Lecture04 05

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Một số quy ước trên slide
 Tắt màn hình máy tính
 Được dùng máy tính
 Làm việc theo nhóm
 Ghi chép bằng văn bản
TỰ NGHIÊN CỨU- ĐỌC THÊM

Duc-Long, Le (2011)
Company
LOGO
Bổ trợ cho học phần Công Nghệ Dạy Học
Dành cho sv ngành SP Tin học
e-Learning trong dạy học phổ thông
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HCMc University of Education, Vietnam
Faculty of Information Technology
Department of Pedagogical Technique
Address: 280, An Duong Vuong st., HCMc
Phone: (08).8352020 - 8352021

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Duc-Long, Le (2011)
NỘIDUNGCHƯƠNGTRÌNH

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Duc-Long, Le (2011)
Tài liệu học tập
Tất cả tài liệu có thể download tại link: http://elearning.fit.hcmup.edu.vn/~longld/

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Duc-Long, Le (2011)
Kiểm tra & Đánh giá

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Duc-Long, Le (2011)
Tài liệu học tập
Tất cả tài liệu có thể download tại link: http://elearning.fit.hcmup.edu.vn/~longld/

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Duc-Long, Le (2011)
Trung tâm của NICE, France
Đi xe bus 30km để đến Sophia Antipolis
Coffee Break, SKEMA school
Slide chào mừng của ECEL 2013
ECEL 2013 – HỌC ĐƯỢC GÌ?

Duc-Long, Le (2011)
Company
LOGO
e-Learning in the Future
e-Learning phát triển ở tương lai sẽ như thế nào?
Làm sao để dạy học trực tuyến hiệu quả và hấp dẫn?
Chuyên đề – e-Learning trong trường phổ thông
09/2013

History of the “Learning Profession”
WHERE WE CAME FROM ….
• Pre 1979, everything was piled under one big
huge umbrella called
“TRAINING”
WHERE WE ARE TODAY …
• Post 1979, a new concept was evolving called
“HUMAN RESOURCES”
Nancy Hudecek, Presentation: Adoption of e-Learning. Documentation of conf. M/E Learning in HCMUTE, 10/2013

e-Learning Ladder
http://www.youtube.com/watch?feature=player_embedded&v=JAFhkdGtHck#!
vSimulation/eSimulation

Why e-Learning? Excellence
In every stage, e-learning positively
impacts workforce excellence.
Recruitment
• New recruits lack certain skills
• Speed to baseline competency
• Orientation learning curve
Employee Satisfaction
• Flexible access to training opportunities
• Cycle time for retooling skills
• Access to best practices information
Retention and Growth
• Competency mastery and recognition
• Coaching and mentoring
• Creating a learning community
Excellence

Duc-Long, Le (2011)
Company
LOGO
Cài đặt và quản trị LMS/CMS
Sử dụng CMS nguồn mở Moodle, Atutor, Dokeos hoặc/và Sakai
09/2013

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Duc-Long, Le (2011)
Các vấn đề chính.

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Duc-Long, Le (2011)
http://strawpoll.me/787229
A straw poll or straw vote is a vote with nonbinding results. Straw polls provide
dialogue among movements within large groups. In meetings subject to rules of
order, impromptu straw polls often are taken to see if there is enough support for
an idea to devote more meeting time to it, and (when not a secret ballot) for the
attendees to see who is on which side of a question. Sometimes polls
conducted without ordinary voting controls in place (i.e., on an honor system,
such as in online polls) are also called "straw polls".
The idiom may allude to a straw (thin plant stalk) held up to see in what direction
the wind blows, in this case, the wind of group opinion.
http://en.wikipedia.org/wiki/Straw_poll
Vài phút mở đầu …

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Duc-Long, Le (2011)
Hệ thống e-Learning tổng quát
Trình duyệt Web
VLE
Ban biên tập và xuất bản
Kho dữ liệu
Cổng giao tiếp
Các công cụ hệ thống
Người học
Hệ nền
Nguồn: http://el.edu.net.vn/docs/

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Duc-Long, Le (2011)
Giải pháp tiếp cận …
Người học
Máy chủ
VLEDữ liệu
Người quản trị
hệ thống
Người phát triển nội dung Người quản lý đào tạo
Người thiết kế đào tạo

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Duc-Long, Le (2011)
Kiến trúc của 1 hệ thống e-Learning

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Mô hình chức năng của hệ thống eLearning
Hệ quản trị nội
dung đào tạo
Hệ quản trị
đào tạo

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(*) http://en.wikipedia.org/wiki/Virtual_learning_environment
Virtual Learning Environment - VLE LÀ MÔI TRƯỜNG THỂ HIỆN CHO VIỆC GIÁO DỤC
QUA TRUNG GIAN MÁY TÍNH (Computer-Mediated Communication) HAY GIÁO DỤC
TRỰC TUYẾN (Online Education).
Có thể được gán với nhiều tên khác nhau tùy theo góc độ sử dụng như: Learning
Management System (LMS), Content Management System or Course Management System
(CMS), Learning Content Management System (LCMS), Managed Learning Environment
(MLE), Learning Support System (LSS), Online Learning Centre (OLC), OpenCourseWare
(OCW), hay Learning Platform (LP).
Một số VLE thông dụng hiện nay
 Moodle1; Atutor2; Illias3; Dokeos4; Sakai5; Claroline6;
 WebCT(Blackboard)7; ZoomlaLMS8; SharePointLMS9
VLE cho phép thực hiện
 Quản lý nội dung dạy học – tạo, lưu trữ, truy cập và sử dụng tài nguyên học tập
 Trình bày đề cương và kế hoạch dạy học
 Quản lý và giám sát quá trình học tập của người học
 Xây dựng các hoạt động giao tiếp và hoạt động học tập cộng tác
(Dillenbourg 2000)
(JISC 2007)
Sử dụng môi trường học ảo (VLE)
như một cổng thông tin người dùng
Dillenbourg, P. (2000), "Virtual learning environments”. EUN Conference 2000: Learning in the new millennium: Building new
education strategies for schools.
JISC. (2007). "Briefing Paper 1: MLEs and VLEs Explained." Retrieved Oct, 2012 from
http://www.jisc.ac.uk/whatwedo/programmes/buildmlehefe/lifelonglearning/mlebriefingpack/1

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Some popular VLE’s …

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Duc-Long, Le (2011)
 1Moodle: http://moodle.org/
 2Atutor: http://www.atutor.ca/
 3Ilias: http://www.ilias.de
 4Dokeos: http://www.dokeos.com/
 5Sakai: http://sakaiproject.org/
 6Claroline: http://www.claroline.net/
 7Blackboard: http://www.blackboard.com/
 8JoomlaLMS: http://www.joomlalms.com/
 9SharePointLMS: http://www.sharepointlms.com/
Weblink chính thức của các VLEs
(2011) – Drupal, eFront, Elluminate
http://drupal.org/
http://www.efrontlearning.net/
http://www.elluminate.com/Services/Training/Elluminate_Live!/?id=418

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Duc-Long, Le (2011)
Nói thêm về CMS Moodle
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http://2learner.edu.vn/ACeLS
 Hệ thống mã nguồn mở – được đánh giá cao và sử dụng rất phổ biến
-Đơn giản, dễ cài đặt và phát triển mở rộng
-Nhiều và đa dạng các chức năng, hoạt động học tập
-Tài liệu đính kèm rất tốt
-Cộng đồng sử dụng và phát triển đông
Xếp thứ 11 trong top 100 công cụ dạy học tốt
nhất năm 2012 (Jane, 2012)
Môi trường tốt – nhưng việc khai thác và
chất lượng phụ thuộc vào người thiết kế
Jane Hart (2012), Top 100 toos for learning 2012 – 6th Annual Survey, retrieved from
http://www.slideshare.net/janehart/toptools2012?ref=http://c4lpt.co.uk/top-100-tools-2012/

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Duc-Long, Le (2011)
Để một hệ e-Learning thành công …
Công nghệ
Phần mềm
Thiết kế
Dạy học
Thiết kế
Media
Tính kinh tế

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Duc-Long, Le (2011)
Thiết kế nhanh và tin cậy
Horton, W. (2006) E-Learning by design, Pfeiffer-An Imprint of Wiley, USA
Step 1 Step 2 Step 3

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Duc-Long, Le (2011)
Thiết kế nội dung & hoạt động
Curriculum Bachelor’s of Computer Science
Course “Programming with C”
Lesson “Branching statements”
Topic “Branching: if – else statement”
Activities
“Using a flowchart to explain if – else statement and
a simple program Solving_quadratic_equation for
illustration”
Thiết kế nội dung học
tập hiệu quả và hấp dẫn
Thiết kế hoạt động học

Web tools

E-learning creation tools

Collaboration tools

Standards organizations

Packaging standard

AICC

AICC (Aviation Industry CBT Committee)
 The AICC (Aviation Industry CBT Committee) develops
guidelines for the aviation industry in the development, delivery,
and evaluation of CBT and related training technologies.
 The objectives of the AICC are to:
 Assist airplane operators in development of guidelines that
promote the economic and effective implementation of
computer-based training (CBT)
 Develop guidelines to enable interoperability
 Provide an open forum for the discussion of CBT and other
training technologies
 Although AICC primarily attends to the aviation industry, over
13 years focus on the specifications required to meet this
industry's needs has led to a very well developed
specifications for learning and particularly for computer
managed instruction. As a result, a wide range of learning
consortiums and accredited standards groups are in the
process of adopting and adapting the AICC guidelines to their
own industries.

IMS

IMS (Instructional Management System)
Global Learning Consortium
 The IMS (Instructional Management System) Global
Learning Consortium is developing and promoting
open specifications (no standards) for facilitating online
distributed learning activities such as locating and using
educational content, tracking learner progress, reporting
learner performance, and exchanging student records
between administrative systems.
 IMS has two key goals:
 defining the technical standards for interoperability of
applications and services in distributed learning
 supporting the incorporation of IMS specifications into products
and services worldwide. IMS promotes widespread adoption of
specifications that will allow distributed learning environments
and content from multiple authors to work together.

Communications standards

IEEE Learning Technology
Standards Committee (LTSC)
 One of the most important accredited standards bodies
is IEEE Learning Technology Standards Committee
(LTSC). This committee consist of over 20 working
groups who are covering a large far-reaching topics
including learning object metadata, student profiles,
course sequencing, computer managed instruction,
competency definitions, localization, and content
packaging. The mission of IEEE LTSC working groups is
to develop technical Standards, Recommended
Practices, and Guides for software components, tools,
technologies and design methods that facilitate the
development, deployment, maintenance and
interoperation of computer implementations of education
and training components and systems.

Quality standards

International Standards Organization
(ISO)
 The IEEE LTSC has also recently initiated the move of
this work to the full International Standards
Organization (ISO) standards by establishing ISO Joint
Technical Committee 1 (JTC1) Sub Committee 36
(SC36) on Learning Technology. SC36 Develops
International Standards in the areas of Learning,
Education, and Training.
 ISO is a worldwide federation of national standards bodies from
some 130 countries, one from each country. The mission of ISO
is to promote the development of standardization and related
activities in the world with a view to facilitating the international
exchange of goods and services, and to developing cooperation
in the spheres of intellectual, scientific, technological and
economic activity. ISO's work results in international
agreements, which are published as International Standards.

Design standards

Accessibility standards

Learning object

SCORM 2004
 SCORM is a collection of standards and specifications adapted from
multiple sources to provide a comprehensive suite of e-learning
capabilities that enable interoperability, accessibility and reusability
of Web-based learning content.
 One of the primary forces behind changes to SCORM has been the
evolution of the underlying specifications and standards in SCORM 2004:
 IEEE Data Model For Content Object Communication
 IEEE ECMAScript Application Programming Interface for Content to Runtime
Services Communication
 IEEE Learning Object Metadata (LOM)
 IEEE Extensible Markup Language (XML) Schema Binding for Learning Object
Metadata Data Model
 IMS Content Packaging
 IMS Simple Sequencing.

Resume
E-Learning
 It is not a cup of web pages! It is a complex
learning environment!
 We need a possibility professionally to create
our learning materials.
 We need a professional LMS system, which is
compliment with all e-learning relevant
standards.
 We need a money and peoples!
 And lot of optimism 

47
Duc-Long, Le (2011)
Yêu cầu thực hiện sau chủ đề 04

Duc-Long, Le (2011)
Company
LOGO
Thiết kế và tạo nội dung học tập
Sử dụng các công cụ biên tập và xuất bản nội dung
09/2013

49
Duc-Long, Le (2011)
Các vấn đề chính.

50
Duc-Long, Le (2011)
Thiết kế nội dung & hoạt động
Curriculum Bachelor’s of Computer Science
Course “Programming with C”
Lesson “Branching statements”
Topic “Branching: if – else statement”
Activities
“Using a flowchart to explain if – else statement and
a simple program Solving_quadratic_equation for
illustration”
Thiết kế nội dung học
Thiết kế hoạt động học

Creating eLearning documents – 1.
 Basic elements of own study text
 paragraphs
 tables
 pictures
 lists
 others objects (sound, video, …)
 Main parts of eLearning document
 title
 basic information about document
 motivation, prerequisites, instructions, goals,
 chapters and sections
 test
 glossary
 literature
Martin Molhanec, Presentation: e-Learning: Concepts, Usage and Tools Documentation of conf. M/E Learning in HCMUTE, 10/2013

 Basic elements of chapters
 goals of the chapter
 sections and subsections
 summary
 index of terms
 information sources
 question for thinking
 examples and results
 recommended elements
 eLearning documents are too long for manual creating
 set of elements which are necessary
Creating eLearning documents – 2.

What is a learning object?
53
“Any entity, digital or non-digital, which can be used, re-used and referenced
during technology-supported learning” (IEEE 2002)
“Any digital resource that can be reused to support learning.” (Wiley 2002)
Characteristics of Learning Objects (LO’s) (Paille 2004)
Again, there will not be full agreement on the characteristics of learning objects, but
the following is a list of features that are commonly associated with learning objects:
•Learning objects are digital
•Learning objects can be stored in a database or repository
•Learning objects can be described using a metadata standard or specification
•Learning objects are discoverable through searching a database
•Learning objects are interoperable in that they are independent of hardware,
operating system and browser type
•Learning objects tend to be, but are not necessarily, small or granular in nature
•Learning objects tend to be, but are not necessarily, disassociated from context
•Learning objects are reusable
•Learning objects can be repurposed for different educational contexts
•Learning objects have an explicit educational purpose
IEEE (2002) LOM P1484 12.1. Available at http://ltsc.ieee.org/wg12/files/LOM_1484_12_1_v1_Final_Draft.pdf
Wiley, D. (2002) The Instructional User of Learning Objects, Bloomington: Association for Educational Communications and
Technology. Online version.. Available at http://www.reusability.org/read/
Paille, G. (2004) A Short Course on Structured Course Development, Learning Objects, and E-Learning Standards, Retrieved
Mar, 2010, http://careo.prn.bc.ca/losc/

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Duc-Long, Le (2010)
Build from reusable parts
Learning object is reused in many different courses
Chọn lựa và tập hợp Thiết kế Lắp ghép

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Duc-Long, Le (2010)
Tái sử dụng ở những dạng khác nhau
e.g. a topic is reused in many different environments

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Duc-Long, Le (2011)
Context VS. Reusability
Hodgins, H. W. (2000) The future of learning objects. In D. A. Wiley (Ed.), The Instructional Use of Learning Objects:
Online Version, Retrieved Mar, 2010, http://www.reusability.org/read/
D’Arcy Norman of the University of Calgary summarizes David Wiley’s Reusability Paradox: "If a learning
object is useful in a particular context, by definition it is not reusable in a different context. If a
learning object is reusable in many contexts, it isn't particularly useful in any.” (Wiley, 2000)
Standard is not enough !!!
Contextualization is not simple !!!
Technology
Pedagogy

e-Learning elements
Text
Picture/Image
Animation
Audio
Video

Text
 The alphabet, words, sentences, paragraphs. Text processing refers to
the ability to manipulate words, lines, and pages.
 Size
The quick brown fox jumps over the lazy dog.
 Font
The quick brown fox jumps over the lazy dog
 Color

 The alphabet, words, sentences, paragraphs. Text processing refers to
the ability to manipulate words, lines, and pages.
 Size
 Font
 Color
Text

Pictures/images
 A picture or image is data represented in a two-dimensional scene. A
digital image is composed of pixels arranged in a rectangular array with a
certain height and width. Each pixel may consist of one or more bits of
information, representing the brightness of the image at that point and
possibly including color information encoded as RGB triples.

 A picture or image is data represented in a two-dimensional scene. A
digital image is composed of pixels arranged in a rectangular array with a
certain height and width. Each pixel may consist of one or more bits of
information, representing the brightness of the image at that point and
possibly including color information encoded as RGB triples.
Pictures/images

Animations
 An animation is a simulation of
movement created by displaying
a series of pictures, or frames.
A cartoon on television is one
example of animation.
 Animation on computers is one
of the chief ingredients of
multimedia presentations.
 Animations can be made with
special techniques like Flash or
with image applications like
Photoshop and Fireworks and
exported as animated GIF.

 An animation is a simulation of
movement created by displaying
a series of pictures, or frames.
A cartoon on television is one
example of animation.
 Animation on computers is one
of the chief ingredients of
multimedia presentations.
 Animations can be made with
special techniques like Flash or
with image applications like
Photoshop and Fireworks and
exported as animated GIF.
Animations

Audio
 Audio is sound within the acoustic range
available to humans. On a computer an
audio file is a record of captured sound that
can be played back.
 Audio files are usually compressed for
storage purposes or faster transmission. In
order for users to receive sound in real-time
for a multimedia effect, sound must be
delivered as streaming sound. The
advantage of streaming (instead of
downloaded sounds) is that there is no
waiting (or very little) from the time you click
the mouse until you hear the sound. Well
known formats are: wave (.wav) , midi (.mid),
MPEG, audio layer 3 (.mp3).

Audio
 Audio is sound within the acoustic range available to humans. On a
computer an audio file is a record of captured sound that can be played
back.
 Audio files are usually compressed for storage purposes or faster
transmission. In order for users to receive sound in real-time for a
multimedia effect, sound must be delivered as streaming sound. The
advantage of streaming (instead of downloaded sounds) is that there is
no waiting (or very little) from the time you click the mouse until you hear
the sound. Well known formats are: wave (.wav) , midi (.mid), MPEG,
audio layer 3 (.mp3).

Video
 Video refers to displaying still
images, in such a high speed that
our mind interpreters the
sequence of images as a
movement. You can compare it
with animation. The difference is
the use of real images (pictures)
and most of the time the number
of frames per second is higher
with video then with animations.
The higher the number of frames
per second, the more our eyes
are interpreting the sequential as
real 'movement'.

67
Duc-Long, Le (2011)
Yêu cầu thực hiện sau chủ đề 05

Duc-Long, Le (2011)
Company
LOGO
Kết thúc buổi 3 …

Lecture04 05

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