©2008 SIVECO Romania.
All Rights Reserved.
eLearning as a Process
To e or not to eLearning
Iulian Manea,
Deputy Vice-President
SIVECO Romania SA
Who We Are
SIVECO Romania SA
Established 1992
Regional leader in:
• eLearning / Training
• eCustoms
• Business solutions
• eHealth
• eAdministration, eGovernment
• Turnkey software projects
+800 employees
Shareholders :
SIVECO Netherlands BV - 42.2%
Intel Capital + Enterprise Investors - 32.5%
SIVECO Management - 25.3%
Member of:
the European Commission’s Information
Society Technologies Advisory Group –
ISTAG
the Networked European Software and
Services Initiative – NESSI
the European Association for Information
Technology – EITA
OLD WAY
Textbook with illustrations
It’s teacher’s job to explain
It’s students’ job to make the connections
between theory and fact – if they can
NEW WAY
Interactive lesson on PC
It’s still teacher job to explain
But the connections are already made
visually on the students’ computers
eLearning = Learning
eLearning = Learning
Teaching or Learning
The associative/empiricist perspective
(learning as activity)
The cognitive perspective (learning as
achieving understanding)
The situative perspective (learning as
social practice)
The Community
Network
2001-2010
Network
1995
Lab
1990
First school
computers 1985
eLearning
Knowledge based society
History and present context
eLearning = enhanced
Learning
Technology
Process
People
Culture
20%
80%
eLearning – is more a
pedagogical project rather than
an IT one
Focus on Process, People,
Culture rather than products
eLearning = Learning
July 25, 2011
8
An eLearning model should prove what principle/pedagogical attitude
determine the added value of the “e”
Nationwide Project – General
Principles
Focused on pedagogy more than on IT
Each student with direct access to computers
Hands-on
Each student with own PC in class
Computers are not meant for reading text
High levels of multimedia and interactivity are
required
Computers do not bring pedagogical value
themselves
The program should include software, full rich
multimedia interactive content, services –
mainly training and communication
Ttransition from learning by memorizing towards
learning by doing
Change management/adoption is the major risk
and challenge
National solution
E-LEARNING THEORIES,
FRAMEWORKS, MODELS AND
TAXONOMIES
E-learning, or „technology enhanced learning‟ describes the use of
technology to support and enhance learning practice.
ƒ Theories of learning provide empirically-based accounts of the
variables which influence the learning process, and provide
explanations of the ways in which that influence occurs.
ƒ Pedagogical frameworks describe the broad principles through
which theory is applied to learning and teaching practice.
ƒ Models of e-learning describe where technology plays a specific role
in supporting learning. These can be described both at the level of
pedagogical principles and at the level of detailed practice in
implementing those principles.
ƒ Taxonomy in this context proposes a mapping of the theories of
learning, the pedagogical frameworks, and the models of e-learning.
July 25, 2011
10
Strong Pedagogical Foundation
Human Intelligence in the Learning Process
Bloom Anderson Taxonomy
SCORM
Digital
Curriculum
Improved Learning
Methods
Professional
Development
Howard Gardner – On Multiples intelligences
Linguistic intelligence
Logical-mathematical intelligence
Spatial intelligence
Interpersonal and Intrapersonal intelligence
Existential intelligence
…….
Connectivity
Technology
eLearning
more as a process
rather than a product
Constructivist models
-learning units design-
Cognitive= collecting +adaptation +information’s
integration
Values, Motivation,
Attitudes, Stereotypes,
Feelings
Synthesis, Recollection,
Comprehension
Evaluation, Analysis
Pedagogical Approach
Pag. 13
din 17
•Factual Knowledge: The basic elements learners must
know to be acquainted with a discipline or solve
problems in it.
•Conceptual Knowledge: It refers to a learner’s
representation of the major concepts in a system
•Procedural Knowledge: the knowledge exercised in
the accomplishment of a task,
•Metacognitive Knowledge: Metacognition is defined
as "cognition about cognition", or "knowing about
knowing" or “learning how to learn”. It can take many
forms; it includes knowledge about when and where to
use particular strategies for learning or for problem
solving.
http://en.wikipedia.org/wiki/Cognition
Pedagogical Approach
Pag. 14
din 17
Knowledge
Dimension
The Cognitive Process
REMEMBER
recognizing,
recalling
UNDERSTAND
interpreting,
exemplifying,
classifying,
summarizing,
inferring, comparing,
explain
APPLAY
executing,
implementing
ANALYZE
differentiating,
organizing,
attributing
EVALUATE
checking,
critiquing
CREATE
generatin
g,
planning,
producing
Factual
Knowledge Path 1 Path 2 Path 3 Path 4 Path 5 Path 6
Conceptual
Knowledge Path 7 Path 8 Path 9 Path 10 Path 11 Path 12
Procedural
Knowledge Path 13 Path 14 Path 15 Path 16 Path 17 Path 18
Metacognitive
Knowledge Path 19 Path 22 Path 21 Path 22 Path 23 Path 24
AeL eContent library - Types of
Educational Content
Utilitarian
Thematic software
Simulation software
Investigation software
Testing/evaluation software
Interactive learning software
Educational games
K12, 3700+ educational units, covering 21
subjects
~25.000 RLO’s for Romanian Educational
System
Designed for basic education
Education for the masses, in the public
schools
For teachers who do not have
years of experience in using
computers
SCORM compliant
AeL eContent development
July 25, 2011
16
Instructional Design
July 25, 2011
17
MoE
Specialists
Ministry
of
Education
Assumption about the learner
Demographical. What are the general characteristics of the learners? Is there (or not)
uniformity to gender, age, educational or cultural background?
Psychological. What is the cognitive structure, the level of cognitive development,
intellectual ability, the cognitive style? Do they want the information provided in a very
direct manner or do they prefer a more time-consuming but engaging like a game format?
Attitudinal. What are the learners' attitudes towards the content presented or to training
itself? What is the attitude toward the use of technology-based training?
Experience with technology-based training. Are they already accustomed to navigating
online materials? Are they comfortable with this approach or do they need an ITC
abilities/skills training before?
Motivational. What are the learners work and career goals? How can the instructional
program assist them with the realization of those goals?
Prior knowledge and experience. What will the learners bring to the training in terms of
skills and knowledge? To what extent are they currently working toward achieving the
desired goals?
Organizational culture. Which are the organizational culture features for different groups‟
members?
Accessibility. What are the general requirements of accessibility?
July 25, 2011
18
AeL eContent
July 25, 2011
19
the knowledge dimension
the cognitive process
the optimal combination of multimedia resources
25 July 2011
20
AeL eContent - Workfl
