1. Lecture. Approaches for e-learning-Updated January 9, 2011 1 1. Overview of course (1/2) Theory (introductory lecture) and practice (exercise) Contents of the introductory lecture –Pedagogical points related to e-learning –Effect of the approaches on educational software –Introducing our exercise and giving topics to each group see page 1 in your material

2. Lecture. Approaches for e-learning-Updated January 9, 2011 2 1. Overview of course (2/2) Some terms –E-education –E-learning –Web-based learning –Blended learning From the perspective of an organization e- learning can be looked at by focusing on critical success factors Our framework –(1) content, (2) learning process, and (3) technology Module consists of lectures and an exercise. see pages 1-2 in your material

3. Lecture. Approaches for e-learning-Updated January 9, 2011 3 2. Approaches of learning (1/8) Behaviorism, Objectivist way, i. e. objectivism, Cognitive way, i. e. Cognitivism, and Constructivist way, i. e. constructivism Jonassen (1992a) see pages 2-3 in your material

4. Lecture. Approaches for e-learning-Updated January 9, 2011 4 2. Approaches of learning(2/8) Behaviorism –Stimulus->response –In educational software Question->Answer see page 3 in your material

5. Lecture. Approaches for e-learning-Updated January 9, 2011 5 2. Approaches of learning(3/8) Objectivism –Transferring knowledge-a student assimilates what a teacher or software or a website tells –Lectures created by using Windows Encoder are good examples see page 3 in your material

6. Lecture. Approaches for e-learning-Updated January 9, 2011 6 2. Approaches of learning (4/8) Cognitivism –Learners interact with information, interpret it, and build personal knowledge representations see page 3 in your material

7. Lecture. Approaches for e-learning-Updated January 9, 2011 7 2. Approaches of learning (5/8) Constructivism –Compared to cognitivism, constructivism is more concentrated on in which ways these changes in knowledge representations occur see page 4 in your material

8. Lecture. Approaches for e-learning-Updated January 9, 2011 8 2. Approaches of learning (6/8) Two Schools of Constructivism –Social constructivism Important while trying to understand CSCL Cultural and social contexts are important –Cognitive constructivism understanding through many channels: reading, listening, exploring and experiencing his or her environment (Piaget, 1977) see page 4 in your material

9. Lecture. Approaches for e-learning-Updated January 9, 2011 9 Approaches of learning (7/8) –CASE: E-Learning software OPTIMA –Supports social constructivist learning Based on object-oriented approach –External documents (any file on a computer, link to the Internet) –Internal objects (for example web-editor for creating HTML object) –Other objects (folders, task objects, chat areas, discussion forums) Commenting features can be connected to the almost all types of objects Comments can include attachments see page 4 in your material

10. Lecture. Approaches for e-learning-Updated January 9, 2011 10 2. Approaches of learning (8/8) –Some applications of constructivist learning Problem-based learning Collaborative learning see page 4 in your material

11. Lecture. Approaches for e-learning-Updated January 9, 2011 11 Connectivism In the era of the Web 2.0 technology has reorganized how we live, how we communicate and how we learn –Everybody can publish on the web easily in any format (for example YouTube). Collaboration on the web changes many things (for example Facebook) That is why connectivism is needed

12. Lecture. Approaches for e-learning-Updated January 9, 2011 12 3. Effect of the approaches on educational software (1/3) Behaviorist principles –Teaching machines –Computer-assisted instruction (CAI) –Virtual reality (VR) see page 5 in your material

13. Lecture. Approaches for e-learning-Updated January 9, 2011 13 3. Effect of the approaches on educational software (2/3) Four paradigms by Koschmann (1996): –computer-aided instruction (CAI), –intelligent tutoring Systems (ITS), –Logo-as-Latin, and –computer-supported collaborative learning (CSCL) see page 6 in your material

14. Lecture. Approaches for e-learning-Updated January 9, 2011 14 3. Effect of the approaches on educational software (3/3) Leidner and Järvenpää (1993, 1995) –Hands-on students use: appeared to help the students assimilate information and acquire insights not stated by the instructor –Not requiring hands-on use: students' attention increases in the class sessions –Teaching procedural and exploratory materials computers are more useful in teaching skills rather than in teaching facts and knowledge see pages 6-7 in your material

15. Lecture. Approaches for e-learning-Updated January 9, 2011 15 3.2. IT visions and learning –IT has been used in the same way in education as in enterprises –Automated classrooms computer-aided instruction (CAI)- for example, drill end practice programs –Informate up for example, the use of e-mail –Informate down for example, learning networks, hypermedia simulation technologies and virtual reality –Vision to transform for example, the use of CSCW and CSCL applications see pages 7-8 in your material

16. Lecture. Approaches for e-learning-Updated January 9, 2011 16 3.3. Learning style and e- learning Constructivism Hypertext (hypermedia) Learning style Experimental learning = Action->Experiment see page 8 in your material In the future there will be solutions, which can anticipate students’ learning style

17. Lecture. Approaches for e-learning-Updated January 9, 2011 17 3.3. Learning style and e-learning Learning style model by Felder and Silverman –sensing learners –visual learners –inductive learners –active learners –sequential learners E-learning application must be ready for these five types of learners (Sabine Graf-Vienna, Austria)

18. Lecture. Approaches for e-learning-Updated January 9, 2011 18 3.4. Approaches of constructivism, situated action, and cognitive flexibility –Effects like disorientation, navigation inefficiency and cognitive overload have multiplied on the web –Trails and guided tours –Situated action and cognitive flexibility see page 9 in your material

19. Lecture. Approaches for e-learning-Updated January 9, 2011 19 E-learning solutions for connectivist approach (1/2) From the list of new e-learning tools (Fawcett, 2004) we can select at least: –Mobile technologies Podcasting –Blogs (text, audio, photo) –Digital Storytelling –Community spaces –Voice Applications see page 9 in your material

20. Lecture. Approaches for e-learning-Updated January 9, 2011 20 E-learning solutions for connectivist approach (2/2) These tools are typical for web 2.0 Reference –http://community.flexiblelearning.net.au/Technolo giesforLearning/content/article_6883.htm

21. Lecture. Approaches for e-learning-Updated January 9, 2011 21 4. E-learning standards SCORM –Sharable Courseware Object Reference Model http://www.rhassociates.com/scorm.htm LOM –Learning Object Metadata –Many developers argue that metadata content is the heart of e-learning http://en.wikipedia.org/wiki/Learning_object_metadata

22. Lecture. Approaches for e-learning-Updated January 9, 2011 22 4. Some design issues connected to e-leaning (1/2) –Usability issues associated with e-learning MiLE can be used –Two perspectives –Usability attributes which can be divided into four main classes »Content »Structure of Content »Navigation »Interface & Presentation see pages 10- 11 in your material

23. Lecture. Approaches for e-learning-Updated January 9, 2011 23 4. Some design issues connected to e-leaning (2/2) Diana-model especially for adult education on the web Cornerstones –Cornerstone A: Creating common ground for the learning on the net –Cornerstone B: Authenticity of the learning on the net –Cornerstone C: Dialogical learning activities on the net –Cornerstone D: Finding new direction for learning and developing competence see page 12 in your material

24. Lecture. Approaches for e-learning-Updated January 9, 2011 24 4. Knowledge management and corporate training (1/4) From the perspective of any enterprise knowledge management (KM) is the systematic and effective utilization of essential information Includes knowledge –identifying, –restructuring, and –exploitation. KM is connected to organizational memory and learning organizations Explicit and tacit knowledge

25. Lecture. Approaches for e-learning-Updated January 9, 2011 25 4. Knowledge management and corporate training (2/4) Siemens Sharenet –At the beginning it was an effort of few people – the support of management got later –ShareNet is a web-service, which stores knowledge enables information search enables communication –How to implement related solution? http://www.knexa.com/features.shtml

26. Lecture. Approaches for e-learning-Updated January 9, 2011 26 4. Knowledge management and corporate training (3/4) –Employees were supported and encouraged to adopt KM Communication Training Rewards –Top management’s full support –Maintenance team which was responsible for the validity of knowledge

27. Lecture. Approaches for e-learning-Updated January 9, 2011 27 4. Knowledge management and corporate training (4/4) Knowledge servers –For example IDOL server http://www.autonomy.com/content/Products/IDOL/index.en. htmlhttp://www.autonomy.com/content/Products/IDOL/index.en. html Features –Retrieval –Automatic Classification –Personalization Operations Case Ford learning network

28. Lecture. Approaches for e-learning-Updated January 9, 2011 28 5. My own research in the postgraduate studies (1/3) Collaborative hypertext The WWW-based coursework in the basics of informatics Idea of web-based seminar Problem-based learning see pages 13- 15 in your material

29. Lecture. Approaches for e-learning-Updated January 9, 2011 29 5. My own research in the postgraduate studies (Case 1) Collaborative hypertext –discussion phase – authoring phase –annotative phase Toolbook as a tool –http://www.sumtotalsystems.com/toolbook/index. html see page 13 in your material

30. Lecture. Approaches for e-learning-Updated January 9, 2011 30 5. My own research in the postgraduate studies (Case 2) WWW-based coursework in the basics of informatics –a slideshow presentation –coursework of three layers 1) slides themselves 2) links 3) search engines and directories (e. g. Altavista or yahoo) –The students were required to report their findings (learning) concerning three features in the course work see page 13 in your material

31. Lecture. Approaches for e-learning-Updated January 9, 2011 31 5. My own research in the postgraduate studies (Case 3) The Course Knowledge work and its tools Web CT and its presentations feature Working in small groups (3 to 5 students) dealing with one typical knowledge work profession (lawyer, teacher, etc.) Presentations were put in each group’s separate workspace on the web Other groups commented on the outcomes Control groups to compare the value see pages 13-15 in your material

32. Lecture. Approaches for e-learning-Updated January 9, 2011 32 5. My own research in the postgraduate studies (Case 4) The Course Information resources management Problem-based learning Self-defined problems from our lecture hand-out Searching for web sites which may give clarify these problems and reporting based on that Optima e-learning platform and its presentations feature Presentations were put in each group’s separate workspace on the web Other groups commented on the outcomes Control groups to compare the value see page 15 in your material

33. Lecture. Approaches for e-learning-Updated January 9, 2011 33 6. Exercises Hands-on exercises about Windows Media Encoder and Wetpaint wiki environment (Monday afternoon) –Make a short video clip about by following instructions in appendix 1 –Familiarize yourself with Wetpaint wiki through http://lyoninsa.wetpaint.com/ and register for wetpaint servicehttp://lyoninsa.wetpaint.com/ See general help at http://www.wetpaintcentral.com/ Coursework –Selecting other group members (Monday afternoon) –Selecting your groups’ topic-book it at http://lyoninsa.wetpaint.com/ (Monday afternoon) –Study your topic as said at the end of the lecture handout (features of your tool and how learning theory is connected to it). If needed search on the web to find brilliant web sites dealing with your topic (Tuesday) –Composing PowerPoint slides about your topic (Tuesday) –Making video with narration (Tuesday) –Uploading video into the web server (Tuesday) –Create the link to your video from our coursewiki at http://lyoninsa.wetpaint.com/ (Tuesday) –After Tuesday (by February 17) see three other videos and mark these as “seen” as advised at http://lyoninsa.wetpaint.com/ see pages 16-17 and appe ndix 1 in your mater ial