lessons learned from e-learning projects
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University of Jyväskylä, September 2006. Lessons learned from e-learning projects. Mateja Verlic. University of Maribor Faculty of Electrical Engineering and Computer Science. Contents 1/2. Key-points about e-learning E-learning from different perspectives Experience from projects - PowerPoint PPT PresentationTRANSCRIPT
Lessons learned from e-learning projects
Mateja VerlicUniversity of Maribor
Faculty of Electrical Engineering and Computer Science
University of Jyväskylä, September 2006
Mateja Verlic: Lessons learned from e-learning projects 2
University of Jyväskylä, September 2006
Contents 1/2Contents 1/2
Key-points about e-learning E-learning from different perspectives Experience from projects Moodle vs. Dokeos Lessons learned E-learning tips Best practices
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University of Jyväskylä, September 2006
Contents 2/2Contents 2/2
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University of Jyväskylä, September 2006
Key points about e-learningKey points about e-learning
Stimulates remote exchanges and collaboration
Empowers the learner in every situation (learning at school, at university, at work, at home)
Bringing learning to people, not people to learning
AND
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University of Jyväskylä, September 2006
E-learning from different E-learning from different perspectivesperspectives Participants in e-learning:
E-learnerE-mentor / e-teacherDeveloper (designer) of e-materialsLMS administrator
Different roles in: Online communities and networkLearning management systems (LMS)
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University of Jyväskylä, September 2006
About projects 1/2About projects 1/2
Phare Programme funded projects: ROMB TIBOR DISNET
Spreading computer literacy (ECDL Start) Four modules of ECDL Start:
Basic concepts of Information Technology (IT) Information and communication (Internet) Using the computer and managing files (Windows) Word processing (Word)
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University of Jyväskylä, September 2006
About projects 2/2About projects 2/2
Combined (blended) learning: Some meetings in classroom Most of the learning at home
Common characteristics of learners: Unemployed adults Different ages (18 - 55) Various levels of education (finished high school,
university) Various ICT skills
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University of Jyväskylä, September 2006
ROMBROMB
Specific characteristics of learners: 1st group: basic or no ICT skills 2nd group: basic to moderate ICT skills
LMS used: Dokeos My roles:
E-learner E-mentor
Scheme: 1 classroom meeting per module Exam in the last classroom meeting
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University of Jyväskylä, September 2006
ROMB: Dokeos systemROMB: Dokeos system
Materials: SCORM BitMedia environment
Advantages Attractive materials Interactive animation
Disadvantages Authorware plug-in required Long downloading times Relatively complex user interface
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University of Jyväskylä, September 2006
ROMB: materials 1/3ROMB: materials 1/3
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University of Jyväskylä, September 2006
ROMB: materials 2/3ROMB: materials 2/3
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University of Jyväskylä, September 2006
ROMB: materials 3/3ROMB: materials 3/3
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University of Jyväskylä, September 2006
TIBORTIBOR
Specific charateristics of learners: Unemployed adults from rural areas
ECDL – additional 3 modules: Spreadsheets, Databases, Presentations
My roles: E-mentor Developer Administrator
Scheme: 3 classroom meetings before e-learning
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University of Jyväskylä, September 2006
TIBOR: Moodle systemTIBOR: Moodle system
Materials: Simple HTML files Demonstrations (Flash) Intermediate quizzes
Advantages Simple user interface Various web-browser support
Disadvantages Lower levels of interactivity Flash plug-in needed for demonstration
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University of Jyväskylä, September 2006
TIBOR: materials 1/4TIBOR: materials 1/4
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TIBOR: materials 2/4TIBOR: materials 2/4
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TIBOR: materials 3/4TIBOR: materials 3/4
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TIBOR: materials 4/4TIBOR: materials 4/4
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DISNETDISNET
Specific charateristics of learners: People with special needs Deaf and hard of hearing Blind and weak-sighted
My roles: Developer Administrator
Scheme: 1 meeting per module, additional meetings possible, interpreter at exam
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University of Jyväskylä, September 2006
DISNET: Moodle systemDISNET: Moodle system
Materials: Simple HTML files Streaming video with interpreter 2 variations of materials (with/without interpreter)
Advantages Simple user interface Accessibility
Disadvantages Lower levels of interactivity Internet Explorer only
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DISNET: materials 1/2DISNET: materials 1/2
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DISNET: materials 2/2DISNET: materials 2/2
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DISNET: QuizesDISNET: Quizes
Problem: including interpreter
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Summary of material evaluationSummary of material evaluation
ROMB TIBOR DISNET
Simple user interface
High level of interactivity
Multiple browser support
Accessibility
Different skill levels
Different learning styles
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University of Jyväskylä, September 2006
Moodle vs. DokeosMoodle vs. Dokeos
LMS comparison Administration Grading learners and monitoring their
progress User-friendliness (learner, teacher,
administator)
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University of Jyväskylä, September 2006
Learner’s perspectiveLearner’s perspective
Moodle Dokeos
Simplicity of user interface
Tools available
Personalization
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University of Jyväskylä, September 2006
Teacher’s perspectiveTeacher’s perspective
Moodle Dokeos
Creating materials
Adding materials
Organizing materials
Tracking users
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University of Jyväskylä, September 2006
Administrator’s perspectiveAdministrator’s perspective
Moodle Dokeos
Importing users
Managing users (groups)
Managing system (overall)
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Lessons learnedLessons learned 1/4 1/4
Get to know your...Target groupLMS systemE-learning toolsYourself
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Lessons learnedLessons learned 2/4 2/4
Get to know your publicWhat makes them tick?Level of ICT skillsMotivationExpectationsSpecial requirementsDifferent styles of learning
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Lessons learned 3/4Lessons learned 3/4
Get to know your LMSHow it works?Tools available
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Lessons learnedLessons learned 4/4 4/4
Get to know your toolsForums (motivation to express themselves)Chat-rooms (user connection, can server
manage so many users) Get to know yourself
Time schedule for supportMotivation
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E-learning tipsE-learning tips
e-Learning is more than online courses Content is not the answer to every learning problem Beauty is in the blend Learning solutions must be appropriate An LMS is not a necessary pre-requisite to e-learning Success measures should be clearly identified The right conditions need to be in place for e-learning to
succeed Just do it!
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University of Jyväskylä, September 2006
Best practicesBest practices
Focus on the needs of the learner, not the trainer or institution
Take advantage of the net: real-time, 24/7, anywhere, anytime
Bring people together to collaborate and learn together Personalize, often by combining "learning objects" on the
fly Offer more than one learning method, e.g. virtual
classroom and simulation and self-paced instruction
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Support toolsSupport tools
CourseGenie MindManager SnagIt Camtasia
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CourseGenieCourseGenie
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University of Jyväskylä, September 2006
MindManagerMindManager
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SnagItSnagIt
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CamtasiaCamtasia
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Thank you!Thank you!
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University of Jyväskylä, September 2006
QuestionsQuestions