• E-Learning
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Online course - E-learning 2.0
In contrast, the new e-learning places
increased emphasis on Social learning
(social pedagogy)|social learning and use
of social software such as blogs, wikis,
podcasts and virtual worlds such as
Second Life.
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Online course - E-learning 2.0
E-learning 2.0, in contrast to e-learning
systems not based on CSCL, assumes that
knowledge (as meaning and understanding)
is Social constructionism|socially constructed.
Learning takes place through conversations
about content and Grounded
theory|grounded interaction about problems
and actions. Advocates of social learning
claim that one of the best ways to learn
something is to teach it to others.
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Online course - E-learning 2.0
In addition to virtual classroom
environments, social networks have
become an important part of E-learning
2.0
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Online course - E-learning 2.0
Virtual worlds for e-Learning have been
amongst the first applications being
deployed in clouds in order to exploit the
characteristics of Cloud computing with
respect to on-demand provision of
resources during runtime.Virtualised eLearning with real-time guarantees on the
IRMOS platform [
http://dx.doi.org/10.1109/SOCA.2010.5707
166]
1
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E-learning
E-learning is inclusive of, and is broadly
synonymous with 'multimedia learning',
'technology-enhanced learning' (TEL), 'computerbased instruction' (CBI), 'computer-based training'
(CBT), 'computer-assisted instruction or computeraided instruction' (CAI), 'internet-based training'
(IBT), 'web-based training' (WBT), 'online
education', 'virtual education', virtual learning
environments (VLE) (which are also called
'learning platforms'), m-learning, and digital
educational collaboration
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E-learning
1
Is e-learning the Solution for Individual Learning?
Journal of e-learning, 2004.
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E-learning
E-learning can occur in or out of the
classroom. It can be self-paced,
asynchronous learning or may be
instructor-led, synchronous learning. Elearning is suited to distance learning and
flexible learning, but it can also be used in
conjunction with face-to-face teaching, in
which case the term blended learning is
commonly used.
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E-learning - Background
1
Bernard Luskin, a pioneer of e-learning,
advocates that the e should be interpreted
to mean exciting, energetic, enthusiastic,
emotional, extended, excellent, and
educational in addition to electronic
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E-learning - Background
1
In practice, as technology has advanced,
the particular narrowly defined aspect that
was initially emphasized has blended into
e-learning
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E-learning - Background
1
The Impact of E-Learning, in: Bruck, P.A.; Buchholz,
A.; Karssen, Z.; Zerfass, A
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E-learning - Background
E-learning expenditures differ within and
between countries. Finland, Norway, Belgium
and Korea appear to have comparatively
effective programs.Aleksander Aristovnik.
The impact of ICT on educational
performance and its efficiency in selected EU
and OECD countries: a non-parametric
analysis. MPRA Paper No. 39805, posted 3.
July 2012 [http://mpra.ub.unimuenchen.de/39805/1/MPRA_paper_39805.
pdf]
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E-learning - Educational approach
1
'Distributed learning' may describe either
the e-learning component of a hybrid
approach, or fully online distance learning
environments
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E-learning - Classroom 2.0
1
Classroom 2.0 refers to online MUVE|multiuser virtual environments (MUVEs) that
connect schools across geographical
frontiers. Also known as eTwinning,
computer-supported collaborative learning
(CSCL) allows learners in one school to
communicate with learners in another that
they would not get to know otherwise,
enhancing educational outcomes and cultural
integration. Examples of classroom 2.0
applications are Blogger and Skype.
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E-learning - Audio
1
The radio has been around for a long time
and has been used in educational
classrooms. Recent technologies have
allowed classroom teachers to stream
audio over the internet. There are also
webcasts and podcasts available over the
internet for students and teachers to
download. For example, iTunes has
various podcasts available on a variety of
subjects that can be downloaded for free.
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E-learning - Video
1
Videos allow teachers to reach students
who are visual learners and tend to learn
best by seeing the material rather than
hearing or reading about it
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E-learning - Video
1
Research on the use of video in lessons is
preliminary, but early results show an
increased retention and better results
when video is used in a lesson. Creating
a systematic video development method
holds promise for creating video models
that positively impact student learning.
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E-learning - Screencasting
1
Screencasting is a
recent trend in elearning
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E-learning - Virtual classroom
1
Virtual Learning Environments (VLE), also
known as learning platforms, utilize virtual
classrooms and meetings which often use
a mix of communication technologies
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E-learning - Virtual classroom
1
The virtual classroom also provides the
opportunity for students to receive direct
instruction from a qualified teacher in an
interactive environment
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E-learning - Pedagogical elements
Pedagogical elements are defined as
structures or units of educational material.
They are the educational content that is to be
delivered. These units are independent of
format, meaning that although the unit may
delivered in various ways, the pedagogical
structures themselves are 'not' the textbook,
web page, videoconferencing|video
conference, Podcast, lesson, assignment,
multiple choice question, quiz, discussion
group or a case study, all of which are
possible methods of delivery.
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E-learning - Pedagogical approaches
1
Self-regulation and structured
supervision both enhance elearning.
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E-learning - Preschool
Various forms of electronic media are a
feature of preschool life.Rideout, V.,
Vanderwater, E. Wartella, E. Zero to six:
Electronic media in the lives of infants,
toddlers, and preschoolers. Menlo Park, CA:
The Henry J. Kaiser Family Foundation.
(2003)[http://www.kff.org/entmedia/upload/Ze
ro-to-Six-Electronic-Media-in-the-Lives-ofInfants-Toddlers-and-Preschoolers-PDF.pdf],
Although parents report a positive
experience, the impact of such use has not
been systematically assessed.
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E-learning - Preschool
The age when a given child might start
using a particular technology such as a
cellphone or computer might depend on
matching a technological resource to the
recipient's developmental capabilities,
such as the age-anticipated stages labeled
by Swiss psychologist, Jean Piaget
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E-learning - Public Health
1
There is an important need for recent,
reliable, and high-quality health
information to be made available to the
public as well as in summarized form for
public health providers
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E-learning - Public Health
In low and middle income countries,
MHealth is most frequently used as oneway text messages or phone reminders to
promote treatment adherence and gather
data.
1
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Correspondence courses - Distance e-Learning
E-Learning in the 21st
Century: A Framework for
Research and Practice
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Correspondence courses - Distance e-Learning
1
Distance e-Learning goes beyond the use
of ICT as tools to access information
which primarily characterizes e-Learning
use in classroom teaching or in the
residential setting.
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Correspondence courses - Distance e-Learning
The marriage of the two concepts,
Distance Education and e-Learning,
marked a new strategy in delivering
courseware for academic programs and
other learning resources developed by
Open Universities and conventional
educational institutions.
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Numeracy - Home-learning environment
Along with parenting and SES, a strong
Homeschooling|home-learning
environment increases the likelihood of the
child being prepared for comprehending
complex mathematical schooling. For
example, if a child is influenced by many
learning activities in the household, such
as puzzles, coloring books, mazes, or
books with picture riddles, then they will be
more prepared to face school activities.
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Learning - E-learning and augmented learning
Electronic learning or e-learning is a
general term used to refer to computerenhanced learning. A specific and always
more diffused e-learning is mobile learning
(m-learning), which uses different mobile
telecommunication equipment, such as
cellular phones.
1
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Learning - E-learning and augmented learning
1
When a learner interacts with the e-learning
environment, it's called augmented learning
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Learning - E-learning and augmented learning
1
Moore (1989) Moore, M. (1989). Three
types of interaction. American Journal of
Distance Education, 3(2), 1-6.purported
that three core types of interaction are
necessary for quality, effective online
learning:
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Learning - E-learning and augmented learning
1
* learner-learner (i.e. communication between and
among peers with or without the teacher present),
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Learning - E-learning and augmented learning
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* learner-instructor (i.e. student
teacher communication), and
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Learning - E-learning and augmented learning
* learner-content (i.e. intellectually
interacting with content that results in
changes in learners’ understanding,
perceptions, and cognitive structures).
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Learning - E-learning and augmented learning
In his theory of transactional distance,
Moore (1993)Moore, M. G. (1993). Theory
of transactional distance. In D. Keegan
(Ed.), Theoretical principles of distance
education (pp. 22-38). London and New
York: Routledge contented that structure
and interaction or dialogue bridge the gap
in understanding and communication that
is created by geographical distances
(known as transactional distance).
1
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Education - Open education and e-learning
Higher education, in particular, is
undergoing a transition towards open
education; e-learning alone is currently
growing at 14 times the rate of traditional
learning
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Education - Open education and e-learning
1
The conventional merit-system degree is
currently not as common in open
education as it is in campus universities,
although some open universities do
already offer conventional degrees such
as the Open University in the United
Kingdom
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Education - Open education and e-learning
1
There has been a culture forming around
distance learning for people who are
looking to enjoy the shared social aspects
that many people value in traditional oncampus education, which is not often
directly offered from open education.
Examples of this are people in open
education forming study groups, Meetup
(website)|meetups and movements such
as UnCollege.
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Adobe Authorware - Use in E-Learning
1
Authorware is particularly well suited to
creating e-learning content, as it includes
highly customizable templates for
Computer-based training|CBT and webbased training|WBT, including student
assessment tools
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Adobe Authorware - Use in E-Learning
1
Moving beyond the templates, however,
requires either the importing of interactive
Flash or Director movies, or scripting,
which can be done in Authorware's native
scripting language or in JavaScript.
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University of the Philippines Information Technology Training Center - eLearning
1
The UP ITDC is venturing into e-learning,
as it endeavors to increase its reach,
accessibility, and impact.
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University of the Philippines Information Technology Training Center - eLearning
1
As a first step toward this end, the UP
ITDC will use a free and open-source
Learning Management System (LMS) to
serve as a backbone for the online
delivery of the Center's current courses
and future offerings.
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University of the Philippines Information Technology Training Center - eLearning
1
The use of an LMS to support classroombased instruction will greatly increase the
effectiveness of UP ITDC’s proven
teaching and learning strategies.
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University of the Philippines Information Technology Training Center - eLearning
1
As the UP ITDC adopts a blended-learning
strategy, the integration of different
learning environments, as well as
synchronous and asynchronous
instruction, shall promote interaction
among instructors, facilitators, and
students, paving the way for a
collaborative approach to learning.
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University of the Philippines Information Technology Training Center - eLearning
Furthermore, the availability and
reusability of online content gives learners
sufficient time to digest complex technical
concepts.
1
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University of the Philippines Information Technology Training Center - e-Learning
1
Offering certificate courses and specialist
tracks online will also cater to IT
professionals or those wanting to shift to
an IT career but cannot enroll full-time
because of time, distance, or financial
constraints, or other limitations like present
employment.
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Electronic performance support systems - EPSS v. e-learning simulations
1
An EPSS can be considered a part of the
e-learning category, as it is on-demand
learning, and notes that the EPSS
modality fits more within the informal
learning definition.
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Service learning - Origins of Service-Learning
1
Two philosophies have been instrumental
in the formation of Service-Learning;
Progressive education|progressivism and
pragmatism. John Dewey and William
James popularized these ideas with
influence from Socrates, John Locke,
Confucius, and many others. Using these
philosophies, Service-Learning becomes a
practice combined with learning; or
learning while practicing.
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Service learning - Various Types of Service-Learning Plans
The Florida Department of Education.
Florida Campus Compact. has published
Standards for Service-Learning in Florida:
A Guide for Creating and Sustaining
Quality Practice.Retrieved from
http://www.fsu.edu/~flserve/resources/SL
%20Standards%20for%20SL%20in%20FL
.pdf which states the four following types
of service learning
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Service learning - Various Types of Service-Learning Plans
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Person-to-person, face-to-face projects in
which service impacts individuals who
receive direct help from students (tutoring,
work with elderly, oral histories, peer
mediation, etc.).
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Service learning - Various Types of Service-Learning Plans
1
Projects with benefits to a community as
opposed to specific individuals (i.e.,
environmental, construction, restoration,
town histories, food and clothing drives).
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Service learning - Various Types of Service-Learning Plans
Working, acting, speaking, writing,
teaching, presenting, informing, etc., on
projects that encourage action or create
awareness on issues of public interest
(i.e., promoting reading, safety, care for
the environment, local history, violence
and drug prevention, disaster
preparedness).
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Service learning - Various Types of Service-Learning Plans
Surveys, studies, evaluations,
experiments, data gathering, interviewing,
etc., to find, compile, and report
information on topics in the public interest
(i.e., energy audits of homes or public
buildings, water testing, flora and fauna
studies, surveys).
1
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Service learning - Learning in Service-learning
1
Learning in all these ways makes servicelearning effective to those serving as well
as those being served, and “learning
begins with the impact service-learning on
the personal and interpersonal
development of the students.”
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Service-learning
1
Service learning is a method of teaching
that combines classroom instruction with
meaningful community service. This form
of learning emphasizes critical thinking
and personal reflection while encouraging
a heightened sense of community, civic
engagement, and personal responsibility.
The Community Service Act of 1990,
which authorized the Learn and Serve
America grant program, defines service
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Service-learning
a method under which students or
participants learn and develop through
active participation in thoughtfully
organized service that is conducted in and
meets the needs of a community; is
coordinated with an elementary school,
secondary school, institution of higher
education, or community service program,
and with the community; and helps foster
civic responsibility; and that is integrated
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Service-learning
'Service learning' offers students
immediate opportunities to apply
classroom learning to support or enhance
the work of local agencies that often exist
to effect positive change in the community.
1
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Service-learning
The National Youth Leadership Council
defines service learning as a philosophy,
pedagogy, and model for community
development that is used as an
instructional strategy to meet learning
goals and/or content standards. K–12
Service-Learning Standards for Quality
Practice National Youth Leadership
Council. Retrieved from
[http://www.nylc.org/sites/nylc.org/files/files
1
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Service-learning
1
Service learning is a method of instruction
in which classroom learning is enriched
and applied through service to others”
(Florida Department of Education).
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Service-learning
1
“Service-learning is a form of experiential
education in which students engage in
activities that address human and
community needs together with structured
opportunities for reflection designed to
achieve desired learning outcomes.”
(Jacoby, Service-Learning in Higher
Education, 1996)
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Service-learning - Key components
1
Service learning combines experiential
learning and community service. It can be
distinguished in the following ways:
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Service-learning - Key components
* Curricular connections- Integrating
learning into a service project is key to
successful service learning. Academic
relations should be clear and build upon
existing disciplinary skills.
1
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Service-learning - Key components
1
* Student voice - Beyond being actively
engaged in the project itself, students
have the opportunity to select, design,
implement, and evaluate their service
activity, encouraging relevancy and
sustained interest. In community settings,
this is alternatively called 'youth voice'.
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Service-learning - Key components
1
* 'Students discussion' - Students discuss their
learning experience during in-class discussions.
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Service-learning - Key components
1
* Reflection - Structured opportunities are
created to think, talk, and write about the
service experience. The balance of
reflection and action allows a student to be
constantly aware of the impact of their
work.
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Service-learning - Key components
1
* Community partnerships - Partnerships
with community agencies are used to
identify genuine needs, provide mentors,
and to work towards completing a project.
In a successful partnership, both sides will
give to and benefit from the project. In
order for this partnership to be successful,
clear guide lines must be implemented as
to how often a student engages in service
to a particular community agency.
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Service-learning - Key components
* Authentic community needs – Local
community members or service recipients
are involved in determining the
significance and depth of the service
activities involved.
1
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Service-learning - Key components
* Assessment - Well structured
assessment instruments with constructive
feedback through reflection provide
valuable information regarding the positive
'reciprocal learning' and serving outcomes
for sustainability and replication.Perez,
Shivaun, Assessing Service Learning
Using Pragmatic Principles of Education: A
Texas Charter School Case Study (2000).
Applied Research Projects. Paper 76.
1
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Service-learning - Key components
In 2008, the National Youth Leadership
Council released the K–12 ServiceLearning Standards for Quality Practice
that used research in the field to determine
eight standards of quality service-learning
practice. The standards are:
1
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Service-learning - Key components
1
Further, to distinguish high quality from low
quality service-learning experiences, Youth
Service California has published the
Seven Elements of High Quality Service
Learning
[http://www.youthcommunityservice.org/ind
ex.php?topic=sl Youth Community
Service] that include:
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Service-learning - Key components
1
* Evaluation
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Service-learning - Progressivism
1
Progressive education|Progressivism is a
philosophy that can be brought into
education, politics, etc..., however, this
section deals with this philosophy in
relation to education
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Service-learning - Pragmatism
1
The word ‘pragmatism’ is originated from
the Greek word, ‘pragma,’ which means
‘action.’ Pragmatism connects thoughts or
ideas with action. For example, instead of
a student merely thinking, “I should go
volunteer at the humane society,”
pragmatism encourages that student to go
out and do it.
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Service-learning - Pragmatism
1
Combining these philosophies, ServiceLearning becomes a practice. It also
encourages students to use their talents,
ideas, and gifts to serve, and while
performing the service, to learn.
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Service-learning - Comprehensive Action Plan for Service Learning (CAPSL)
1
* CAPSL Identifies four constituencies on
which a program for service learning
needs to focus its principle activities:
institution, faculty, students, and
community.
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Service-learning - Comprehensive Action Plan for Service Learning (CAPSL)
* CAPSL also identifies a sequence of
activities (Planning; awareness; prototype;
resources; expansion; recognition;
monitoring; evaluation; research;
institutionalization )to be pursed for each
of the four constituencies(institution,
faculty, students, and community).
1
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Service-learning - Comprehensive Action Plan for Service Learning (CAPSL)
1
* CAPSL provide a heuristic for guiding the
development of a service learning program
in higher education.
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Service-learning - Comprehensive Action Plan for Service Learning (CAPSL)
* Advantages of CAPSL : it is general
enough that the execution of each cell can
be tailored to local conditions.
1
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Service-learning - Comprehensive Action Plan for Service Learning (CAPSL)
* Disadvantages of CAPSL: it is not
possible to detail how each step can be
successfully accomplished to take the
sequence of activities from the whole
CAPSL model and apply it to any cell in
the matrix.
1
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Service-learning - Community-engaged writing
1
Community-engaged writing is a method
of getting students to write toward and
about public problems and issues. A
variety of approaches are used by
instructors, depending on age group of
students and theoretical approach. Two
illustrative/related summaries follow.
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Service-learning - Community-engaged writing
Rosen’s purpose is to promote the
effectiveness and work of Need in Deed,
and Rosen ultimately shows that this
method of working with urban youth is an
effective teaching method and social
intervention: “Meaningful service that
addresses a root cause and meets an
authentic community need: the best of
service-learning and civic engagement”
(Rosen).
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Service-learning - Community-engaged writing
1
In “Rogue Cops and Health Care: What
Do We Want from Public Writing?” Susan
Wells argues that writing teachers should
not merely have students write within
classrooms on socially relevant issues,
such as gun control
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Service-learning - Community-engaged writing
1
Wells, S. (1996). Rogue cops and health
care: What do we want from public
writing?. College Composition and
Communication, 47 (3), 325–41.
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Service-learning - The Effects of Service Learning
1
The book Where's the Learning in ServiceLearning? discusses the effects of Service
Learning upon students, as well service
learning in general
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Service-learning - The Effects of Service Learning
According to Where's the Learning in
Service-Learning?, most college students
who participated in service learning, or
service learners, said that it helped them
understand themselves better
1
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Service-learning - The Effects of Service Learning
Service Learners retained more of the
information they learned in their studies
and were provided a sense of engagement
not usually found in most classes
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Service-learning - Service Learning in Language Education
Service learning can be used in all
standard disciplines and recently has been
explored for use in improving language
instruction
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Electronic learning - E-learning 2.0
In contrast, the new e-learning places
increased emphasis on Social learning
(social pedagogy)|social learning and use
of social software such as blogs, wikis,
podcasts and virtual worlds such as
Second Life.
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University of Colombo School of Computing - E-Learning Centre
As a result of this pilot project, it was
decided to longer term project to strength
e-learning initiatives at UCSC and to
extend e-learning consultancy and
services other universities and whole
nation.
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University of Colombo School of Computing - E-Learning Centre
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Asia eBIT was a project that was started
on the last quarter of 2005 to improve the
quality of BIT program through e-learning
services and it was funded by the
European Union. It is a three year project
which has two foreign partners
Department of Computer and Systems
Sciences (DSV), KTH, Stockholm
University, DSV in Sweden and Delf
Technology University in Netherlands.
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E-learning (theory)
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'E-learning theory' describes the cognitive
science principles of effective multimedia
e-learning. Cognitive research and theory
suggest that selection of appropriate
concurrent multimedia modalities may
enhance learning, as may application of
several other principles.
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E-learning (theory) - Principles
Richard E. Mayer's modality principle
states that if materials contain both verbal
and graphical information, the verbal
information should be given in auditory
format only, and not as written text as well.
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E-learning (theory) - Principles
Theoretically, the modality principle is
based on a model of working memory by
Alan Baddeley and Graham Hitch who
proposed that working memory has two
largely independent sub-components that
tend to work in parallel - one visual and
one verbal/acoustic. This gave rise to
dual-coding theory, first proposed by Allan
Paivio and later applied to multimedia by
Richard E. Mayer|Richard Mayer.
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E-learning (theory) - Principles
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According to Mayer, separate channels of
working memory process auditory and
visual information. Consequently, a learner
can use more cognitive processing
capacities to study materials that combine
auditory verbal information with visual
graphical information than to process
materials that combine printed (visual) text
with visual graphical information. In other
words, the multi modal materials reduce
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E-learning (theory) - Principles
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In a series of studies Mayer and his colleagues
tested Paivio’s dual-coding theory, with multimedia
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E-learning (theory) - Principles
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The initial studies of multimedia learning
were limited to logical scientific processes
that centered on cause-and-effect systems
like automobile braking systems, how a
bicycle pump works, or cloud formation.
However, subsequent investigations found
that the modality effect extended to other
areas of learning.
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E-learning (theory) - Principles
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Mayer found that Students learn better
from animation and narration than from
animation, narration, and on-screen text.
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E-learning (theory) - Principles
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Thus, it is better to eliminate redundant
material. Learners do not learn as well
when they both hear and see the same
verbal message during a presentation.
This is a special case of the split attention
effect of John Sweller|Sweller and
Chandler.
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E-learning (theory) - Principles
Learning is enhanced when related
components such as words and pictures
are presented in spatial contiguity,
referring to the components being
physically close to each other on the page
or screen, rather than being separated
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E-learning (theory) - Principles
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Such principles may not apply outside of
laboratory conditions. For example, Muller
found that adding approximately 50%
additional extraneous but interesting
material did not result in any significant
difference in learner performance. There is
on-going debate concerning the
mechanisms underlying these beneficial
principles, and on what Boundary
critique|boundary conditions may apply.
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E-learning (theory) - Learning theories
Various pedagogical approaches or
learning theories may be considered in
designing and interacting with e-learning
programs.
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E-learning (theory) - Learning theories
'Social-Constructivism (learning
theory)|constructivist'– this pedagogy is
particularly well afforded by the use of
discussion forums, blogs, wiki and on-line
collaborative activities. It is a collaborative
approach that opens educational content
creation to a wider group including the
students themselves. The One Laptop Per
Child|One Laptop Per Child Foundation
attempted to use a constructivist approach in
its
project.[http://wiki.laptop.org/go/Constructivis
m Wiki.Laptop.org]
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E-learning (theory) - Learning theories
'Laurillard's Conversational
Model'[http://www.macs.hw.ac.uk/~rjr/dolw
eb/docs/laurillardmoddoc.htm Informal
description of Laurillard's Model] is also
particularly relevant to eLearning, and Gilly
Salmon's Five-Stage Model is a
pedagogical approach to the use of
discussion boards.E-moderating: The Key
to Teaching and Learning Online– Gilly
Salmon , Kogan Page, 2000, ISBN 01
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E-learning (theory) - Learning theories
'Cognitive perspective' focuses on the
cognitive processes involved in learning as
well as how the brain works.Bloom, B. S.,
and D. R. Krathwohl. (1956). Taxonomy of
Educational Objectives: Handbook 1
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E-learning (theory) - Learning theories
'Emotional perspective' focuses on the
emotional aspects of learning, like
motivation, engagement, fun, etc.Bååth, J.
A. (1982) Distance Students' Learning–
Empirical Findings and Theoretical
Deliberations
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E-learning (theory) - Learning theories
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'Behavioural perspective' focuses on the
skills and behavioural outcomes of the
learning process. Role-playing and
application to on-the-job settings.Areskog,
N-H. (1995) The Tutorial Process– the
Roles of Student Teacher and Tutor in a
Long Term Perspective
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E-learning (theory) - Learning theories
'Contextual perspective' focuses on the
environmental and social aspects which
can stimulate learning. Interaction with
other people, collaborative discovery and
the importance of peer support as well as
pressure.Black, J. McClintock, R. (1995)
An Interpretation Construction Approach to
Constructivist Design.
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E-learning (theory) - Learning theories
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'Mode Neutral' Convergence or promotion
of ‘transmodal’ learning where online and
classroom learners can coexist within one
learning environment thus encouraging
interconnectivity and the harnessing of
collective intelligence.Smith B, Reed P
Jones C (2008) ‘Mode Neutral’ pedagogy.
European Journal of Open, Distance and
E-learning.
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E-learning (theory) - Learning theories
For many theorists it’s the interaction
between student and teacher and student
and student in the online environment that
enhances learning (Mayes and de Freitas
2004)
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E-learning (theory) - Learning theories
The second step involves students
creating an identity online and finding
others with whom to interact; online
socialisation is a critical element of the elearning process in this model
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E-learning (theory) - Learning theories
Some criticism is now beginning to
emerge. Her model does not easily
transfer to other contexts (she developed it
with experience from an Open University
distance learning course). It ignores the
variety of learning approaches that are
possible within computer mediated
communication (CMC) and the range of
learning theories that are available (Moule
2007).
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E-learning (theory) - Self-regulation
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Self-regulated learning refers to several
concepts that play major roles in learning,
and which have significant relevance in elearning
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E-learning (theory) - Self-regulation
With the academic environment, selfregulated learner usually set their academic
goals and monitor and react themselves in
process in order to achieve their
goals.Schunk argues, students must regulate
not only their actions but also their underlying
achievement-related cognitions, beliefs,
intentions and affects(p.359). Moreover,
academic self-regulation helps students
develop their confidence to perform well on
learning courses.
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E-learning (theory) - Teacher use of technology
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Computing technology was
not created by teachers
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E-learning (theory) - Teacher use of technology
Newer generation web 2.0 services
provide customizable, inexpensive
platforms for authoring and disseminating
multimedia-rich e-learning courses, and do
not need specialised information
technology (IT) support.Tam CW,
Eastwood A. Available, intuitive and free!
Building e-learning modules using web 2.0
services.Med Teach. 2012;34(12):1078-80.
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E-learning (theory) - Teacher use of technology
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Pedagogical theory may have application
in encouraging and assessing on-line
participation. Assessment methods for online participation have reviewed.
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Computer based training - E-learning 2.0
In contrast, the new e-learning places
increased emphasis on Social learning
(social pedagogy)|social learning and use
of social software such as blogs, wikis,
podcasts and virtual worlds such as
Second Life.
1
https://store.theartofservice.com/the-e-learning-toolkit.html
Universidade Federal do Rio de Janeiro - E-learning poles
E-learning courses are offered by the
CEDERJ (Rio de Janeiro Center of
Higher-Education E-learning) consortium,
signed between UFRJ and the following
institutions: Universidade Federal do
Estado do Rio de Janeiro (UNIRIO),
Universidade Federal Fluminense (UFF),
Universidade Federal Rural do Rio de
Janeiro (UFRRJ), Universidade do Estado
do Rio de Janeiro (UERJ), Universidade
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Universidade Federal do Rio de Janeiro - E-learning poles
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UFRJ's e-learning poles in the State of Rio
de Janeiro are as follows: Angra dos Reis,
Duque de Caxias, Itaperuna, Macaé, Nova
Iguaçu, Paracambi, Piraí, Rio de Janeiro,
São Gonçalo, Três Rios and Volta
Redonda.[http://www.cederj.edu.br/cederj/i
ndex.php?option=com_contentview=article
id=17Itemid=20 Fundação Cecierj /
Consórcio CEDERJ | universidades
Públicas a Distância (EAD)]
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Learn - E-learning and augmented learning
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Moore (1989)Moore, M. (1989). Three
types of interaction. American Journal of
Distance Education, 3(2), 1-6. purported
that three core types of interaction are
necessary for quality, effective online
learning:
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Chaminade University of Honolulu - Service-learning
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Service-Learning is a hands-on learning
component of many courses taught at
Chaminade, offering students the
opportunity to participate in community
service activities for class credit. ServiceLearning opportunities are closely linked to
the content being taught in the classroom
and the overall learning objectives of the
course. The program is designed to
enhance learning and offer support to the
local community.
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Educationist - Open education and e-learning
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Main articles: Open education and
E-learning
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Educationist - Open education and e-learning
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In 2012, e-learning had grown at 14
times the rate of traditional learning
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Havergal College - e-Learning
As a member of the CIS eLearning
Consortium (ELC), Havergal offers online
courses for students. The CIS eLearning
Consortium is a cooperative not-for-profit
organization that provides online
curriculum for the benefit of students in
member CIS schools.
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Kalamazoo College - Service-Learning
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The programs in service-learning include
Community Advocates for Parents and
Students; Helping Youth through Personal
Empowerment; Academic Mentorship In
Giants On-going Success; the Woodward
School; Keeping the Doors Open; and
Farms to K.
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Vidyalankar Institute of Technology - E-Learning and other online resources
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This e-learning material, once fully
developed, is planned to be made
available online for the benefit of the
students in other colleges as well.
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Vidyalankar Institute of Technology - E-Learning and other online resources
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It is very helpful for all the
students..
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Stroke rehabilitation - Motor re-learning
Neurocognitive Rehabilitation by Carlo
Perfetti concept, widespread in many
countries, is an original motor re-learning
theories
application.[http://thinktag.org/index.php?p
age=documents.DocumentViewdocumentI
d=795858 Carlo Perfetti (1979), 'La
rieducazione motoria dell’emiplegico'.
Ghedini, Milano.]
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IctQATAR - Qatar's National e-Learning Portal
On January 18, 2010, ictQATAR
announced on its website the launch of its
revamped Qatar National e-Learning
Portal. The portal offers more than 2,500
free online courses to government
employees in a variety of topics, including:
business, IT, computer skills, human
resources, marketing, personal
development and management.
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IctQATAR - Qatar's National e-Learning Portal
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The new e-Learning Portal has an individually
designed page for each government ministry
and entity, allowing for customized learning to
meet the needs of their specific employees.
Human Resource specialists within each
government entity can work with their
employees to identify the appropriate courses
to meet their development needs, set an
achievable timeline to complete the courses
and monitor progress against goals. This can
be directly linked to an employee's National
Development Plan.
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