GENERAL ELEARNING CONCEPTS

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Dec 8, 2013 (3 years and 8 months ago)

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General eLearning Concepts, the University of
jordan

GENERAL ELEARNING CONCEPTS

University of Jordan

Arab Open University, Jordan

PSUT, Jordan

Alicant University, Spain


General eLearning Concepts, the University of
jordan

Dr. Fawaz A. Masoud

The University of Jordan

FIT
-
2006, December 20
-
21,
-
Islamabad

GENERAL ELEARNING
CONCEPTS

General eLearning Concepts, the University
of jordan

Outline


Benefits of ICTs


Basic requirements to utilize ICTs


Terminology


Suggested generic approach


Alternative pathways


F/OSS and Moodle


Selection tips


Course production


Conclusion

General eLearning Concepts, the University
of jordan

Impact of ICTs on Education


Flexibility and control


Reduced cost


Improved interaction


Enhanced tracking and monitoring


More command on archival/retrieval


Sharing and re
-
use of resources


Empowered collaborative work


Student
-
centered learning


Reducing the administration burden

General eLearning Concepts, the University
of jordan

Basic requirements


Off
-
the
-
shelf PCs


LAN with Internet access


Host server


Database engine


Web server


Operating system


… and a Learning Management
System +


… how much all this costs?

General eLearning Concepts, the University
of jordan

What is LMS


Learning management system (LMS) is a
software that automates the administration of
training events.


The term LMS is now used to describe a wide
range of applications that track student training
and may include functions to



manage user logs, course catalogs, and activity
reports.


provide basic communication tools (email, chat,
whiteboard, video conferencing, …)


manage competency (e
-
Tests, e
-
Assignments, …)


allow personalization (user profiles, custom news,
recent activity, …)


Enable monitoring activities (QA, accreditation,
external assessment, …)

General eLearning Concepts, the University
of jordan

What is CMS


Content management systems (CMSs)

are used
to store and retrieve large amounts of content.


CMSs work by indexing content (text, audio
clips, images, etc.) within a database.


CMSs often provide version control and check
-
in/check out capabilities.


CMSs have robust built
-
in search capabilities
enabling users to quickly find pieces of content
from within a database by typing in keywords,
the date the element was created, the name of
the author, or other search criteria.


CMSs are often used to create information
portals for organizations and can serve as the
foundation for knowledge management.


For example, a newspaper agency may use a
content management system to maintain every
story ever written for the paper.

General eLearning Concepts, the University
of jordan

What is LCMS


Learning content management
system (LCMS) is an environment
where developers can create, store,
reuse, manage and deliver learning
content from a central object
repository, usually a database.


LCMSs generally work with content
that is based on a
learning object

model. These systems usually have
good search capabilities, allowing
developers to find quickly the content
needed to build a course.

General eLearning Concepts, the University
of jordan

Confused about LMS and LCMS?

LMS

LCMS

Primary target users

Trainers/traine
es

Content
developers

Manages

Learners

Content

Management of classroom

Yes

No

Performance reporting of training
results

Primary focus

Secondary focus

Collaboration

Yes

Yes

Profile data

Yes

No

Content creation capabilities

No

Yes

Workflow tools to manage content
development

No

Yes

Function

Manage
learners, keep
track of their
progress in all
types of
training
activities.

Manage
learning
objects

that
are served up to
the right user at
the right time.

General eLearning Concepts, the University
of jordan

Earlier e
-
Learning terms


CBT



Computer
-
based training. Content typically delivered
on CD
-
ROM.



TBT



Technology
-
based training. An all encompassing term
that can include anything that uses technology for learning,
usually outside the classroom.



WBT



Web
-
based training. Self
-
paced training that is
delivered using an Internet browser.



Collaborative tools



Collaborative tools allow learners to
work with others via threaded discussions, moderated
discussion groups, etc. where students and instructors can
collaborate on course related materials in an emulated
physical classroom setting.



Authoring tool



a software application used by non
-
programmers that uses a metaphor (e.g. book, flowchart,
etc) to create online courses.



General eLearning Concepts, the University
of jordan

More recent terminology


Learning object



Learning objects refer to self
-
contained
chunks of training content that can be assembled with other
learning objects to create courses and curricula. The type of
learning objects ranges from a single page of content to a
practice section or an assessment.



SCORM



Sharable Courseware Object Reference Model
(SCORM) is a set of standards for producing reusable learning
objects. SCORM
-
compliant courseware elements can be easily
merged with other compliant elements to produce a highly
modular repository of training materials.



AICC



The Aviation Industry CBT Committee developed
these standards for the development, delivery and evaluation
of training courses that are delivered via technology.



Formative evaluation



is designed to improve a program
while the program is being developed.



Distance learning



Instruction provided by a human
separated by place and time.

General eLearning Concepts, the University
of jordan

Generic 3
-
step approach towards an

e
-
Learning platform

e
-
Learning platform



Adding content

and course
-
specific
coding



e
-
Learning platform



Customizing, interfacing,

and middleware coding



LMS/LCMS

Step 3: Learning objects

Step 2: Integrate

Step 1: Own your LMS/LCMS

General eLearning Concepts, the University
of jordan

e
-
Learning platform: Closer look

e
-
Learning platform


Learning Object Repository

(courses)

CMC

(conferencing, email, chat, WB)

e
-
Competency

(scheduling, archiving, grading, monitoring)

e
-
Tutoring

(Live tutorials, on
-
line AV, etc.)

Other features

(tools, templates, etc.)

Learning Management System

Quality Assurance Procedures

SIS


Databases

Digital
Libraries

Off
-
line
Learning
Resources

Access authentication

Feedback/progress

Intranet Administration and Authentication System

External


Internet Access Requests

General eLearning Concepts, the University
of jordan

What do we expect from an LMS?

Simplicity
: Easy creation and maintenance of courses.

Reuse
: Support of existing content reuse.

CMC, TMA, Tests, Progress, …
: Learner involvement.

Security
: Secure
authentication/authorization
.

Administration
: Intuitive management features.

Technical support
: Active support groups.

Language
: True multi
-
lingual

Affordability
: Maintenance and annual charges.

General eLearning Concepts, the University
of jordan

Alternative pathways


Sub
-
contracting


3
rd

party custom solution


Proprietary


Lease or purchase


In
-
house


Local resources


F/OSS + feasible in
-
house
development


Mix
-
and
-
match from the wealth of
existing code

General eLearning Concepts, the University
of jordan

Why F/OSS?


Cost


Source code


Research and development


Revenues


Roadmap


General eLearning Concepts, the University
of jordan

Why Moodle?

1.
Three course
formats:


Topic,

Weekly, and

Social format.


2.
Array of course
activities:


Assignment,

Chat,

Choice,

Dialogue,

Forums,

Glossary,

Journal,

Label,

Lesson,

Quiz,

Resource,

Survey, and

Workshop.

3.
F/OSS based on
F/OSS


Free, open source and
is based on F/OSS
products (OS, Web
server, and OS).

Easy

learn and use.

Group management.

Student tracking.

File and content
management.

3.
Flexible in terms of

Multi
-
language
interface,

Customization (site,
profiles),

Separate group
features, and

Pedagogy.

4.
Popular


with large user community
and development bodies

General eLearning Concepts, the University
of jordan

F/OSS Assessment reports


The literature has many assessment
reports which can help, yet be careful!


F/OSS is evolving rapidly; which
renders any assessment result to no
historical value


Assessment uses weighted generic
parameters


… every institute has its own
parameters, hence needs its own
assessment work

General eLearning Concepts, the University
of jordan

Assessment summary

Functionality

BlackBoard 6

Moodle 1.1

WebCT 4.1 CE

Basic Communication
Tools







Customized Look and
Feel







Instructional Design
Tools







Administration Tools







Course Delivery Tools







Course Templates







Video Services,
Whiteboard







Work Offline,
bookmarks







Standards


SCORM, IMS, LRN

SCORM

IMS, LRN

support

Maintenance
charge

Volunteers +

Maintenance
charge

Costs

Annual FTE

Free

Annual FTE

Source code



GNU



Multi
-
Language
support







Pedagogy

Partial

Adequate

Partial

General eLearning Concepts, the University
of jordan

How can we be sure?

1.
Identify

2.
Assess

3.
Recommend


General eLearning Concepts, the University
of jordan

General Criteria


Cost of Ownership


Ease of Use (documentation)


User Adoption / Current User
Community


Standards Compliancy


Integration Capacity


Reliability, Scalability, and Security


Hardware and Software
Considerations


Multilingual Support

General eLearning Concepts, the University
of jordan

Feature
-
specific Criteria


Course Design, Development and
Integration


Assessment Design


Communication


Productivity Tools (bookmarks, calendar,
progress review, search, work offline /
synchronize)


Customizability


Instructional Design Tools


Administration Tools


Course Delivery Tools


Course Templates

General eLearning Concepts, the University
of jordan

Some free resources

ATutor

www.ATutor.ca

Bazaar

www.ts.mivu.org

Bodington Commons

www.bodington.org

BSCW

bscw.gmd.de/

CampusSource

www.campussource.de/org/software/unionline

CHEF

www.chefproject.org/

Claroline

www.claroline.net/

Classweb

classweb.ucla.edu

Colloquia

www.colloquia.net/projects.html

Connexions Project

cns.rice.edu

CourseWork

aboutcoursework.Stanford.edu

General eLearning Concepts, the University
of jordan

More free resources

COSE Virtual Learning

www.staffs.ac.uk/cose

Cyberprof

www.howhy.com/home/

DotLRN

www.dotlrn.org

e
-
education

www.jonesadvisorygroup.com

Eledge

eledge.sourceforge.net

FLE3

fle3.uiah.fi

Ganesha

www.anemalab.org/commun/english.htm

ILIAS

www.ilias.uni
-
koeln.de/ios/index
-
e.html

KEWL

kewl.uwc.ac.za/sourceforge.net/projects/kewl/

LON
-
CAPA

www.lon
-
capa.org

Manhattan

manhattan.sourceforge.net/index.php?menu=1

General eLearning Concepts, the University
of jordan

… and more free resources

MimerDesk

www.mimerdesk.org/

Moodle

www.moodle.org

OpenCourse

www.opencourse.net/download

OCW


open courseware

ocw.mit.edu

OLMS

www.psych.utah.edu/learn/olms

OpenLCMS

www.Sourceforge.net

OpenLMS

openlms.sourceforge.net

Opaltree

www.opaltree.com

OpenUSS

openuss.sourceforge.net/openuss/index.html

Ripples/Manic

manic.cs.umass.edu

Shadow netWorkspace

sns.internetschools.org/info/sns 2/index.cgi

Whiteboard

Whiteboard.sourceforge.net

Good websites for comparative analysis of LMSs can be found at
http://www.edutools.info

General eLearning Concepts, the University
of jordan

Jordan AOU
-
LMS Version

General eLearning Concepts, the University
of jordan

Models



Content
-
plus
-
support


Integrated


Wraparound

General eLearning Concepts, the University
of jordan

Content
-
plus
-
support

Content

activity

activity

activity

activity

activity

activity

General eLearning Concepts, the University
of jordan

Integrated

Content

Activity

Activity

Activity

Activity

Activity

Activity

Content

Content

Content

Content

Content

Content

Activity

General eLearning Concepts, the University
of jordan

Wraparound

Content

Content

Content

Content

Content

Content

Activity

Resources

Activities

Assignments

Calendar



References

General eLearning Concepts, the University
of jordan

Description of the online course


Module 2

Module 1

Module n


ECA

Course
Guide


Prep

Activitie
s


CD
s

CD
s

CD
s

TCMA





TCMA

Tutor
Guide

General eLearning Concepts, the University
of jordan

Course production phases


General eLearning Concepts, the University
of jordan

CONCLUSION


New technologies are
changing . . .


The way we live



The way we communicate



The way we do business


The way we learn

and the way our students learn

General eLearning Concepts, the University
of jordan

CONCLUSION


Computers
enhance teaching and
learning




For drill and practice


As a tutor


As a productivity tool


To access resources outside the classroom


To simulate real
-
world situations


To promote problem solving skills


To collaborate and share ideas with others

General eLearning Concepts, the University
of jordan

CONCLUSION

Technology promotes active engagement



Students learn best when they are actively
engaged in their learning, and technology
has the potential to engage students in
challenging, open
-
ended activities in
which they have control over the pace and
direction of their learning.

General eLearning Concepts, the University
of jordan

CONCLUSION

Technology promotes independence



When students have access to the rich
resources on the Internet and can
communicate with others via e
-
mail, they
become more independent in their learning.


General eLearning Concepts, the University
of jordan

CONCLUSION

Technology promotes collaboration



Teachers who use technology in the
classroom find that their role shifts from
being “the sage on the stage” to being
“the guide on the side,” and the
classroom environment becomes less
teacher
-
directed and more student
-
centered

General eLearning Concepts, the University
of jordan

Traditional Learning vs.


New Learning Environments

Teacher
-
centered instruction


Student
-
centered instruction

Passive learning


Active learning

Primarily words and text


Multimedia

One path


Multiple paths

Individual work


Collaborative work

Delivery of information

Exchange of information

Focus on facts and knowledge


Critical thinking and problem
solving

Artificial “school” context


Authentic real
-
world context

Assessment by testing



Authentic assessment

(Adapted from ISTE, 2001)
General eLearning Concepts, the University
of jordan

The traditional learning environment is


teacher
-
centered

Student

Student

Student

Student

Student

Univ,

Professor

Library

(Oblinger & Maruyama,
1996
)


General eLearning Concepts, the University
of jordan


The new learning environment is


student
-
centered

Class

Other

students

Other

schools

Internet

Professor

Library

Student

(Oblinger & Maruyama,
1996
)


General eLearning Concepts, the University
of jordan

Roles in new learning environment


Teacher


becomes a:


Facilitator


Coach


Guide


Co
-
learner


Student
becomes a:


Information
seeker


Explorer


Problem solver


Co
-
teacher

General eLearning Concepts, the University
of jordan

Contact Information

Dr. Fawaz A. Masoud

Associate Professor

fawaz@ju.edu.jo


General eLearning Concepts, the University
of jordan

للهأ اي

QUESTION PLEASE