The document discusses the history of educational technology and distance education through several generations of pedagogical approaches: the first generation focused on behaviorist learning through mass media like print and television, the second generation saw the rise of computer-based training and multimedia, and the third generation involves web-based learning and more interactive and distributed models of learning through connectivity.
This document provides an overview of open education and creative commons licenses. It begins by discussing some issues with copyright law, including long duration of copyright and limited reuse options. It then introduces Creative Commons licenses and describes the types of licenses available. The document explains how works can be marked with licenses and provides examples of Creative Commons icons. It also discusses open educational resources and the open education movement. Examples of open educational resources repositories and collections are provided. The document emphasizes that teachers, authors and organizations should share educational materials using open licenses to allow reuse and adaptation. It recommends that governments and institutions prioritize and support open education.
E-õppe ja avatud hariduse lahendused Tallinna ÜlikoolisHans Põldoja
The document discusses open educational tools and resources at Tallinn University. It begins by defining open education and how the concept has evolved over time. It then outlines some of the open learning environments used at Tallinn University, including blogs and WordPress sites for course content, YouTube videos, and GitHub for collaborative coding projects. The document also addresses challenges in designing open online courses, such as building community and providing feedback. Overall, it presents Tallinn University's approach to open education and how open learning environments can increase accessibility and collaboration.
Online Learning and Open Educational Practices in Tallinn UniversityHans Põldoja
The document discusses online learning and open educational practices at Tallinn University. It provides background information on Tallinn University, including its history and structure. It then discusses online learning at the university, noting that online learning was used primarily for blended courses before COVID-19. During the pandemic in Spring 2020, all courses had to move online quickly. Surveys of students and lecturers found that most preferred a blended model. The document concludes by discussing some examples of open educational practices at Tallinn University, including the use of open learning environments like blogs, open badges for assessment, and an open study information system.
This document provides an overview of open education and creative commons licenses. It begins by discussing some issues with copyright law, including long duration of copyright and limited reuse options. It then introduces Creative Commons licenses and describes the types of licenses available. The document explains how works can be marked with licenses and provides examples of Creative Commons icons. It also discusses open educational resources and the open education movement. Examples of open educational resources repositories and collections are provided. The document emphasizes that teachers, authors and organizations should share educational materials using open licenses to allow reuse and adaptation. It recommends that governments and institutions prioritize and support open education.
E-õppe ja avatud hariduse lahendused Tallinna ÜlikoolisHans Põldoja
The document discusses open educational tools and resources at Tallinn University. It begins by defining open education and how the concept has evolved over time. It then outlines some of the open learning environments used at Tallinn University, including blogs and WordPress sites for course content, YouTube videos, and GitHub for collaborative coding projects. The document also addresses challenges in designing open online courses, such as building community and providing feedback. Overall, it presents Tallinn University's approach to open education and how open learning environments can increase accessibility and collaboration.
Online Learning and Open Educational Practices in Tallinn UniversityHans Põldoja
The document discusses online learning and open educational practices at Tallinn University. It provides background information on Tallinn University, including its history and structure. It then discusses online learning at the university, noting that online learning was used primarily for blended courses before COVID-19. During the pandemic in Spring 2020, all courses had to move online quickly. Surveys of students and lecturers found that most preferred a blended model. The document concludes by discussing some examples of open educational practices at Tallinn University, including the use of open learning environments like blogs, open badges for assessment, and an open study information system.
Digital technologies in language learning and teachingJames Little
This document discusses using technology in language learning and teaching. It begins by considering the positives and drawbacks of educational technologies. It then discusses debates around the "digital native" concept and differences between residents and visitors online. Examples of tools for vocabulary learning and interactive exercises are provided. The document stresses that pedagogical aims should determine technology use rather than the other way around. It provides guidance on integrating technologies and reflects on taking a learner-centered approach to educational design.
Teaching and learning with Internet-supported technologies - Course syllabusJoan E. Hughes, Ph.D.
In the course participants will examine a myriad of ways the Internet may function within teaching and learning contexts through internet-supported technologies (e.g., web, apps etc.). The course will focus on these technologies’ capabilities for instructional use, learning, professional development, and research. The course will provide a set of foundational readings to situate your thinking in this educative space. Then you will lead your own experiences with a diverse array of Internet-based instructional and learning tools; it will also encourage you to consider these tools with a critical eye, always determining the advantages and disadvantages of using particular web-supported or web-based tools.
This course focuses on the role of Internet-based technologies within face-to-face or hybrid learning situations and mostly within PK-12 realms. For all uses we consider, we will use the following questions (as well as any you offer) to structure our analysis of Internet uses:
• What assumptions about the nature of knowledge and learning does this innovation make (either explicitly or implicitly)?
• What unique role does the technology play in facilitating learning?
• How is this innovation seen to fit with existing school curriculum (e.g., Is the innovation intended to supplement or supplant existing curriculum? Is it intended to enhance the learning of something already central to the curriculum or some new set of understandings or competencies?)
• What demands does the innovation place on the knowledge of teachers or other “users”? What knowledge supports does the innovation provide?
• How does the technology fit or interact with the social context of learning? (e.g., Are computers used by individuals or groups? Does the technology support collaboration or individual work? What sorts of interaction does the technology facilitate or hinder? Does it change or reify social systems?)
Course goals include:
• Understanding the historical context of uses of the Internet and Web for teaching and learning
• Experiencing what it is like to be an actor in the ‘participatory’ or ‘semantic’ or ‘connected’ culture of the Web
• Developing a critical framework for evaluating web uses in educational contexts
• Interpreting (i.e., reading, understanding, interpreting, adapting) educational research that focuses on teaching/learning with the Internet-supported technologies
This course is not about fully online or distance education topics. If you are interested in that topic, consider taking LT’s “Online Learning” course(s).
This PowerPoint was an accessory for a presentation about why dynamic learning with 21st century tools is important. Included is information on how to support Moodle within a school or district. Additional resources can be provided by hollyrae.
Тhe study of foreign languages plays an important role in the modern world. This article explores the use of Internet resources during English lessons, as well as working with information and communication technologies (ICT) and the use of multimedia teaching methods. Therefore, it is so important to improve the method of using computer information technologies in teaching English Ziyayeva Kamola Ziyaiddinovna. (2020). Use of internet resourсes during lessons. International Journal on Orange Technologies, 2(11), 47-50. https://doi.org/10.31149/ijot.v2i11.892 Pdf Url: https://journals.researchparks.org/index.php/IJOT/article/view/892/845 Paper Url: https://journals.researchparks.org/index.php/IJOT/article/view/892
This document discusses the use of internet resources and digital technologies in English language lessons. It explores how multimedia tools like presentations, electronic dictionaries, and authentic online materials can help individualize learning and make it more engaging for students. While electronic textbooks have benefits like easy updating, they also have limitations like a lack of real communication. The document advocates for a blended learning approach, combining classroom lessons with independent online work. Overall, it argues that digital technologies are useful tools that can supplement teachers and make the learning process more effective when used properly.
Thanks to Steve Wheeler and Terry Anderson for some of the slides used in this short presentation. Originally this was put together to seed discussion amongst Education Studies students about the future of e-learning.
Journey toward Learning Society: Possibilities and challenges of Viet Nam Li...Zakir Hossain/ICS, Zurich
The government of Viet Nam has made a commitment to build a Learning Society by 2020 as a part of ASEAN countries’ lifelong learning ambition. A range of related initiatives have been launched by Viet Nam government to encourage reading and raising awareness of its importance for sustainable development of knowledge and skills. Viet Nam aims to implement and develop lifelong learning activities in out-of-school education institutions such as libraries, museums, Community Learning Centres (CLCs) and cultural center clubs to achieve this national and regional goal. The government of Viet Nam currently operates more than 23,000 state funded libraries and 11,900 CLCs throughout the country and is in the process of both renovating and innovating public libraries, CLCs and museums. In addition to the work undertaken by the Viet Nam government, a number of enterprises have also been initiated by non-government and non-profit organisations to promote literacy and lifelong learning using libraries. As the concern authority believes that libraries can be a potential catalyst for Learning Society project, it is also essential to measure the possibilities and challenges of Viet Nam libraries. This analytical study, therefore, investigates some government and non-governmental initiatives focused on libraries, their impact on reading promotion and lifelong learning, and challenges they face. Proposing a way forward, the paper confirms that Viet Nam’s libraries play an essential role in promoting reading and building a Learning Society in Viet Nam.
This document discusses blended learning and learner autonomy. It defines blended learning as using both traditional and online resources for learning. It provides examples of blended learning components and guidelines for teachers in designing blended learning, including providing opportunities for collaboration, learning content in multiple media, and learner support. Blended learning can increase flexibility and support constructive learning through active engagement. Effective blended activities give learners choice and autonomy over their learning.
Open Educational Resources and Practices in EstoniaHans Põldoja
This document provides an overview of open educational resources and practices in Estonia. It discusses key concepts in open education such as MIT OpenCourseWare and Creative Commons licenses. It then outlines several open educational initiatives and repositories in Estonia, including Koolielu, HITSA repository, LeMill, and course materials from various universities. The document also discusses why open educational resources are beneficial for both learners and teachers. It provides examples of open online courses in Estonia and experiments with open assessment using open badges. Overall, the document gives a comprehensive look at the landscape of open educational resources and practices currently available in Estonia.
Social Media. Revolution, Evolution, Solution.Cindy De Smet
Ten years ago, Mark Prensky coined the terms digital natives ( a person who was born during or after the introduction of digital technology) and digital immigrants. However, recent reseach shows that these "natives" are not so comfortable with technology as expected. Today, Martin Weller proposes a more realistic view on this topic and introduces "the digital scholar".
In this presentation, the presenter (Phd-student, teacher and webaddict) brings her point of view on how teachers can use social media in their classroom.
More papers and presentations by Cindy De Smet can be found on Academia: http://hogent.academia.edu/CindyDeSmet
This document discusses concepts of online learning and eTwinning. It defines online learning as a form of distance education where courses are delivered over the Internet. eTwinning allows schools to partner and collaborate on projects using ICT. It has grown significantly since being launched in 2005, now involving over 170,000 teachers and 90,000 schools. The document also discusses advantages and disadvantages of online learning, characteristics of synchronous and asynchronous learning, communication methods, and how to create an email or blog.
navigating the future of education is given by Mike Sharples, formerly of the Learning Sciences Research Institute, University of Nottingham, and now at the Open University. Facilitated by Diane Brewster (Consultant).
Jisc conference 2011
Integrating ICT into English Teaching discusses key aspects of effectively integrating information and communication technologies (ICT) into English language teaching. It outlines ICT core competencies teachers need, including technical skills, teaching, networking/communication, creating, searching, and evaluating. Communication tools covered include synchronous tools like video conferencing and asynchronous tools like email and forums. The document provides examples of online professional development, project-based learning, and websites for finding teaching materials and effective searching techniques. It emphasizes that while technology offers opportunities, overreliance on search engines can waste time, and the key to success is effective teaching practices.
Short introduction to educational technology for sharingMike Sharples
This document provides a brief history of educational technology from the 1920s to present day. It discusses early technologies like teaching machines and programmed instruction. It then covers developments like computer-assisted instruction, intelligent tutoring systems, online/virtual learning, mobile learning, MOOCs, and personalized learning. Emerging themes are identified like interactive learning, adaptive/personalized pathways, and blended approaches. The document argues that education must adapt to a changing world through resilient models that support differing contexts.
ASSESSING TEACHERS’ KNOWLEDGE IN ICT USAGE FOR LESSON PREPARATION AND DELIVER...AkashSharma618775
Generally, it is agreed that information and communication technology (ICT) promotes easier planning
and preparation of lessons; helps teachers to have access to up-to-date learners and school data anytime and
anywhere. This is especially significant in this Covid era where hybrid education is being promoted. Therefore,
this study investigated the knowledge of basic school teachers in the Kassena-Nankana Municipality in the use of
ICT for lesson preparation and delivery. One hundred and two (102) out of five hundred and ten (510) basic school
teachers were sampled using the simple random sampling technique for the study. A questionnaire and an
observation checklist were used to collect data from the teachers. Data were coded into the IBM-SPSS version 21
to generate descriptive statistics (frequency counts and percentages) for the analyses. Findings from the study
revealed that 92.2% of basic school teachers in the Kassena-Nankana Municipality agreed that ICT is a diverse set
of technological tools and resources used to communicate and to create, disseminate, store and manage
information. The basic school teachers were of the view that the use of ICT in lesson delivery comes with lots of
benefits to their classroom instructional practices. The findings further revealed that basic school teachers in the
municipality have basic knowledge in ICT use but do not use this knowledge in their lesson delivery due to factors
such as constant changes in technology, cost of ICT tools, limited time allocation for ICT lessons in the schools,
technical nature of ICT, lack of ICT laboratories, and network facilities in schools for teachers and students. The
study recommended that more time should be allocated for the teaching of ICT in basic schools and also, basic
school teachers should be given constant ICT training through workshops and refresher courses to boost their
competencies in using ICT in their lesson preparation and classroom instructional practices.
Digital technologies in language learning and teachingJames Little
This document discusses using technology in language learning and teaching. It begins by considering the positives and drawbacks of educational technologies. It then discusses debates around the "digital native" concept and differences between residents and visitors online. Examples of tools for vocabulary learning and interactive exercises are provided. The document stresses that pedagogical aims should determine technology use rather than the other way around. It provides guidance on integrating technologies and reflects on taking a learner-centered approach to educational design.
Teaching and learning with Internet-supported technologies - Course syllabusJoan E. Hughes, Ph.D.
In the course participants will examine a myriad of ways the Internet may function within teaching and learning contexts through internet-supported technologies (e.g., web, apps etc.). The course will focus on these technologies’ capabilities for instructional use, learning, professional development, and research. The course will provide a set of foundational readings to situate your thinking in this educative space. Then you will lead your own experiences with a diverse array of Internet-based instructional and learning tools; it will also encourage you to consider these tools with a critical eye, always determining the advantages and disadvantages of using particular web-supported or web-based tools.
This course focuses on the role of Internet-based technologies within face-to-face or hybrid learning situations and mostly within PK-12 realms. For all uses we consider, we will use the following questions (as well as any you offer) to structure our analysis of Internet uses:
• What assumptions about the nature of knowledge and learning does this innovation make (either explicitly or implicitly)?
• What unique role does the technology play in facilitating learning?
• How is this innovation seen to fit with existing school curriculum (e.g., Is the innovation intended to supplement or supplant existing curriculum? Is it intended to enhance the learning of something already central to the curriculum or some new set of understandings or competencies?)
• What demands does the innovation place on the knowledge of teachers or other “users”? What knowledge supports does the innovation provide?
• How does the technology fit or interact with the social context of learning? (e.g., Are computers used by individuals or groups? Does the technology support collaboration or individual work? What sorts of interaction does the technology facilitate or hinder? Does it change or reify social systems?)
Course goals include:
• Understanding the historical context of uses of the Internet and Web for teaching and learning
• Experiencing what it is like to be an actor in the ‘participatory’ or ‘semantic’ or ‘connected’ culture of the Web
• Developing a critical framework for evaluating web uses in educational contexts
• Interpreting (i.e., reading, understanding, interpreting, adapting) educational research that focuses on teaching/learning with the Internet-supported technologies
This course is not about fully online or distance education topics. If you are interested in that topic, consider taking LT’s “Online Learning” course(s).
This PowerPoint was an accessory for a presentation about why dynamic learning with 21st century tools is important. Included is information on how to support Moodle within a school or district. Additional resources can be provided by hollyrae.
Тhe study of foreign languages plays an important role in the modern world. This article explores the use of Internet resources during English lessons, as well as working with information and communication technologies (ICT) and the use of multimedia teaching methods. Therefore, it is so important to improve the method of using computer information technologies in teaching English Ziyayeva Kamola Ziyaiddinovna. (2020). Use of internet resourсes during lessons. International Journal on Orange Technologies, 2(11), 47-50. https://doi.org/10.31149/ijot.v2i11.892 Pdf Url: https://journals.researchparks.org/index.php/IJOT/article/view/892/845 Paper Url: https://journals.researchparks.org/index.php/IJOT/article/view/892
This document discusses the use of internet resources and digital technologies in English language lessons. It explores how multimedia tools like presentations, electronic dictionaries, and authentic online materials can help individualize learning and make it more engaging for students. While electronic textbooks have benefits like easy updating, they also have limitations like a lack of real communication. The document advocates for a blended learning approach, combining classroom lessons with independent online work. Overall, it argues that digital technologies are useful tools that can supplement teachers and make the learning process more effective when used properly.
Thanks to Steve Wheeler and Terry Anderson for some of the slides used in this short presentation. Originally this was put together to seed discussion amongst Education Studies students about the future of e-learning.
Journey toward Learning Society: Possibilities and challenges of Viet Nam Li...Zakir Hossain/ICS, Zurich
The government of Viet Nam has made a commitment to build a Learning Society by 2020 as a part of ASEAN countries’ lifelong learning ambition. A range of related initiatives have been launched by Viet Nam government to encourage reading and raising awareness of its importance for sustainable development of knowledge and skills. Viet Nam aims to implement and develop lifelong learning activities in out-of-school education institutions such as libraries, museums, Community Learning Centres (CLCs) and cultural center clubs to achieve this national and regional goal. The government of Viet Nam currently operates more than 23,000 state funded libraries and 11,900 CLCs throughout the country and is in the process of both renovating and innovating public libraries, CLCs and museums. In addition to the work undertaken by the Viet Nam government, a number of enterprises have also been initiated by non-government and non-profit organisations to promote literacy and lifelong learning using libraries. As the concern authority believes that libraries can be a potential catalyst for Learning Society project, it is also essential to measure the possibilities and challenges of Viet Nam libraries. This analytical study, therefore, investigates some government and non-governmental initiatives focused on libraries, their impact on reading promotion and lifelong learning, and challenges they face. Proposing a way forward, the paper confirms that Viet Nam’s libraries play an essential role in promoting reading and building a Learning Society in Viet Nam.
This document discusses blended learning and learner autonomy. It defines blended learning as using both traditional and online resources for learning. It provides examples of blended learning components and guidelines for teachers in designing blended learning, including providing opportunities for collaboration, learning content in multiple media, and learner support. Blended learning can increase flexibility and support constructive learning through active engagement. Effective blended activities give learners choice and autonomy over their learning.
Open Educational Resources and Practices in EstoniaHans Põldoja
This document provides an overview of open educational resources and practices in Estonia. It discusses key concepts in open education such as MIT OpenCourseWare and Creative Commons licenses. It then outlines several open educational initiatives and repositories in Estonia, including Koolielu, HITSA repository, LeMill, and course materials from various universities. The document also discusses why open educational resources are beneficial for both learners and teachers. It provides examples of open online courses in Estonia and experiments with open assessment using open badges. Overall, the document gives a comprehensive look at the landscape of open educational resources and practices currently available in Estonia.
Social Media. Revolution, Evolution, Solution.Cindy De Smet
Ten years ago, Mark Prensky coined the terms digital natives ( a person who was born during or after the introduction of digital technology) and digital immigrants. However, recent reseach shows that these "natives" are not so comfortable with technology as expected. Today, Martin Weller proposes a more realistic view on this topic and introduces "the digital scholar".
In this presentation, the presenter (Phd-student, teacher and webaddict) brings her point of view on how teachers can use social media in their classroom.
More papers and presentations by Cindy De Smet can be found on Academia: http://hogent.academia.edu/CindyDeSmet
This document discusses concepts of online learning and eTwinning. It defines online learning as a form of distance education where courses are delivered over the Internet. eTwinning allows schools to partner and collaborate on projects using ICT. It has grown significantly since being launched in 2005, now involving over 170,000 teachers and 90,000 schools. The document also discusses advantages and disadvantages of online learning, characteristics of synchronous and asynchronous learning, communication methods, and how to create an email or blog.
navigating the future of education is given by Mike Sharples, formerly of the Learning Sciences Research Institute, University of Nottingham, and now at the Open University. Facilitated by Diane Brewster (Consultant).
Jisc conference 2011
Integrating ICT into English Teaching discusses key aspects of effectively integrating information and communication technologies (ICT) into English language teaching. It outlines ICT core competencies teachers need, including technical skills, teaching, networking/communication, creating, searching, and evaluating. Communication tools covered include synchronous tools like video conferencing and asynchronous tools like email and forums. The document provides examples of online professional development, project-based learning, and websites for finding teaching materials and effective searching techniques. It emphasizes that while technology offers opportunities, overreliance on search engines can waste time, and the key to success is effective teaching practices.
Short introduction to educational technology for sharingMike Sharples
This document provides a brief history of educational technology from the 1920s to present day. It discusses early technologies like teaching machines and programmed instruction. It then covers developments like computer-assisted instruction, intelligent tutoring systems, online/virtual learning, mobile learning, MOOCs, and personalized learning. Emerging themes are identified like interactive learning, adaptive/personalized pathways, and blended approaches. The document argues that education must adapt to a changing world through resilient models that support differing contexts.
ASSESSING TEACHERS’ KNOWLEDGE IN ICT USAGE FOR LESSON PREPARATION AND DELIVER...AkashSharma618775
Generally, it is agreed that information and communication technology (ICT) promotes easier planning
and preparation of lessons; helps teachers to have access to up-to-date learners and school data anytime and
anywhere. This is especially significant in this Covid era where hybrid education is being promoted. Therefore,
this study investigated the knowledge of basic school teachers in the Kassena-Nankana Municipality in the use of
ICT for lesson preparation and delivery. One hundred and two (102) out of five hundred and ten (510) basic school
teachers were sampled using the simple random sampling technique for the study. A questionnaire and an
observation checklist were used to collect data from the teachers. Data were coded into the IBM-SPSS version 21
to generate descriptive statistics (frequency counts and percentages) for the analyses. Findings from the study
revealed that 92.2% of basic school teachers in the Kassena-Nankana Municipality agreed that ICT is a diverse set
of technological tools and resources used to communicate and to create, disseminate, store and manage
information. The basic school teachers were of the view that the use of ICT in lesson delivery comes with lots of
benefits to their classroom instructional practices. The findings further revealed that basic school teachers in the
municipality have basic knowledge in ICT use but do not use this knowledge in their lesson delivery due to factors
such as constant changes in technology, cost of ICT tools, limited time allocation for ICT lessons in the schools,
technical nature of ICT, lack of ICT laboratories, and network facilities in schools for teachers and students. The
study recommended that more time should be allocated for the teaching of ICT in basic schools and also, basic
school teachers should be given constant ICT training through workshops and refresher courses to boost their
competencies in using ICT in their lesson preparation and classroom instructional practices.
This document discusses the Millennial generation and how to effectively integrate technology into instruction for them. It describes Millennials as being born into a digital world and being very technology savvy. It also discusses both formal and informal technologies Millennials use, like online discussion boards and social media. The document advocates motivating Millennials by challenging them, letting them work with friends, and making learning fun. It provides strategies for successful integration of technology that engage Millennial learners.
This article presents an e-learning theoretical framework based on a literature review of e-learning concepts and dimensions. It identifies 23 related concepts to e-learning that have emerged over time, from computer-assisted instruction to modern approaches like massive open online courses. The framework proposes three principal dimensions of e-learning systems: users, technology, and services. It also classifies stakeholder groups and their relationships with e-learning systems, as well as typologies of e-learning services.
The document provides an introduction to educational technology, defining it as the study and practice of facilitating learning through appropriate technological processes and resources. It discusses the history of technology in education from educational films and programmed instruction to modern learning management systems and learning analytics. Examples are given of educational technology projects at Tallinn University focusing on areas like coaching environments, interactive playdesks, and online learning platforms.
The document discusses future trends in learning for individuals and schools. It explores how personal learning networks and adaptive learning systems that customize content to each student's needs could transform education. Traditional schools may need to change their infrastructure to support more personalized, autonomous, and collaborative learning enabled by new technologies. The challenges will be developing students' information, visual, and digital literacy skills and assessing learning in new ways.
This document discusses mLearning and how mobile technologies can support learning and teaching in econometrics. It begins with an introduction to mLearning, noting how new technologies aim to minimize education costs and maximize learning experiences. However, some studies show limitations to technology in supporting learners. The document then discusses how mLearning has emerged from advances in mobile devices and technologies. It outlines the researcher's rationale for studying how to develop an econometrics application for mobile devices to support postgraduate finance students. The researcher's expectations are to explore the positive and negative effects of new technology in higher education through a blended learning approach focusing on mLearning.
Second Life. A New Space for Teaching and Learning Entrepreneurship?Patrycja Rudnicka
Rudnicka, P. (2009). Second Life. A New Space for Teaching and Learning Entrepreneurship? Paper presented at 14th European Congress of Work and Organizational Psychology, May 13-16, 2009, Santiago de Compostela, Spain.
This document provides an overview of the history and perspectives of educational technology. It discusses how educational technology has evolved from the abacus and slides to today's digital tools and ubiquitous mobile devices. It also summarizes different organizations' definitions of educational technology and how they have focused on both the processes and tools that support teaching and learning. Additionally, it outlines some of the challenges and trends in the field including issues around equity, implementation, and skills standards.
The document discusses the development of educational technology and the shift from teacher-centered to learner-centered approaches. It provides background on how educational technology has evolved from focusing on audiovisual tools, to instructional systems, vocational training, and computers/computer-based systems. It compares teacher-centered and learner-centered paradigms, highlighting how the latter focuses more on active student involvement, real-world applications, and collaborative/supportive learning environments. The document also covers definitions and scope of information and communication technology (ICT) in education, including its role in teaching/learning, publishing, evaluation, research, and administration.
The document discusses several challenges in implementing e-learning globally across different cultures and countries. It notes that pedagogical approaches and learning environments need to be adapted based on cultural differences between individualism vs communalism and constructivism vs objectivism. Providing flexibility, additional support for new online learners, and adapting content complexity and language translation are important factors for success. Exporting Western e-learning to Eastern countries requires understanding differences in cultural values to ensure programs are effective.
The document discusses the history and trends of integrating information and communication technologies (ICT) into schools over the past 50 years. It covers rationales for ICT in schools, including social, vocational, pedagogical, and catalytic rationales. It also discusses competing agendas among policymakers, authorities, industry, universities, teachers, students, and parents regarding ICT integration. New trends in ICT like interactive whiteboards, laptop programs, mobile learning, and e-learning 2.0 are mentioned. Research on educational media like the "No Significant Difference Phenomenon" and challenges generalizing findings for policymakers are briefly covered.
This document discusses the debate around how teachers should use technology in the classroom. Some argue that students today are "digital natives" who are comfortable with new technologies. However, others counter that while students are frequent users of basic technologies like email and browsing, they need guidance from teachers on more creative uses. The document concludes that teachers should not assume all students are technologically literate and should actively demonstrate new technologies to encourage collaboration.
This document discusses strategies for training language tutors in new media literacy. It argues that tutors should be trained to use modern technologies like podcasting, video production, and touch screens that students are already familiar with. Initial inclusive training sessions should be followed up with individual support from more experienced peers and examples of best practices. Budgets should allocate more funds to software and support than hardware. Training should encourage peer support, reliable technical assistance, and address motivational barriers through common goals and self-regulated learning.
Language Learning and Technology: "An Overview of the Web 2.0 Tools"Ahmet Ateş
This document provides an overview of Web 2.0 tools for language learning. It begins with an introduction discussing how technology has changed communication and learning styles. It notes that while students are adept with technology, they do not necessarily apply it to learning. The document then discusses useful Web 2.0 tools for language learning, including Edmodo, WordChamp, StoryJumper, Voxopop, VoiceThread, websites for listening practice, text-to-speech tools, Jing, PBworks, and QuizStar. It concludes with references. The document aims to help teachers identify effective Web 2.0 tools to integrate technology into language learning in a pedagogically useful way.
This document discusses the relationship between information and communication technology (ICT) and e-learning, with a focus on how data mining can be used in the context of e-learning. It first provides background on e-learning and how ICT has enhanced e-learning through technologies like web 2.0. It then discusses how educational data mining uses data collected by e-learning systems and tools to gain insights about students, learning, and how to improve practices. Specific techniques like analyzing keystroke data and data at different levels can provide valuable information. The document concludes that data mining techniques applied by education experts can help address open challenges in e-learning systems and help transform education in India.
The value of collaborative learning in educating the2012Student
Sharing knowledge, resources, and conversations is critical for developing ICT capabilities. Collaboration underpins effective ICT frameworks and allows pedagogical practices to evolve with change. The document discusses how digital natives and immigrants differ in their technology experience and use. It also addresses the importance of collaboration between educators in integrating technology into classrooms and bridging gaps between students' in-school and out-of-school technology habits.
The document discusses educational technology and is divided into three main parts. Part 1 focuses on the role of technology in relation to EFL teachers and learners. It defines educational technology and discusses its history and importance. It provides examples of educational technologies and how they can be used as teaching and learning tools. Part 2 will discuss technology and language teaching and learning. Part 3 will cover technology and language testing.
This document provides an overview of eLearning ecosystems and their benefits. It discusses how the modern education environment needs to adapt to digital learners and dynamic technological changes. An eLearning ecosystem empowers learners through customizable, accessible learning from anywhere while promoting innovation and connections within organizations. Embracing eLearning ecosystems can provide structured, stimulating, and holistic learning experiences that prepare students for an interconnected world.
The document lists various journals, books, and resources related to distance education. It provides 15 journals focused on topics like educational technology, online learning, open and distance learning, and distance education administration. It also lists 26 books that cover topics such as designing online instruction, building online learning communities, managing distance learning programs, and using technologies for distance learning.
Similar to Virtuaalsed õpikeskkonnad ja õpihaldussüsteemid (20)
Transforming Higher Education with Open Educational PracticesHans Põldoja
The document discusses the impact of ChatGPT, an AI assistant created by OpenAI, on student assessments in higher education. It begins by providing background on ChatGPT, describing it as a state-of-the-art language model that can engage in natural conversation. It then discusses concerns that ChatGPT could enable students to generate impressive written work for assignments, challenging traditional written assessments. The document also includes a quote from a student who used AI tools for their assignments, feeling they were penalized for not writing eloquently. Finally, it discusses the need to revisit existing student performance evaluation approaches in higher education in light of new technologies like ChatGPT.
This document discusses personas used in instructional design. It provides examples of primary, secondary, supplemental, customer, served, and negative personas. The primary persona describes the most important user type for an interface. Secondary personas have similar needs to the primary persona, with some additional needs. Supplemental personas have needs fully met by combining primary and secondary personas. Customer personas describe customer rather than user needs. Served personas are impacted by but do not directly use a product. Negative personas are user types the product is not intended for. The document also discusses scenario-based design and provides an example scenario of a student teacher using a competency assessment tool.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
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How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
8. Haridustehnoloogia
ajalugu
Nicholson, P. (2007). A History
of E-Learning. B. Fernández-
Manjón, J. M. Sánchez-Pérez,
J. A. Gómez-Pulido, M. A.
Vega-Rodríguez, & J. Bravo-
Rodríguez, Computers and
Education (lk 1–11). Dordrecht:
Springer. http://doi.org/
10.1007/978-1-4020-4914-9_1
Molnar, A. (1997). Computers in
Education: A Brief History. The
Journal. http://thejournal.com/
Articles/1997/06/01/
Computers-in-Education-A-
Brief-History.aspx
Anderson, T., & Dron, J. (2011).
Three Generations of Distance
Education Pedagogy. The
International Review of
Research in Open and Distance
Learning, 12(3), 80–97. http://
dx.doi.org/10.19173/
irrodl.v12i3.890
Sumner, J. (2000). Serving the
System: A critical history of
distance education. Open
Learning: the Journal of Open
and Distance Learning, 15(3),
267–285. http://doi.org/
10.1080/713688409
https://marinabuinitskaja.com/2020/09/17/oppekeskkonnad-ja-vorgustikud-luugemine/
Benjamin, L. T. (1988). A History
of Teaching Machines.
American Psychologist, 43(9),
703–712.
https://marinabuinitskaja.com/2020/09/15/a-history-of-teaching-machines-t-benjamin-jr-texas/
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https://maikimagistriope.wordpress.com/2020/09/13/i-teema-haridustehnoloogia-ajalugu/
https://vahjakivi.wordpress.com/2020/09/17/ulevaade-haridustehnoloogia-ajaloost/
https://jyrikman.wordpress.com/2020/09/06/example-post/
Luik, P. (2004). Õpitarkvara
efektiivsed karakteristikud
elektrooniliste õpikute ja
drillprogrammide korral. Tartu:
Tartu Ülikool. http://
hdl.handle.net/10062/1067
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https://ollearak.wordpress.com/2020/09/20/i-teema-ulevaade-haridustehnoloogia-ajaloost-distantsope/
9. (Anderson & Dron, 2011)
Summary of Distance Education Pedagogies
We conclude by arguing that all three current and future generations of DE pedagogy have an
Generation of
distance
education
pedagogy
Technology Learning
activities
Learner
granularity
Content
granularity
Evaluation Teacher
role
Scalability
Cognitive–
behaviourism
Mass media:
Print, TV,
radio, one-to-
one
communication
Read and
watch
Individual Fine:
scripted and
designed
from the
ground up
Recall Content
creator,
sage on
the stage
High
Constructivism Conferencing
(audio, video,
and Web),
many-to-many
communication
Discuss,
create,
construct
Group Medium:
scaffolded
and
arranged,
teacher-
guided
Synthesize:
essays
Discussion
leader,
guide on
the side
Low
Connectivism Web 2.0:
Social
networks,
aggregation &
recommender
systems
Explore,
connect,
create,
and
evaluate
Network Coarse:
mainly at
object and
person
level, self-
created
Artifact
creation
Critical
friend, co-
traveler
Medium
10. (Nicholson, 2007)
Table 1-1. The changing focus of educational technology over the past 30 years (after Charp,
1997; Herrington, Reeves et al., 2005; Leinonen, 2005; Mortera-Gutiérrez, 2006; Nicholson
& McDougall, 2005; Pilla, Nakayama et al., 2006; THOMSON, 2005)
Era Focus Educational characteristics
1975-1985 Programming;
Drill and practice;
Computer-assisted learning –
CAL.
Behaviourist approaches to learning
and instruction; programming to
build tools and solve problems;
local user-computer interaction.
1983-1990 Computer-Based Training;
Multimedia;
Use of older CAL models with
interactive multimedia courseware;
Passive learner models dominant;
Constructivist influences begin to
appear in educational software design
and use.
1990-1995 Web-based Training Internet-based content delivery;
Active learner models developed;
Constructivist perspectives common;
Limited end-user interactions.
1995-2005 E-Learning Internet-based flexible courseware
deliver; increased interactivity;
online multimedia courseware;
Distributed constructivist and
cognitivist models common; Remote
user-user interactions.
11. (Jones, 2011, lk 71)
Table 2.7. Five paradigms of university e-learning.
Period Title Description
Late 1980s to
early 1990s
Text-based CMC Text-based tools for e-mail, Usenet
news, perhaps FTP. Not always Internet
based. Very limited use. Limited
access. Difficult to use. (e.g., Oliver,
1985)
~1995 – late 90s Web-based Lone
Ranger
Lone-Ranger academics using Web and
Internet tools to enhance teaching.
Increasing access, creation difficult.
Little institutional support (e.g., Jones,
1996b)
1995 to 1999 Cottage Industry Ad hoc development of systems to
increase ease-of-use. Often multiple in
an institution. Often arise from work of
Lone-Rangers. Origins of the LMS
(e.g., Goldberg et al., 1996)
1998 – ?? Industrial E-learning becomes an institutional
concern. Must be a single institutional,
“enterprise ready” system represented
by a LMS. (e.g., Tickle, Muldoon, &
Tennent, 2009)
~2005 – ?? Post-industrial Rise and increasing availability of
Internet access, social media, mobile
devices etc. turns focus from
institutional provision to the use of
personal tools. From integrated systems
to learning networks (Downes, 2007)
2.5.2. Usage of industrial e-learning: quantity
12. (Leinonen, 2010, lk 12)
tools live on and continue to have an effect on us; the newer paradigms
and forms live simultaneously with the old ones (Figure 1).
Below I will present a chronological, thematic, and summarizing histo-
ry of the mainstream development of computer-based learning tools in
five phases. It is worth mentioning that the categorization is a general-
ization of the stages.
I – Late 1970s – early 1980s: programming, drill, and practice.
Accordingtomyownexperience,inthelate1970sandearly1980sthecom-
Figure 1:
Timeline of the
Main Paradigms
of Using Comput-
ers in Learning
drill and
practice
Computer-based
training(CBT)
with multimedia
Internet-based
training (IBT)
e-Learning Social software +
free and open
content
1975 1980 1985 1990 1995 2000 2005
13. (Põldoja, 2016, lk 20)
Table 1. Five generations of using computers in education (adapted from Anderson & Dron,
2011; Jones, 2011; Leinonen, 2010; Nicholson, 2007).
Era Focus Learning technolo-
gies
Learning activities
1959–1985 Computer assisted
instruction
Personal computers,
intelligent tutoring
systems, artificial
intelligence, pro-
gramming tools
Drill and practice
exercises, program-
ming
1985–1993 Computer-based
training
Educational desktop
software, multimedia
CD-ROMs
Reading, drill and
practice exercises,
educational games
1993–1998 Web-based training Web sites, e-mail,
discussion forums,
chat
Reading, writing,
discussing, testing
1998–2005 E-learning Learning management
systems, learning
objects and reposito-
ries, computer-based
assessment tools,
video conferencing
Discussing, creating,
constructing
2005– Technology-enhanced
learning
Web 2.0, social soft-
ware, personal learn-
ing environments,
mobile devices, e-
textbooks, interactive
whiteboards, open
educational re-
sources, massive
open online courses,
learning analytics
Exploring, connecting,
creating, evaluating,
planning personal
learning, reflecting
The beginning of each generation may be connected to an important turning
69. Väljataga, T., Pata, K., & Priidik, E. (2009).
Õpikeskkonna kujundamine haridustehnoloogiliste
vahenditega. K. Pata, & M. Laanpere (toim),
Tiigriõpe: Haridustehnoloogia käsiraamat (lk 11–
30). Tallinn: TLÜ informaatika instituut.
70. Dillenbourg, P., Schneider, D., & Paraskevi, S.
(2002). Virtual Learning Environments. A.
Dimitracopoulou (toim), Proceedings of the 3rd
Hellenic Conference on Information &
Communication Technologies in Education (lk 3–18).
Rhodes: Kastaniotis Editions.
Virtual Learning Environments
Pierre Dillenbourg, Daniel Schneider, Paraskevi Synteta
{Pierre.Dillenbourg|Daniel.Schneider|Paraskevi.Synteta}@tecfa.unige.ch
Phone: +41 22 705 9376 - Fax: +41 22 705 6379
TECFA - FPSE - University of Geneva
40 bd. Du Pont d’Arve - CH-1205 Genève
SUMMARY
Is the concept of 'virtual learning environment' just a popular label to describe any educational
software? No, the concept includes several interesting features that justify the use of a specific
label. We review these features in the first part of our contribution. Do these features guarantee
pedagogical effects? No, we review in the second some potential contributions of virtual learning
environments. Turning potential effects intro actual outcomes is the challenge of designers.
KEYWORDS : Virtual learning environments, educational Internet, virtual communities
WHAT IS A VIRTUAL LEARNING ENVIRONMENT ?
Does a « virtual learning environment » refer to any educational web site? No. However, as
many fashionable words, some authors use it in a very broad way, including for instance Web sites
that simply include static Web pages. Is a «virtual learning environment» restricted to systems
including some 3D / virtual reality technology? No. Some environments include less
sophisticated interfaces, namely text-based ones. Between these over-general and over-specific
definitions, there is a range of environments, which vary along the criteria listed below. Our goal
is not to decide which environments deserve the «virtual learning environment» label, but to
provide an understanding of their specificity.
Is a “virtual learning environment” synonymous to a «virtual campus»? No. A “virtual
campus” provides University courses, while the name «virtual learning environment» does not
restrict the scope to any age or level. The former is hence a sub-category of the latter. A “virtual
campus” covers a set of courses, often a whole diploma programme, while «virtual learning
environment» can be used for smaller parts of a curriculum.
We argue that virtual learning environments can be identified by the following features and we
will discuss them one by one through this contribution:
A virtual learning environment is a designed information space.
A virtual learning environment is a social space: educational interactions occur in the
environment, turning spaces into places.
The virtual space is explicitly represented: the representation of this information/social
space can vary from text to 3D immersive worlds.
Students are not only active, but also actors: they co-construct the virtual space.
Virtual learning environments are not restricted to distance education: they also enrich
classroom activities.
«ICTs in Education», Volume I, A. Dimitracopoulou (Ed), Proceedings of 3rd
Congress
HICTE, 26-29/9/2002, University of Aegean, Rhodes, Greece, KASTANIOTIS Editions Inter@ctive 3
71. Paulsen, M. F. (2003). Online Education and
Learning Management Systems. Global E-learning in
a Scandinavian Perspective. Bekkestua: NKI
Forlaget.
72. Weller, M. (2007). Virtual learning environments:
using, choosing and developing your VLE.
Abingdon: Routledge.
What we talk about when we
talk about e-learning
E-learning produces more angst and enthusiasm than can be consumed
locally, so it tends to spill over into other areas. One could draw a complex
Venn diagram with e-learning intersecting with other topics in education,
including lifelong learning, increased educational demand, education in
developing countries, the nature of assessment, the role of the academic,
commercialization in education, intellectual property and flexibility in
education. And then there is the overlap with broader technological develop-
ments such as open source software, web services integration techniques,
educational technology standards, the semantic web, etc. And underlying
all of these activities is the environment in which e-learning takes place, the
VLE or LMS (see below for a discussion on terminology). The pedagogical,
political, technical and economical arguments that pervade e-learning are
all reflected in the choice, deployment and development of a VLE in an
organization.
Unsurprisingly the issues which proliferate around e-learning lead to
confusion, resentment and sometimes disdain from many educators. Their
job, and inclination, is to teach and research in their subject and remain up to
date in that field, not to continually develop new skills in using technologies
or become experts in educational theory, XML programming and educational
technology standards. As these areas develop rapidly the energy required to
keep up with them becomes an increasing drain on the resources of any
academic. What many enthusiasts, government officials and managers often
fail to appreciate is that an educator’s time (and interest) is a finite resource;
if one occupies it with one area it is at the detriment of another. If they engage
with e-learning at all, then the feeling many educators have is one of
bewilderment and confusion, akin to that of Einstein, who, lost on his way to
a meeting, telephoned his wife Elsa and asked, ‘Where am I? And where
should I be?’
Rather like the Hitchhiker’s Guide to the Galaxy, the message of this
book is ‘Don’t Panic’. The presence of a VLE in your institution is the means
by which you can engage effectively with these issues. It won’t make you
understand educational theory, and it won’t change your institution overnight,
Chapter 1
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73. Anderson, T. (2008). Towards a Theory of Online
Learning. T. Anderson (toim), The Theory and
Practice of Online Learning (lk 45–74). Edmonton:
AU Press.
CHAPTER2
TOWARDS A THEORY
OF ONLINE LEARNING
Terry Anderson
Athabasca University
It is the theory that decides what we can observe.
– Albert Einstein
There is nothing more practical than a good theory.
– Lewin, K., Field Theory in Social Science
INTRODUCTION
Theory has been both celebrated and condemned in educational practice
and research. Many proponents have argued that theory allows and even
forces us to see the big picture and makes it possible for us to view our
practice and our research from a broader perspective than envisioned from
the murky trenches of our practice. This broader perspective helps us make
connections with the work of others, facilitates coherent frameworks and
deeper understanding of our actions, and perhaps most importantly, allows
us to transfer the experience gained in one context to new experiences and
contexts. Critics of theory (McCormick & McCormick, 1992) have argued
that too strict adherence to any particular theoretical viewpoint often filters
our perceptions and thus blinds us to important lessons of reality. The
intent of this chapter is to look at learning theory generally, and then to
focus in on those attributes of the online learning context that allow us to
focus and develop deeper and more useful theories of online learning.
75. 28 TechTrends • March/April 2007 Volume 51, Number 2
The application of computers to education
has a history dating back to the 1950s, well
before the pervasive spread of personal
computers (Reiser, 1987). With a mature
history and varying approaches to utilizing
computers for education, a veritable alphabet
soup of terms and acronyms
related to computers in
education have found their way
into the literature, most of them
non-standardized. Learning
Management System (LMS) is
one approach to the application
of computers to education
which holds great potential
and important concepts yet is
often misunderstood and the
term misused. This article will
clarify the use of the term LMS
by presenting a history and
definitionofLMS,differentiating
it from similar terms with which it is often
confused, and discussing the role it can play
in education. It will then describe current
application and available features of LMSs,
and conclude by identifying trends and
recommending future research.
History and definition of LMS:
What are LMSs?
The history of the application of computers
to education is filled with generic terms such as
computer-based instruction (CBI), computer-
assisted instruction (CAI), and computer-
assisted learning (CAL), generally describing
drill-and-practiceprograms,moresophisticated
tutorials and more individualized instruction,
respectively (Parr & Fung, 2001). LMS has its
history in another term, integrated learning
system (ILS) which offers functionality beyond
instructional content such as management
and tracking, personalized instruction and
integration across the system (Bailey, 1993;
Becker, 1993; Brush, Armstrong, Barbrow, &
Ulintz, 1999; Szabo & Flesher, 2002).
The term ILS was coined by Jostens Learn-
ing, and LMS was originally used to describe the
management system component of the PLATO
K-12 learning system, content-free and separate
from the courseware (R. Foshay, personal com-
munication, October 24, 2006). The term LMS
is currently used to describe a number of differ-
ent educational computer applications, and we
would argue that it is often used incorrectly. Lat-
er sections of this article will differentiate LMS
from other terms with which it is often confused,
but prior to describing what LMS is not; we will
focus on describing what an LMS is.
The key to understanding the difference
between LMS and other computer education
terms is to understand the systemic nature of
LMS. LMS is the framework that handles all
aspects of the learning process. An LMS is the
infrastructure that delivers and manages in-
structional content, identifies and assesses in-
dividual and organizational learning or training
goals, tracks the progress towards meeting those
goals, and collects and presents data for super-
vising the learning process of an organization as
a whole (Szabo & Flesher, 2002). An LMS deliv-
ers content but also handles course registration
and administration, skills gap analysis, tracking
and reporting (Gilhooly, 2001).
Bailey (1993) presents the following general
characteristics of an LMS in education:
An Argument for Clarity:
What are Learning Management
Systems, What are They Not, and
What Should They Become?
By William R. Watson and Sunnie Lee Watson
“A veritable
alphabet soup
of terms and
acronyms related
to computers
have found
their way into
the literature.”
Watson, W. R., & Watson, S. L. (2007). An Argument
for Clarity: What are Learning Management Systems,
What are They Not, and What Should They Become?
TechTrends, 51(2), 28–34. http://doi.org/10.1007/
s11528-007-0023-y
76. HAMISH COATES, RICHARD JAMES AND GABRIELLE BALDWIN
A CRITICAL EXAMINATION OF THE EFFECTS OF
LEARNING MANAGEMENT SYSTEMS ON UNIVERSITY
TEACHING AND LEARNING
ABSTRACT. The rapid uptake of campus-wide Learning Management Systems
(LMS) is changing the character of the on-campus learning experience. The trend
towards LMS as an adjunct to traditional learning modes has been the subject of
little research beyond technical analyses of alternative software systems. Drawing on
Australian experience, this paper presents a broad, critical examination of the
potential impact of these online systems on teaching and learning in universities. It
discusses in particular the possible effects of LMS on teaching practices, on student
engagement, on the nature of academic work and on the control over academic
knowledge.
INTRODUCTION
There is a significant change taking place in higher education that has
received surprisingly little analysis. In the last few years, integrated
computer systems known as Learning Management Systems (LMS)
have rapidly emerged and are having, and will increasingly have,
profound effects on university teaching and learning. LMS are
enterprise-wide and internet-based systems, such as WebCT and
Blackboard, that integrate a wide range of pedagogical and course
administration tools. These systems have the capacity to create virtual
learning environments for campus-based students, and are even being
used to develop fully online virtual universities. They are becoming
ubiquitous at universities around the world, adding a virtual dimen-
sion to even the most traditional campus-based institutions.
Unlike other financial or human resources management systems
recently introduced into universities, online LMS have the potential
to affect the core business of teaching and learning in unanticipated
ways. Despite this, research into the ramifications of LMS, in par-
ticular the pedagogical issues, is still in its infancy. In spite of wide-
spread levels of adoption, and although the systems are essentially
devices for teaching, attention has been most often focussed on their
Tertiary Education and Management 11: 19–36, 2005.
Ó 2005 Springer
Coates, H., James, R., & Baldwin, G. (2005). A
Critical Examination Of The Effects Of Learning
Management Systems On University Teaching And
Learning. Tertiary Education and Management,
11(1), 19–36. http://doi.org/10.1007/
s11233-004-3567-9
77. Siemens, G. (2004, 22. november). Learning
Management Systems: The wrong place to start
learning [ajaveebipostitus]. Loetud aadressil http://
www.elearnspace.org/Articles/lms.htm
78. Viited
• Anderson, T., & Dron, J. (2011). Three Generations of Distance Education Pedagogy. The International Review of
Research in Open and Distance Learning, 12(3), 80–97. http://dx.doi.org/10.19173/irrodl.v12i3.890
• Hill, P. (2020). State of Higher Ed LMS Market for US and Canada: Mid-Year 2020 Edition. https://
philonedtech.com/state-of-higher-ed-lms-market-for-us-and-canada-mid-year-2020-edition/
• Jones, D. T. (2011). An Information Systems Design Theory for E-learning. Canberra: Australian National
University. http://hdl.handle.net/1885/8370
• Leinonen, T. (2010). Designing Learning Tools: Methodological Insights. Helsinki: Aalto University School of Art and
Design. http://urn.fi/URN:ISBN:978-952-60-0032-9
• Nicholson, P. (2007). A History of E-Learning. B. Fernández-Manjón, J. M. Sánchez-Pérez, J. A. Gómez-Pulido, M.
A. Vega-Rodríguez, & J. Bravo- Rodríguez, Computers and Education (lk 1–11). Dordrecht: Springer. http://
doi.org/10.1007/978-1-4020-4914-9_1
• Põldoja, H. (2016). The Structure and Components for the Open Education Ecosystem: Constructive Design
Research of Online Learning Tools. Helsinki: Aalto University. http://urn.fi/URN:ISBN:978-952-60-6993-7
79. See materjal on avaldatud Creative Commons Autorile viitamine–Jagamine
samadel tingimustel 3.0 Eesti litsentsi alusel. Litsentsi terviktekstiga tutvumiseks
külastage aadressi http://creativecommons.org/licenses/by-sa/3.0/ee/
Hans Põldoja
hans.poldoja@tlu.ee
IFI7208.DT Õpikeskkonnad ja -võrgustikud
https://opikeskkonnad.wordpress.com
Digitehnoloogiate instituut
Tallinna Ülikool