needs
Research
Resources
Evaluation strategy
Didactical methodology

21. TEL activity

22. •To be continued…