Allison Kipta's Library tagged e-learning →  View Popular

Explore news, views and stories around Corporate Learning, Community Building, Instructional Design, Knowledge Management and more. "

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E-learning as we know it has been around for ten years or so. During that time, it has emerged from being a radical idea-the effectiveness of which was yet to be proven-to something that is widely regarded as mainstream. It's the core to numerous business plans and a service offered by most colleges and universities. And now, e-learning is evolving with the World Wide Web as a whole and it's changing to a degree significant enough to warrant a new name: E-learning 2.0.

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downes.stephen web2.0 elearning

The greatest barrier to successful implementation of learning technologies was cited as "people factors." More than 50 percent of respondents said reluctance of workers to adopt new technologies was the number one "people factor" problem. Following closely behind, the next most significant barriers were cost restrictions (47 percent) and poor IT infrastructure (41 percent).

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technology culture elearning

"When we look at the idea of online schooling, we see convenience. Cyber students have the ability to attend and take part in numerous activities that would otherwise be unavailable through a traditional mode of education. They're able to work at their own pace-they have the freedom to do their schoolwork in the morning or in the afternoon, so long as they get their assignments in on time.

Let's look at the idea of online education on a larger scale. In the context of online education, will the Internet have as much of an effect on the next 500 years as the fifteenth century invention of the printing press had on the past 500 years? I would most certainly concur with this theory. The invention of the printing press changed the entire world, specifically in an economic sense. With the invention of the printing press, there became a higher demand and supply for printed books. Though by no means cheap, the material printed off Gutenberg's printing press was far less expensive that the hand-written illuminated manuscripts of the past. The invention of the printing press also drastically changed the work atmosphere. A greater supply and demand of books subsequently resulted in the creation of new jobs. People were needed to create the letter stamps, to supply the ink and manufacture the paper, to set the type, to man the printing press, and to bind the books. Society was changed, not just in Germany, where the printing press was initially invented, but all over the entire world. Over the past 500 years, there's not a continent or country on Planet Earth that hasn't been touched by the printing press. "

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education elearning

"Problem-based learning, or PBL, is a student-centered instructional approach that is derived from constructivist epistemology. It is based upon ill-structured real-world problems with the goal of strengthening and developing critical thinking and problem-solving skills in learners. Initially utilized in medical schools to strengthen diagnostic skills, the approach spread to disciplines such as education, business, architecture, and engineering. As the practice of PBL spread, adaptations of the process began to appear. Nonetheless, throughout these adaptations, integral components emerge as congruent: student-centered, ill-structured problems, multi-disciplinary focus, self-regulation, collaboration, reflection, and evaluation. In this environment, the role of the instructor shifts from didactic to a facilitator or tutor. This article will explore utilizing integral PBL concepts in the asynchronous online environment."

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constructivism aace elearning

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technology elearning

"As part of our action-research approach we evaluated our position, made timely and appropriate interventions (such as the introduction of electronic learning contracts), re-evaluated our position and reflected on our progress. Given that this activity coincided with major change agendas in all partner colleges particularly in terms of technology engagement a rich tapestry of issues emerged. The majority of these issues were typical and anticipate others we less obvious. All issues were dealt with in a pragmatic way where resource permitted. The pace at which implementation, and consequently research progressed was slower than planned. This is being addressed through a sustained commitment to take the main work packages into an extended timeframe after the official funding period ends. This funding commitment is testimony of senior managers’ perception of the overall success of the project. "

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jisc elearning

"What I found particularly interesting were the parallels between the governance issues for government and our context in the delivery of education. The same issues of control/openness/reliance on external services and dealing with the legal risks and ramifications of reduced control over information release and interaction are present and not really solved either for us and them. I expect to see and hear more on the new US approach to openness and hopefully we’ll be able to borrow solutions as they apply them. We might also enjoy increased comfort with such approaches to delivering services as well."

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ple elearning

"After reading George’s articles, I can see how his learner-centred approach can produce far more effective learning outcomes for students. The students are pursuing what they perceive as important to them. An important aspect, particularly of adult learners is for the learning to have purpose/meaning/relevancy. If a learner can see why what they are learning is important, they are more likely to engage. In this type of design, the learners decide to learn what is most relevant to them, and can focus their efforts to this end."

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connectivism information elearning

"Sometimes, on looking back at previous work, you find a fortuitous thread that suggests more coherence exists than is felt through daily developments of concepts. I had such an experience this past week as I prepared and delivered a presentation to Mozilla’s Open Education course. Formal learning, and as a result, the entire infrastructure that supports it (curriculum, instructional design, delivery, technology incorporated in its service), is heavily content-centric. Most courses require a textbook, access to journal articles, or a course “pack” of some sort. In our digital age, the physical resources have been replaced somewhat with online video, wikis, or ebooks. Even then, content is a fundamental starting point of formal learning."

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connectivism information elearning

"I’m beginning to believe that we’ve got it completely backwards. For decades we’ve been trying to use technology to improve the effectiveness of education. How, specifically, have we tried to use technology? At a high level, we’ve tried to use it to deliver content to learners. The goal has been to “find something that works,” and then deliver that something (interactive content, etc.) to learners at high fidelity and low cost. In our attempts to deliver effective content at scale, I believe we have had a nationwide (if not worldwide) encounter with the reusability paradox, which I first wrote about at length in 2001. Briefly stated, the reusability paradox says that, due to context effects, the pedagogical effectiveness of content and its potential for reuse are orthogonal to another. This finding is too inconvenient to accept, as it would destroy or severely maim the prominent paradigm of educational technology research, and so it has been roundly ignored by the educational research community. While using technology to deliver content seems to have had no noticeable impact (or even a slightly negative) on the effectiveness of education, using technology to deliver content has had a huge impact on the accessibility of education. Think of distance learning… Think of opencourseware and open educational resources… Think of the millions of people who now have access that never would have had access otherwise. The impact of using technology to deliver content on increasing access to education is completely unassailable and totally undeniable."

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education technology elearning

"This thesis aims to be a demonstration of the ability identified by Alavi and Leidner (2001) in that it seeks to offer a vision on the structures, processes and technology that can be drawn upon to effectively implement technology-mediated learning within universities. The specific aim of this thesis is to provide one answer to the following research problem. One approach to this problem has been generated through the application of an iterative, action-research process to the implementation and support of an information system to support e-learning within an existing HEI. The resulting real-world information systems has been used by thousands of staff and students and has informed the formulation of three generations of an Information Systems Design Theory (Gregor and Jones, 2007; Walls, Widmeyer, & El Sawy, 2004; Walls et al., 1992). "

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technology elearning

"Design work and design knowledge in Information Systems (IS) is important for both research and practice. Yet there has been comparatively little critical attention paid to the problem of specifying design theory so that it can be communicated, justified, and developed cumulatively. In this essay we focus on the structural components or anatomy of design theories in IS as a special class of theory. In doing so, we aim to extend the work of Walls, Widemeyer and El Sawy (1992) on the specification of information systems design theories (ISDT), drawing on other streams of thought on design research and theory to provide a basis for a more systematic and useable formulation of these theories. We identify eight separate components of design theories: (1) purpose and scope, (2) constructs, (3) principles of form and function, (4) artifact mutability, (5) testable propositions, (6) justificatory knowledge (kernel theories), (7) principles of implementation, and (8) an expository instantiation. This specification includes components missing in the Walls et al. adaptation of Dubin (1978) and Simon (1969) and also addresses explicitly problems associated with the role of instantiations and the specification of design theories for methodologies and interventions as well as for products and applications. The essay is significant as the unambiguous establishment of design knowledge as theory gives a sounder base for arguments for the rigor and legitimacy of IS as an applied discipline and for its continuing progress. A craft can proceed with the copying of one example of a design artifact by one artisan after another. A discipline cannot. "

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framework design elearning

"The traditional teaching methods, for both on-campus and distance students, employed by the Department of Mathematics and Computing (M&C) at Central Queensland University combined with the increasing size and diversity of its student population is creating a number of challenges. An approach being taken to address these challenges is the development of integrated online learning environment (OLE) to enable the appropriate use of online learning by all Department units.This paper describes what an integrated online learning environment is, discusses the design guidelines and features of the online learning environment (OLE) being developed by M&C and provides examples of how students and teachers might use the system. Included in the paper will be a pointer to the OLE’s WWW pages that contain more information on the system and provide access to the system itself. The paper also discusses existing online learning systems and explains why another system is being constructed. Finally the paper will describe some issues that will need to be addressed when implementing such a system. "

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framework elearning

"This chapter aims to illustrate knowledge of the extant literature and associated worthy research issues around the problem of designing and implementing e-learning and the supporting information systems within universities. The development of this understanding and its description in the remainder of this chapter has been achieved through the formulation of the Ps Framework as a theory to enable analysis, understanding and description of that extant literature. Elsewhere (Jones 2008; Jones, Vallack et al. 2008) the Ps Framework has been used to illustrate how the framework can be a useful tool for helping the diverse stakeholders to effectively share and negotiate their various perspectives and consequently, make sound and pragmatic decisions around e-learning. In this chapter, the Ps Framework helps illustrate that the literature survey is “constructively analytical rather than merely descriptive” (Perry 1998) and its components make the main section headings in this chapter."

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framework elearning

"It is broadly accepted that the almost universal response to e-learning within universities has been a selection of a Learning Management System (LMS) aka Virtual Learning Environment (VLE) or Course Management System (CMS). By 2005 there was an almost universal adoption of just two commercial LMSs (Coates, James, & Baldwin, 2005). The 2003 Campus Computing project reports that more than 80% of United States universities and colleges utilize a LMS (Morgan 2003). Elgort (2005) cites work that indicates that 86% of 102 UK universities are using a LMS and all 18 surveyed New Zealand based institutions used a LMS. Smissen and Sims (2002) found that 34 of the 37 Australian universities were using one of two LMS – Blackboard or WebCT. If not already adopted, Salmon (2005) suggests that almost every university is planning to make use of an LMS. Indeed, the speed with which the LMS strategy has spread through universities is surprising (West, Waddoups, & Graham, 2006). ... Given the relative sizes of the community, where do you think the best discussion forum is going to come from. One of the minute communities around a specific LMS, or the much larger general web-based community? "

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lms vle elearning

"This article defines 'community' for educators and proceed to examine fundamental issues around new theories and practice for constructing learning communities. Our concept of community asks the reader not to consider the shape of institutions or "schools" that exist today, but to ponder some possible shapes for (virtual) learning communities that could exist tomorrow. Second, we discuss some foundational considerations from theoreticians preparing us to build these communities with technological support. Practical issues around building new communities are illustrated with examples of virtual community types - including examples of technologically supported learning strategies that fall far short of our definition of virtual learning communities. Finally, some tactics for building robust learning communities are offered."

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elearning

Sharable Content Object Reference Model (SCORM) is a collection of standards and specifications for web-based e-learning. It defines communications between client side content and a host system called the run-time environment. SCORM also defines how conte

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elearning

In this article I want to reflect on the rhetoric of ‘Web 2.0’ and its potential versus actual impact. I want to suggest that we need to do more than look at how social networking technologies are being used generally as an indicator of their potential im

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web2.0 technology cck08 connectivism pedagogy constructivism learning teaching elearning

"The Rapid E-Learning Blog shares practical tips and tricks to help you become a rapid elearning pro. It is hosted by Tom Kuhlmann who has over 15 years of hands-on experience in the training industry and currently runs the community at Articulate."

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