"The First Time elearners Journey" Presentation to International elearning Conference (ICeL), 2006,An examination of attrition and withdrawal issues in workplace-based eLearning programmes
Online tutorials, simulations,
drill and practice.
Collaborative: Online discussions,
group projects, virtual field trips.
Distributed: Online courses, degrees,
virtual universities.
Online learning provides access to
resources anytime, anywhere.
It promotes self-paced and self-directed
learning.
It provides opportunities for collaborative
learning.
It allows students to learn by doing through
simulations and virtual labs.
It fosters the development of technology and
information literacy skills.
This document discusses the importance of technology in education. It provides reasons for using technology such as interactivity, content delivery, collaboration, and formative assessment. Technology allows students more control over their learning and helps teachers guide students and identify those who need extra help. It also discusses best practices in higher education like encouraging student-faculty contact and active learning. Tips are provided for integrating technology into lessons, searching online, and using programs like PowerPoint. The document emphasizes that technology is just a tool and not a learning outcome.
Information communication & technology skillsRahul Rajput
ICT teachers require both technical skills like operating hardware and software, as well as soft skills like patience and lifelong learning. These skills allow teachers to effectively integrate technology into the classroom in ways that enhance the learning experience for students. Some challenges to ICT integration in Indian schools include lack of teacher confidence, technical issues, and timetabling difficulties. However, when implemented properly with a constructivist teaching approach, ICT can help students learn more independently, produce higher quality work faster, and broaden their educational horizons.
The document presents on interactive e-learning systems. It discusses the need for e-learning to support continued education and address limited teaching resources. It compares traditional and e-learning approaches, noting e-learning allows learning anywhere and anytime using multimedia. It outlines three choices for teaching sequences and emphasizes the importance of learner, materials, environment and technology in effective e-learning. The document also discusses benefits like cost savings and skills development, but challenges like initial costs and integrating tools. It concludes modern learning requires independence of place and time through communication technologies, and understanding teacher and learner attitudes is crucial.
The document discusses using technology to enhance learning in schools. It emphasizes that teacher training, technology leadership, and 1:1 laptop programs are important to effectively integrate technology. Several programs are described that provide teacher training, develop technology leadership skills, and implement 1:1 laptop initiatives. Both positive impacts and challenges of technology use in classrooms are outlined. The document argues that technology can be used to support active, project-based, higher-order learning when teachers have strong pedagogical skills and schools provide adequate resources and leadership.
The document discusses how digital video and media can enhance literacy education. It notes that while educators aim to teach traditional literacy skills, new technologies are changing the definition of literacy. The document advocates that media and video literacy can engage students, help them become wise consumers of media, and integrate cross-curricular subjects while meeting standards. It defines media literacy and digital video/media, and explains that technologies like audiobooks, e-books, and word processing can support students' reading and writing development. While technology poses challenges, the document argues that it can enhance teaching if its flaws are understood and it does not replace teachers or books.
"The First Time elearners Journey" Presentation to International elearning Conference (ICeL), 2006,An examination of attrition and withdrawal issues in workplace-based eLearning programmes
Online tutorials, simulations,
drill and practice.
Collaborative: Online discussions,
group projects, virtual field trips.
Distributed: Online courses, degrees,
virtual universities.
Online learning provides access to
resources anytime, anywhere.
It promotes self-paced and self-directed
learning.
It provides opportunities for collaborative
learning.
It allows students to learn by doing through
simulations and virtual labs.
It fosters the development of technology and
information literacy skills.
This document discusses the importance of technology in education. It provides reasons for using technology such as interactivity, content delivery, collaboration, and formative assessment. Technology allows students more control over their learning and helps teachers guide students and identify those who need extra help. It also discusses best practices in higher education like encouraging student-faculty contact and active learning. Tips are provided for integrating technology into lessons, searching online, and using programs like PowerPoint. The document emphasizes that technology is just a tool and not a learning outcome.
Information communication & technology skillsRahul Rajput
ICT teachers require both technical skills like operating hardware and software, as well as soft skills like patience and lifelong learning. These skills allow teachers to effectively integrate technology into the classroom in ways that enhance the learning experience for students. Some challenges to ICT integration in Indian schools include lack of teacher confidence, technical issues, and timetabling difficulties. However, when implemented properly with a constructivist teaching approach, ICT can help students learn more independently, produce higher quality work faster, and broaden their educational horizons.
The document presents on interactive e-learning systems. It discusses the need for e-learning to support continued education and address limited teaching resources. It compares traditional and e-learning approaches, noting e-learning allows learning anywhere and anytime using multimedia. It outlines three choices for teaching sequences and emphasizes the importance of learner, materials, environment and technology in effective e-learning. The document also discusses benefits like cost savings and skills development, but challenges like initial costs and integrating tools. It concludes modern learning requires independence of place and time through communication technologies, and understanding teacher and learner attitudes is crucial.
The document discusses using technology to enhance learning in schools. It emphasizes that teacher training, technology leadership, and 1:1 laptop programs are important to effectively integrate technology. Several programs are described that provide teacher training, develop technology leadership skills, and implement 1:1 laptop initiatives. Both positive impacts and challenges of technology use in classrooms are outlined. The document argues that technology can be used to support active, project-based, higher-order learning when teachers have strong pedagogical skills and schools provide adequate resources and leadership.
The document discusses how digital video and media can enhance literacy education. It notes that while educators aim to teach traditional literacy skills, new technologies are changing the definition of literacy. The document advocates that media and video literacy can engage students, help them become wise consumers of media, and integrate cross-curricular subjects while meeting standards. It defines media literacy and digital video/media, and explains that technologies like audiobooks, e-books, and word processing can support students' reading and writing development. While technology poses challenges, the document argues that it can enhance teaching if its flaws are understood and it does not replace teachers or books.
The document provides guidance for effectively integrating technology into instruction to engage students and support learning. It discusses using technology to have students answer essential questions, providing choice and focusing on authentic products. It also outlines steps to design lessons, including identifying resources, instructional strategies, student activities and assessments. Tips are provided on classroom management and evaluating lessons that integrate technology.
Barriers To E-Learning Job Training Presentation (no sound)Lisa Ronald
Learning at work as an employee is inherently different from being a student in an academic setting and, as such, is beset with different challenges. As trends in the adoption of e-learning for the delivery of job training increase, new challenges related to distance learning with technology have also emerged. Recognition that continued learning in the workplace, now via technological methods, is required for maintaining proficiency and achieving career goals means that understanding the challenges unique to learning at work is paramount.
This qualitative study explored barriers to successful online job learning. Interviews with thirty federal government employees from the Forest Service and National Park Service enrolled in an online wilderness planning course revealed that attrition frameworks typically used to describe barriers to persistence in academia and distance education only partially describe hindering factors relevant to workplace learning. Although these hindering factors can generally be categorized as workplace; personality trait, and preference; course design/structure; or technology barriers, such categorization oversimplifies the true nature of employees’ struggles to learn on the job.
This study's findings reveal three overarching systemic problems: 1) illusion of convenience, 2) absence of deeper learning, and 3) lack of an organizational culture of learning. These systemic problems demonstrate that complex interactions between various barriers create a cyclic system often preventing attainment of student-controlled, student-centered learning, two benefits of self-paced study. Other barrier interactions can foster employment of superficial, rather than deep, learning strategies possibly leaving employees ill-prepared to negotiate the situations for which they are supposedly being trained. Cultural elements of the structure and organization of work suggest that workplace learning is devalued, under-recognized and often unsupported, making the challenges to adaptation in an increasingly technological era even more significant.
This document discusses e-learning solutions in medical education. It notes that traditional medical education involved didactic lectures and hands-on clinical learning, but e-learning can now supplement this. E-learning refers to using internet technologies to enhance knowledge and performance. It allows learning from remote locations, and can help address shortages in faculty and rising student numbers. E-learning provides multimedia learning, interactivity, and self-paced learning. When integrated properly into medical curricula, e-learning shows potential to improve education efficiency and effectiveness.
This document discusses preparing students and instructors for elearning. It emphasizes that students may struggle with the exploratory nature of online learning compared to traditional classrooms where instructors directly provide answers. To help students, instructors should provide support like introductory activities, clear schedules, and links to resources. Students also need basic computer skills and discipline to learn online independently. Preparing learners is important for their success and reducing dropout rates.
The document discusses e-learning, including its definition, benefits, elements, instructional strategies, challenges, types, industry, and models. Specifically, it defines e-learning as the delivery of learning through electronic means using computers or mobile devices. It outlines benefits like flexibility, accessibility to resources, and cost savings. The document also notes challenges like high initial costs and need for innovative teaching strategies when using technologies.
Integrating educational technology into teachingArtfulArtsyAmy
This chapter discusses key ingredients for effective technology integration models in education. It covers the importance of foundations in learning theories like constructivism and objectivism (Ingredient 1). It also discusses Technological Pedagogical Content Knowledge (TPAK), which recognizes the interaction between teachers' technology, pedagogy and content knowledge (Ingredient 2). The Technology Integration Planning (TIP) model provides a framework for teachers to plan technology integration, including assessing needs, objectives, strategies and environment (Ingredient 3). Essential conditions like shared vision, leadership, access and skills are also needed to support sustainable technology integration (Ingredient 4).
The document discusses various modern technologies that can be used as tools for distance education teachers. It describes technologies like computers, videos/CDs, podcasting, video conferencing, blogs and more. It explains how each tool can be beneficial for teaching students from a distance by enhancing lessons, allowing access to recorded materials, and promoting communication and collaboration between teachers and remote students. The goal is to integrate new technologies into teaching to improve learning outcomes through more engaging and flexible educational experiences.
This document discusses three controversies around educational technology:
1. It describes introducing technology into classrooms as an "invading species" and discusses teachers' resistance to changes in practice.
2. It examines gender differences in computer use, finding historical gaps that have narrowed but teacher attitudes and confidence remaining an issue.
3. A study of teachers given laptops for every student found mixed adoption of the technology into lessons and a need for teacher collaboration on technology integration.
Assisting Language Learning Through Technologykatelynfelicity
1) The document discusses using technology to assist language learning in classrooms.
2) Technology can increase student motivation, contact with language, and develop critical thinking skills when used for blogs, interactive whiteboards, Skype, wikis, mind maps, word art and listening activities.
3) While technology provides advantages like tailored learning and collaboration, there are also disadvantages like costs, preparation time, and technology issues.
This document provides an overview of educational technology and its role in learning. It discusses how technology can be used as both a tool for delivering content as well as a tool for facilitating constructive and collaborative learning. Some key points made include:
- Technology allows for knowledge sharing and access to up-to-date information but can also enable ideological propaganda and other exploitative uses if not used properly.
- It can be used to engage students in active and authentic learning or to simply deliver pre-determined content.
- When used effectively, technology has been shown to increase student learning, understanding, achievement, and motivation while supporting skills like critical thinking.
- Examples of technologies discussed include computers, speakers, cellphones and their
Trends and Issues in the use of ICT in Language Teachingssorden
Dr. Stephen D. Sorden presented on trends in educational technology for language teaching. He discussed several key trends, including a focus on personalized learning through adaptive technologies and data, the growth of blended learning models, and increasing availability of open educational resources. Other trends involved using mobile technologies, augmented and virtual reality, and shifting student roles from consumers to creators. The talk highlighted how technology is being used to improve language instruction and make learning more efficient, personalized, and available anywhere.
Final Project Portfolio by Bermeo and Regatomelanie_bermeo
This document outlines a final project portfolio for a topics in linguistics course. It discusses various ways that technology can be used in language teaching, including the benefits it provides to students and teachers. It explores how technology has emerged in language education over time, providing both opportunities and challenges. Specific approaches and skills that can be taught with technology-assisted language learning are also examined.
The document describes an e-learning methodology that uses a constructivist approach to teaching English. It involves a three step process: 1) Learn core English skills through interactive online courses and lessons, 2) Try using the new skills with an online teacher for speaking and listening practice, and 3) Apply the skills by interacting with other students around the world to reinforce the learning.
This document summarizes research on using information and communication technologies (ICTs) for English language learning and teaching over the past decade. It reviews studies showing that ICTs can benefit both learners and teachers. For learners, ICTs can improve vocabulary, reading, speaking, listening and writing skills. For teachers, ICTs require taking on facilitator roles in addition to educator roles and coping with challenges like lack of training or equipment. The document then examines specific ways that ICTs have been used to enhance the four language skills (listening, speaking, reading, writing) as well as issues and considerations for effective integration of ICTs in language education.
E-Learning was introduced in the 1980s and has evolved since. The document discusses the history, concept, purposes, applications, and future of e-learning in Indonesia. E-learning aims to increase flexibility and access to education while enhancing quality. It allows various learning styles through technologies like learning management systems, real-time communication tools, and databases. While e-learning could improve education, its implementation in Indonesia faces challenges like limited funds and human resources for development.
Orange team survey results - Bussell SummaryAnna Lisa
This document contains an orange team quiz with multiple choice and open response questions about various topics, including teacher backgrounds, classroom subjects, and reasons for using or not using technology in the classroom. Some key factors that determine whether to implement technology include considering student needs and motivation, availability of technology resources, potential benefits and disadvantages, and support from leadership and policies. The quiz addresses technology integration and challenges teachers may face in using new tools in the classroom.
E-learning refers to learning utilizing electronic technologies to access educational curriculum outside of a traditional classroom. It can involve fully online courses, programs, or degrees delivered via the internet. Key aspects of e-learning include various online learning management systems that allow students to access course materials and interact with instructors and classmates from anywhere. While e-learning has benefits like flexibility, consistency, and retention of materials, it also faces limitations such as electricity outages, slow internet speeds, and a lack of multimedia technologies in some areas. Overall, e-learning has been shown to improve learning outcomes when implemented effectively.
TC Media and its brands have been winning numerous awards over the past year for their work and initiatives. Some of the key awards and achievements mentioned include TC Media being named a finalist for Media Player of the Year, their mobile payment app winning an award, and Canadian Living setting a new record for unique visitors. Their community newspapers and publications also won several awards at industry competitions.
Att Lära Sig Tillsammans - Tobias Fors - Agila Sverige 2009Holifant
Alla organisationer kan använda sin potential bättre. Agile är ett sätt att komma igång med det. Men, även om agile har spridits snabbt och resulterat i många förbättringar är det fortfarande många som ser agile bara ännu en utvecklingsmetod. I agiles kärna finns ett värdesättande av möjligheten att röra sig med elegans och lätthet, även när omständigheterna ändras. Vi kan aldrig stanna och säga att vi hittat det enda sanna sättet att göra saker och ting. Organisationer som inser detta använder lärande och lagarbete för att ge energi åt förbättringar som sträcker sig bortom det som böcker, guruer och konkurrenter säger och gör. Däri sitter kraften i att lära sig tillsammans. Talet beskriver några användbara teorier som hjälper oss att lära oss tillsammans, plus en näve praktiska tips på hur man kan tillämpa teorierna i sin egen vardag.
Systems Thinking For the Rest of Us - Tobias Fors - Let's Test 2013Holifant
This document discusses systems thinking and its importance. It encourages visualizing problems and situations as systems using "org doodling" to map out involved people, tools, interactions and relationships. Systems thinking views behavior as arising from structures within systems rather than individual parts. Improving parts individually may not improve the whole system, as the performance arises from interactions between parts. The document suggests discussing problems with partners to identify key interactions and gain new insights into causes and solutions.
The document provides guidance for effectively integrating technology into instruction to engage students and support learning. It discusses using technology to have students answer essential questions, providing choice and focusing on authentic products. It also outlines steps to design lessons, including identifying resources, instructional strategies, student activities and assessments. Tips are provided on classroom management and evaluating lessons that integrate technology.
Barriers To E-Learning Job Training Presentation (no sound)Lisa Ronald
Learning at work as an employee is inherently different from being a student in an academic setting and, as such, is beset with different challenges. As trends in the adoption of e-learning for the delivery of job training increase, new challenges related to distance learning with technology have also emerged. Recognition that continued learning in the workplace, now via technological methods, is required for maintaining proficiency and achieving career goals means that understanding the challenges unique to learning at work is paramount.
This qualitative study explored barriers to successful online job learning. Interviews with thirty federal government employees from the Forest Service and National Park Service enrolled in an online wilderness planning course revealed that attrition frameworks typically used to describe barriers to persistence in academia and distance education only partially describe hindering factors relevant to workplace learning. Although these hindering factors can generally be categorized as workplace; personality trait, and preference; course design/structure; or technology barriers, such categorization oversimplifies the true nature of employees’ struggles to learn on the job.
This study's findings reveal three overarching systemic problems: 1) illusion of convenience, 2) absence of deeper learning, and 3) lack of an organizational culture of learning. These systemic problems demonstrate that complex interactions between various barriers create a cyclic system often preventing attainment of student-controlled, student-centered learning, two benefits of self-paced study. Other barrier interactions can foster employment of superficial, rather than deep, learning strategies possibly leaving employees ill-prepared to negotiate the situations for which they are supposedly being trained. Cultural elements of the structure and organization of work suggest that workplace learning is devalued, under-recognized and often unsupported, making the challenges to adaptation in an increasingly technological era even more significant.
This document discusses e-learning solutions in medical education. It notes that traditional medical education involved didactic lectures and hands-on clinical learning, but e-learning can now supplement this. E-learning refers to using internet technologies to enhance knowledge and performance. It allows learning from remote locations, and can help address shortages in faculty and rising student numbers. E-learning provides multimedia learning, interactivity, and self-paced learning. When integrated properly into medical curricula, e-learning shows potential to improve education efficiency and effectiveness.
This document discusses preparing students and instructors for elearning. It emphasizes that students may struggle with the exploratory nature of online learning compared to traditional classrooms where instructors directly provide answers. To help students, instructors should provide support like introductory activities, clear schedules, and links to resources. Students also need basic computer skills and discipline to learn online independently. Preparing learners is important for their success and reducing dropout rates.
The document discusses e-learning, including its definition, benefits, elements, instructional strategies, challenges, types, industry, and models. Specifically, it defines e-learning as the delivery of learning through electronic means using computers or mobile devices. It outlines benefits like flexibility, accessibility to resources, and cost savings. The document also notes challenges like high initial costs and need for innovative teaching strategies when using technologies.
Integrating educational technology into teachingArtfulArtsyAmy
This chapter discusses key ingredients for effective technology integration models in education. It covers the importance of foundations in learning theories like constructivism and objectivism (Ingredient 1). It also discusses Technological Pedagogical Content Knowledge (TPAK), which recognizes the interaction between teachers' technology, pedagogy and content knowledge (Ingredient 2). The Technology Integration Planning (TIP) model provides a framework for teachers to plan technology integration, including assessing needs, objectives, strategies and environment (Ingredient 3). Essential conditions like shared vision, leadership, access and skills are also needed to support sustainable technology integration (Ingredient 4).
The document discusses various modern technologies that can be used as tools for distance education teachers. It describes technologies like computers, videos/CDs, podcasting, video conferencing, blogs and more. It explains how each tool can be beneficial for teaching students from a distance by enhancing lessons, allowing access to recorded materials, and promoting communication and collaboration between teachers and remote students. The goal is to integrate new technologies into teaching to improve learning outcomes through more engaging and flexible educational experiences.
This document discusses three controversies around educational technology:
1. It describes introducing technology into classrooms as an "invading species" and discusses teachers' resistance to changes in practice.
2. It examines gender differences in computer use, finding historical gaps that have narrowed but teacher attitudes and confidence remaining an issue.
3. A study of teachers given laptops for every student found mixed adoption of the technology into lessons and a need for teacher collaboration on technology integration.
Assisting Language Learning Through Technologykatelynfelicity
1) The document discusses using technology to assist language learning in classrooms.
2) Technology can increase student motivation, contact with language, and develop critical thinking skills when used for blogs, interactive whiteboards, Skype, wikis, mind maps, word art and listening activities.
3) While technology provides advantages like tailored learning and collaboration, there are also disadvantages like costs, preparation time, and technology issues.
This document provides an overview of educational technology and its role in learning. It discusses how technology can be used as both a tool for delivering content as well as a tool for facilitating constructive and collaborative learning. Some key points made include:
- Technology allows for knowledge sharing and access to up-to-date information but can also enable ideological propaganda and other exploitative uses if not used properly.
- It can be used to engage students in active and authentic learning or to simply deliver pre-determined content.
- When used effectively, technology has been shown to increase student learning, understanding, achievement, and motivation while supporting skills like critical thinking.
- Examples of technologies discussed include computers, speakers, cellphones and their
Trends and Issues in the use of ICT in Language Teachingssorden
Dr. Stephen D. Sorden presented on trends in educational technology for language teaching. He discussed several key trends, including a focus on personalized learning through adaptive technologies and data, the growth of blended learning models, and increasing availability of open educational resources. Other trends involved using mobile technologies, augmented and virtual reality, and shifting student roles from consumers to creators. The talk highlighted how technology is being used to improve language instruction and make learning more efficient, personalized, and available anywhere.
Final Project Portfolio by Bermeo and Regatomelanie_bermeo
This document outlines a final project portfolio for a topics in linguistics course. It discusses various ways that technology can be used in language teaching, including the benefits it provides to students and teachers. It explores how technology has emerged in language education over time, providing both opportunities and challenges. Specific approaches and skills that can be taught with technology-assisted language learning are also examined.
The document describes an e-learning methodology that uses a constructivist approach to teaching English. It involves a three step process: 1) Learn core English skills through interactive online courses and lessons, 2) Try using the new skills with an online teacher for speaking and listening practice, and 3) Apply the skills by interacting with other students around the world to reinforce the learning.
This document summarizes research on using information and communication technologies (ICTs) for English language learning and teaching over the past decade. It reviews studies showing that ICTs can benefit both learners and teachers. For learners, ICTs can improve vocabulary, reading, speaking, listening and writing skills. For teachers, ICTs require taking on facilitator roles in addition to educator roles and coping with challenges like lack of training or equipment. The document then examines specific ways that ICTs have been used to enhance the four language skills (listening, speaking, reading, writing) as well as issues and considerations for effective integration of ICTs in language education.
E-Learning was introduced in the 1980s and has evolved since. The document discusses the history, concept, purposes, applications, and future of e-learning in Indonesia. E-learning aims to increase flexibility and access to education while enhancing quality. It allows various learning styles through technologies like learning management systems, real-time communication tools, and databases. While e-learning could improve education, its implementation in Indonesia faces challenges like limited funds and human resources for development.
Orange team survey results - Bussell SummaryAnna Lisa
This document contains an orange team quiz with multiple choice and open response questions about various topics, including teacher backgrounds, classroom subjects, and reasons for using or not using technology in the classroom. Some key factors that determine whether to implement technology include considering student needs and motivation, availability of technology resources, potential benefits and disadvantages, and support from leadership and policies. The quiz addresses technology integration and challenges teachers may face in using new tools in the classroom.
E-learning refers to learning utilizing electronic technologies to access educational curriculum outside of a traditional classroom. It can involve fully online courses, programs, or degrees delivered via the internet. Key aspects of e-learning include various online learning management systems that allow students to access course materials and interact with instructors and classmates from anywhere. While e-learning has benefits like flexibility, consistency, and retention of materials, it also faces limitations such as electricity outages, slow internet speeds, and a lack of multimedia technologies in some areas. Overall, e-learning has been shown to improve learning outcomes when implemented effectively.
TC Media and its brands have been winning numerous awards over the past year for their work and initiatives. Some of the key awards and achievements mentioned include TC Media being named a finalist for Media Player of the Year, their mobile payment app winning an award, and Canadian Living setting a new record for unique visitors. Their community newspapers and publications also won several awards at industry competitions.
Att Lära Sig Tillsammans - Tobias Fors - Agila Sverige 2009Holifant
Alla organisationer kan använda sin potential bättre. Agile är ett sätt att komma igång med det. Men, även om agile har spridits snabbt och resulterat i många förbättringar är det fortfarande många som ser agile bara ännu en utvecklingsmetod. I agiles kärna finns ett värdesättande av möjligheten att röra sig med elegans och lätthet, även när omständigheterna ändras. Vi kan aldrig stanna och säga att vi hittat det enda sanna sättet att göra saker och ting. Organisationer som inser detta använder lärande och lagarbete för att ge energi åt förbättringar som sträcker sig bortom det som böcker, guruer och konkurrenter säger och gör. Däri sitter kraften i att lära sig tillsammans. Talet beskriver några användbara teorier som hjälper oss att lära oss tillsammans, plus en näve praktiska tips på hur man kan tillämpa teorierna i sin egen vardag.
Systems Thinking For the Rest of Us - Tobias Fors - Let's Test 2013Holifant
This document discusses systems thinking and its importance. It encourages visualizing problems and situations as systems using "org doodling" to map out involved people, tools, interactions and relationships. Systems thinking views behavior as arising from structures within systems rather than individual parts. Improving parts individually may not improve the whole system, as the performance arises from interactions between parts. The document suggests discussing problems with partners to identify key interactions and gain new insights into causes and solutions.
Six New Zealand polytechnics collaborated in delivering eLearning courses across a network of LMS platforms using the networking functionality of Moodle.
Seeing a bigger picture - Tobias Fors - CiterusHolifant
With this interactive presentation, my intention is to help participants see the value of engaging with a bigger picture when struggling with challenges in developing their organization.
Lättrörligt arbete går att tillämpa på annat än rent utvecklingsarbete, t.ex. för arbete i ett driftsteam. Genom att utgå från principerna för lättrörlighet kan vi bygga nya lättrörliga arbetssätt.
The document defines the personality attributes, brand story, and messaging campaign for Apartment Finder. It establishes Apartment Finder as the preferred choice for apartment shoppers by constantly studying renter lifestyles and adapting strategies. Key personality attributes include process-driven, intelligent, helpful, and adaptive. The brand story centers around personal stories and understanding renter lifestyles. The messaging campaign focuses on quality, value-added benefits, and adapting to customers through lead tracking and flexible service.
One Key Person Tobias Fors At Öresund Agile 2008Holifant
Tobias Fors has 5 years experience using and teaching Scrum. He draws lessons from embracing differences rather than blaming, focusing on effectiveness before efficiency, and learning by doing through iterations and retrospectives. His goal is to uncover better ways of developing software and helping others do so.
The document discusses the differences between digital search and human search. Digital search relies on analyzing individual web pages and their context, relevance to search terms, and incoming links. Human search incorporates how people interact with and share information, with search results influenced by a person's social connections and how engaged those connections are with various content. The human search model could be facilitated by data from social media that more clearly defines relationships and tracks how users interact with shared content.
Ronald Reagan was born in 1911 in Illinois. He served two terms as President of the United States from 1981 to 1989. During his presidency, he survived an assassination attempt and recovered. He implemented economic reforms like tax cuts and deregulation. He also called for new technology to defend against Soviet missiles like the Strategic Defense Initiative. Reagan believed in empowering the American people and changing the country's negative outlook during that time period.
The document discusses file management and various utilities used for organizing, viewing, and maintaining files and the operating system. It describes the hierarchical structure of directories, drives, folders and subfolders used to organize files. It also discusses naming conventions for files including allowed/prohibited characters and filename extensions. Various utility programs are covered like disk cleanup and defragmenter for system maintenance, and display utilities for customizing desktop settings.
Enhancing Learning with Technology in Higher Educationjjulius
Originally developed in this form for Dr. Jana Pershing's SDSU class on Teaching Sociology, March 2008, though elements of the presentation were previously shared in other contexts.
This document provides an overview of a presentation on teaching with educational technologies. It discusses key facts about eLearning and how students learn. It emphasizes that technology alone does not improve learning and that pedagogy is most important. The TPACK framework is introduced to help teachers integrate technology effectively. Blended learning models and scenarios are described. Guidelines are provided for using multimedia and managing attentional resources. Video is discussed as a tool to illustrate concepts before, during and after class.
This document provides details for a course on Technology in Education. The course aims to help students understand how technology can enhance learning and prepare them for future jobs. It will cover topics like the concepts, principles, and historical developments of technology in education. The course is one semester long and will use a variety of teaching methods like lectures, tutorials, presentations, and gamified learning. Students will be assessed through an online exam, quizzes, coursework in the form of an ePortfolio, and a class presentation. Upon completing the course, students will be able to discuss key concepts and advances in educational technology and how it benefits students.
The document discusses technological literacy and the use of technology in physical education. It notes that while technology can provide benefits, expensive technologies often do not improve learning outcomes proportionate to their costs. Technological literacy involves understanding technology, how it works, and its impact. It also requires critical thinking skills. The document provides examples of how technology could be used in physical education classes, such as instructional videos for homework, but that proper classroom management is needed to reduce distractions. It outlines a profile for a technologically literate physical education teacher, emphasizing using technology for communication, assessment, and professional development.
E-Learning Project Write Up Case Study Ogun State Institute Of Technologydamilola isaac
Over the last decade, researchers and practitioners have developed a wide range of knowledge related to electronic learning or e-learning. This movement has affected different elements and components; infrastructures, tools, content-oriented applications, human-computer interactions, pedagogical issues, methodologies and models, case studies and projects. This chapter briefly describes the overall idea of the development of e-learning system for OGITECH by using Apache, PHP and MySQL. This chapter includes objectives of the project, scope of work, problem statement and features of project before developed the own sites.
E-Learning has its historical background in about 30 years of development in computer based on the training and education. With the growth of the internet this kind of training became much more accepted and the creation of multimedia contents and systems to manage learning activities went on faster. Additional e-learning is based on a long tradition of teaching and learning experience. The larger worlds Information Technology and Education and Training influenced the new term e-learning and so e-learning became a subset of both of them.
Nowadays, e-learning refers to learning that is delivered or enabled via electronic technology. It encompasses learning delivered via a range of technologies such as the internet, television, videotape, and computer-based training. In principle, e-learning is a kind of distance learning. Learning materials can be accessed from the web or intranet via a computer and tutors and learners can communicate with each other using e-mail, chat or discussion forums.
Therefore, it can be used as the main method of delivery of training or as a combined approach with classroom-based training. It can be valuable when used as a part of well-planned and properly supported education and training environment, but e-learning is not a magic bullet that replaces existing pedagogical theories and approaches.
Nevertheless, it has almost everything that those theories need to get implemented.
Many learning and technology professionals believe that e-learning will have become state of the art when we will stop referring to it by a separate name and begin considering it as an integral part of a complete learning environment.
This document outlines the content and schedule for a 17-week course on Technology for Teaching and Learning. The course covers topics such as ICT policies and safety, theories of technology integration, using technology in various subjects, collaborative tools, innovative technologies, and educational websites and portals. Key instructional design models like ADDIE are also addressed. Time is allotted each week for course content, with the midterm and final exams at the end.
The document discusses the debate around using technology in education. It outlines how technology can help education by providing students additional resources beyond the classroom and allowing teachers to better organize and present lessons. However, it also notes technology may negatively impact students' writing skills and increase cheating while reducing focus and physical activity. Both advantages like exciting students and training technology skills, and disadvantages like being time-consuming and costly are presented. The conclusion states that while technology can positively impact education, its drawbacks must be eliminated to help students and schools achieve excellence.
The document discusses e-learning and its advantages and disadvantages. It begins by defining e-learning as electronic learning using computers to deliver educational content. It notes that early criticisms of removing the human element from classrooms have lessened as technology has advanced. The document then discusses the benefits of e-learning such as lower costs, faster delivery, more effective learning, and lower environmental impact. However, it also lists disadvantages such as requiring computer access and skills and being more time-consuming without structure. It concludes by identifying different types of e-learning and factors that determine whether traditional or rapid e-learning is best suited for a project.
The document discusses e-learning and electronic libraries. It defines e-learning as using computers to deliver educational courses, whether in a school or for distance learning. It notes that early criticisms of removing the human element from classrooms have lessened as technology has advanced. Electronic libraries allow remote access to library resources via the internet. The document also outlines advantages of e-learning like reduced costs and flexibility, and disadvantages such as requiring computer access and skills.
The document discusses barriers to integrating information and communication technology (ICT) into teaching and learning environments based on a review of literature. The major barriers identified are lack of teacher confidence, competence, and access to resources for using ICT. Providing teachers with ICT resources like hardware, software, training, time, and technical support can help overcome these barriers and improve integration of ICT into classrooms. Understanding the barriers that inhibit teachers from using ICT and how to address them, such as improving access to resources and teacher skills, is important for effective integration of technology into education.
This presentation addresses student technology ownership patterns and preferences, hybrid learning models, as well as innovations/developments in microlearning, collaborative learning, and microcredentialing.
Technology in teaching and learning in the lifelong learning sector - researc...Sean Murricane
We all know that technology is changing our learning institutions. Lifelong Learning UK commissioned Pontydysgu to undertake some research to ascertain how technology is changing teaching and learning – and make some recommendations for what we should do about it.
Concepto clave por qué es importante la enseñanza en líneawilly arzadum
This document provides an overview of an online module that examines how the increasingly digital world is changing education and how higher education is adapting. It discusses both the benefits and challenges of online teaching. The key benefits highlighted are increased flexibility, access to more resources, and developing digital skills. However, access to technology, isolation, and information overload are some of the limitations. The document concludes that online education can be effective if integrated properly and teachers are supported with time, training, and resources to develop their skills.
Technology plays an important role in education in several ways:
1) It is integrated into curriculum, used as an instructional tool, aids instruction, and enhances the learning process.
2) It allows teachers and students to access a vast expanse of learning materials and collaborate globally.
3) When used properly, technology can help students learn faster and retain concepts better through interactive lessons and access to more information.
The document discusses frameworks for integrating technology into education, including TPACK (Technological Pedagogical and Content Knowledge). TPACK emphasizes that effective technology integration requires an understanding of how technology intersects with pedagogy and content knowledge. The document also discusses different types of learning activities and how specific technologies can support knowledge building, convergent thinking, and divergent thinking.
Technology can enhance teaching strategies in several ways. It allows problems-based learning by engaging students to solve real-world problems and present solutions. Peer teaching and cooperative learning are also improved as students can actively present knowledge to each other with technology's help. Additionally, technology increases access to learning, strengthens relationships among stakeholders, and makes learning more effective when used for interaction between students and adults.
This document discusses preparing students and instructors for elearning. It emphasizes that students may struggle with the exploratory nature of online learning compared to traditional classrooms where instructors directly provide answers. To help students, instructors should provide support like introductions, schedules, links to resources and scheduled chat times. Students also need basic computer/internet skills and self-direction. Instructors should familiarize themselves with online tools, take courses as students, and test course elements before teaching. Preparing both students and instructors is key to avoiding high dropout rates in online learning.
1. Selecting the Right Blend : Key Learning Design Principles Keith Tyler-Smith eLearning Projects Manager Tertiary Accord of New Zealand (TANZ) Blended Learning Conference, Auckland, June 2010
20. Each form of delivery has its own strengths and weaknesses.
21. For Instance for F2F Learners Strength: classroom-based learning is familiar, well understood, addresses social learning needs & takes advantage of cues, informal interactions & spontaneous discussions
22. For Instance for F2F Learners Strength: classroom-based learning is familiar, well understood, addresses social learning needs & takes advantage of cues, informal interactions & spontaneous discussions Weakness: course activities tend to have a “one size fits all” approach, lacks the convenience & access options of online
23. For Instance for F2F Teachers Strength: Within known comfort level, can respond to learners’ questions & facilitate discussion in real time & take advantage of spontaneous teaching opportunities
24. For Instance for F2F Teachers Strength: Within known comfort level, can respond to learners’ questions & facilitate discussion in real time & take advantage of spontaneous teaching opportunities Weakness: Limited numbers at a time, pace of learning can frustrate those for whom it is too slow/fast, dominant personalities can sway direction of training, lack of time for individual needs, lack of scheduling flexibility
25. For Instance for OnlineLearners Strength: learning provides possibility for greater individualisation for learners, more easily address individual learning styles, needs & expertise; convenience of time & place access,
26. For Instance for OnlineLearners Strength: learning provides possibility for greater individualisation for learners, more easily address individual learning styles, needs & expertise; convenience of time & place access, Weakness: technical issues can be a barrier, can also frustrate & demoralise non-technical types, is more isolating & requires more self-direction.
27. For Instance for Online Teachers Strength: Online allows for individual attention over time & distance, deeper / broader engagement with & between learners, wider range of resources to employ
28. For Instance for Online Teachers Strength: Online allows for individual attention over time & distance, deeper / broader engagement with & between learners, wider range of resources to employ Weakness: more work involved in developing materials, requires technical skills & requires more time in facilitation & communication with learners
29. Digital Literacy “Digital literacy involves more than the ability to use software or operate a digital device; it includes a large variety of complex cognitive, motor, sociological and emotional skills, which users need in order to function effectively in digital environments.” Eshet-Alkalai, Y., (2004) Digital Literacy: A Conceptual Framework for Survival Skills in the Digital Era. Journal of Education Multimedia and Hypermedia Vol. 13 (1), 93 - 106
30. Cognitive Load Effect One of the biggest issues for online teaching & learning is the degree to which a lack of technical skills/literacy & familiarity with eLearning can cause both novice eLearners & eTeachersto suffer from the “cognitive load effect”.
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32. Working memory is short term, low in storage capacity and can only process a very limited amount of new information at a time.
33. Learning complex or technically demanding material requires the building up, in long term memory, of mental models or cognitive schemas about the subject being studied or the skill being developed over time. * Sweller, J. Paas, F. & Renkl, A. (2003) Cognitive Load Theory and Instructional Design: Recent Developments. Educational Psychologist, Vol. 38 (1), 1-4
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35. The cognitive schemas /mental models provide a knowledge structure into which the new learning can be fitted and integrated.
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37. These challenges can include technical access, asynchronicity, text-based discussions, multiple conversations, information overload and isolation.” *
38. This can overload a learner’s cognitive processes, increase anxiety, cause loss of confidence, learning process may freeze & learner unable to processing new information
39. Gives up trying – just too hard, tiring, demoralising & de-motivating* Whipp, J. L. & Chiarelli, S. (2004) Self-Regulation in a Web-Based Course: A Case Study. Educational TechnologyResearch and Development, Vol.52 (4) 5-22
40. 5 Dimensions of Cognitive Challenge For First Time eLearners Negotiating Technology: depth/range of computer skills, experience & confidence Negotiating Virtual Learning Environment (VLE /LMS): navigating deep web environments Negotiating Content: Length of time away from formal study, learning baggage Becoming an eLearner: Understanding & adapting to new paradigm of teaching & learning Negotiating CMC interaction: unfamiliar mode of communication
42. High Confidence High Comfort Low Anxiety High Motivation Low Confidence Low Comfort High Anxiety Low Motivation Conceptual Model of Cognitive Load Effect for First Time eLearner Period off maximum attrition Increase in eLearning capability Low Skill Level Unconsciously - Unskilled Don’t know what they don’t know Higher Skill Level Consciously - Skilled Knows how to find out about what’s not known 5 Dimensions Negotiating CMC Becoming an eLearner Negotiating content Negotiating LMS Negotiating Technology Progress through Programme
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44. Previously experienced cognitive load related to technology is also major factor in resistance to engaging with new & unfamiliar forms of technology supported learning
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46. Allow time &resources for teachers/trainers & learners to gain necessary technology skills & knowledge
53. Convergence of Traditional Face-to-Face and Computer Mediated Learning Environments Traditional Face-to-Face Teaching & Learning Environments Distributed computer/ web mediated Teaching & Learning Environments Past Systems largely separate Expansion due to technological innovation Present Increasing convergence of traditional & technological systems Blended teaching & learning environments Future Majority of blended environments Bonk, C. J. & Graham, C. R. (Eds.) (2006) Handbook of blended learning: Global Perspectives, local designs. San Francisco, CA: Pfeiffer Publishing.
54. A definition Blended Learning: the purposeful integration of traditional face-to-face learning environments with computer / web-mediated and distributed learning environments. Bonk, C. J. & Graham, C. R. (Eds.) (2006) Handbook of blended learning: Global Perspectives, local designs. San Francisco, CA: Pfeiffer Publishing.
55. In other words: Using the best possible combination of delivery modes to achieve the best possible learning / training outcomes in the best possible way.
56. In other, other words: The key to blended learning is selecting the right combination of media & mode of delivery that will drive the highest business impact for the lowest possible cost. Bersin& Associates (2003) Blended learning: What Works. www.e-learningguru.com/wpapers/blended_bersin.doc (Italics mine)
58. Pragmatic blends Enabling blends Enhancing blends Transformational blends Based on “Bonk, C. J. & Graham, C. R. (Eds.) (2006) Handbook of blended learning: Global Perspectives, local designs. San Francisco, CA: Pfeiffer Publishing.”
59. 1. Pragmatic Blends Technology is used as a repository, or an electronic filing cabinet for uploading classroom-based handouts, PowerPoint lectures & other didactic teaching materials & resources. Are made available through a LMS, CMS or Intranet.
60. 2. Enabling blends: Primary focus on addressing issues of access & convenience - e.g., blends that are intended to provide additional flexibility for the learners, or that attempt to provide the same opportunities or learning experience, but through a different modality.
61. 3. Enhancing blends: Allows incremental change to the pedagogy, but does not significantly change the way teaching and learning occurs. e.g. in a traditional f2f learning environment, additional resources & supplementary materials &/or activities may be included online as an added extra.
62. 4. Transformational blends: Blends that allow a radical transformation of the pedagogy e.g. a change from a model where learners are just receivers of information to a model where learners can actively construct knowledge through dynamic interactions while separated by time & space. These types of blends enable intellectual activity that was not practically possible without the technology.
68. The importance of a blended approach to learning is that it ensures the widest possible impact of a learning experience. Julian, E. H. & Boone, C. (2001). Blended Learning Solutions: Improving the Way Companies Manage Intellectual Capital: An IDC White Paper
70. Increase the ROI on Training It has been suggested that only 10% of traditional forms of workplace training expenditure can be expected to transfer to the workplace Baldwin, T.T., Ford, J.K. (1988) Transfer of training: a review and directions for future research. Personnel Psychology, 41:63-105.
71. Increase the Workplace Relevance & Connection In many cases, traditional forms of training are either irrelevant to the organization's real needs or there is too little connection made between the training and the workplace demands. Vicki Heath, Director of Business Performance Pty Ltd. http://www.trainingneedsanalysis.com.au/Ten-Tips-for-Effective-Employee-Training.htm
79. Cost of Training The costs of traditional training events, especially when workforce is geographically distributed is expensive (e.g. travel, venue costs accommodation, etc.), disruptive & time consuming
80. ROI An effective blended learning approach can reduce costs, reduce workplace disruption, save time & provide a better ROI on training & development
81. Learner Expectations Millennials, (those born after 1980), expect to access needed information from multiple platforms, most of which use web-based technology “Managing Millennials” Claire Raines & Associates Web site; http://www.generationsatwork.com/articles_millenials.php;
82. Web 2.0 Web-based social media (e.g. Facebook, Twitter, Linkedin, Beebo, Flikr, You Tube) & wireless telephony has transformed the way people connect, relate, communicate & learn
83. WWW The Internet is ubiquitous & has become an essential tool of business – so why not use it to educate, train & collaborate to share knowledge?
109. Performance / Decision support toolsAdapted from Allison Rossett, Felicia Douglis, and Rebecca V. Frazee (2003) Strategies for Building Blended Learning, ASTD Learning Circuits, www.astd.org/LC/2003/0703_rossett.htm
111. Don’t start with the mode of delivery - start with a systematic learning design process
112. A Ten Step Blended Design Process 1. What is the problem that the training is meant to address & is it the real one? 2. What are the instructional goals? 3. What is the learner’s workplace context for the training? 4. What are the desired learning outcomes? 5. How will/should the learning be assessed? 6. What will be the teaching & learning strategies? 7. What is the time frame for development & delivery of the course / training event? 8. What resources are required & available for the development of the training course/event 9. What is the best blend of instruction & mode of delivery to achieve the desired outcomes? 10. How will the training be tested & evaluated?
133. Need to update frequentlyBased on Bersin & Associates (2003) Blended learning: What Works. www.e-learningguru.com/wpapers/blended_bersin.doc
134. Axis of Training Content Stability & Timeframe for Development Dynamic Video Conferencing Phone Conferencing Email /Chat /Skype Interactions Texting/Tweeting/SMS messaging Peer support / Buddy system Online discussion forums On Job Training Face to face mentoring / coaching Water-Cooler /Smoko Chat “Brown Bag” sessions Online / Phone helpdesk systems eMentoring Live eLearning events Online communities of practice Virtual Meeting type training /collaboration Blogging / Wiki Content Stability Bespoke Instructor Led Workshops Printed documentation /training resources LMS based eLearning courses Web / Computer Simulations / Scenarios Web Learning Modules Web Video / Audio Video/Audio DVD /CD CD Rom Mobile learning “Off the shelf” Instructor Led Compliance type Training Simple Print Job Aids Online resource links Manufacturer’s knowledge data-bases Shared knowledge repositories Online self-assessment Live eLearning events (Archived) Stable Timeframe for Development & Deployment Short Long Adapted from Allison Rossett, Felicia Douglis, and Rebecca V. Frazee (2003) Strategies for Building Blended Learning, ASTD Learning Circuits, www.astd.org/LC/2003/0703_rossett.htm
135. Axis of Training Cost & Method of Delivery Online Online resource links Manufacturer’s knowledge data-bases Blogging / Wiki /Skype/chat Shared knowledge repositories eMentoring Virtual Meeting type training/collaboration Online COP / Discussion forums Email/ Texting/Tweeting/SMS messaging Mobile learning Video / phone Conferencing Online self-assessment LMS based eLearning courses Web / Computer Simulations / Scenarios Web-based interactive elements Web Video / Audio Video/Audio DVD /CD /CD Rom Delivery Peer support / Buddy system Face to face mentoring / coaching On Job Training Collegial “Brown Bag” sessions Work team brainstorming “Off the shelf” Instructor Led Training Bespoke Instructor Led Training Multi-site classroom-based training F2F Cost Low High Adapted from Allison Rossett, Felicia Douglis, and Rebecca V. Frazee (2003) Strategies for Building Blended Learning, ASTD Learning Circuits, www.astd.org/LC/2003/0703_rossett.htm
136. Axis of Learner Experience & Learning Resource Extensions Peer support / Buddy system Face to face mentoring / coaching Collegial Connections “Brown Bag” sessions Work team brainstorming Blogging / Wiki /Skype/chat Online COP / Discussion forums Email/ Texting/Tweeting/SMS messaging Mobile learning eMentoring Online self-assessment Online resource links Shared knowledge repositories Virtual Meeting type seminars (Archived) Simple Print Job Aids Printed documentation Manufacturer’s knowledge data-bases Learning Resources Virtual Meeting type seminars Video / phone Conferencing LMS based eLearning courses “Off the shelf” Instructor Led Training Bespoke Instructor Led Training Multi-site classroom-based training On Job Training Web / Computer Simulations / Scenarios Web-based interactive elements Web Video / Audio Video/Audio DVD /CD /CD Rom Printed documentation /training resources Instruction Learner Experience Social Independent Adapted from Allison Rossett, Felicia Douglis, and Rebecca V. Frazee (2003) Strategies for Building Blended Learning, ASTD Learning Circuits, www.astd.org/LC/2003/0703_rossett.htm
137.
138. What barriers to using a blended approach may exist that will need to addressed, e.g.
151. A favourite quote: "We trained hard...but it seemed that every time we were beginning to form up into teams, we would be reorganized. I was to learn later in life that we tend to meet any new situation by reorganizing, and a wonderful method it can be for creating the illusion of progress while producing confusion, inefficiency, and demoralisation." Petronius Arriter, a Roman Centurion, 210 B.C.
Editor's Notes
Stability and urgency. Will this content last for one or two years? Will there be changes within days or weeks? A good distinction to remember is that product information tends to be fickle, while such concepts as a perspective on leadership or customer service possess more staying power. Another consideration is the amount of time developers have to create the belnd's ingredients. Does the program need to be up and running within five days or will there be several months to design and develop assets for the blend?
Training Cost & Method of Delivery Is human interaction essential or will technology suffice? If the program is controversial, abstract, or complex, it makes sense to invest in human interactions provided through instructors in classrooms, coaching, mentoring, synchronous electronic presentations, and informal face-to-face meetings. Through interactions with other people, you can solidify attitudes and murky concepts. Cost influences decisions about blending, too. How much is the organization or individual willing to invest in achieving specified outcomes? If the outcomes aren’t achieved, is the situation dire? If the blended program is successful, what kinds of benefits will accrue? Development of realistic assets and human involvement add cost to the venture
Learner Experience & Learning Resource. Focus on actual resources and assets, and consider how people will use them. Will learning assets be delivered and quickly vanish or will they be available for the long haul and future reference? The value of most job aids, documentation, performance support tools, and online knowledge bases is that they’re available over time and provide assistance on an as-needed basis. Extended access to such resources is desirable when people are overloaded with information, content changes frequently, topics are complicated, or material is infrequently used. Because both independent and communal activities are possible, another issue to consider is the learners’ experience. Will they work alone on the job or at a home office, train, or plane? Will they engage with others in their attempt to learn and improve performance?