This document summarizes an eLearning trainer session that was held on September 11, 2008 in the Loddon Mallee region of Australia. The session provided an overview of eLearning tools and trends, introduced participants, and discussed the role of trainers in facilitating eLearning. Upcoming session dates and opportunities for continuing involvement were also outlined.
The document discusses strategies for integrating Web 2.0 tools into higher education. It recommends focusing on improving teaching rather than technology, allowing faculty to share successes, and providing hands-on training. Suggestions include online discussions, wikis for sharing ideas, and social bookmarking of educational resources.
TappedIn.org is a web 2.0 community resource that allows educators around the world to communicate and collaborate in real-time chats or asynchronous discussions boards. Users can join groups with shared interests, upload files to share, and set up a personal profile and office space. The site is organized into buildings, floors and rooms for different content or conversations, and is primarily designed for professional development and communication among educators.
TappedIn.org is a web 2.0 community resource that allows educators around the world to communicate and collaborate in real-time chats or asynchronous discussions boards. Users can join groups with shared interests, upload files to share, and set up a personal profile and office space. The site is organized into buildings, floors and rooms for different content or conversations, and is primarily designed for professional development and communication among educators.
Web 2.0 technologies such as blogs, wikis, social bookmarking, and photo/video sharing can promote collaboration and information sharing in new ways for K-12 education. These technologies allow students and teachers to become co-creators in the learning process. Blogs allow for commenting and continuing discussions outside the classroom. Podcasts are similar to radio broadcasts and can be listened to anytime while enhanced with images, video, and links. Wikis are online writing spaces that allow multiple authors to collaboratively add, update, and edit content. Social bookmarking allows tagging and sharing bookmarks online. Photo and video sharing provides online storage and the ability to tag and organize digital media.
We live in a glorious time of bounty when it comes to educational resources for the curious and ambitious. Here are some ideas to point you in the direction of life-long learning.
The document discusses how digital literacy skills are important for learning, working, and living in today's networked world. It outlines several topics that will be covered in the module, including how to effectively use blogs and social media to enhance learning and career opportunities. Students will participate in an online MOOC and research project to learn about developing digital literacies and learning networks. They will also set up blogs and learn how to curate and create various digital content, effectively communicate online, and manage their digital identity and online behavior.
This document introduces the Ministry of Education's new online hub for ICT resources and programs to support e-learning. It will contain content aligned with the e-learning planning framework currently under development. The aim is for the hub to be flexible, collaborative, and responsive to educator needs. The document outlines what e-learning is and provides an overview of the e-learning planning framework and its goals. It then guides the reader through the new website, highlighting its sections and resources. It also introduces the Enabling e-Learning Community and virtual learning network (VLN), describing how it can connect educators through discussion groups, sharing stories, and acting as an online professional learning space. Contact details are provided for the online content editor
The document discusses differences between traditional teaching and learning approaches and more modern approaches that utilize Web 2.0 tools. Traditional teaching is described as teachers enabling and delivering content to passive students, while modern approaches have teachers facilitating and students actively contributing and creating. A list of common Web 2.0 tools is provided for activities like blogging, social networking, sharing media, and online collaboration. The document concludes with recommendations to start using Web 2.0 tools through bottom-up online projects negotiated with the school and accompanied by e-safety reviews with students.
The document discusses strategies for integrating Web 2.0 tools into higher education. It recommends focusing on improving teaching rather than technology, allowing faculty to share successes, and providing hands-on training. Suggestions include online discussions, wikis for sharing ideas, and social bookmarking of educational resources.
TappedIn.org is a web 2.0 community resource that allows educators around the world to communicate and collaborate in real-time chats or asynchronous discussions boards. Users can join groups with shared interests, upload files to share, and set up a personal profile and office space. The site is organized into buildings, floors and rooms for different content or conversations, and is primarily designed for professional development and communication among educators.
TappedIn.org is a web 2.0 community resource that allows educators around the world to communicate and collaborate in real-time chats or asynchronous discussions boards. Users can join groups with shared interests, upload files to share, and set up a personal profile and office space. The site is organized into buildings, floors and rooms for different content or conversations, and is primarily designed for professional development and communication among educators.
Web 2.0 technologies such as blogs, wikis, social bookmarking, and photo/video sharing can promote collaboration and information sharing in new ways for K-12 education. These technologies allow students and teachers to become co-creators in the learning process. Blogs allow for commenting and continuing discussions outside the classroom. Podcasts are similar to radio broadcasts and can be listened to anytime while enhanced with images, video, and links. Wikis are online writing spaces that allow multiple authors to collaboratively add, update, and edit content. Social bookmarking allows tagging and sharing bookmarks online. Photo and video sharing provides online storage and the ability to tag and organize digital media.
We live in a glorious time of bounty when it comes to educational resources for the curious and ambitious. Here are some ideas to point you in the direction of life-long learning.
The document discusses how digital literacy skills are important for learning, working, and living in today's networked world. It outlines several topics that will be covered in the module, including how to effectively use blogs and social media to enhance learning and career opportunities. Students will participate in an online MOOC and research project to learn about developing digital literacies and learning networks. They will also set up blogs and learn how to curate and create various digital content, effectively communicate online, and manage their digital identity and online behavior.
This document introduces the Ministry of Education's new online hub for ICT resources and programs to support e-learning. It will contain content aligned with the e-learning planning framework currently under development. The aim is for the hub to be flexible, collaborative, and responsive to educator needs. The document outlines what e-learning is and provides an overview of the e-learning planning framework and its goals. It then guides the reader through the new website, highlighting its sections and resources. It also introduces the Enabling e-Learning Community and virtual learning network (VLN), describing how it can connect educators through discussion groups, sharing stories, and acting as an online professional learning space. Contact details are provided for the online content editor
The document discusses differences between traditional teaching and learning approaches and more modern approaches that utilize Web 2.0 tools. Traditional teaching is described as teachers enabling and delivering content to passive students, while modern approaches have teachers facilitating and students actively contributing and creating. A list of common Web 2.0 tools is provided for activities like blogging, social networking, sharing media, and online collaboration. The document concludes with recommendations to start using Web 2.0 tools through bottom-up online projects negotiated with the school and accompanied by e-safety reviews with students.
This document provides an overview of a session on digital literacy. It discusses how the module will cover topics like getting started with blogging, digital capabilities, and building a professional digital profile. It outlines the scope of digital literacy, including managing information, creating materials, effective communication, and digital identity and behavior. It also discusses setting up a blog, the importance of blogging to search visibility, and becoming a "Digital Champion" to help others with technology.
This document discusses the evolution of the web from Web 1.0 to Web 2.0 to Web 3.0 and highlights some key Web 2.0 tools like blogs, wikis, RSS feeds, social bookmarking, photo sharing, video sharing, blog search, news aggregation and mashups. It outlines educational benefits of blogs and wikis like helping students communicate, collaborate, motivate participation and provide opportunities to read and write. It also provides some tips for preparing a classroom for blogging and using wikis for collaboration.
Career Portfolio Manitoba CanadaMoot 2011Don Presant
This document discusses using ePortfolios to support employability and career development in Manitoba. It proposes developing a Career Portfolio Manitoba program using the open-source Mahara platform. Learners would build portfolios to showcase their skills, collect work samples, and reflect on experiences. This would help with resumes, interviews, and lifelong learning by providing an archive of accomplishments and skills. The program would be implemented through partnerships and aim to benefit all Manitobans by developing essential skills for employment.
Scott Nierendorf presented on emerging technology tools for educators to enhance education. The goals were to learn about new tech tools from other educators, see the range of applications and their costs and resources, and try hands-on experiences. Educators were encouraged to identify at least one tool to explore further in their district. CREC also provides initiatives and services in technology. The presentation highlighted sharing information with colleagues, students and administrators through tools like websites, social media, and slideshows.
Beyond the virtual campus: Technologies for virtual learning communitiesSu White
Abstract:
Information and communication technologies have been used formally for many years to build the infrastructure of the virtual campus. However, rich student experiences are a product of both educational and social learning - whether they aske place in the real world or virtually. Like the real world, online communities can flourish and evolve dynamically creating opportunities for social learning which will sustain the learner long after their formal programme of students has officially ended. This presentation will examine the range of different social learning opportunities available and compare the contributions of formal and informal social learning to the growth and sustainability of virtual learning communities
This document outlines Sandra Silveri's personal learning network (PLN) that she has created and plans to sustain using various online tools and resources. Her PLN includes subscriptions to educational sites on Twitter, Discovery Education, Apple Learning, and Ning as well as RSS feeds on topics like educational technology. She intends to use her iTouch apps to connect with new ideas, create organized notebooks, and share sources with others to continue developing her PLN.
MOOCs for universities and learners: an analysis of motivating factorsSu White
presentation summarising extensive research into MOOCs undertaken at the University of Southampton in centre for innovation in technologies and education
e-Learning Websites for Students, Professionals,Designers as alternative Educ...Amit Rahul
In traditional education, various type of curisity has bnot resolved in our course books. In this case, these websites acts like virtual library for everyone. These websites are combination of paind & free systems. They are equally useful learners from class- 1 to PhD level education.Apart from education,there are various other topics are available such as Computed coding & languages Automotive, Careers/Education, Computers, Relationships, Dating, marriage, Finance/Business, Health, Hobbies/Games ,Crafts, Fashion, Pets, Travel and more. Higher class student can find various topics for their advancement for projects, seminar,career etc.http://rahulrainbow.blogspot.in/2016/08/e-learning-websites-for-students.html
The document lists 10 uses of the internet for education: 1) communication via email, podcasting, blogging, etc.; 2) research using search engines; 3) producing final projects by publishing them online using tools like Google Docs, wikis, and SlideShare; 4) tutorials for remediation, enhancement, and learning new skills; 5) virtual field trips to allow students to experience new places without leaving the classroom; 6) distance learning to provide educational opportunities for those who live far from school; 7) web quests that guide students through websites on a theme to gather information; 8) interactive games and activities to discover mathematical concepts; 9) help from technology experts to troubleshoot software and hardware issues;
The document discusses various online tools that can be used for education including social networking, wikis, blogs, learning management systems, and widgets. It provides examples of how each tool can be used, such as using wikis for group projects or blogs for student reflections. Upcoming dates are also listed for project activities and online sessions related to exploring these educational tools.
Moodle is a free and open-source learning management system (LMS) that was created by Martin Dougiamas in 2002. It allows educators to create online courses with activities, assignments and quizzes. Moodle uses a social constructionist philosophy and is highly customizable through plugins and modules. Support is available through online forums and training programs. Moodle can be used to create both structured courses and unstructured learning environments.
1. The document provides information and guidance for project managers and coordinators on developing e-learning projects, including conducting opportunity analyses, reality checks, assessing organizational capacity, and creating business cases.
2. It outlines various funding sources available for e-learning projects and provides details on the E-standards for Training and Toolboxes programs.
3. A template for a business case is presented and upcoming dates for online sessions and site visits are listed to support participants in developing their e-learning projects.
The document provides an overview of Moodle, an open-source learning management system. It discusses Moodle's origins, features, support resources, and various ways it can be used. Key points include that Moodle was created by Martin Dougiamas to support social constructionist teaching philosophies using open-source software. It has many activities, resources, and question types and is highly compatible with other tools. Support is available through forums and training from Moodle experts. Moodle can be used to structure entire courses or provide collaborative spaces and resources.
This document outlines the key stages and tasks involved in planning and conducting online assessments, including: planning the assessment with steps for requirements, support, staff skills, scheduling, and allocating resources; developing materials such as assessment guides and conducting trials; delivering the assessment by informing learners, providing support, and recording results; analyzing results by describing learners, context, and resources; evaluating the assessment process, tasks, and resources; and designing documents and reports.
This document summarizes an orientation session for eLearning project managers and coordinators in the Loddon Mallee region. The session covered introductions of participants, an overview of eLearning including its benefits and implications, organizational capacity for implementing eLearning, managing knowledge, allocating trainer resources, and upcoming dates for further training. Participants were encouraged to utilize resources like wikis and engage with ongoing support for eLearning implementation.
This document summarizes an introductory session on eLearning for project managers and coordinators in the Loddon Mallee region. It introduces eLearning concepts and tools, discusses organizational capacity and resources for implementing eLearning, and outlines an upcoming schedule of training dates and sessions. Project participants represent various community education organizations in the region.
The document discusses various online tools that can be used for education including social networking, wikis, blogs, learning management systems, and widgets. It provides examples of how each tool can be used, such as using wikis for group projects or blogs for student reflections. Upcoming dates are also listed for project activities and online sessions related to exploring these educational tools.
The document discusses the evolution from Learning 1.0 to Learning 2.0 driven by increased user control of content, interconnectivity of applications, and ability to form communities and collaborate online. It provides examples of how social media technologies like podcasting, blogs, video on demand, photo sharing, virtual worlds, social bookmarking, wikis and social networking can be used to support learning and training in educational contexts. It warns that adopting these approaches requires organizations to think like networks rather than groups and embrace openness, diversity and autonomy rather than focus and privacy.
This document provides an overview of a session on digital literacy. It discusses how the module will cover topics like getting started with blogging, digital capabilities, and building a professional digital profile. It outlines the scope of digital literacy, including managing information, creating materials, effective communication, and digital identity and behavior. It also discusses setting up a blog, the importance of blogging to search visibility, and becoming a "Digital Champion" to help others with technology.
This document discusses the evolution of the web from Web 1.0 to Web 2.0 to Web 3.0 and highlights some key Web 2.0 tools like blogs, wikis, RSS feeds, social bookmarking, photo sharing, video sharing, blog search, news aggregation and mashups. It outlines educational benefits of blogs and wikis like helping students communicate, collaborate, motivate participation and provide opportunities to read and write. It also provides some tips for preparing a classroom for blogging and using wikis for collaboration.
Career Portfolio Manitoba CanadaMoot 2011Don Presant
This document discusses using ePortfolios to support employability and career development in Manitoba. It proposes developing a Career Portfolio Manitoba program using the open-source Mahara platform. Learners would build portfolios to showcase their skills, collect work samples, and reflect on experiences. This would help with resumes, interviews, and lifelong learning by providing an archive of accomplishments and skills. The program would be implemented through partnerships and aim to benefit all Manitobans by developing essential skills for employment.
Scott Nierendorf presented on emerging technology tools for educators to enhance education. The goals were to learn about new tech tools from other educators, see the range of applications and their costs and resources, and try hands-on experiences. Educators were encouraged to identify at least one tool to explore further in their district. CREC also provides initiatives and services in technology. The presentation highlighted sharing information with colleagues, students and administrators through tools like websites, social media, and slideshows.
Beyond the virtual campus: Technologies for virtual learning communitiesSu White
Abstract:
Information and communication technologies have been used formally for many years to build the infrastructure of the virtual campus. However, rich student experiences are a product of both educational and social learning - whether they aske place in the real world or virtually. Like the real world, online communities can flourish and evolve dynamically creating opportunities for social learning which will sustain the learner long after their formal programme of students has officially ended. This presentation will examine the range of different social learning opportunities available and compare the contributions of formal and informal social learning to the growth and sustainability of virtual learning communities
This document outlines Sandra Silveri's personal learning network (PLN) that she has created and plans to sustain using various online tools and resources. Her PLN includes subscriptions to educational sites on Twitter, Discovery Education, Apple Learning, and Ning as well as RSS feeds on topics like educational technology. She intends to use her iTouch apps to connect with new ideas, create organized notebooks, and share sources with others to continue developing her PLN.
MOOCs for universities and learners: an analysis of motivating factorsSu White
presentation summarising extensive research into MOOCs undertaken at the University of Southampton in centre for innovation in technologies and education
e-Learning Websites for Students, Professionals,Designers as alternative Educ...Amit Rahul
In traditional education, various type of curisity has bnot resolved in our course books. In this case, these websites acts like virtual library for everyone. These websites are combination of paind & free systems. They are equally useful learners from class- 1 to PhD level education.Apart from education,there are various other topics are available such as Computed coding & languages Automotive, Careers/Education, Computers, Relationships, Dating, marriage, Finance/Business, Health, Hobbies/Games ,Crafts, Fashion, Pets, Travel and more. Higher class student can find various topics for their advancement for projects, seminar,career etc.http://rahulrainbow.blogspot.in/2016/08/e-learning-websites-for-students.html
The document lists 10 uses of the internet for education: 1) communication via email, podcasting, blogging, etc.; 2) research using search engines; 3) producing final projects by publishing them online using tools like Google Docs, wikis, and SlideShare; 4) tutorials for remediation, enhancement, and learning new skills; 5) virtual field trips to allow students to experience new places without leaving the classroom; 6) distance learning to provide educational opportunities for those who live far from school; 7) web quests that guide students through websites on a theme to gather information; 8) interactive games and activities to discover mathematical concepts; 9) help from technology experts to troubleshoot software and hardware issues;
The document discusses various online tools that can be used for education including social networking, wikis, blogs, learning management systems, and widgets. It provides examples of how each tool can be used, such as using wikis for group projects or blogs for student reflections. Upcoming dates are also listed for project activities and online sessions related to exploring these educational tools.
Moodle is a free and open-source learning management system (LMS) that was created by Martin Dougiamas in 2002. It allows educators to create online courses with activities, assignments and quizzes. Moodle uses a social constructionist philosophy and is highly customizable through plugins and modules. Support is available through online forums and training programs. Moodle can be used to create both structured courses and unstructured learning environments.
1. The document provides information and guidance for project managers and coordinators on developing e-learning projects, including conducting opportunity analyses, reality checks, assessing organizational capacity, and creating business cases.
2. It outlines various funding sources available for e-learning projects and provides details on the E-standards for Training and Toolboxes programs.
3. A template for a business case is presented and upcoming dates for online sessions and site visits are listed to support participants in developing their e-learning projects.
The document provides an overview of Moodle, an open-source learning management system. It discusses Moodle's origins, features, support resources, and various ways it can be used. Key points include that Moodle was created by Martin Dougiamas to support social constructionist teaching philosophies using open-source software. It has many activities, resources, and question types and is highly compatible with other tools. Support is available through forums and training from Moodle experts. Moodle can be used to structure entire courses or provide collaborative spaces and resources.
This document outlines the key stages and tasks involved in planning and conducting online assessments, including: planning the assessment with steps for requirements, support, staff skills, scheduling, and allocating resources; developing materials such as assessment guides and conducting trials; delivering the assessment by informing learners, providing support, and recording results; analyzing results by describing learners, context, and resources; evaluating the assessment process, tasks, and resources; and designing documents and reports.
This document summarizes an orientation session for eLearning project managers and coordinators in the Loddon Mallee region. The session covered introductions of participants, an overview of eLearning including its benefits and implications, organizational capacity for implementing eLearning, managing knowledge, allocating trainer resources, and upcoming dates for further training. Participants were encouraged to utilize resources like wikis and engage with ongoing support for eLearning implementation.
This document summarizes an introductory session on eLearning for project managers and coordinators in the Loddon Mallee region. It introduces eLearning concepts and tools, discusses organizational capacity and resources for implementing eLearning, and outlines an upcoming schedule of training dates and sessions. Project participants represent various community education organizations in the region.
The document discusses various online tools that can be used for education including social networking, wikis, blogs, learning management systems, and widgets. It provides examples of how each tool can be used, such as using wikis for group projects or blogs for student reflections. Upcoming dates are also listed for project activities and online sessions related to exploring these educational tools.
The document discusses the evolution from Learning 1.0 to Learning 2.0 driven by increased user control of content, interconnectivity of applications, and ability to form communities and collaborate online. It provides examples of how social media technologies like podcasting, blogs, video on demand, photo sharing, virtual worlds, social bookmarking, wikis and social networking can be used to support learning and training in educational contexts. It warns that adopting these approaches requires organizations to think like networks rather than groups and embrace openness, diversity and autonomy rather than focus and privacy.
Personalized Learning at Your Fingertips: Building a PLNTorrey Trust
This document discusses building a professional learning network (PLN) using online tools. It defines a PLN as a flexible, teacher-driven space for personalized professional development through collaboration. The benefits of PLNs include access to expertise, reducing isolation, and finding best practices. Key tools discussed are RSS feeds for information aggregation, social bookmarking sites like Diigo, and social media platforms like Edmodo, Twitter and Ning for connecting with other educators. The document provides guidance on information literacy, networking etiquette, and avoiding overload through focusing on a few high-quality sources and connections at first.
This document discusses how educators can use social media tools for personalized professional development. It defines social networking and professional learning networks. It then provides examples of various social media tools like Flickr, iTunes, YouTube, and social bookmarking sites and how they can be used. The document shares the author's experience with social media over time and emphasizes finding one's own path with personalized learning. It concludes by providing tips for using social media effectively like following thought leaders, using hashtags, and developing a critical mass of connections.
The “Amazon Model” and “Community Model” - the intersection of LMS and Learni...Mzinga
The document discusses two models for learning and development - the Amazon model and the Community model.
The Amazon model focuses on using social media and networking around formal learning resources, like discussions and comments about courses. The Community model focuses on social media and networking as the primary means of learning, through communities of practice and expertise sharing.
The role of instructional designers may change under these new models, from developing formal content to facilitating communities and making connections between people. Skills like community management and moderation may become more important.
This document discusses how technologies are impacting research practices and academic discourse. It explores how researchers are using tools like blogs, Twitter, SlideShare and social networking to collaborate, disseminate findings and engage in scholarly communication. The emergence of these Web 2.0 technologies is shifting academic practices from individual to social and more openly visible work. While raising new opportunities, it also poses challenges around ensuring quality and managing the fragmented information landscape.
Want to know the future of Social Media in learning?Learning Pool Ltd
Uncover what Learning Pool's online enthusiast Paul Webster thinks about social media's role in learning. From LinkedIn to Twitter to much more, Paul shares his gems on the future.
The document discusses the future of education and learning. It talks about how modern learners called "Homo Zappiens" learn via human and technical networks in informal ways, seeing traditional school as irrelevant. These "free-range learners" choose what and how they learn through self-service methods. The participatory web allows for more active and learner-driven styles of learning through communities, conversations and relationships rather than traditional top-down or classroom models. The future of learning involves addressing complex problems through multiple perspectives and making connections in conversations and communities.
Tools and techniques for developing learning communities lsg june 2011nicl
The document discusses learning communities, how they work, and their role in learning and development. It covers topics like the definition of a learning community, how to facilitate successful communities, tools that can be used, and how communities can evolve into communities of practice. The goal is to understand how to initiate and support learning communities to enhance social learning.
This document outlines a training session on developing a web presence as a librarian. It discusses understanding different types of web presences, including institutional, personal, and social media. Tools for developing a web presence like Google and blogs are explained. Best practices for writing for the web like using short paragraphs and emphasis are provided. The session also covers running training on web presence and includes tips.
This document discusses how education can leverage Web 2.0 technologies. It provides background on the evolution of the internet from Web 1.0 to Web 2.0, noting that Web 2.0 emphasizes user-generated content and participation. Web 2.0 allows for collaborative learning through tools like blogs, wikis, social networks, and content sharing sites. These technologies can help supplement classroom teaching by facilitating discussion, peer learning, and access to online resources. Specific Web 2.0 tools that are useful for educators are highlighted.
This session will explore the scope for transforming collaboration and knowledge-sharing between public sector workers in different organizations. It will take as its starting point the lesson's learnt from the UK's local government community of practice platform, currently the world's largest network for public sector professionals. Moving on to describe the Knowledge Hub, the "next generation" Enterprise Social Software platform, providing many new features, and enabling far better permeability between government communities and external (Web 2.0) social networks and web services. Delegates will gain insights into the contribution that online communities can make in the public sector, and will discuss the barriers to effective collaboration and the best ways to overcome them
The document provides training tips from two trainers, Rob Coers and Michael Stephens, on effectively training staff on new technologies. They discuss focusing training on the 70% of staff that are open to guidance, emphasizing the professional, necessity, and personal benefits of new technologies. They also suggest using Web 2.0 tools like blogs and Flickr in training, being flexible and playing with new tools, and creating an Emerging Technology Group to plan for innovation.
Social Media Tools for Personalized Professional Development Lucy Gray
This document provides an overview of how educators can use social media tools for personalized professional development. It discusses what a personal learning network (PLN) is and recommends developing one to investigate best practices and target interests. Popular social media tools are presented such as Flickr for photos, iTunes for audio, YouTube and TeacherTube for videos. Blogs, social networks like Facebook and LinkedIn, and social bookmarking tools like Delicious and Diigo are also covered. Advice is given on using tools like Twitter to connect with others and stay informed. The importance of following thought leaders is stressed. Overall, the document promotes taking charge of one's own professional development through social media.
Digital Footprints @ LSE: Supporting students to use social media
Trainers Session1
1. Welcome Explore and Experience Loddon Mallee eMentor Project Trainers Session 11 September 2008
2. Session overview Using the Virtual Classroom Introductions What is eLearning What is eLearning Tools of the Trade (web 2.0 overview) What are they?? Keeping up with the Trends Upcoming Dates Explore and Experience Loddon Mallee Region
3.
4. What is eLearning? The future of education An enhancer, not a substitute Cultural change – a way of doing things Changing how we learn Learning together and teaching each other A sharing culture Explore and Experience Loddon Mallee Region
5. What is eLearning? Not teaching the information, but teaching methods to seek the information Mentoring Accommodates for different learning styles and allows for flexible content and activities options Great for Audits Social Networking Provides necessary IT skills when entering the workforce Explore and Experience Loddon Mallee Region
7. What is your role? Moderator / Mentor Address learning styles Empower learners to guide own learning Provide resources Encourage networks Provide options Explore and Experience Loddon Mallee Region
8. What is Web 1.0? Principles of Web 1.0 Reading, Receiving and Researching Explore and Experience Loddon Mallee Region
9. What is Web 2.0? Principles of Web 2.0 Collaborating, Contributing and Creating Creating a ProAM Culture = Professional + Amateur ProSumer Culture = Producer + Consumer Explore and Experience Loddon Mallee Region
10. What tools are available? Wikis Blogs RSS feeds and readers Scorm Learning Management Systems Websites Podcasting Live Classrooms Forums Chat rooms Personal Productivity Tools (email, calendars, contacts) Explore and Experience Loddon Mallee Region
11. What tools are available? Audacity Podomatic Odeo Blogger Hotpotatoes Survey Monkey Cam Studio Wetpaint Skype Bloglines Explore and Experience Loddon Mallee Region My Space Facebook Flicka Google iSpring Moodle Movie Maker Del.icio.us Feedburner
12. Managing the knowledge Why do we need to? Tidal Wave of information – we just cant know it all Ever changing – what is knowledge today is out dated tomorrow Information guided by the group is stronger than information by the professional New type of publishing – publishing by conversation, not dictation What is correct content and what is false We don’t teach the information, but the methods in which to seek this information Explore and Experience Loddon Mallee Region
13. Managing the knowledge Use the tools RSS Feeds – Blogline, Google Reader, Explorer Feed Reader Networks – Each other, Forums, Blogs, online conferences, Wiki Spaces Social Bookmarking – Del.icio.us, Favourites And you will really need to know how to file!! Explore and Experience Loddon Mallee Region
14. Managing the knowledge Other sources of information Designing eLearning Australian Flexible Learning Framework CoolTools Knowledge Bank Classroom 2.0 Converge EdNA Groups Explore and Experience Loddon Mallee Region
15. Upcoming Dates Face 2 Face @ Bendigo 18 th September Online session – managers 30 th September Online session – trainers 7 th October Site Visits late October Online session – everyone 7 th November Frequent email, wiki content and extra conferences available Explore and Experience Loddon Mallee Region
16. Where to from here? Look around the Wiki Keep coming to the sessions Read the resources if you get the chance Complete the Opportunity Analysis – I will send it to you Encourage your staff and trainers Share the information I share with you Lurk in conferences, if your not confident to participate yet Communicate with each other Contact me for any help Explore and Experience Loddon Mallee Region
17. Thank you for your time Sarah Phillips eLearning Coordinator Continuing Education Bendigo [email_address] (03) 5430 2100 Skype Name: phisar2 Explore and Experience Loddon Mallee Region
Editor's Notes
Welcome everyone to the session It’s exciting to have everyone together finally Comment that I am aware that time is precious and will try and fit this into an hour if possible.
Give a very short introduction about myself and then get each participant to speak.
It will soon become unacceptable to not acknowledge technology in education. We have an obligation as training providers to equip our learners with the skills of the workforce in tomorrows world. Don’t use elearning tools for the sake of it. It will only make things harder. You need to use these tools make things better, to solve a problem. Make it a way of doing business, you can’t expect your trainers and students to engage in something that you are not willing to do. Learning is Changing, Education will need to change as well. Collaborative learning, taking the pressure off the facilitator, having the learners support and teach each other gives them leadership skills and confidence. Education is moving away from the traditional teaching methods. There is so much information, knowledge is no longer sacred, it is all about what you do with it. The age of intellectual property is rapidly dissapearing.
We no longer teach our students purely factual information. No one can store that amount of information in their heads. The skills required these days are the ability to seek out that information when it is needed, or to store it if stumbled upon and be able to find it again later. When seeking an employee for a role, would you choose someone with that particular skill, or someone who you know can develop that skill quickly and easily. Mentoring rather than lecturing is proving to be more affective in the retention of information. Allowing the learners to seek the information as needed, with the guidance of the mentor will provide an opportunity for active learning. eLearning allows for content development that address a range of learning styles, by providing flexible content, activities and assessment. Electronic evidence can be collected in 100’s of ways, and can allow for learners who do not fit in the box, to provide evidence of understanding in a way that they are comfortable with. When set up correctly, digital evidence can provide far more accurate proof of students work than that of observation in the classroom. Involving your learners in forums can give you written record of personality and writing styles that can then be directly compared to assignment submissions. Don’t underestimate it. LMS’ can also collect and store entire records of learners participation within the course, and information can be collected by topic, or by student. It’s up to you. Social skills are being developed, the users of social networking tools are growing by the day. These people connect with thousands of people who bring opportunity to them, who they may otherwise have never met. If MySpace was a country, it would be the 6 th largest in population in the world. It has a membership of over 172 million people, and increases it’s new members by 375,000 every day. When you employ someone in a role, would you rather they had ICT skills as well? If your organisation had a reputation for providing ICT skills to your learners, do you think your learners would become the employees of choice??
E-training – just in time training, facilitator free, Blended learning – a great range of delivery methods that can range from f2f through to online sessions, wiki’s web content and more. Virtual Classrooms – a tool for you to provide synchronous training to students that are not able to be there in person – like this one now. Digital Campus – The extremely high end of eLearning in an organisation, this can include intranets, digital libraries, online enrolment and payment options, enews, Learning management systems, student records available online with logins and so on. Distance education – Mainly asynchronous, often achieved through emailing of content and assessment, then returning that assessment by the due date. This may be supported by a facilitator but there is not usually students linked to other students. Web in class – is where most elearning trials start. This can be implemented by the trainer and can be adjusted to resources available. These are great to get started, but once your trainers have a taste for it, they will start asking for more resources, unblocking of websites, administration rights and it just keeps on growing. So be prepared. This document is available on the wiki as is a lot of other useful readings.
Your role will change dramatically as you get into elearning more. You will become a moderator rather than a teacher. I understand that VTE uses approaches to facilitate rather than teach, but this role will be even more flexible, encouraging learners to take ownership of their own learning, Some learners are global, some sequential, some verbal, some visual, ACTIVE AND REFLECTIVE LEARNERS, SENSING AND INTUITIVE LEARNERS you need to adjust your delivery and assessment to these styles
Your basic website.
The introduction of interactivity over the internet. Tools for creating, engaging, publishing, achieving, presenting. Those who can use these tools, eg My Space, facebook, podomatic (podcasting tool) google accounts, are the future learners. We are breeding a generation that finally walks the walk and doesn’t just talk the talk. They can’t get away with that anymore. They now have the right and responsibility to contribute to the world of knowledge. They are questioning the professional and challenging the products, the consumer finally has the voice to ask the producer what it really wants.
Most of you are also time poor, and elearning wont make that any easier to begin with.
Most of you are also time poor, and elearning wont make that any easier to begin with.
Most of you are also time poor, and elearning wont make that any easier to begin with.
Most of you are also time poor, and elearning wont make that any easier to begin with.
Sessions starting in September. Will send you out the information.