Description
The report describes about Approach on E-learning.
Methods Of Teaching Office System Subjects With e-Learning Approach
INTRODUCTION TO E-LEARNING
What the module is all about?
This module aims to give you the fundamental principles underlying Methods of Teaching Office System Subjects with e-Learning Approach. The specifics of the e-learning approach will be presented in this module. The author hopes to give the students the best ideas that you will nedd to pass the course.
What do you expect to learn from this module?
After this module, you will be able to: 1. Understand the basic principles of e-Learning approach in the methods of office systems subjects. 2. Appreciate e-Learning as cost-efficient and cost-effective tool in the economics of learning. 3. Develop content learning with competency based learning in the course subject.
Module Content
Information Sheet 1 Information Sheet 2 Information Sheet 3 Information Sheet 4 Information Sheet 5 Information Sheet 6 Information Sheet 7 Information Sheet 8 Information Sheet 9 What is e-Learning? Who uses e-Learning? Is e-Learning as effective as face-to-face instruction? Methods of e-Learning Delivery. e-Learning Evaluation. Emergent Technology and Trends. When and where can learning occur? Learning at a distance Paradigm Shift
Pre Test
Direction: Write TRUE if the statement is correct and write FALSE if the statement is wrong. Write your answers on the space provided. ________ 1. E-Learning is instruction that is delivered electronically, in part or wholly – via a Web browser, through the Internet or an intranet, or through multimedia platforms such as CDROM or DVD. ________ 2. Traditional classroom instruction integrates varied teaching strategies (lecture, homework, small group work, role-play, etc.). Just as this traditional learning must follow sound instructional strategies, so too must e-learning; however, e-learning has an additional consideration - how to use technology to effectively deliver the instruction. ________ 3. Web-based learning -Classroom based, face-to-face instruction. It commonly uses time and place arrangements represented by Square 1, although other arrangements are becoming more common. ________ 4. The word blog originates from the words Web + log. Blogs are being used by some companies as a new tool for learning online. ________ 5. Instructional Design – Is the course designed in such a way that users will actually learn? ________ 6. The graphic designer is an expert in the subject that is being taught – where the content will come from. The SME provides and validates content and helps other team members identify training needs. ________ 7. e-Learning evaluation is measuring the effectiveness of an e-learning course, learning professionals must determine if e-learning itself is a viable option for their organization. ________ 8. The Learning Management System stores, finds, and retrieves data within a central repository, normally a database, making it possible to search for learning content. ________ 9. Asynchronous learning involves using a combination of synchronous and asynchronous blends of instructor-led classroom training and e-learning. ________ 10. The Instructional Design Team are personnels involved in creating e-learning include instructional designers, graphic artists, programming or authoring specialists, project managers, subject matter experts, quality assurance personnel, a Webmaster or database specialist, and content/instructional writers.
Information Sheet 1
What is e-Learning? • The meaning of the letter ‘e’ is vast and encompasses many fields – from astronomy to video games. Used in technology, ‘e’ means electronic. E-learning, then, is e-(lectronic) learning, just as e-mail is e-(lectronic) mail. The ‘e’ represents the means by which we receive or access learning electronically, typically on the Web (online) via a Web browser. This ‘e’ has been described as the ‘how’ and the ‘learning content’ the ‘what’ (Clark & Mayer, 2003).
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Definitions • E-Learning is instruction that is delivered electronically, in part or wholly – via a Web browser, through the Internet or an intranet, or through multimedia platforms such as CD-ROM or DVD (Hall, 1997). 2. E-Learning is a structured, purposeful use of electronic system or computer in support of the learning process (Allen, 2003). 3. E-Learning covers a wide set of applications and processes, such as Web-based learning, computer-based learning, virtual classrooms, and digital collaboration. It includes delivering content via the Internet, intranet /extranet (LAN/WAN), audio and videotape, satellite broadcast, interactive TV, and CD-ROM (ASTD, 2001).
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Information Sheet 2
Who uses e-Learning? All types of organizations use e-learning – private sector/for profit, non-profit, governments, and educational institutions. Organizations use e-learning for many reasons – to save money, to reach geographically dispersed groups, to provide “anywhere-anytime” learning, to provide consistency, to ensure compliance with regulations, and to improve productivity, to name just a few. E-learning is often used for some of the following reasons: to provide introductory/orientation training, to provide remedial training, to provide certification training, to deliver academic courses (for credit), to promote products and services, to support
organizational initiatives, to offer training to geographically disparate personnel, to offer a variety of learning opportunities, to coach and mentor learners, to standardize training/knowledge, and to provide software training.
Alternate Terms and Spellings • There are at least as many definitions of e-learning as there are spellings, alternate terms, and people using it. This is most likely because the evolution of technology brings with it new terminology. It may even have something to do with a writer’s use of spell check, a vendor seeking to differentiate a product or service in the marketplace, or whether or not it’s at the beginning of or within a sentence. Alternate spellings include E-Learning, E-learning, e-Learning, e-learning, eLearning, and Elearning.
Information Sheet 3
Is e-Learning as effective as face-to-face instruction? Is e-Learning, or the broader field of distance learning of which it is a part, as effective as face-toface instruction? The answer is seldom yes or no but rather, it depends. Before you begin to design and develop your own e-Learning, it is necessary to briefly reflect on this commonly asked question. Consider the following dialogue between a distance learning professional and a conventional educator as you begin to determine for yourself how to answer this important question: Conventional educator: elearning may be the latest trend in education may be the latest trend in education and training right now, but it is really as effective as conventional/face to face education training? Distance Learning Professional: Well, that's a valid concern, but first, let’s consider some of the assumptions that people often make when asking that question. Conventional educator: So what assumptions do you think conventional educators commonly make about distance learning? Distance Learning Professional: Well, people are often assuming that face-to-face, or classroom based, education/training is, in fact, effective. Of course, it can be, but we can all recall instances in our past of classroom based lectures with a teacher standing in front of us reading notes while we all try to stay awake. So, just how much. Conventional educator: Ok, I would agree that much of the teaching that goes on in a classroom can be boring and ineffective, but you are comparing distance learning to the worst form of face-to-face instruction. Not all classrooms are like that.
Distance Learning Professional: Good point. So, what is it about a good classroom experience that makes it valuable? Conventional educator: Well, I am sure there are a number of things but the most meaningful experiences I have had in the classroom have occurred when there was a lot of interaction and when the materials was relevant to my needs and interests. Distance Learning Professional: Exactly. That has been my experience as well. So, we both agree that interaction is important to the learning experience : interaction between learners and instructor interaction among learners and interaction between learners and the content of instruction. Also, we agree that making learning relevant is also important. The more you learn about distance learning, particularly e-learning, the more you realize that we can achieve all of these things in an online environment. Material can be designed to be interactive, and the Intenet enables interaction among students and instructors. I am not saying it is easy, but it is possible – and it is happening in online learning environments everyday. Distance Learning Professional: Well, I still need to see it to belive it. But I will agree at least in theory, that all the conditions oflearning can be meet through e-learning. Distance Learning Professional: Good. I am glad you agree, at leasts in principle. I think you will also agree that what makes a learning experience meaningful is the design of instruction, not the delivery system. When we compare the different delivery systems such as classroom and e-learning, it si necessary to recognize that there are good and bad examples of both. What makes a delivery system effective is the extent to which it meets learners' needs and results in achievement of the learning goals and objectives. Instructional Design • Traditional classroom instruction integrates varied teaching strategies (lecture, homework, small group work, role-play, etc.). Just as this traditional learning must follow sound instructional strategies, so too must e-learning; however, e-learning has an additional consideration - how to use technology to effectively deliver the instruction. Web-based courses are designed to take into account this "interplay between instructional design and the Web delivery system" (Conrad, p.13). It depends on how the instruction is designed, developed, and delivered - the methodology. For instance, a learner could see text, graphics, video, assessments, and games on his computer screen. What makes it e-learning is the incorporation of instructional methods like questions, problems, activities, exercises, etc. Increasingly, the advances in technology and learners‘ expectations for rich learning environments have driven the need for sound, effective instructional design principles as a means to use the Web to its potential for e-learning (Kahn, 2001).
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Instructional Design Methods
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Designing effective instruction involves a process. One common instructional design system used is ADDIE, a linear model named for its method (analysis, design, development, implementation, and evaluation). This methodology is sometimes considered flawed due to its waterfall methodology. Alternative methods of designing instruction include the following: models using iterations and prototypes, rapid prototyping design (Clark, 2000), and successive approximation, an iterative approach that prescribes ‘backing up’ (Allen, 2003).
The Instructional Design Team Personnel involved in creating e-learning include instructional designers, graphic artists, programming or authoring specialists, project managers, subject matter experts, quality assurance personnel, a Webmaster or database specialist, and content/instructional writers. Depending on the size and budget of an organization, a team could include one person or an entire team of people. Subject Matter Expert (SME) The subject matter expert is an expert in the subject that is being taught – where the content will come from. The SME provides and validates content and helps other team members identify training needs. Graphic Artist/Designer The graphic artist collaborates with instructional designers to provide interface design and good Web usability. He or she creates page layouts, graphics, colors, and media to support the instructional objectives. Writer/Editor This person writes and edits e-learning for Web delivery. He or she must understand Web page layout, usability, and style guidelines. Course Developer/Designer This person works to develop e-learning using a variety of authoring tools. He or she makes the conceptual link between course and Web design. Project Manager The project manager oversees all aspects of an e-learning project. He or she serves as the primary contact point between all parties and is often responsible for developing timelines, identifying risks, and keeping projects within scope and budget. The project manager must lead a diverse team through all stages of a project, keeping track of resources, documentation, and deliverables. As you can imagine, the project manager must be organized, be flexible, and be a good communicator.
Information Sheet 4
Methods of e-Learning Delivery E-learning can be delivered “live” or at “any time.” This means learners can learn in the following ways: > Together – at the same time > Together – at different times > Independently (not together) Asynchronous e-learning • Asynchronous e-learning is a term meaning learners are not “there” at the same time. In other words, communication between learners does not happen simultaneously – it is time-delayed. In e-learning, this can include online learning delivered via instructor-led classrooms (that are not “live”), self-paced courses, discussion rooms, communities of practice, bulletin boards, or some other type of forum where users read what others have written and respond at a time of individual choice.
Synchronous learning Synchronous learning means all learners are “there” at the same time. “There” can be in instructor-led training (ILT) in a physical classroom or, in the case of e-learning, on the Web (online). “Live online learning,” “live online classroom,” and “virtual classroom” are some of the terms associated with synchronous e-learning. The types of events that take place “live online” include meetings, presentations, Webinars (Web-based seminar), live chats, and learning events. Synchronous e-learning is often delivered live by an instructor or facilitator. What differentiates synchronous e-learning from asynchronous e-learning is the capacity for live interactivity. This “anytime – anywhere” delivery is one of the benefits of e-learning. Blended Learning • Blended learning involves using a combination of synchronous and asynchronous blends of instructor-led classroom training and e-learning. While the concept has been used by teachers and trainers for years, the term “blended learning” is new and is most often associated with organizations seeking to deliver training more efficiently by incorporating technology. Blended
learning possibilities are limitless and can also include hands-on training, on-the-job training, emulation, simulation, and mentoring.
Learning Management Systems (LMS) • Learning management systems can provide a one-stop place for e-learning, including launching content and developing content. A learning management system is software that manages learning events and learners and serves as a platform to deliver e-learning. Various systems offer different levels of functionality, with some of the more robust systems offering tools such as talent and performance management and skill gap analysis. Many LMSs can manage classroom training events, manage and launch live online learning events, manage physical inventory of training materials, and create and launch e-learning.
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Learning Content Management Systems (LCMS) • A different type of system is a learning content management system (LCMS), which manages learning content. The system stores, finds, and retrieves data within a central repository, normally a database, making it possible to search for learning content. LCMSs allow users to deliver learning objects (self-contained chunks of learning), allowing greater flexibility and ease of updating content. Alternate terms include content management system or course management system (CMS).
Information Sheet 5
E-Learning Evaluation • measuring the effectiveness of an e-learning course, learning professionals must determine if elearning itself is a viable option for their organization. Management support, number of learners, abilities of learners, administration, and creation of content should all be considered (Hall, n.d.). Common pitfalls of e-learning initiatives include complete replacement of all training with e-learning, leadership rejection, lack of executive sponsorship, and boring, ineffective courses.
CRITERIA FOR EVALUATING THE QUALITY OF E-LEARNING Here are some further criteria for evaluating the quality of e-learning from the judging awards used to evaluate entries in the Brandon Hall Learning Awards Program:
1. Content – Does the program include the right amount and quality of information? 2. Instructional Design – Is the course designed in such a way that users will actually learn? 3. Interactivity – Is the user engaged through the opportunity for input? 4. Navigation – Can users determine their own way through the program? Is there an exit option? Is there a course map? Is there an appropriate use of icons and/or clear labels so that the user doesn’t have to read excessive documentation to determine program options? 5. Motivational Components – Does the program engage the user through novelty, humor, game elements, testing, adventure, unique content, surprise elements, etc.? 6. Use of Media – Does the program appropriately and effectively use graphics, animation, music, sound, video, etc.? 7. Evaluation – Is there some type of evaluation, such as: completion of a simulation? Mastery of each section’s content before proceeding to later sections? Section quizzes? Final exam? 8. Aesthetics – Is the program attractive and appealing to the eye and ear? Does the structure of the screen add to the program? 9. Record Keeping – Are student performance data recorded, such as time to complete, question analyses, and final scores? Is the data forwarded to the course manager automatically? 10. Tone – Is the program designed for the audience? Does it avoid being condescending, trite, pedantic, etc.?
Information Sheet 6
Emergent Technology and Trends • Casting/Podcasting/Vodcasting: Several notable new technologies are being used to deliver training. Podcasting/Vodcasting (or Learncasting) is derived from “Pod” (Apple’s iPod™) + “cast” (broadcast). It is used to create and distribute audio/video content in a format for delivery over the Internet for portable playback on an iPod™ (or similar device) or PC. It is referred to as a “push” technology because users subscribe to “Podcasts.” (A Learncast, then, is a Podcast for delivering e-learning – the differentiating factor is that a Learncast is instructional in nature.) Some have even referred to podcasts as “edutainment.” Similar forms of delivery (Webcast, netcast) have been around for several years (before the iPod’s release in 2001).
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Wiki: Another emergent technology for learning is a wiki. A wiki is a Web page that can be viewed and modified by anybody with a Web browser and access to the Internet. Wikis permit asynchronous communication and collaboration across the Internet. Wikis can be used for collaboration in the workplace – by subject matter experts (SMEs) to create on-the-fly content, as a repository for information, for meeting details, for group activities, to track workflow, etc. Its strengths for teaching and learning include collaboration, ownership (of content), speed, and simplicity. Its weaknesses include control of content. Blog: The word blog originates from the words Web + log. Blogs are being used by some companies as a new tool for learning online. A blog is a Web site that contains chronological, dated entries about any topic. Templates make it easy for anyone to create a blog. Some blogs allow feedback and comments, and they often contain links to other sites. They can be written by one person or by a group. Blogs are really an online vehicle for personal journals, diaries, editorials, and information. From mundane to cutting edge, blogs reflect the opinion and voice of the writer. Blogs can provide discussion forums for new products, provide explanations for how to do or use something, manage knowledge (archive), and allow a place for collaboration and sharing of sources. They can be linked more often than not and contain current information because they are frequently updated. Blogs can also be syndicated using RSS. This means readers can subscribe to a blog, in effect creating their own daily newspaper. You can create your own blog easily – try http://www.blogger.com/start.
Information Sheet 7
When and where can learning occur?
Human learning can be: • • • • structured or unstructured formal or informal supervised or unsupervised with or without the assistance of a teacher
Regardless of the arrangement, all learning occurs within the learners' minds. The most any education or training professional can do is create appropriate interventions that promote, encourage, and facilitate the attainment of learning objectives. During this process, consideration is given to how the teacher and learners interact in time and place. Below are the four time and place arrangements represented insquares: (1) same time, (2) same same place time, different place
(3) different time, same place
(4) different time, different place
Information Sheet 8
Learning at a distance
A number of terms have been developed to describe various concepts of learning at a distance. Each represents some form of the time and place arrangements outlined above. While their basis is logical enough, the terms are often used inconsistently in education and training circles. For the sake of clarity and consistency throughout this course, the definitions of the 9 most commonly used terms that describe learning at a distance are presented: 1. Conventional education or training -Classroom based, face-to-face instruction. It commonly uses time and place arrangements represented by Square 1, although other arrangements are becoming more common. 2. Distance education or training - This is the most general term for time and place arrangements that are represented by Squares 2 and 4 (and sometime 3). However, many distance education programs also include same time, same place arrangements (Square 1). The terms correspondence education, distance learning, open learning, distributed learning, online learning, and e-Learning all fall under the broad category of distance education. 3. Correspondence education - This term was used to describe what is now known as distance education. It represents time and place arrangements that are represented by Square 4, although other arrangements such as Square 1 are common in blended approaches. It applies to forms of education where the communication between students and teachers or institutions is through the written word and postal services, which can be relatively slow and infrequent. 4. Distance learning - This term is essentially the same as distance education. However, its focus is more learner-centered with its emphasis on the desired end result (learning) of distance education. 5. Open learning - This is the term most commonly associated with distance education in Britain (the Open University) and uses the same time and place arrangements as distance education. 6. Distributed learning - This term is commonly used by conventional universities to describe their efforts to customize learning environments to better fit different learning styles, whether
students are on or off campus. It uses all 4 time and place arrangements. 7. Web-based learning - This uses a WWW browser such as Internet Explorer or Netscape Navigator to access course materials from a remote location. It uses time and place arrangements represented by Square 4. 8. Online learning - This term is often used interchangeably with Web based training. It implies the use of web browsers to access training on the Internet and uses time and place arrangements that are represented by squares 2 and 4. The term on-line has its origin dating back to the days of the telegraph when electrical signals were transmitted on a telegraph line to communicate messages. 9. e-Learning - This is often used interchangeably with Web-based training and online learning. Corporations commonly use this approach to train their globally dispersed workforce. It implies the use of Web browsers and the Internet or corporate intranets and uses time and place arrangements that are represented by cells 2 and 4.
Module Activity
Direction: Below are the 9 most commonly used terms that described learning at a distance. Complete the table below by filling the IMPLICATION BOXES for (a) STUDENTS and (b)TEACHER.
Learning at a distance Conventional education or training Distance education or training
Implication Students Teachers
Correspondence education
Distance learning
Open learning
Distributed learning
Web-based learning
Online learning
e-Learning
Information Sheet 9
Paradigm Shift Digitizing instructor-led classroom materials DOES NOT necessarily mean that you are actually creating meaningful e-learning. E-learning materials must be designed • • • with proper instructional design principles and learning theories. by addressing critical issues encompassing various dimensions of open learning environment. Considering “Trends in regulation, by-laws, and standards governing distance higher education” as the theme of the conference. I would like to present a FRAMEWORK of E-LEARNING which I believe would serve as a guide to formulate regulation, by-laws, and standards for distance learning in the Philippines
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These issues in the Framework generate many questions that we can ask ourselves when • • • • planning designing developing evaluating
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implementing e-learning systems.
Post Test
Direction: Write TRUE if the statement is correct and write FALSE if the statement is wrong. Write your answers on the space provided. ________ 1. E-Learning is instruction that is delivered electronically, in part or wholly – via a Web browser, through the Internet or an intranet, or through multimedia platforms such as CDROM or DVD. ________ 2. Traditional classroom instruction integrates varied teaching strategies (lecture, homework, small group work, role-play, etc.). Just as this traditional learning must follow sound instructional strategies, so too must e-learning; however, e-learning has an additional consideration - how to use technology to effectively deliver the instruction. ________ 3. Web-based learning -Classroom based, face-to-face instruction. It commonly uses time and place arrangements represented by Square 1, although other arrangements are becoming more common. ________ 4. The word blog originates from the words Web + log. Blogs are being used by some companies as a new tool for learning online. ________ 5. Instructional Design – Is the course designed in such a way that users will actually learn? ________ 6. The graphic designer is an expert in the subject that is being taught – where the content will come from. The SME provides and validates content and helps other team members identify training needs. ________ 7. e-Learning evaluation is measuring the effectiveness of an e-learning course, learning professionals must determine if e-learning itself is a viable option for their organization. ________ 8. The Learning Management System stores, finds, and retrieves data within a central repository, normally a database, making it possible to search for learning content. ________ 9. Asynchronous learning involves using a combination of synchronous and asynchronous blends of instructor-led classroom training and e-learning. ________ 10. The Instructional Design Team are personnels involved in creating e-learning include instructional designers, graphic artists, programming or authoring specialists, project managers, subject matter experts, quality assurance personnel, a Webmaster or database specialist, and content/instructional writers.
Answer Keys Pre Test 1. True 2. True 3. False 4. True 5. True 6. False 7. True 8. True 9. False 10. True Post Test 1. True 2. True 3. False 4. True 5. True 6. False 7. True 8. True 9. False 10. True
doc_538933605.pdf
The report describes about Approach on E-learning.
Methods Of Teaching Office System Subjects With e-Learning Approach
INTRODUCTION TO E-LEARNING
What the module is all about?
This module aims to give you the fundamental principles underlying Methods of Teaching Office System Subjects with e-Learning Approach. The specifics of the e-learning approach will be presented in this module. The author hopes to give the students the best ideas that you will nedd to pass the course.
What do you expect to learn from this module?
After this module, you will be able to: 1. Understand the basic principles of e-Learning approach in the methods of office systems subjects. 2. Appreciate e-Learning as cost-efficient and cost-effective tool in the economics of learning. 3. Develop content learning with competency based learning in the course subject.
Module Content
Information Sheet 1 Information Sheet 2 Information Sheet 3 Information Sheet 4 Information Sheet 5 Information Sheet 6 Information Sheet 7 Information Sheet 8 Information Sheet 9 What is e-Learning? Who uses e-Learning? Is e-Learning as effective as face-to-face instruction? Methods of e-Learning Delivery. e-Learning Evaluation. Emergent Technology and Trends. When and where can learning occur? Learning at a distance Paradigm Shift
Pre Test
Direction: Write TRUE if the statement is correct and write FALSE if the statement is wrong. Write your answers on the space provided. ________ 1. E-Learning is instruction that is delivered electronically, in part or wholly – via a Web browser, through the Internet or an intranet, or through multimedia platforms such as CDROM or DVD. ________ 2. Traditional classroom instruction integrates varied teaching strategies (lecture, homework, small group work, role-play, etc.). Just as this traditional learning must follow sound instructional strategies, so too must e-learning; however, e-learning has an additional consideration - how to use technology to effectively deliver the instruction. ________ 3. Web-based learning -Classroom based, face-to-face instruction. It commonly uses time and place arrangements represented by Square 1, although other arrangements are becoming more common. ________ 4. The word blog originates from the words Web + log. Blogs are being used by some companies as a new tool for learning online. ________ 5. Instructional Design – Is the course designed in such a way that users will actually learn? ________ 6. The graphic designer is an expert in the subject that is being taught – where the content will come from. The SME provides and validates content and helps other team members identify training needs. ________ 7. e-Learning evaluation is measuring the effectiveness of an e-learning course, learning professionals must determine if e-learning itself is a viable option for their organization. ________ 8. The Learning Management System stores, finds, and retrieves data within a central repository, normally a database, making it possible to search for learning content. ________ 9. Asynchronous learning involves using a combination of synchronous and asynchronous blends of instructor-led classroom training and e-learning. ________ 10. The Instructional Design Team are personnels involved in creating e-learning include instructional designers, graphic artists, programming or authoring specialists, project managers, subject matter experts, quality assurance personnel, a Webmaster or database specialist, and content/instructional writers.
Information Sheet 1
What is e-Learning? • The meaning of the letter ‘e’ is vast and encompasses many fields – from astronomy to video games. Used in technology, ‘e’ means electronic. E-learning, then, is e-(lectronic) learning, just as e-mail is e-(lectronic) mail. The ‘e’ represents the means by which we receive or access learning electronically, typically on the Web (online) via a Web browser. This ‘e’ has been described as the ‘how’ and the ‘learning content’ the ‘what’ (Clark & Mayer, 2003).
• •
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Definitions • E-Learning is instruction that is delivered electronically, in part or wholly – via a Web browser, through the Internet or an intranet, or through multimedia platforms such as CD-ROM or DVD (Hall, 1997). 2. E-Learning is a structured, purposeful use of electronic system or computer in support of the learning process (Allen, 2003). 3. E-Learning covers a wide set of applications and processes, such as Web-based learning, computer-based learning, virtual classrooms, and digital collaboration. It includes delivering content via the Internet, intranet /extranet (LAN/WAN), audio and videotape, satellite broadcast, interactive TV, and CD-ROM (ASTD, 2001).
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Information Sheet 2
Who uses e-Learning? All types of organizations use e-learning – private sector/for profit, non-profit, governments, and educational institutions. Organizations use e-learning for many reasons – to save money, to reach geographically dispersed groups, to provide “anywhere-anytime” learning, to provide consistency, to ensure compliance with regulations, and to improve productivity, to name just a few. E-learning is often used for some of the following reasons: to provide introductory/orientation training, to provide remedial training, to provide certification training, to deliver academic courses (for credit), to promote products and services, to support
organizational initiatives, to offer training to geographically disparate personnel, to offer a variety of learning opportunities, to coach and mentor learners, to standardize training/knowledge, and to provide software training.
Alternate Terms and Spellings • There are at least as many definitions of e-learning as there are spellings, alternate terms, and people using it. This is most likely because the evolution of technology brings with it new terminology. It may even have something to do with a writer’s use of spell check, a vendor seeking to differentiate a product or service in the marketplace, or whether or not it’s at the beginning of or within a sentence. Alternate spellings include E-Learning, E-learning, e-Learning, e-learning, eLearning, and Elearning.
Information Sheet 3
Is e-Learning as effective as face-to-face instruction? Is e-Learning, or the broader field of distance learning of which it is a part, as effective as face-toface instruction? The answer is seldom yes or no but rather, it depends. Before you begin to design and develop your own e-Learning, it is necessary to briefly reflect on this commonly asked question. Consider the following dialogue between a distance learning professional and a conventional educator as you begin to determine for yourself how to answer this important question: Conventional educator: elearning may be the latest trend in education may be the latest trend in education and training right now, but it is really as effective as conventional/face to face education training? Distance Learning Professional: Well, that's a valid concern, but first, let’s consider some of the assumptions that people often make when asking that question. Conventional educator: So what assumptions do you think conventional educators commonly make about distance learning? Distance Learning Professional: Well, people are often assuming that face-to-face, or classroom based, education/training is, in fact, effective. Of course, it can be, but we can all recall instances in our past of classroom based lectures with a teacher standing in front of us reading notes while we all try to stay awake. So, just how much. Conventional educator: Ok, I would agree that much of the teaching that goes on in a classroom can be boring and ineffective, but you are comparing distance learning to the worst form of face-to-face instruction. Not all classrooms are like that.
Distance Learning Professional: Good point. So, what is it about a good classroom experience that makes it valuable? Conventional educator: Well, I am sure there are a number of things but the most meaningful experiences I have had in the classroom have occurred when there was a lot of interaction and when the materials was relevant to my needs and interests. Distance Learning Professional: Exactly. That has been my experience as well. So, we both agree that interaction is important to the learning experience : interaction between learners and instructor interaction among learners and interaction between learners and the content of instruction. Also, we agree that making learning relevant is also important. The more you learn about distance learning, particularly e-learning, the more you realize that we can achieve all of these things in an online environment. Material can be designed to be interactive, and the Intenet enables interaction among students and instructors. I am not saying it is easy, but it is possible – and it is happening in online learning environments everyday. Distance Learning Professional: Well, I still need to see it to belive it. But I will agree at least in theory, that all the conditions oflearning can be meet through e-learning. Distance Learning Professional: Good. I am glad you agree, at leasts in principle. I think you will also agree that what makes a learning experience meaningful is the design of instruction, not the delivery system. When we compare the different delivery systems such as classroom and e-learning, it si necessary to recognize that there are good and bad examples of both. What makes a delivery system effective is the extent to which it meets learners' needs and results in achievement of the learning goals and objectives. Instructional Design • Traditional classroom instruction integrates varied teaching strategies (lecture, homework, small group work, role-play, etc.). Just as this traditional learning must follow sound instructional strategies, so too must e-learning; however, e-learning has an additional consideration - how to use technology to effectively deliver the instruction. Web-based courses are designed to take into account this "interplay between instructional design and the Web delivery system" (Conrad, p.13). It depends on how the instruction is designed, developed, and delivered - the methodology. For instance, a learner could see text, graphics, video, assessments, and games on his computer screen. What makes it e-learning is the incorporation of instructional methods like questions, problems, activities, exercises, etc. Increasingly, the advances in technology and learners‘ expectations for rich learning environments have driven the need for sound, effective instructional design principles as a means to use the Web to its potential for e-learning (Kahn, 2001).
•
•
Instructional Design Methods
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Designing effective instruction involves a process. One common instructional design system used is ADDIE, a linear model named for its method (analysis, design, development, implementation, and evaluation). This methodology is sometimes considered flawed due to its waterfall methodology. Alternative methods of designing instruction include the following: models using iterations and prototypes, rapid prototyping design (Clark, 2000), and successive approximation, an iterative approach that prescribes ‘backing up’ (Allen, 2003).
The Instructional Design Team Personnel involved in creating e-learning include instructional designers, graphic artists, programming or authoring specialists, project managers, subject matter experts, quality assurance personnel, a Webmaster or database specialist, and content/instructional writers. Depending on the size and budget of an organization, a team could include one person or an entire team of people. Subject Matter Expert (SME) The subject matter expert is an expert in the subject that is being taught – where the content will come from. The SME provides and validates content and helps other team members identify training needs. Graphic Artist/Designer The graphic artist collaborates with instructional designers to provide interface design and good Web usability. He or she creates page layouts, graphics, colors, and media to support the instructional objectives. Writer/Editor This person writes and edits e-learning for Web delivery. He or she must understand Web page layout, usability, and style guidelines. Course Developer/Designer This person works to develop e-learning using a variety of authoring tools. He or she makes the conceptual link between course and Web design. Project Manager The project manager oversees all aspects of an e-learning project. He or she serves as the primary contact point between all parties and is often responsible for developing timelines, identifying risks, and keeping projects within scope and budget. The project manager must lead a diverse team through all stages of a project, keeping track of resources, documentation, and deliverables. As you can imagine, the project manager must be organized, be flexible, and be a good communicator.
Information Sheet 4
Methods of e-Learning Delivery E-learning can be delivered “live” or at “any time.” This means learners can learn in the following ways: > Together – at the same time > Together – at different times > Independently (not together) Asynchronous e-learning • Asynchronous e-learning is a term meaning learners are not “there” at the same time. In other words, communication between learners does not happen simultaneously – it is time-delayed. In e-learning, this can include online learning delivered via instructor-led classrooms (that are not “live”), self-paced courses, discussion rooms, communities of practice, bulletin boards, or some other type of forum where users read what others have written and respond at a time of individual choice.
Synchronous learning Synchronous learning means all learners are “there” at the same time. “There” can be in instructor-led training (ILT) in a physical classroom or, in the case of e-learning, on the Web (online). “Live online learning,” “live online classroom,” and “virtual classroom” are some of the terms associated with synchronous e-learning. The types of events that take place “live online” include meetings, presentations, Webinars (Web-based seminar), live chats, and learning events. Synchronous e-learning is often delivered live by an instructor or facilitator. What differentiates synchronous e-learning from asynchronous e-learning is the capacity for live interactivity. This “anytime – anywhere” delivery is one of the benefits of e-learning. Blended Learning • Blended learning involves using a combination of synchronous and asynchronous blends of instructor-led classroom training and e-learning. While the concept has been used by teachers and trainers for years, the term “blended learning” is new and is most often associated with organizations seeking to deliver training more efficiently by incorporating technology. Blended
learning possibilities are limitless and can also include hands-on training, on-the-job training, emulation, simulation, and mentoring.
Learning Management Systems (LMS) • Learning management systems can provide a one-stop place for e-learning, including launching content and developing content. A learning management system is software that manages learning events and learners and serves as a platform to deliver e-learning. Various systems offer different levels of functionality, with some of the more robust systems offering tools such as talent and performance management and skill gap analysis. Many LMSs can manage classroom training events, manage and launch live online learning events, manage physical inventory of training materials, and create and launch e-learning.
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Learning Content Management Systems (LCMS) • A different type of system is a learning content management system (LCMS), which manages learning content. The system stores, finds, and retrieves data within a central repository, normally a database, making it possible to search for learning content. LCMSs allow users to deliver learning objects (self-contained chunks of learning), allowing greater flexibility and ease of updating content. Alternate terms include content management system or course management system (CMS).
Information Sheet 5
E-Learning Evaluation • measuring the effectiveness of an e-learning course, learning professionals must determine if elearning itself is a viable option for their organization. Management support, number of learners, abilities of learners, administration, and creation of content should all be considered (Hall, n.d.). Common pitfalls of e-learning initiatives include complete replacement of all training with e-learning, leadership rejection, lack of executive sponsorship, and boring, ineffective courses.
CRITERIA FOR EVALUATING THE QUALITY OF E-LEARNING Here are some further criteria for evaluating the quality of e-learning from the judging awards used to evaluate entries in the Brandon Hall Learning Awards Program:
1. Content – Does the program include the right amount and quality of information? 2. Instructional Design – Is the course designed in such a way that users will actually learn? 3. Interactivity – Is the user engaged through the opportunity for input? 4. Navigation – Can users determine their own way through the program? Is there an exit option? Is there a course map? Is there an appropriate use of icons and/or clear labels so that the user doesn’t have to read excessive documentation to determine program options? 5. Motivational Components – Does the program engage the user through novelty, humor, game elements, testing, adventure, unique content, surprise elements, etc.? 6. Use of Media – Does the program appropriately and effectively use graphics, animation, music, sound, video, etc.? 7. Evaluation – Is there some type of evaluation, such as: completion of a simulation? Mastery of each section’s content before proceeding to later sections? Section quizzes? Final exam? 8. Aesthetics – Is the program attractive and appealing to the eye and ear? Does the structure of the screen add to the program? 9. Record Keeping – Are student performance data recorded, such as time to complete, question analyses, and final scores? Is the data forwarded to the course manager automatically? 10. Tone – Is the program designed for the audience? Does it avoid being condescending, trite, pedantic, etc.?
Information Sheet 6
Emergent Technology and Trends • Casting/Podcasting/Vodcasting: Several notable new technologies are being used to deliver training. Podcasting/Vodcasting (or Learncasting) is derived from “Pod” (Apple’s iPod™) + “cast” (broadcast). It is used to create and distribute audio/video content in a format for delivery over the Internet for portable playback on an iPod™ (or similar device) or PC. It is referred to as a “push” technology because users subscribe to “Podcasts.” (A Learncast, then, is a Podcast for delivering e-learning – the differentiating factor is that a Learncast is instructional in nature.) Some have even referred to podcasts as “edutainment.” Similar forms of delivery (Webcast, netcast) have been around for several years (before the iPod’s release in 2001).
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Wiki: Another emergent technology for learning is a wiki. A wiki is a Web page that can be viewed and modified by anybody with a Web browser and access to the Internet. Wikis permit asynchronous communication and collaboration across the Internet. Wikis can be used for collaboration in the workplace – by subject matter experts (SMEs) to create on-the-fly content, as a repository for information, for meeting details, for group activities, to track workflow, etc. Its strengths for teaching and learning include collaboration, ownership (of content), speed, and simplicity. Its weaknesses include control of content. Blog: The word blog originates from the words Web + log. Blogs are being used by some companies as a new tool for learning online. A blog is a Web site that contains chronological, dated entries about any topic. Templates make it easy for anyone to create a blog. Some blogs allow feedback and comments, and they often contain links to other sites. They can be written by one person or by a group. Blogs are really an online vehicle for personal journals, diaries, editorials, and information. From mundane to cutting edge, blogs reflect the opinion and voice of the writer. Blogs can provide discussion forums for new products, provide explanations for how to do or use something, manage knowledge (archive), and allow a place for collaboration and sharing of sources. They can be linked more often than not and contain current information because they are frequently updated. Blogs can also be syndicated using RSS. This means readers can subscribe to a blog, in effect creating their own daily newspaper. You can create your own blog easily – try http://www.blogger.com/start.
Information Sheet 7
When and where can learning occur?
Human learning can be: • • • • structured or unstructured formal or informal supervised or unsupervised with or without the assistance of a teacher
Regardless of the arrangement, all learning occurs within the learners' minds. The most any education or training professional can do is create appropriate interventions that promote, encourage, and facilitate the attainment of learning objectives. During this process, consideration is given to how the teacher and learners interact in time and place. Below are the four time and place arrangements represented insquares: (1) same time, (2) same same place time, different place
(3) different time, same place
(4) different time, different place
Information Sheet 8
Learning at a distance
A number of terms have been developed to describe various concepts of learning at a distance. Each represents some form of the time and place arrangements outlined above. While their basis is logical enough, the terms are often used inconsistently in education and training circles. For the sake of clarity and consistency throughout this course, the definitions of the 9 most commonly used terms that describe learning at a distance are presented: 1. Conventional education or training -Classroom based, face-to-face instruction. It commonly uses time and place arrangements represented by Square 1, although other arrangements are becoming more common. 2. Distance education or training - This is the most general term for time and place arrangements that are represented by Squares 2 and 4 (and sometime 3). However, many distance education programs also include same time, same place arrangements (Square 1). The terms correspondence education, distance learning, open learning, distributed learning, online learning, and e-Learning all fall under the broad category of distance education. 3. Correspondence education - This term was used to describe what is now known as distance education. It represents time and place arrangements that are represented by Square 4, although other arrangements such as Square 1 are common in blended approaches. It applies to forms of education where the communication between students and teachers or institutions is through the written word and postal services, which can be relatively slow and infrequent. 4. Distance learning - This term is essentially the same as distance education. However, its focus is more learner-centered with its emphasis on the desired end result (learning) of distance education. 5. Open learning - This is the term most commonly associated with distance education in Britain (the Open University) and uses the same time and place arrangements as distance education. 6. Distributed learning - This term is commonly used by conventional universities to describe their efforts to customize learning environments to better fit different learning styles, whether
students are on or off campus. It uses all 4 time and place arrangements. 7. Web-based learning - This uses a WWW browser such as Internet Explorer or Netscape Navigator to access course materials from a remote location. It uses time and place arrangements represented by Square 4. 8. Online learning - This term is often used interchangeably with Web based training. It implies the use of web browsers to access training on the Internet and uses time and place arrangements that are represented by squares 2 and 4. The term on-line has its origin dating back to the days of the telegraph when electrical signals were transmitted on a telegraph line to communicate messages. 9. e-Learning - This is often used interchangeably with Web-based training and online learning. Corporations commonly use this approach to train their globally dispersed workforce. It implies the use of Web browsers and the Internet or corporate intranets and uses time and place arrangements that are represented by cells 2 and 4.
Module Activity
Direction: Below are the 9 most commonly used terms that described learning at a distance. Complete the table below by filling the IMPLICATION BOXES for (a) STUDENTS and (b)TEACHER.
Learning at a distance Conventional education or training Distance education or training
Implication Students Teachers
Correspondence education
Distance learning
Open learning
Distributed learning
Web-based learning
Online learning
e-Learning
Information Sheet 9
Paradigm Shift Digitizing instructor-led classroom materials DOES NOT necessarily mean that you are actually creating meaningful e-learning. E-learning materials must be designed • • • with proper instructional design principles and learning theories. by addressing critical issues encompassing various dimensions of open learning environment. Considering “Trends in regulation, by-laws, and standards governing distance higher education” as the theme of the conference. I would like to present a FRAMEWORK of E-LEARNING which I believe would serve as a guide to formulate regulation, by-laws, and standards for distance learning in the Philippines
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These issues in the Framework generate many questions that we can ask ourselves when • • • • planning designing developing evaluating
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implementing e-learning systems.
Post Test
Direction: Write TRUE if the statement is correct and write FALSE if the statement is wrong. Write your answers on the space provided. ________ 1. E-Learning is instruction that is delivered electronically, in part or wholly – via a Web browser, through the Internet or an intranet, or through multimedia platforms such as CDROM or DVD. ________ 2. Traditional classroom instruction integrates varied teaching strategies (lecture, homework, small group work, role-play, etc.). Just as this traditional learning must follow sound instructional strategies, so too must e-learning; however, e-learning has an additional consideration - how to use technology to effectively deliver the instruction. ________ 3. Web-based learning -Classroom based, face-to-face instruction. It commonly uses time and place arrangements represented by Square 1, although other arrangements are becoming more common. ________ 4. The word blog originates from the words Web + log. Blogs are being used by some companies as a new tool for learning online. ________ 5. Instructional Design – Is the course designed in such a way that users will actually learn? ________ 6. The graphic designer is an expert in the subject that is being taught – where the content will come from. The SME provides and validates content and helps other team members identify training needs. ________ 7. e-Learning evaluation is measuring the effectiveness of an e-learning course, learning professionals must determine if e-learning itself is a viable option for their organization. ________ 8. The Learning Management System stores, finds, and retrieves data within a central repository, normally a database, making it possible to search for learning content. ________ 9. Asynchronous learning involves using a combination of synchronous and asynchronous blends of instructor-led classroom training and e-learning. ________ 10. The Instructional Design Team are personnels involved in creating e-learning include instructional designers, graphic artists, programming or authoring specialists, project managers, subject matter experts, quality assurance personnel, a Webmaster or database specialist, and content/instructional writers.
Answer Keys Pre Test 1. True 2. True 3. False 4. True 5. True 6. False 7. True 8. True 9. False 10. True Post Test 1. True 2. True 3. False 4. True 5. True 6. False 7. True 8. True 9. False 10. True
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