E-learning NET

Archive for the ‘Теория’ Category

We released our first white paper, on Social Learning, at the Collaborative Enterprise last week.

For me, the essence of social learning is that as our work becomes more complex, we need faster feedback loops to stay on top of it. Courses, with their long development cycle, are inadequate to meet the learning and performance needs of those dealing with complexity. The course is an artifact of a time when information was scarce and connections were few. Social learning can give us more and better feedback if we engage  our networks in order to develop emergent work practices. This requires not only a re-thinking of training but also our organizational structures. Читать далее…

The goals of formal and non-formal learning are essentially the same – to equip employees with the fundamental knowledge and skills that they require to meet present and future job responsibilities. The difference is in the approach. The structure inherent in formal education, training and development – the objectives, the curricula, the assessment, the professional facilitation – provides advantages for employers and employees alike:

  • Employers can have greater confidence that important content has been covered consistently.
  • Employers can more easily track who has had what training and when.
  • Employers can have greater confidence that learning objectives have actually been achieved.
  • Employees can have greater confidence in the quality of the tuition they are likely to receive.
  • Employees are more likely to have access to professionally-designed materials.
  • Employees have the opportunity to gain a certification/qualification that will be valuable in their careers.

Source, Газета про E-learning

There are different types of e-learning courses. I going to draw a divide between public and private sector courses purely to help my thinking. The divide is, of course, not that simple but it’s a useful starting point for this post.

Appearance is the most obvious difference and this is down to money. The content of the private sector world is dynamically displayed, well designed and often involves bespoke video. The interaction is with the software and often restricted to the odd multiple choice instant feedback job. It’s mostly about absorbing the content. It’s more about web design than learning design. Pedagogy is firmly didactic and pedagogical thought seems lacking.

For the public sector, there is little money to sink into creating content to the same dynamic, multimedia standard. One area I am starting to explore is the easy creation of web content so that educators are less likely to whack on a powerpoint or word document. Making the content bespoke to a purely online course is an important step which many have not taken. The DIY nature means that it seems less valid to just put content up. They need to look good for this to work. Within education, there is unwritten understanding that learning activities are required regardless of this. However, I’m sure some would make do with just providing content if they could. Hiding behind making the content dynamic would make this easier. Читать далее…

Пять советов для создания эффективных учебных интернет модулей 

Разработка полезных учебных материалов может быть немного сложной, особенно если вы новичок в этом процессе. Кэтрин Мюррей предлагает несколько простых рекомендаций для создания первоклассных учебных модулей.
Будь вы разработчиками оригинального контента в Word, PowerPoint, Excel или, когда вы добавляете его в содержание Learning Management System (LCMS), способ, с помощью которого вы организовали контент может помочь учащимся усвоить материал успешно. Дизайн учебных модулей будет эффективным для студентов, если вы создаете логическую структуру, укрепляете ключевые понятия, а также добавляете упражнения в нужное место, чтобы помочь студентам оценить их собственное обучение.
1: Структура сеанса
Может быть, самый важный элемент в эффективном интерактивном обучении это модуль, которым оно организовано. Ваши ученики должны знать, что основные задачи будут в уроке.Это поможет им оценить и запомнить наиболее важные элементы в этом процессе. Используйте свой план, чтобы определить основные шаги. Цель от пяти до восьми разделов на модуль, в том числе введение и резюме разделов. Читать далее…

Asynchronous learning: Learning in which interaction between instructors and students occurs intermittently with a time delay. Examples are self-paced courses taken via the Internet or CD-ROM, Q&A mentoring, online discussion groups, and email.


C-Learning: Classroom learning.  See ILT.

CBT: An umbrella term for the use of computers in both instruction and management of the teaching and learning process. CAI (computer-assisted instruction) and CMI (computer-managed instruction) are included under the heading of CBT. Some people use the terms CBT and CAI interchangeably.

CMI: Computer Managed Instruction refers to programs that evaluate and diagnose students’ needs, guide them though the next step in their learning, and record their progress. Both CMI and CAI (computer programs that provide drill and practice exercises) can be used with little teacher intervention. CEI (computer-enhanced instruction), on the other hand, requires the teacher to be involved in planning and helping to carry out learning activities.


Distance education: Educational situation in which the instructor and students are separated by time, location, or both. Education or training courses are delivered to remote locations via synchronous or asynchronous means of instruction, including written correspondence, text, graphics, audio- and videotape, CD-ROM, online learning, audio- and videoconferencing, interactive TV, and FAX. Distance education does not preclude the use of the traditional classroom. The definition of distance education is broader than and entails the definition of e-learning.

Distance learning: The desired outcome of distance education. The two terms are often used interchangeably.

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asynchronous learning

Learning that does not require the students and teacher to be present at the same time. Participants are able to access information and communicate with each other on their own schedules. For example, they may get lessons through the Internet or on CD-ROM, and may communicate by e-mail or a threaded discussion group.


The capacity of a communication channel to carry information. The greater the bandwidth, the faster the information can move.


Storing a copy of electronic information in a secondary location, usually to make it faster to get the information.


The ability to send and receive electronic information, or to link with other programs or devices.

delivering school

A school that delivers a teacher-mediated e-learning credit course to students through the provincial Learning Management System (LMS), and that has the delivering teacher on staff.

digital learning resource

Any resource that can be stored electronically on a computer and that can be used to support learning. Examples include maps and other visual aids; tutorials; demonstrations; educational games; lesson plans; and assessments. A digital learning resource that has an interactive component is called an interactive learning object.

digital subscriber line (DSL)

A higher-speed communications connection that uses ordinary copper telephone lines. Читать далее…

This page contains an e-learning glossary of terms, words, phrases, and terminology commonly used in e-learning and instructional design.

Action Learning: Learning process learners apply new knowledge or skills to a real or case study situation following guidelines and directions established during the training episode.

ADDIE: A conceptual and iterative application model for instructional systems design; the components include: Analysis, Design, Development, Implementation, and Evaluation.

Affective Domain: A division of Bloom’s taxonomy of educational objectives which references objectives and test items demonstrating interest, appreciation, attitudes, values, and/or psychological adjustment.

Analysis: First phase of ADDIE. Aims at identifying probable causes for the absence of performance and recommend a solution.

Attitudes: Personal choice and human modeling are manifestations of attitudes.

Behavior: Action that is an overt, observable, measurable performance. Читать далее…


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