Archive for the 'e-Learning' Category
May 5th, 2008 by Jorge Goncalves
The Learning Content Development System (LCDS) is a tool that enables you to create high quality, interactive, online courses. Virtually anyone can publish e-learning courses by completing the easy-to-use LCDS forms that seamlessly generate highly customized content, interactivities, quizzes, games, and assessments—as well as Silverlight-based animations, demos, and other multimedia.
Note that a free registration is needed to download the LCDS.
April 11th, 2008 by Jorge Goncalves
Online Colleges, part of the huge College Scholarships, Colleges, and Online Degrees portal, main goal is helping students to choose suitable online colleges, degrees and courses.
The all site is designed like a notebook page making use of a user-friendly right navigational toolbar where we can find several links to other site’s pages.
My main purpose visiting this site was to check the Undergraduate and Graduate Online Degrees section. Here we can find a very detailed directory of institutions offering accredited online degrees and courses complemented by a Quick Degree Finder search engine. We can search choosing several options: degree level, category and subject. The results link to pages located on external sites. The same happens when you try to obtain more information using the directory links. For each institution a brief description is presented but when we click the links we go to external pages, most of them located at elearners.com, where we have to submit a form to obtain more information about the online course we have chosen. I didn’t like this. I would prefer a direct link to the institution instead of going to another site to fill a form.
Nevertheless, I recommend this site for those who are starting to look for an online degree. The many choices presented in almost every field of knowledge are a strong point in favor of Online Colleges. For beginners, I also recommend the reading of the Ten Rules for Choosing Online Colleges and Universities and the 10 Tips for College-Bound Students.
February 15th, 2008 by Jorge Goncalves
ICT Results: Attention please! Next-generation e-learning is here. ‘Take an e-learning platform, mix in a large dose of social networking, sprinkle liberally with intelligent software agents to stimulate users and, according to a team of European researchers, you have a recipe to keep students’ attention even during the most testing training courses.
Recent trials of two new software platforms based on this new approach show substantial promise in overcoming one of the biggest problems that has dogged e-learning: how to keep students motivated and attentive. The platforms, developed in the AtGentive project, are designed to aid students in the classroom and to help them continue learning and collaborating long after classroom sessions have ended.
“The first generation of e-learning platforms focused on replicating online the classroom model of teaching, but this approach has not been all that successful,” explains Thierry Nabeth, the coordinator of AtGentive at INSEAD’s Centre for Advanced Learning Technologies in France. “The biggest problem is that students often lack motivation both inside and outside of the classroom, and fail to dedicate their attention to the learning programme.”
In an effort to overcome that problem, the AtGentive researchers incorporated artificial agents and social networking into their approach toward e-learning, employing, in the case of one of the platforms, similar techniques to those that have made websites, such as Facebook, so popular as a means of staying in touch with friends, relatives and colleagues.’
AtGentive: Attentive Agents for Collaborative Learners. ‘ The objective of the AtGentive project is to investigate the use of artificial agents for supporting the management of the attention of young or adult learners in the context of individual and collaborative learning environments.
Practically, this project consists in the design of artificial agents that are able to coach the learners in reaching higher level of performance in managing their attention in the learning process. These agents, which appear as embedded characters, are able to profile the state of the attention of the learners (short or long term) by observing their actions, to assess, to analyse and to reason on these states of attention, and to provide some proactive coaching (assessment, guidance, stimulation, etc.).’
ICT Results. ‘ICT Results is an editorial service created for the European Commission to showcase EU-funded ICT research and activities.’
December 22nd, 2007 by Jorge Goncalves
Saint Joseph is a well established University. Founded in Philadelphia by the Society of Jesus in 1851, Saint Joseph’s University is home to 4150 full-time undergraduates and 3450 graduate, executive and non-traditional students.
Saint Joseph’s University now offers an opportunity for those interested in obtaining an online teacher certification. The Online Accelerated Teacher Certification program (OATCERT) is designed to aid working professionals, who currently hold a Bachelor’s degree within a field certifiable for secondary education, earn their initial secondary (grades 7-12) teaching certificate. The certificate program can be completed in 24 credit hours.
Saint Joseph’s University Online is Regionally Accredited by the Middle States Association of Colleges and Schools. The Middle States Commission on Higher Education is the unit of the Middle States Association of Colleges and Schools that accredits degree-granting colleges and universities in the Middle States region.
More information about Saint Joseph’s University Online or about the online programs can be obtained in the excellent and clear Frequently Asked Questions section.
November 8th, 2007 by Jorge Goncalves
NYT: New Class(room) War: Teacher vs. Technology. ‘Halfway through the semester in his market research course at Roanoke College last fall, only moments after announcing a policy of zero tolerance for cellphone use in the classroom, Prof. Ali Nazemi heard a telltale ring. Then he spotted a young man named Neil Noland fumbling with his phone, trying to turn it off before being caught.
“Neil, can I see that phone?” Professor Nazemi said, more in a command than a question. The student surrendered it. Professor Nazemi opened his briefcase, produced a hammer and proceeded to smash the offending device. Throughout the classroom, student faces went ashen.
“How am I going to call my Mom now?” Neil asked. As Professor Nazemi refused to answer, a classmate offered, “Dude, you can sue.”
Let’s be clear about one thing. Ali Nazemi is a hero. Ali Nazemi deserves the Presidential Medal of Freedom.’
October 28th, 2007 by Jorge Goncalves
Promoting Academic Integrity in Online Distance Learning Courses, Robert T. Kitahara and Frederick Westfall, Journal of Online Learning and Teaching (JOLT), Vol. 3, No. 3, September 2007. Abstract: In committing to provide a quality education using online Distance Learning (DL) as the delivery mechanism, a university must face new challenges to ensuring academic integrity in the behavior of its students. In addition to the predictable challenges associated with the online format of DL courses there are additional challenges stimulated by the attitudes of the current student population and the increasing permissiveness of our society. This paper introduces issues relevant to promoting academic integrity with an example of a university’s published Standards of Conduct, exemplifies the nature of the problem with recent cases of academic dishonesty, reviews the current literature highlighting the extent of the problem, and assesses a technology-based approach to its solution.
October 25th, 2007 by Jorge Goncalves
iLearning Forum 2008. The iLearning Forum 2008 will take place on Monday 4th February and Tuesday 5th February 2008 at the Palais des Congrès de Paris. This event is the largest international and European eLearning conference in France and attracts policy-makers, human resource managers, trainers, teachers and suppliers of learning technology solutions from all over Europe and worldwide - over 30 countries were represented in 2007. Following from eLearnExpo, this will be the 7th year that eLearning professionals from France, Europe and overseas are brought together in Paris to explore learning technologies. The theme of this year’s event is “Learning in the 21st century”.
Access to the exhibition as well as the Exhibition Presentation Area is free. Pre-registration is recommended for quick and easy
access to the event.
Conference themes: Designing eStrategies for learning organisations, Designing learning spaces with advanced learning technologies, Exploiting the full potential of digital identity and Improving quality of learning with technologies.
October 15th, 2007 by Jorge Goncalves
OLAT (Online Learning And Training) is a web-based open-source Learning Management System (LMS) based on Java and completely free of charge.
The development of OLAT started in 1999 at the University of Zurich, Switzerland, where it is the strategic learning management system and deployed on the main OLAT server. The University of Zurich leads the further development and has a team of 12 developers pushing OLAT to the next level.
See the OLAT feature list or the documentation section to get more information about OLAT.’
OLAT main features:
It is open-source and therefore free of charge
The Java based framework can handle over 700 students simultaneously on one standard Linux server
OLAT uses cutting edge AJAX/Web 2.0 technology
It is multilingual (UTF8) and offers translations for over 15 languages
OLAT supports eLearning standards such as SCORM, IMS Content Packaging or QTI
October 15th, 2007 by Jorge Goncalves
New JISC publication explores the learner’s perspective on e-learning. ‘A new publication from the JISC e-Learning Programme, In Their Own Words, has been launched at ALT-C in Nottingham. Synthesising outputs from Phase 1 of the Learners’ Experiences of e-Learning theme, it gives striking insights into learners’ motivations, beliefs and intentions about using technology in learning.
Designed as a flexible package to assist others in understanding the learner’s perspective on e-learning, In Their Own Words also provides a range of resources for internal institutional use. These include two pull-out information sheets on the social software and personal tools and technologies used by the learners participating in the studies, and a CD-ROM containing the original reports from the studies, five video case studies and a series of short guides summarising key messages for different sectors and roles.
In Their Own Words will primarily be of interest to managers, academic practitioners and technical staff in further and higher education, but is also of relevance to researchers and systems and tools developers.’
Learner Experiences of e-Learning: Phase 1 and Phase 2.
October 9th, 2007 by Jorge Goncalves
The eLearning Guild’s Handbook of e-Learning Strategy. ‘In many organizations, there is a need to better identify and document a comprehensive learning strategy and to answer the question, “What should we be doing in order to support improved learning and performance?” This e-Book will help you make a broad, fundamental connection between learning, e-Learning, and your organization’s mission, business objectives, and the bottom line. Chapters address everything from crafting a focused strategy, to keeping your strategy focused, to change management. Refocus on e-Learning strategy and insure that your e-Learning technology and methodology investments pay off and so you can achieve your e-Learning goals.’
The Insider’s Guide to Becoming a Rapid E-Learning Pro. ‘One of the great benefits of rapid e-learning is the ability to create e-learning courses much faster and easier than ever before. However, going faster and making your job easier are not the only considerations. That’s where this free 46-page ebook by Tom Kuhlmann comes in.’
August 14th, 2007 by Jorge Goncalves
CDLP Nuts & Bolts - Distance Learning in Adult Education. ‘Animated tutorial covers distance learning basics, distance learners, popular approaches and how to start a program.’
CDLP - California Distance Learning Project. ‘The California Distance Learning Project goal is to help expand learner access to adult basic education services in California. This goal has four major tasks: 1) Build and Promote a Distance Learning Knowledge Base; 2) Provide Technical Assistance in Implementing Distance Learning; 3) Test New Instructional Delivery Methods / Materials and 4) Help Create a Statewide Distance Learning Infrastructure.’
August 5th, 2007 by Jorge Goncalves
Some Historical Thoughts on the ee-Learning Renaissance by Jack M. Nilles, Innovate 3 (6), 2007. Synopsis: Jack Nilles surveys the evolution of ee-learning at the University of Southern California, together with the first formal telecommuting demonstration program, from its beginnings in the early 1970s to the relevant trends in 2006. Although the basic technologies of telecommuting and ee-learning were in evidence in the 1970s, subsequent technological changes have expanded the scope of opportunities for both. Nilles argues that societal trends in this century will increase the future importance of ee-learning, making it imperative for higher education institutions both to become involved and to adapt their curricula to this new learning environment.
Excerpt: The core concept of ee-learning is that the real world becomes the learning environment; in this environment, the purpose of the instructor is to help the distant and/or time-shifted student assimilate and evaluate his or her real world experiences, share them with others, and relate them to the disciplines of the academy. ee-Learning is similar to e-learning in that they both involve technological substitutes for collocation of student and instructor. They differ in focus: e-learning substitutes for the traditional, campus-oriented learning process; the focus of ee-learning is the student’s non-campus environment. One of the dilemmas in structuring e-learning or ee-learning environments lies in deciding how closely they should resemble the traditional undergraduate on-campus experience. This predicament is particularly relevant when the learners are not traditional undergraduate students, as is likely to be the case in the future. In order to provide some perspective on the transition issues, I would like to review some relatively ancient history and relate it to criteria for successful ee-learning today. What lessons from the past can help shape the future?
The August/September issue of Innovate explores the theoretical and practical implications of a distinctive mode of instruction known as “ee-learning” — a combination of the information technologies associated with electronic learning and the pedagogical principles associated with experiential learning. As the articles in this issue suggest, this approach to instruction holds much promise for revitalizing many sectors of education, from K-12 to higher education, governmental, and corporate settings.
Thoughts Aside: If you are interested and have got some level of acquaintance with some basics of ee learning (000-078) you may take any of the related certifications directly (000-190). These certification exams are pre-scheduled (000-222) and mostly multiple choice exams consisting of 35-100 questions (000-228) and show you the result of the exam right after the completion of the test.
