1 eLearning: a Technological and Scientific Perspective Michele Missikoff IASI-CNR LEMAIA, Closing Conference Rome, 11 april 2008

2 AGENDA Introduction to eLearning Main Issues 3 Main Areas eLearning Standards eLearning Methodologies eLearning Platforms

3 Introduction to eLearning

4 e-Learning eLearning is learning (and thus the creation of a learning context) where the internet plays an important role It concerns Authoring, delivery, access of learning resources Support, administration and assessment of learning processes Different Perspectives: Instructor, Learner, Administrator

5 Some Definitions Learning Objects “any entity, digital or non-digital, which can be used, re-used or referenced during technology supported learning.” [IEEE definition] Examples: instructional content, instructional software, persons, organizations, or events referenced during technology supported learning. Learning Management System software application that enables the management and delivery of learning content and resources to students. Usually web-based Examples: OSS: Moodle, WebCT, Blackboard Proprietary Sw: Docebo, EduPlone, ATutor

6 Open Issues Standardization of learning resources and applications moving courses from one Learning Management System to another (Interoperability) reusing content pieces across different courses Adopting the most effective methodology e.g., F2F and Computer-based (Blended Learning) Finding best available technology for the given instructional objective e.g., Learning Management System

7 Three Possible Solutions Standard SCORM Methodology Integrated eLearning Platform Moodle

8 SCORM* Sharable Content Object Reference Model *

9 Standard ADL SCORM SCORM a set of rules that learning management systems (LMS) and learning content should follow to be compatible with each other E.g., how to structure a course or to package it collection of standards and specifications derived from multiple pre-existing proposals They enable the achievement of interoperability, accessibility and reusability of Web-based learning content, even if coming from different sources Metadata format, modeling the characteristics (e.g., ref to format and content) of the resource

10 SCORM – Key Issues SCORM enables content sharing by defining: Content Type Assets: Elementary eLearning content (e.g., Web-page, Text, Image, Movie, Sound ) SCOs: Sharable Content Object. A single unit of eLearning content, typically including several assets Content Aggregation guidelines to aggregate content Content Packaging how content should be packaged

11 Metadata They describe what a content object or package contains (learning objects annotation) They specify properties of a content object such as language or level of difficulty They enable meaningful searches for content In SCORM, they concern resources type (e.g., course, lesson, survey) supporting an LMS in visualizing and storing Learning Objects resources content (e.g., French Revoultion, II World War) supporting the retrieval, accessibility and re/use of LOs

12 SCORM adoption benefits (1/2) Durability the ability to withstand technology changes over time without costly redesign, reconfiguration or recoding Interoperability the ability to take instructional components developed in one system and use them in another system Accessibility the ability to locate and access instructional components from multiple locations and deliver them to other locations SCO: Sharable Content Object

13 SCORM adoption benefits (2/2) Reusability the ability to use instructional components in multiple applications, courses and contexts Maintainability the ability to withstand content evolution and changes without costly redesign, reconfiguration or recoding Adaptability the ability to customise the content to satisfy different user needs

14 Integrated eLearning

15 Integrated eLearning Methodology It consists of merging different eLearning approaches the technology-based approach the pedagogy-based approach the organization-based approach Integrated eLearning achieves a balance between them Integrated eLearning Pedagogy Organization Technology

16 The LEMAIA Approach Integrated eLearning LEMAIA eLearning Ontology An ontology gathers a hierarchy of concepts (concerning entities, attributes, processes, etc.), together with their definitions and inter-relationships. Technology Pedagogy Organization

17 Learning Management System

18 Moodle Main Features Social constructionist pedagogy (which includes collaboration, activity-based learning, critical reflection,..) Suitable for online classes as well as supplementing face- to-face learning Simple, lightweight, efficient, compatible, low-tech browser interface Categorization of courses Most text entry areas (resources, forum postings, journal entries etc) can be edited using a capable, embedded WYSIWYG HTML editor

19 Main functionalities learning-content management Designing, for Instructors (learning-objects sequencing) Execution, for Learners Monitoring, for Admin and Instructor users management (e.g., user profiles, track of learner progress)

20 Moodle elements (1/2) Courses different formats (by week, by topic) Assignments grading electronically submitted material or 'offline' submissions Chats real-time synchronous discussion via the web MultiChoice Questions Forums different formats, attachments Glossaries the entries can be searched or browsed in many different formats

21 Moodle elements (2/2) Lessons usually multiple pages, ending with a multiple choice question navigation through the lesson can be straight forward or complex Quizzes Resources prepared files uploaded to the course server pages edited directly in Moodle external web pages made to appear part of this course SCORM Packages collection of specifications that enable interoperability, accessibility and reusability of web-based learning content Surveys provide instruments to evaluate what students are doing and “thinking” in classes Wiki collectively authored documents Workshops

22 Conclusions Technology is today mature But Technology is not everything An effective solution requires the synergy of: Technology Pedagogy Open mind towards (culture of) innovation Pedagogy for long time disregarded technology Today, a converging trend is taking place The culture of eLearning is still immature LEMAIA achieved a step forward towards an effective and widespread adoption of eLearning

23 The End