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  • ©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

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