Successful implementation of e-Learning Pedagogical considerations.Thavamalar Govindasamy
Traxmedia Sdn Berhad, 17-1, Jalan Mewah 2/2B, Regalia Business Center, 47500 Subang Mewah,
Petaling Jaya, Selangor, Malaysia
Abstract
Many institutions of Higher Education and Corporate Training Institutes are resorting to e-Learning
as a means of solving authentic learning and performance problems, while other institutions are hopping
onto the bandwagon simply because they do not want to be left behind. Success is crucial because an
unsuccessful effort to implement e-Learning will be clearly reflected in terms of the return of investment.
One of the most crucial prerequisites for successful implementation of e-Learning is the need for careful
consideration of the underlying pedagogy, or how learning takes place online. In practice, however, this
is often the most neglected aspect in any effort to implement e-Learning. The purpose of this paper is to
identify the pedagogical principles underlying the teaching and learning activities that constitute
effective e-Learning. An analysis and synthesis of the principles and ideas by the practicing e-Learning
company employing the author will also be presented, in the perspective of deploying an effective
Learning Management Systems (LMS). D 2002 Published by Elsevier Science Inc.
Keywords: Pedagogy; Learning Management Systems; Learning Content Management System; Learning objects;
Quality of content; Formative assessment; Summative assessment; Instructional design model
Tata Interactive Systems - Mapping ID to Performance NeedsTatainteractive1
http://www.tatainteractive.com/ : It is evident that the world of learning and performance—workplace, higher education, and individual—is undergoing a fundamental shift. Driven by forces that have been reshaping the world since personal computing became affordable and ubiquitous, trends like mobile, uber connectivity, big data and analytics, social media platforms, and the rise of the consumer (learners being one such) have added to the complexity and choices.
Tata Interactive Systems - Mapping ID to Performance NeedsTatainteractive1
http://www.tatainteractive.com/ : It is evident that the world of learning and performance—workplace, higher education, and individual—is undergoing a fundamental shift. Driven by forces that have been reshaping the world since personal computing became affordable and ubiquitous, trends like mobile, uber connectivity, big data and analytics, social media platforms, and the rise of the consumer (learners being one such) have added to the complexity and choices.
The presentation broadly describes impacts and challenges of Blended Learning in India with respect to Covid19 situation from March 200 to September 2020
iZone/iLearnNYC provides a Getting Started Guide for blended and online learning with implementation strategies, staffing,teacher\ selection along with tips and tricks from the field. Priceless and invaluable resource.
Adoption of technology on E-learning effectivenessjournalBEEI
The incorporation of E-learning in both private and public tertiary education can help expedite the learning process. The utilization of fast-paced technology with E-learning also allows for a more flexible and convenient learning process. E-learning platforms can be accessed anywhere as long as there is an internet connection, including at home, the workplace, restaurants or while travelling. This allows for the benefit of distance learning. As such, the current study aims to examine the factor effectiveness of E-learning based on three variables, namely technology, instructors’ characteristics and students’ characteristics and their impact on distance learning. The education system has greatly evolved from the use of apparatus such as chalk and blackboards to the modern use of projectors to conduct lessons. In the current age, E-learning will have an effect on both instructors and teaching technology, aside from the students themselves. As an example, students are expected to know how to utilize these systems in their lessons, instructors must receive training in E-learning systems management and in terms of technology, the E-learning systems must be updated and operated using the most recent upgrades. E-learning is also cost-efficient, less time consuming and reduces the burden on both students and educators.
KeyNote Speech
10th International Conference of Science, Mathematics & Technology Education
Mauritius Institute of Education, Reduit, Mauritius
6 November 2019
Blended Learning Institute (BLI) graduate Gouri Dongoankar compared and contrasted two different edtech platforms, Khan Academy and Edgenuity. Gouri gives not only personal reflections on the strengths and challenges for each, but Gouri also went to students, parents, and other teachers for their opinions on both platforms.
Future Ready Learning: Reimagining the Role of Technology in EducationLuciano Sathler
Future Ready Learning: Reimagining the Role of Technology in Education.
The National Education Technology Plan is the flagship educational technology policy document for the United States. The 2016 Plan, Future Ready Learning: Reimagining the Role of Technology in Education, articulates a vision of equity, active use, and collaborative leadership to make everywhere, all-the-time learning possible. While acknowledging the continuing need to provide greater equity of access to technology itself, the plan goes further to call upon all involved in American education to ensure equity of access to transformational learning experiences enabled by technology. The principles and examples provided in this document align to the Innovative Technology Expands Children’s Horizons (ITECH) program as authorized by Congress in December 2015 through the Every Child Achieves Act.
This report is in the public domain. Authorization to reproduce this report in whole or in part
is granted. While permission to reprint this publication is not necessary, the suggested citation
is: U.S. Department of Education, Office of Educational Technology, Future Ready Learning:
Reimagining the Role of Technology in Education, Washington, D.C., 2016.
This report is available on the Department’s Website at http://tech.ed.gov.
Managing Knowledge within Communities of Practice: Analysing Needs and Develo...eLearning Papers
Authors: Amaury Daele, Nathalie Deschryver, Dorel Gorga, Manfred Künzel.
This paper addresses the issue of knowledge management and learning within Communities of Practice (CoPs). This issue is particularly challenging at a time of global elearning and implementation and development of CoPs within public or private organisations.
A White Paper on how technology is facilitating teaching, increasing student engagement and improving learning - co-authored with and for Themeefy Inc.
Working With NYC Schools: Insights for EdTech Start-Ups V1.0iZone
The NYC Department of Education's iZone developed this guide to help edtech startups and entrepreneurs consider the challenges and needs of school communities in order to design and develop smarter technology solutions.
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.
The presentation broadly describes impacts and challenges of Blended Learning in India with respect to Covid19 situation from March 200 to September 2020
iZone/iLearnNYC provides a Getting Started Guide for blended and online learning with implementation strategies, staffing,teacher\ selection along with tips and tricks from the field. Priceless and invaluable resource.
Adoption of technology on E-learning effectivenessjournalBEEI
The incorporation of E-learning in both private and public tertiary education can help expedite the learning process. The utilization of fast-paced technology with E-learning also allows for a more flexible and convenient learning process. E-learning platforms can be accessed anywhere as long as there is an internet connection, including at home, the workplace, restaurants or while travelling. This allows for the benefit of distance learning. As such, the current study aims to examine the factor effectiveness of E-learning based on three variables, namely technology, instructors’ characteristics and students’ characteristics and their impact on distance learning. The education system has greatly evolved from the use of apparatus such as chalk and blackboards to the modern use of projectors to conduct lessons. In the current age, E-learning will have an effect on both instructors and teaching technology, aside from the students themselves. As an example, students are expected to know how to utilize these systems in their lessons, instructors must receive training in E-learning systems management and in terms of technology, the E-learning systems must be updated and operated using the most recent upgrades. E-learning is also cost-efficient, less time consuming and reduces the burden on both students and educators.
KeyNote Speech
10th International Conference of Science, Mathematics & Technology Education
Mauritius Institute of Education, Reduit, Mauritius
6 November 2019
Blended Learning Institute (BLI) graduate Gouri Dongoankar compared and contrasted two different edtech platforms, Khan Academy and Edgenuity. Gouri gives not only personal reflections on the strengths and challenges for each, but Gouri also went to students, parents, and other teachers for their opinions on both platforms.
Future Ready Learning: Reimagining the Role of Technology in EducationLuciano Sathler
Future Ready Learning: Reimagining the Role of Technology in Education.
The National Education Technology Plan is the flagship educational technology policy document for the United States. The 2016 Plan, Future Ready Learning: Reimagining the Role of Technology in Education, articulates a vision of equity, active use, and collaborative leadership to make everywhere, all-the-time learning possible. While acknowledging the continuing need to provide greater equity of access to technology itself, the plan goes further to call upon all involved in American education to ensure equity of access to transformational learning experiences enabled by technology. The principles and examples provided in this document align to the Innovative Technology Expands Children’s Horizons (ITECH) program as authorized by Congress in December 2015 through the Every Child Achieves Act.
This report is in the public domain. Authorization to reproduce this report in whole or in part
is granted. While permission to reprint this publication is not necessary, the suggested citation
is: U.S. Department of Education, Office of Educational Technology, Future Ready Learning:
Reimagining the Role of Technology in Education, Washington, D.C., 2016.
This report is available on the Department’s Website at http://tech.ed.gov.
Managing Knowledge within Communities of Practice: Analysing Needs and Develo...eLearning Papers
Authors: Amaury Daele, Nathalie Deschryver, Dorel Gorga, Manfred Künzel.
This paper addresses the issue of knowledge management and learning within Communities of Practice (CoPs). This issue is particularly challenging at a time of global elearning and implementation and development of CoPs within public or private organisations.
A White Paper on how technology is facilitating teaching, increasing student engagement and improving learning - co-authored with and for Themeefy Inc.
Working With NYC Schools: Insights for EdTech Start-Ups V1.0iZone
The NYC Department of Education's iZone developed this guide to help edtech startups and entrepreneurs consider the challenges and needs of school communities in order to design and develop smarter technology solutions.
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.
Creativity Poses a Challenge, But Rewards are ImmenseNutan Erathi
An example of story telling to train adult learners.
An Indian folk tale- Vikram and Betaal series is a treatment suggested to train bank employees to increase sales and make profits to the organisation.
A Survey on E-Learning System with Data MiningIIRindia
E-learning process has been widely used in university campus and educational institutions are playing vital role to enhance the skill set of students. Modern E-learning done by many electronic devices, such as smartphones, Tabs, and so on, on existing E-learning tools is insufficient to achieve the purpose of online training of education. This paper presents a survey of online e-Learning authoring tools for creating and integrating reusable e-learning tool for generation and enhancing existing learning resources with them. The work concentrates on evaluation of the existing e-learning tools a, and authoring tools that have shown good performance in the past for online learners. This survey work takes more than 20 online tools that deal with the educational sector mechanism, for the purpose of observations, and the outcome were analyzed. The findings of this paper are the main reason for developing a new tool, and it shows that educators can enhance existing learning resources by adding assessment resources, if suitable authoring tools are provided. Finally, the different factors that assure the reusability of the created new e-learning tool has been analysed in this paper.E-learning environment is a guide for both students and tutorial management system. The useful on the e-learning system for apart from students and distance learning students. The purpose of using e-learning environment for online education system, developed in data mining for more number of clustering servers and resource chain has been good.
14RUNNING HEAD Content Design Factors in E-learningEttaBenton28
1
4
RUNNING HEAD: Content Design Factors in E-learning
An investigation on the effect of content design factors on learning outcomes in Basic Education in the US
HCIN 699-51- B-2021/Summer
Applied Project in Healthcare Infor
Professor Chaza Abdul and Professor Glenn Mitchell
Prepared by:
Name: Bolade Yusuf
Student ID: 273092
Harrisburg University
08/18/21
TABLE OF CONTENTS
Table of Contents
INTRODUCTION 4
1.1 Background to research problem 4
1.1.1 Content Design Factors 4
1.1.2 Learning outcomes 5
1.2 Problem Statement 5
1.4 Research Questions 6
1.5 Significance of the Research 6
LITERATURE REVIEW 7
2.1 Content design Factors 7
2.2 Learning outcomes 8
2.3 Research Framework 9
RESEARCH METHODOLOGY 13
3.1 Research Philosophy 13
3.2 Research design 13
3.3 Study Population Sample 13
3.4 Sample Size and Sampling Procedure 14
3.5 Data Collection 14
3.6 Data Analysis 14
References 16
Appendix 1: Survey Questionnaire 17
Appendix 2: Paired T-Test Analysis 20
Appendix 3: Chi-Squared Test 28
Table of Contents
INTRODUCTION 4
1.1 Background to research problem 4
1.1.1 Content Design Factors 4
1.1.2 Learning outcomes 5
1.2 Problem Statement 5
1.4 Research Questions 6
1.5 Significance of the Research 6
LITERATURE REVIEW 7
2.1 Content design Factors 7
2.2 Learning outcomes 8
2.3 Research Framework 9
RESEARCH METHODOLOGY 13
3.1 Research Philosophy 13
3.2 Research design 13
3.3 Study Population Sample 13
3.4 Sample Size and Sampling Procedure 14
3.5 Data Collection 14
3.6 Data Analysis 14
References 16
Appendix 1: Survey Questionnaire 17
Appendix 2: Paired T-Test Analysis 20
Appendix 3: Chi-Squared Test 28
Comment by Author 2: Need to fix the first line start of your pages. All pages should start at 1 inch all sides.
LIST OF FIGURES
Figure 1: Content Design 8
Figure 2: Factors Affecting Lesson Design 9
Figure 3: Guskey Evaluation Framework 10
INTRODUCTION1.1 Background to research problem
Education has a key role to play for sustainable development both in developing and developed countries (Chimombo, 2005). The progressively increasing pressure majorly on developing countries to be at par with their developed partners has only contributed towards the significance of education. This is aimed at balancing the global competitiveness. According to Chimombo, 2005, hindering circumstances in each developing nation have tomust be improved and aligned regarding compulsory and free education to foster general access to education.
Internet connection is tremendously growing tremendously globally each year. People across the globe are increasingly integrated to what happens on in different parts of the world. This has brought forward huge opportunities and success to individuals. Just like the technology has changed the world, it is now changing the learning and teaching environment. Learning approaches embedded to the Information Communication Technology (ICT) ICT (must define it in full term first before using abbreviations) poli ...
14RUNNING HEAD Content Design Factors in E-learningMatthewTennant613
1
4
RUNNING HEAD: Content Design Factors in E-learning
An investigation on the effect of content design factors on learning outcomes in Basic Education in the US
HCIN 699-51- B-2021/Summer
Applied Project in Healthcare Infor
Professor Chaza Abdul and Professor Glenn Mitchell
Prepared by:
Name: Bolade Yusuf
Student ID: 273092
Harrisburg University
08/18/21
TABLE OF CONTENTS
Table of Contents
INTRODUCTION 4
1.1 Background to research problem 4
1.1.1 Content Design Factors 4
1.1.2 Learning outcomes 5
1.2 Problem Statement 5
1.4 Research Questions 6
1.5 Significance of the Research 6
LITERATURE REVIEW 7
2.1 Content design Factors 7
2.2 Learning outcomes 8
2.3 Research Framework 9
RESEARCH METHODOLOGY 13
3.1 Research Philosophy 13
3.2 Research design 13
3.3 Study Population Sample 13
3.4 Sample Size and Sampling Procedure 14
3.5 Data Collection 14
3.6 Data Analysis 14
References 16
Appendix 1: Survey Questionnaire 17
Appendix 2: Paired T-Test Analysis 20
Appendix 3: Chi-Squared Test 28
Table of Contents
INTRODUCTION 4
1.1 Background to research problem 4
1.1.1 Content Design Factors 4
1.1.2 Learning outcomes 5
1.2 Problem Statement 5
1.4 Research Questions 6
1.5 Significance of the Research 6
LITERATURE REVIEW 7
2.1 Content design Factors 7
2.2 Learning outcomes 8
2.3 Research Framework 9
RESEARCH METHODOLOGY 13
3.1 Research Philosophy 13
3.2 Research design 13
3.3 Study Population Sample 13
3.4 Sample Size and Sampling Procedure 14
3.5 Data Collection 14
3.6 Data Analysis 14
References 16
Appendix 1: Survey Questionnaire 17
Appendix 2: Paired T-Test Analysis 20
Appendix 3: Chi-Squared Test 28
Comment by Author 2: Need to fix the first line start of your pages. All pages should start at 1 inch all sides.
LIST OF FIGURES
Figure 1: Content Design 8
Figure 2: Factors Affecting Lesson Design 9
Figure 3: Guskey Evaluation Framework 10
INTRODUCTION1.1 Background to research problem
Education has a key role to play for sustainable development both in developing and developed countries (Chimombo, 2005). The progressively increasing pressure majorly on developing countries to be at par with their developed partners has only contributed towards the significance of education. This is aimed at balancing the global competitiveness. According to Chimombo, 2005, hindering circumstances in each developing nation have tomust be improved and aligned regarding compulsory and free education to foster general access to education.
Internet connection is tremendously growing tremendously globally each year. People across the globe are increasingly integrated to what happens on in different parts of the world. This has brought forward huge opportunities and success to individuals. Just like the technology has changed the world, it is now changing the learning and teaching environment. Learning approaches embedded to the Information Communication Technology (ICT) ICT (must define it in full term first before using abbreviations) poli ...
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.
Evaluación de t-MOOC universitario sobre competencias digitales docentes medi...eraser Juan José Calderón
Evaluación de t-MOOC universitario sobre competencias
digitales docentes mediante juicio de expertos
según el Marco DigCompEdu.
Julio Cabero-Almenara
Universidad de Sevilla, Sevilla, España
cabero@us.es
Julio Barroso--‐Osuna
Universidad de Sevilla, Sevilla, España
jbarroso@us.es
Antonio Palacios--‐Rodríguez
Universidad de Sevilla, Sevilla, España
aprodriguez@us.es
Carmen Llorente--‐Cejudo
Universidad de Sevilla, Sevilla, España
karen@us.es
REGULATION OF THE EUROPEAN PARLIAMENT AND OF THE COUNCIL LAYING DOWN HARMONIS...eraser Juan José Calderón
Proposal for a
REGULATION OF THE EUROPEAN PARLIAMENT AND OF THE COUNCIL
LAYING DOWN HARMONISED RULES ON ARTIFICIAL INTELLIGENCE
(ARTIFICIAL INTELLIGENCE ACT) AND AMENDING CERTAIN UNION
LEGISLATIVE ACTS
Predicting Big Data Adoption in Companies With an Explanatory and Predictive ...eraser Juan José Calderón
Predicting Big Data Adoption in Companies With an Explanatory and Predictive Model
Predecir la adopción de Big Data en empresas con un modelo explicativo y predictivo. @currovillarejo @jpcabrera71 @gutiker y @fliebc
Ética y Revolución Digital
Revista Diecisiete nº 4 2021. Investigación Interdisciplinar para los Objetivos de Desarrollo Sostenible.
PANORAMA
Ética y Derecho en la Revolución Digital
Txetxu Ausín y Margarita Robles Carrillo
artículoS
¿Cuarta Revolución Industrial? El reto de la digitalización y sus consecuencias ambientales y antropológicas
Joaquín Fernández Mateo
Hacia una ética del ecosistema híbrido del espacio físico y el ciberespacio
Ángel Gómez de Ágreda y Claudio Feijóo
Aprendizaje-Servicio y Agenda 2030 en la formación de ingenieros de la tecnología inteligente
Angeles Manjarrés y Simon Pickin
Tecnología Humanitaria como catalizadora de una nueva arquitectura de Acción Exterior en España: Horizonte 2030
Raquel Esther Jorge Ricart
Revolución digital, tecnooptimismo y educación
Ricardo Riaza
Desafíos éticos en la aplicación de la inteligencia artificial a los sistemas de defensa
Juan A. Moliner González
notas y colaboraciones
Hacerse viral: las actividades artísticas y su respuesta ante los retos que impone la transformación digital
Marta Pérez Ibáñez
Salud digital: una oportunidad y un imperativo ético
Joan Bigorra Llosas y Laura Sampietro-Colom
El futuro digital del sector energético
Beatriz Crisóstomo Merino y María Luz Cruz Aparicio
Innovación y transformación digital en las ONG. La visión de Acción contra el Hambre
Víctor Giménez Sánchez de la Blanca
El impacto de la inteligencia artificial en la Sociedad y su aplicación en el sector financiero
María Asunción Gilsanz Muñoz
La ética en los estudios de ingeniería
Rafael Miñano Rubio y Gonzalo Génova Fuster
An ethical and sustainable future of work
David Pastor-Escuredo, Gianni Giacomelli, Julio Lumbreras y Juan Garbajosa
Los datos en una administración pública digital - Perspectiva Uruguay
María Laura Rodríguez Mendaro
Ciudades y digitalización: construyendo desde la ética
David Pastor-Escuredo, Celia Fernandez-Aller, Jesus Salgado, Leticia Izquierdo y María Ángeles Huerta
#StopBigTechGoverningBigTech . More than 170 Civil Society Groups Worldwide O...eraser Juan José Calderón
#StopBigTechGoverningBigTech: More than 170 Civil Society Groups Worldwide Oppose Plans for a
Big Tech Dominated Body for Global Digital Governance.
Not only in developing countries but also in the US and EU, calls for stronger regulation of Big Tech
are rising. At the precise point when we should be shaping global norms to regulate Big Tech, plans
have emerged for an ‘empowered’ global digital governance body that will evidently be dominated
by Big Tech. Adding vastly to its already overweening power, this new Body would help Big Tech
resist effective regulation, globally and at national levels. Indeed, we face the unbelievable prospect
of ‘a Big Tech led body for Global Governance of Big Tech’.
PACTO POR LA CIENCIA Y LA INNOVACIÓN
8 de febrero de 2021.
El conocimiento y la innovación son esenciales para mantener y mejorar el bienestar social y el crecimiento
económico. La competitividad y la productividad del tejido económico depende, casi en exclusiva, de la
cantidad de conocimiento avanzado incorporado por la actividad productiva y, por ende, de su continua
renovación. La investigación en las ciencias naturales, sociales y humanas es fuente de valores y
enriquecimiento cultural.
Desigualdades educativas derivadas del COVID-19 desde una perspectiva feminis...eraser Juan José Calderón
Desigualdades educativas derivadas del COVID-19 desde una perspectiva feminista. Análisis de los discursos de profesionales de la educación madrileña.
Melani Penna Tosso * Mercedes Sánchez SáinzCristina Mateos CasadoUniversidad Complutense de Madrid, España
Objetivos: Especificar las principales dificultades percibidas por las profesoras y los departamentos y equipos de orientación en relación con la atención a las diversidades en la actual situación de pandemia generada por el COVID-19. Exponer las prácticas educativas implementadas por dichas profesionales para disminuir las desigualdades. Visibilizar desigualdades de género que se dan en el ámbito educativo, relacionadas con la situación de pandemia entre el alumnado, el profesorado y las familias, desde una perspectiva feminista. Analizar las propuestas de cambio que proponen estas profesionales de la educación ante posibles repeticiones de situaciones de emergencia similares.
Resultados: Los docentes se han visto sobrecargados por el trabajo en confinamiento, en general el tiempo de trabajo ha tomado las casas, los espacios familiares, el tiempo libre y los fines de semana. Las profesionales entrevistadas se ven obligadas a una conexión permanente, sin limitación horaria y con horarios condicionados por las familias del alumnado. Se distinguen dos períodos bien diferenciados, en que los objetivos pasaron de ser emocionales a académicos. Como problemática general surge la falta de coordinación dentro los centros educativos.
Método: Análisis de entrevistas semiestructuradas a través de la metodología de análisis crítico de discurso.
Fuente de datos: Entrevistas
Autores: Melani Penna Tosso, Mercedes Sánchez Sáinz y Cristina Mateos Casado
Año: 2020
Institución: Universidad Complutense de Madrid
País al que refiere el análisis: España
Tipo de publicación: Revista arbitrada
"Experiencias booktuber: Más allá del libro y de la pantalla"
Maria Del Mar Suárez
Cristina Alcaraz Andreu
University of Barcelona
2020, R. Roig-Vila (Coord.), J. M. Antolí Martínez & R. Díez Ros (Eds.), XARXES-INNOVAESTIC 2020. Llibre d’actes / REDES-INNOVAESTIC 2020. Libro de actas (pp. 479-480). Alacant: Universitat d'Alacant. ISBN: 978-84-09-20651-3.
Recursos educativos abiertos (REA) en las universidades españolas. Open educational resources (OER) in the Spanish universities. Gema Santos-Hermosa; Eva Estupinyà; Brigit Nonó-Rius; Lidón París-Folch; Jordi Prats-Prat
Pensamiento propio e integración transdisciplinaria en la epistémica social. ...eraser Juan José Calderón
Pensamiento propio e integración
transdisciplinaria en la epistémica social
Arlet Rodríguez Orozco.
Resumen. La educación evoluciona en la vida del estudiante
(ontogenia) y en la vida del sistema escolar (filogenia). Estas
rutas pueden consolidar la continuidad o producir un cambio en la formación del pensamiento propio como estrategia
pedagógica. La experiencia que expongo sucedió durante los
ciclos 2015-1 y 2016-1 al dictar la materia Epistemología de
la Investigación a nivel licenciatura en Estudios Sociales y Gestión Local en la unidad enes (unam) de Morelia. He basado la
praxis educativa en dinámicas de colaboración, buscando arraigar la formación cognitiva del pensamiento propio en jóvenes
aprendices del estudio social. El descubrimiento constante, la
recuperación del pensamiento en tiempo presente y el reconocimiento recíproco produjeron resultados sintéticos dispuestos
aquí para la develación reflexiva.
Escuela de Robótica de Misiones. Un modelo de educación disruptiva. 2019, Ed21. Fundación Santillana.
Carola Aideé Silvero
María Aurelia Escalada
Colaboradores:
Alejandro Piscitelli
Flavia Morales
Julio Alonso
Covid-19 and IoT: Some Perspectives on the Use of IoT Technologies in Prevent...eraser Juan José Calderón
Covid-19 and IoT: Some Perspectives on the Use of
IoT Technologies in Preventing and Monitoring
COVID-19 Like Infectious Diseases & Lessons
Learned and Impact of Pandemic on IoT
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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Embracing GenAI - A Strategic ImperativePeter Windle
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This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
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Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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Successful implementation of e-Learning Pedagogical considerations.Thavamalar Govindasamy
1. Successful implementation of e-Learning
Pedagogical considerations
Thavamalar Govindasamy
Traxmedia Sdn Berhad, 17-1, Jalan Mewah 2/2B, Regalia Business Center, 47500 Subang Mewah,
Petaling Jaya, Selangor, Malaysia
Abstract
Many institutions of Higher Education and Corporate Training Institutes are resorting to e-Learning
as a means of solving authentic learning and performance problems, while other institutions are hopping
onto the bandwagon simply because they do not want to be left behind. Success is crucial because an
unsuccessful effort to implement e-Learning will be clearly reflected in terms of the return of investment.
One of the most crucial prerequisites for successful implementation of e-Learning is the need for careful
consideration of the underlying pedagogy, or how learning takes place online. In practice, however, this
is often the most neglected aspect in any effort to implement e-Learning. The purpose of this paper is to
identify the pedagogical principles underlying the teaching and learning activities that constitute
effective e-Learning. An analysis and synthesis of the principles and ideas by the practicing e-Learning
company employing the author will also be presented, in the perspective of deploying an effective
Learning Management Systems (LMS). D 2002 Published by Elsevier Science Inc.
Keywords: Pedagogy; Learning Management Systems; Learning Content Management System; Learning objects;
Quality of content; Formative assessment; Summative assessment; Instructional design model
1. Introduction
‘K-economy’ is a buzzword frequently used by people from all walks of life. How would
the advent of K-economy affect the work setting? Among other things, this inevitable shift
from a product-based economy to a knowledge-based economy would result in an increased
1096-7516/02/$ – see front matter D 2002 Published by Elsevier Science Inc.
PII: S1096-7516(01)00071-9
E-mail address: tharu@traxmedia.com (T. Govindasamy).
URL: http://www.traxmedia.com.
Internet and Higher Education
4 (2002) 287–299
2. demand for knowledge workers who are capable of higher-order thinking and reasoning in
solving intricate and authentic problems in the work place. This change would necessitate
organizations to educate and train anyone, anytime, and from anywhere. Thinking along this
line brings to mind yet another term that is prefixed with the ubiquitous ‘e’: e-Learning.
However, the imperative today is not the mere access to knowledge, but timely access to
relevant and useful knowledge. The real value of e-Learning lies not in its ability to train
just anyone, anytime, anywhere, but in our ability to deploy this attribute to train the right
people to gain the right skills or knowledge at the right time. Only then can e-Learning
yield a justifiable return on investment (ROI) considering the costs incurred in implement-
ing e-Learning. In order for the implementation exercise to yield a justifiable increase in
revenue for an organization, employees must yield a significant increase in productivity as
a direct result of the implementation. This in turn would depend on whether or not the
appropriate employees are learning the right information at the right time. All this can be
achieved only by adhering to underlying pedagogical principles that are imbedded in the
e-Learning experience.
2. Pedagogical principles for e-Learning
Essentially, e-Learning is another way of teaching and learning. In its broadest definition,
e-Learning includes instruction delivered via all electronic media including the Internet,
intranets, extranets, satellite broadcasts, audio/video tape, interactive TV, and CD-ROM. All
efforts to implement e-Learning will eventually move towards total automation of admin-
istrating the teaching and learning processes by means of a software known as Learning
Management Systems (LMS). e-Learning is a fairly recent phenomenon but the underlying
pedagogical principles (Bixler & Spotts, 2000) have not been included. Most of the
pedagogical principles that apply to the traditional classroom delivery method also apply
to e-Learning. However, these principles need to be extended to accommodate and provide
for the rapid changes in technology. Pedagogical principles must form the very basis for
inclusion of features in LMS. Better still, these principles should be integrated into the LMS
where every feature included is accompanied by explicit guidelines on the best method of
their use to effect pedagogically sound instruction.
A recent search (December 2000) on the Internet for an LMS that incorporates pedagogy
in the design of the software did not yield any fruitful results. Most LMS vendors
deliberately distance themselves from pedagogical issues, often adopting an indifferent
attitude or sometimes even trying to disguise it as a praiseworthy act of impartiality. This
finding is coherent with Firdiyiyek’s (1999) argument that there is a serious mismatch
between the abundance of features in LMS and the lack or total absence of explanation on
the pedagogy underlying the inclusion of these tools. Also lacking are guidelines on how to
design, develop, deliver, and manage pedagogically sound e-Learning materials. This is a
clear indication that most LMS providers perceive themselves as mere providers of
technology. Consequently, while every technologically possible feature is included in
LMS, there is an absence of overt pedagogical integration. Vendors of LMS often contradict
T. Govindasamy / Internet and Higher Education 4 (2002) 287–299288
3. themselves. On the one hand, they claim that they can only provide tools for e-Learning, but
cannot tell educators how to use these tools to teach; while on the other hand, they boast of
their ability to provide ‘‘complete e-Learning solutions.’’ e-Learning cannot continue to exist
without pedagogical techniques, nor without incorporation and consideration of the domain-
specific knowledge.
The current situation poses a serious challenge to any organization embarking on
implementing e-Learning. Often many features and tools of LMS are left unused. This is a
terrible waste of resources since these tools account for the cost of implementing e-Learning.
In a worse case scenario, the tools may end up being used in a manner entirely opposed to
pedagogical principles, and in turn, will hamper learning. In either case, the impact inevitably
will be reflected in the return on the e-Learning investment.
Pedagogical principles are theories that govern the good practice of teaching. As far as
e-Learning is concerned, the good practice of teaching or instruction is well represented in an
eclectic linking science known as Instructional Technology. It is a growing science because
various elements of the good practice of teaching are still in the process of being discovered
by means of trial and error. Luckily, some of these trials and errors have become subjects of
funded research, the results of which have been documented and made available on the
Internet. One such research project was conducted by the Institute for Higher Education
Policy, USA. The research draws upon the experiences of pioneers in e-Learning comprising
of six institutions of higher education in the US. The deliverable from this extensive study is a
set of quality benchmarks distributed along seven parameters (Quality on the Line, 2000).
The seven parameters are:
Institutional support
Course development
Teaching and learning
Course structure
Student support
Faculty support
Evaluation and assessment
The desirable attributes that should characterize an e-Learning environment will be
discussed in this paper, drawing upon the underlying pedagogical principles, the findings
of the Quality on the Line study, and through reflecting on personal experiences where it
is possible.
3. Desirable attributes of an e-Learning environment
As stated earlier, in order for any e-Learning implementation exercise to be successful, it
must be rooted in strong pedagogical foundations. In Sections 3.1–3.5, pedagogical attributes
will be discussed along five parameters: developing content, storing and managing content,
packaging content, student support, and assessment.
T. Govindasamy / Internet and Higher Education 4 (2002) 287–299 289
4. Table 1
Instructional development methodology for development and evaluation of e-Learning content
Phase Step Purpose Activities Deliverables
Analysis 1. Learner analysis Identify
characteristics
Á Define minimum academic qualification
target learners should have.
Learner profile
of learners Á Define personal and social characteristics
of learners.
Á Describe specific entry characteristics
of learners.
2. Task analysis Determine level
of detail and
Á Make a list of general topics to be
covered by instruction.
Task sheet and
information flow chart
depth of content Á Outline the course content.
Á Identify the tasks learners should be able
to perform.
Á Elaborate task into subtasks.
Design 3. Defining instructional
objectives
Write instructional
objectives according
Á Analyze tasks to identify conditions,
performance, and standard of performance.
Instructional objectives
to Mager’s Format Á Consolidate the components to write
objective statements.
Á Identify terminal objectives, intermediate
objectives, and enabling objectives.
4. Selecting instructional
strategies
Select instructional
activities and media
Á Analyze instructional objectives to identify
types of learning involved.
Plan on how to
achieve instructional
elements Á Match instructional objectives with Gagne’s
nine events of learning.
objectives
Á Identify macroinstructional strategy.
Á Identify instructional activities.
Á Select media elements and
rationalize selection.
T.Govindasamy/InternetandHigherEducation4(2002)287–299290
5. Production 5. Preparation of first Produce draft material Á Construct a concept map. Draft instructional
draft material Á Develop and validate Course Evaluation
Questionnaire.
material
Á Create storyboards.
Á Transform storyboards into instructional
product.
Formative
evaluation
6. Review by
content expert
Gather information about
weaknesses and revise
Á Administer Course Evaluation Questionnaire
(Part I) to content experts.
Revised instructional
material
draft material Á Revise instructional material.
7. One-to-one trial Gather information about Á Site visit List of amendments
weaknesses of the material Á Select three learners, one high achiever,
one average learner, and one low achiever.
required to improve
the material
Á Observe the learners’ behavior as they interact
with the instructional product and respond to
items in Course Evaluation Questionnaire
(Part III).
8. Small Group Trial Gather information about Á Site visit. List of amendments
weaknesses of the material Á Select a sample of ten learners equivalent to
and representative of the target learners.
required to improve
the material
Á Administer the Course Evaluation
Questionnaire (Part II) as they interact with
the instructional material.
Production 9. Production of the Produce the Á Analyze feedback gathered. First version of the
first version of the
e-Learning module
instructional material Á Revise instructional activities, media
elements, interface design.
e-Learning module
Á Produce the first version of the material.
T.Govindasamy/InternetandHigherEducation4(2002)287–299291
6. 3.1. Developing content
Implementation of e-Learning in any organization means reconstituting roles for faculty
members. In most cases, faculty are expected to undergo immediate transformation and
become e-Learning content developers. Faculty members cease to exist as mere instructors,
and often are forced to assume the role of content experts, instructional designers, graphic
artists, media producers, programmers, and instructors. No wonder they resist any attempt
to implement e-Learning! After all, who would want to perform six jobs and get paid for
only one?
These strong statements do not mean to imply that instructors cannot be transformed
into e-Learning content developers but they must be amply enabled with the right
knowledge and be given a reasonable amount of time to transform. Even then not
everyone can perform each and every task of developing e-Learning content. A rare few,
often those who find the opportunity to learn something new exciting, will emerge as
capable content providers for their own specific knowledge domains. The e-Learning
environment must encourage instructors to form teams by adopting tasks they find
themselves best suited for. These individuals can then be collectively assigned to
develop content.
Faculty members should be rewarded for engaging in content development activities.
The reward need not be monetary. For example, organizations can introduce content
development competitions. More importantly from the very first day, steps must be taken to
prevent faculty members from regarding content development as a punitive bane.
Minimum standards must be stipulated and all e-Learning content must meet the minimum
standards that are established. In order to achieve this, the content development process must
adhere to a systematic Instructional Development Methodology like the one displayed in
Table 1. Consistently using a systematic approach to develop content would ascertain the
congruence of the learning material with the predetermined learning objectives.
The methodology presented in Table 1 appears to be linear but it is actually iterative in
practice. All the functions interact with one another and content development teams will
often find themselves moving back and forth repeatedly between the functions. Sometimes
plans are finalized for one function but after moving on to the next function, decisions that
need to be made for the current function may limit, elaborate, or alter the decisions made
for the previous function. For example, the decision to adopt a discovery strategy for
instruction may deem the earlier decision to limit the material to pure HTML pages an
unlikely one.
e-Learning content must be designed and developed in smaller manageable chunks
known as learning objects (LO). LOs are the small units or building blocks of instruction
that can be taken as stand-alone units of instruction even when it is not embedded within a
larger structure of content. Due to its smaller granularity and the way it is programmed,
tagged, and stored, LOs have increased share-ability and reusability. As far as LOs are
concerned, technological descriptions of how an LO is coded, tagged, and stored are more
easily available than pedagogical descriptions of what data and how much data should go
into a single LO.
T. Govindasamy / Internet and Higher Education 4 (2002) 287–299292
7. Until recently, Lego blocks were commonly used as an analogy to LOs. According to
Wiley (2001), using Lego blocks as a means of explaining LOs was too simplistic and should
be avoided. Lego blocks are also distinctly different from LOs because:
Any Lego block can be joined with any other Lego block
Lego blocks can be assembled in any manner
Assembling Lego blocks are simple for children to assemble
Alternatively, Wiley suggests atoms as a more likely metaphor for LOs. The atom is a
much better candidate to explain LOs than Lego blocks because, like Lego blocks, atoms are
small things that can be put together to form larger things. However, atoms are unlike Lego
blocks because:
Not all atoms can be combined with every other atom
Atoms can only be assembled in a certain structured manner determined by the internal
structure of the atom itself
Special training is needed in order to assemble atoms
A personal working definition of LOs adopted by the author is one that regards LOs as
e-Learning’s equivalent to traditional classroom lessons. It is one chunk of relevant information
that learners can access and internalize in one sitting. Like an atom that has smaller components
(electrons, protons, and neutrons), the LO also would comprise of several smaller components.
The gateway to an LO is a prerequisite test that determines whether or not the learner
possesses all the prerequisite skills in order to understand the content of the LO. If the learner
does not achieve the minimum scores stipulated by the LO, then the learner will be directed to
a more basic LO that teaches all the prerequisite knowledge required to master the current
LO. If the learner meets the minimum requirements to learn the current LO, then the learner
will be put through a second set of test questions known as pretest to determine whether the
learner needs to take the whole of the current LO, only part of it, or can skip it altogether. If
the learner is allowed to take the current LO, then the learner is taken to the heart of the LO,
the content presentation frequently interspersed with practice items. This is finally followed
by a posttest that assesses the learners’ mastery of the LO’s knowledge. Then the learner is
directed to the next LO in sequence.
3.2. Storing and managing content
Having built LOs, LOs must be assigned a shelf life predetermined based on the LO’s
classification category. LOs belonging to technical categories like programming should be
assigned a shorter shelf life compared to LOs on soft skills. Upon expiration of the assigned
shelf life, the LO must be taken off the shelf. A system must be put into place to manage the
publishing workflow of content. The system should include alerting the author that the LO has
outlived its shelf life. Subsequently, the LO can be sent to a committee to be reviewed, updated,
and revised and sent back to the storage repository to start the next cycle of its shelf life.
T. Govindasamy / Internet and Higher Education 4 (2002) 287–299 293
8. The LOs must be tagged with metadata that will later help the process of searching and
locating a particular LO. The metadata should include details like name, author, date, job,
skill, version, date last revised, etc., so that it may be easily searched by users (Singh, 2000).
3.3. Packaging content
Learners and instructors should have the option to access and offer content in the form of
bare LOs for ‘just-in-time learning’. ‘Just in time learning’ from individual LOs may be the
best option to bridge specific performance or knowledge gaps. Alternatively, instructors can
offer and learners can sign up for whole courses that are scheduled to run over a fixed
duration of time. This type of learning can take place when the learner is seeking personal
development or career progress. Courses are structured by combining a number of LOs. The
LOs can be retrieved from the central repository and assembled into a course if they have all
the inherent characteristics to allow the integration.
3.4. Student support
Student support is one area of e-Learning that is markedly different from the traditional
classroom delivery method. In traditional classroom instruction, student support can be
addressed on a supply-and-demand basis. When a student needs performance support they
would communicate their needs explicitly and consequently receive the needed support. In
e-Learning settings, where students learn as a result of interaction with programmed
instructional systems, all possible types of problems student are likely to face have to be
foreseen in advance in order to introduce features for performance support. One way of doing
this is by using a framework based on Laurillard’s Conversational Theory. This theory
advocates a teaching strategy based on interaction between teacher and student; not on the
actions required of the student by the teacher. The theory also emphasizes the need for
constructive and meaningful feedback. Students should be allowed to reflect as they interact
with the learning material (Laurillard, 1996). Students’ rate of access should be tracked and
the information used to distinguish between high achievers, average learners, and slow
learners. This information can then be used to motivate or positively reinforce learners.
3.5. Assessment
Assessment is an indispensable part of teaching and learning. Essentially, it is assessment
that reinforces the learning approach a student adopts. If a student is often tested on higher-
order thinking skills, they are likely to adopt the desirable deep holistic approach to
e-Learning. On the contrary, if students are tested on lower-order thinking skills, they would
probably be encouraged to practice the undesirable surface atomistic approach to learning
(Twomey, 1996). Despite its importance, assessment is constantly feared by educators and is
short-changed by instructional designers (Horton, 2000). When Horton mentions educators
discounting assessment, he probably means the various assessment malpractices that exist
from the lowest levels of educational institutions to the highest. This problem is even more
T. Govindasamy / Internet and Higher Education 4 (2002) 287–299294
9. serious in the e-Learning environment because instructors who are already burdened with
their new role in the e-Learning setting are likely to succumb to the convenience of using
automatically scored question types for assessment.
Most LMS provide templates for multiple-choice questions (MCQ), true/false questions
(TFQ), matching questions (MQ), or short answer questions (SAQ). However, essay
questions, projects, assignments, and case studies have been totally omitted, yet this should
not be taken to mean that these forms of assessment are not needed to perform valid and
reliable assessment. This discussion will become more meaningful if we consider the two
different forms of assessment.
Assessment is typically divided into two types, namely, the summative assessment and
the formative assessment. Summative assessment is used to grade students to demonstrate
students’ achievement and it involves making a final judgment of the students’
achievement relative to the predetermined objectives. Formative assessment is used as a
diagnostic tool for students and teachers to identify and improve areas of weakness
(Williams, 2000). It is a common belief that MCQ assessments are not a valid means of
testing the broad range of cognitive skills students are provided with especially in higher
education. An MCQ supposedly works best only to assist memorization. Actually, a
carefully designed MCQ can be deployed to assess learning even at the highest level
of Bloom’s Taxonomy of Educational Objectives. Table 2 shows that among the different
types of items supported by most authoring shells, MCQ is the only type found
suitable to assess learning throughout all the six levels of the Bloom’s Taxonomy of
Educational Objectives.
Use of MCQ as the only means of performing summative assessment of the learners is
not advisable since there is a chance of learners scoring in such assessments through
guessing at the correct answer and not as a result of profound understanding of the
subject matter. However, MCQs are still a boon for e-Learning because carefully designed
MCQs can help learners to acquire an in-depth understanding of content. For instance, a
student who wishes to improve his mastery of the concept Photosynthesis can use the
search function to locate all questions in the question repository that revolve around this
concept. He can then work on as many questions as he likes until he has mastered
the concept.
Table 2
Suitability of item types to measure different levels of cognitive ability
Bloom’s cognitive level of skill development MCQ Text entry Matching Case studies Simulation
Knowledge Yes Yes Yes No No
Comprehension Yes Yes Yes Yes No
Application Yes Yes No Yes No
Analysis Yes No No Yes Yes
Synthesis Yes No No Yes Yes
Evaluation Yes No No Yes Yes
This table is reproduced with permission from http://www.csu.edu.au/division/oli/celt/edtech/assessment/
assintro.htm.
T. Govindasamy / Internet and Higher Education 4 (2002) 287–299 295
10. MCQ items that test higher-order thinking and skills are difficult to construct. They
may only be mastered after a lot of practice and time. Educators should continuously
improve themselves to be able to use technology purposefully in order to improve
learning. Hence, time spent on mastering the art of designing multiple-choice items
capable of testing higher-order thinking and skills would indeed be worth the time and
effort; all the more so when considering their benefits in terms of automatic grading and
speed of feedback (Peel, 2000). In fact, blaming the limitations of technology as a
hindrance in using MCQ to test higher-order thinking is an inadequate excuse.
4. Impact of not adhering to pedagogical principles
In the course of these pedagogical considerations, it has become clear that the impact of
not considering the underlying pedagogical principles when implementing e-Learning will
undermine the implementation process. Among other things, it will result in faculty members
resisting the change, learners staying away from the e-Learning courses, poor performance of
learners, and poor quality of content. Hence, at this point, it is important to stress that any
e-Learning implementation exercise must take into account the underlying pedagogical
principles. These impacts will be revisited and integration of pedagogical principles in
LMS is discussed.
5. Integrating pedagogical principles into LMS
An important step that must be taken prior to implementing e-Learning is selecting a
suitable LMS. Often LMS are compared and evaluated on the basis of feature richness. The
more the features of an LMS, the more likely it is to be chosen. This form of uninformed
decision-making on the part of LMS customers positively reinforces vendors’ inclusion of
every technologically possible feature in an LMS. It is time for consumers in the LMS market
to make demands on the vendors for products to have fully integrated pedagogy. This change
has begun to take place but it is still at its early stage of being affected. In the next sections,
the author synthesizes some forms of pedagogical integration in LMS that are prerequisites
for successful implementation of e-Learning.
6. User profiles
Most LMS, despite being heavily laden with features, address only three groups of user
profiles. These three groups of users are administrators, learners, and instructors. Features
related to content development are consolidated under the tools for instructors, hence,
implying that the tools provided and consequently the tasks pertaining to content devel-
opment are the responsibility of the instructors. This implication can make implementation
difficult because it does not depict the gradual stages of expanding the instructors’
T. Govindasamy / Internet and Higher Education 4 (2002) 287–299296
11. responsibility. Furthermore, this may lead the organization to believe that content devel-
opment is the most natural thing that every instructor should be able to do without any form
of training. Ideally, the tools should be grouped and packaged under different categories of
user profiles so that the actual number of people involved in performing content development
work is well represented. LMS should group the tools into various suites of user profiles like
content experts, instructional designers, developers, etc.
7. Content development
Interfaces used for development and uploading of content must clearly communicate the
necessity to develop content adhering to the instructional development models. The interfaces
should also communicate the need to develop content at smaller levels of granularity to
promote share-ability and reusability.
8. Collaboration and coauthoring
Standard communication formats must be included to supplement the communication tools
that are currently included in almost all LMS. These formats can take the form of structured
instruments where users need only to key-in words or phrases. All the information categories
must be specified and elaborated by the instruments so that the users do not have to waste a
lot of time and effort in information logistics.
9. Content publishing workflow
The publishing workflow must communicate the necessity for a proper evaluation–
deploy–review–revise cycle. The system should include structured instruments to help
administrators generate text-based communications with other users of the e-Learning
network with regard to the shelf life of content. It would be better still if this notification
process is automated. This is very important for organizations dealing with very time-
sensitive domain areas.
10. Assessment
Most LMS include test builder tools that automate the process of authoring questions.
Most of these tools offer easy-to-use templates for authoring automatically scored questions
like MCQ, TFQ, SAQ, and other forms of SAQ and MQ. These tools do not mention other
types of questions that can be used to assess learners like essay questions, projects, structured
subjective questions, and case studies. The developers of current LMS were probably driven
by technology in choosing the question builders to be included in the system. Creating quiz
T. Govindasamy / Internet and Higher Education 4 (2002) 287–299 297
12. questions, possible answer options, assigning weights to the answers, automatically scoring
the answers, and programming appropriate feedback for different answers provided by
learners require a working knowledge of HTML, Java Script, and other programming
languages. This is definitely too much to expect of instructors, therefore, the developers of
the LMS probably felt it was necessary to provide instructors with these tools.
On the other hand, in order to assess students by means of projects, case studies,
assignments, and other artifacts of learning, all an instructor needs to do is to post the
message on the bulletin board. Students then complete their assignments and submit their
work to the instructor via e-mail or upload it as a web page for the instructor to assess
manually. Instructors with basic computer knowledge will be able to do this. Assuming this is
the underlying consideration that led to the inclusion of the quiz builder templates, the
developers’ good intent deserves appreciation but their choice of tools in putting their good
intent to practice could be improved.
This decision may have some negative implications pedagogically. The prominence and
convenience of the builder tools may imply that the use of only MCQ, TFQ, MQ, and SAQ
are valid and reliable means of assessing learning. Similarly, the total omission of essay
questions, projects, assignments, and case studies may imply that these forms of assessment
are not needed to effectively assess learning. In some cases, instructors who are fully aware of
the strength of the other assessment types having found their way into the test builder tool
may not know how to go about creating and administering these assessment elements.
11. Resource management tools
Can any organization implement e-Learning completely? The answer is a definite ‘no’
because not all types of content lend themselves well to the electronic delivery mode. Some
knowledge types need to be complemented with practical training. Some knowledge is
acquired best in a face-to-face session with the instructor using paper-and-pencil exercises.
Just because e-Learning is available, the old practices cannot be totally discarded. The old
and new have to be mixed and blended in the right proportions to provide a rich and
fulfilling learning experience for the learners. Hence, the need for the resource management
tools to manage the scheduled use of training rooms, laboratories, computers, equipment, or
even trainers.
12. Conclusion
This attempt to provide a pedagogical foundation as a prerequisite for successful
e-Learning implementation has clearly changed the emphasis from merely managing the
logistics of electronically delivering e-Learning content, to managing e-Learning content.
Some of the demands expressed have already been fulfilled in a new generation of e-Learning
solutions known as Learning Content Management Systems (LCMS). The vendors of
Kaleidosckop claim that it is an LCMS built not only on a strong pedagogical foundation,
T. Govindasamy / Internet and Higher Education 4 (2002) 287–299298
13. but also with the purpose of helping educators manage this wave of change called e-Learning.
In fact the developers welcome comments, opinions, and even SOS calls which they promise
to take seriously. Educators with any level of experience in e-Learning, who would like to
share comments (good or bad) with the developers, may write to them at info@kaleidosck-
op.com. Let’s see if our grouses are heard and translated into meaningful integration of
features in future updates! If more educators come forth to express their expectations of
e-Learning solutions, their voices would collectively become loud enough to be heard by the
e-Learning solution providers. The subsequent change is inevitable!
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