Lecture. Approaches for e-learning-Updated January 9, 2011

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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 groupsee page 1 in your material

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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

Lecture. Approaches for e-learning-Updated January 9, 2011

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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

Lecture. Approaches for e-learning-Updated January 9, 2011

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2. Approaches of learning(2/8)

• Behaviorism– Stimulus->response– In educational software

• Question->Answer

see page 3 in your material

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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

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2. Approaches of learning (4/8)

• Cognitivism– Learners interact with information, interpret

it, and build personal knowledge representations

see page 3 in your material

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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

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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

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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

Lecture. Approaches for e-learning-Updated January 9, 2011

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2. Approaches of learning (8/8)

– Some applications of constructivist learning • Problem-based learning• Collaborative learning

see page 4 in your material

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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

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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

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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

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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

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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

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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

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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)

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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

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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

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E-learning solutions for connectivist approach

(2/2)• These tools are typical for web 2.0• Reference

– http://community.flexiblelearning.net.au/TechnologiesforLearning/content/article_6883.htm

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4. E-learning standards

• SCORM– Sharable Courseware Object Reference Modelhttp://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

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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

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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

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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

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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

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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

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4. Knowledge management and corporate training

(4/4)• Knowledge servers

– For example IDOL server• http://www.autonomy.com/content/Products/IDOL/inde

x.en.html• Features

– Retrieval– Automatic Classification– Personalization Operations

• Case Ford learning network

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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

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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

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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

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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 valuesee pages 13-15 in your material

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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

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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 service• 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 appendix 1 in your material