Future of e-learning, Raymond Elferink, Ray Com bv, The Netherlands
How will be learning in the future? All classroom facilities are based on 19th century.
How do we learn?
Where do we learn?
In reality we learn everywhere, on the train, on the job, during leisure time and of course in the classroom.
How do our learning materials look like? Classicly books, stuff that you find around, learning materials created by others (not by teachers).
Reality of our learning practice.
We don’t learn from 1 person, but learn so much more from people around us.
Learning by listening will not disappear, but will decrease. Learning by reading books, learning by doing (you just start trying), reflection on learning (you need time to find out what you have learned) and sharing of knowledge (the exchange of knowledge is important).
And you can do that anywhere.
Learners are the Architects of their own learning
Tools to empower learners to take control
Resources by learners for learners
Services to coach, guide and enrich (learning)
Monday 15 December 2008
E-learning courses for IT-professionals
EIT project presentation: E-learning courses for IT-professionals, Alina Ivanovaite, Vilnius Business College, Lithuania
Main idea: Create English language material, oriented to IT field and to put that material on the website. IT students don’t want to learn from books, they need some material online.
Started: In 2002 Course on computer programming was introduced. But students were not interested in General English or Business English, but English for IT.
After a survey they discovered that most info was for higher level students. That’s why, as English is the language for IT but not compulsory to enter the high school, it would be good to start up English for IT language courses.
Target group: IT students and IT specialist at elementary/post elementary level of English, with passive knowledge of IT related voacabulary. What they did? They developed 12 virtual months – each month is about a different IT topic. Courses were build gradually, from very easy to more complex.
Each virtual week exists of
- an IT
- grammar
- language
- communication
- learning
- revision and
- testing section
Go to www.english-it.eu/course to find out how it works. The course will stay for free for some time after the project.
Friday 5 December 2008
Engaging learners using technology
The last session on my behalf. I hope this will be worth it.
RSS to SMS. User get the latest new information on their mobile phones.
Using SMS as a the "glue" to deliver personalised mobile e-learning.
SMS podcast to +44762480869 to get more information on how this works.
SMS is used as reminders or a quizzes or as way of asking questions to teachers who will deal with those at the end of the session.
As students use SMS the most, it can be a good way to keep them interested. Some students SMS 60 to 100 messages a day.
Although schools are not in favor of using text messages, it is the most popular way of communication for students. So maybe it is time to act.
Jumping on the bandwagon of new technologies: what's wrong with that?
Rapid e-learning: Why?
Managing & updating should be quick and easy with no technical skills to change text or images by using old fashioned XML. This allows fast updating, no authoring tool required.
Typical learning structure
RSS to SMS. User get the latest new information on their mobile phones.
Using SMS as a the "glue" to deliver personalised mobile e-learning.
SMS podcast to +44762480869 to get more information on how this works.
SMS is used as reminders or a quizzes or as way of asking questions to teachers who will deal with those at the end of the session.
As students use SMS the most, it can be a good way to keep them interested. Some students SMS 60 to 100 messages a day.
Although schools are not in favor of using text messages, it is the most popular way of communication for students. So maybe it is time to act.
Jumping on the bandwagon of new technologies: what's wrong with that?
- New technlogies tend to creat new learning locations rather than new learning opportunities
- Learning on new technologies often replicate the model of classromm-based instruction, at least at the outset
- Shouldn't we be starting with the learning, and then think about the technologies available - old and new?
- many-way participative environment
- anytime
- anywhere
- on the internet
- enraces user-generated content
- may include nlogs, wiki's, blog/vodcasts, social networking, twitter, ...
- non linear structure
Rapid e-learning: Why?
- Required in 3 weeks or less
- short, focused e-learning; modules 10-20 minutes
- Busy learners
- Frequent updates
- Rate of change increasing
Managing & updating should be quick and easy with no technical skills to change text or images by using old fashioned XML. This allows fast updating, no authoring tool required.
Typical learning structure
- engagement,
- product knowledge,
- stories and applications
- real-life scenarios,
- assessment,
- keep it real and practical.
Some successfactors to a new project.
- You have a Need
- A good idea (an unique idea) to solve this need
- Travel around and talk with them, learn them personal.
- A good consortium.
- Search for people with a complementary experience
- Only hand in a project when you totally behind the idea and have all partners needed.
- Communicate with the EC
Funding possibilities in the Future (part 2)
ICT for education and training:major initiatives at EU level.
Policy Areas: i2010, The European Qualifications Framework, e-Skills ...
Financial instruments:
- LLP
- FP7 7th Research Framework Programme (9 billion Euro for period 2007-2013
Research and Technological development: Technology-enhanced learning. (=TEL)
Challenge 4: Digital libraries and content
What is TEL?
Studying how T improve the way individuals, organisations learn
How we apply the acquired knowledge to our situations.
Knowledge society: The changing nature of our society and the way de do business.
Modes of interaction: thwe way we will learn and the way we will experience life in the future.
Requirements: skills and knowledge needed to operate in very different environments.
Research:
From research to innovation: Support for technology transfer and take-up.
Validation: showcasing, best practices
Key elements for 2009-2010
Learning and Teaching in the 21st Century, the classroom of tomorrow.
- Topics: Future classroom
- Individualisation and collaboration
- Foster creativity and expressiveness
- Increasingly active, reflective & independent learning activities
Research
Innovation in Learning and Teaching
- Take change processes in account
Reinforce links between individual and organizational learning
- Embedding learning experiences in organisational processes and practices
- Solutions which cover talent, knowledge, workflow, collaborative innovation and competence management.
- Effectiveness of learning content
Adaptive and Intuitive systems of learning
- New forms of assessing learning outcomes
- Feedback and guidance mechanisms
Revolutionary learning Appliances,, incl.toys
- Promote specific cognitive processes and abilities
- Address specific social and learning problems
- In the field of science, mathemethics
Interdisciplinary methods
Awareness building and knowledge management
Pratical info: budget
Overall budget 46M€
TEL info day in Luxemburg: 24.03.09
FP7 ICT: Proposers day in Budapest: 22.01.09 to get to know other research partners.
Closing in September 2009.
Contact: infso-telearn@ec.europa.ac
Policy Areas: i2010, The European Qualifications Framework, e-Skills ...
Financial instruments:
- LLP
- FP7 7th Research Framework Programme (9 billion Euro for period 2007-2013
Research and Technological development: Technology-enhanced learning. (=TEL)
Challenge 4: Digital libraries and content
What is TEL?
Studying how T improve the way individuals, organisations learn
How we apply the acquired knowledge to our situations.
Knowledge society: The changing nature of our society and the way de do business.
Modes of interaction: thwe way we will learn and the way we will experience life in the future.
Requirements: skills and knowledge needed to operate in very different environments.
Research:
From research to innovation: Support for technology transfer and take-up.
Validation: showcasing, best practices
Key elements for 2009-2010
Learning and Teaching in the 21st Century, the classroom of tomorrow.
- Topics: Future classroom
- Individualisation and collaboration
- Foster creativity and expressiveness
- Increasingly active, reflective & independent learning activities
Research
Innovation in Learning and Teaching
- Take change processes in account
Reinforce links between individual and organizational learning
- Embedding learning experiences in organisational processes and practices
- Solutions which cover talent, knowledge, workflow, collaborative innovation and competence management.
- Effectiveness of learning content
Adaptive and Intuitive systems of learning
- New forms of assessing learning outcomes
- Feedback and guidance mechanisms
Revolutionary learning Appliances,, incl.toys
- Promote specific cognitive processes and abilities
- Address specific social and learning problems
- In the field of science, mathemethics
Interdisciplinary methods
Awareness building and knowledge management
Pratical info: budget
Overall budget 46M€
TEL info day in Luxemburg: 24.03.09
FP7 ICT: Proposers day in Budapest: 22.01.09 to get to know other research partners.
Closing in September 2009.
Contact: infso-telearn@ec.europa.ac
Funding possibilities for the future
ICT for learning by Elena Coello
1. Overview call for proposals in 2009.
Leonardo Da Vinci: 28/02/09
Transversal proramme if addressed to different kinds of education. 31/03/09
Multilateral project: At least 3 participating countries, maximum 3 years, max funding 250.000 Euro a Year with a maximum of 500.000 Euro. 75% funding.
Multilateral networks: Generally involve sharing expertise, identify best practices and dissemination. At least 5 countries. Max 150.000 Euro. Maximum three years. 75% funding.
2. Opportunities for ICT in detail.
Leonardo Da Vinci:
Multilateral projects: among operational objectives: To support developement of innovative ICT-based content and services.
No specific priorities.
Transversal programma: Key activity 3 ICT
Multilateral projects:
Priority 1: Identify and implementing innovative uses of ICT for LLL in particular for groups at risk of exclusion.
Web 2.0 and social software tools boost potencial of social process of learning
Develop and implement expiremental approaches
Analyse the impact on learning; comparing with existing practice and identifying success factors.
Priority 2: ICT as a catalyst for innovation and creativity in LL
Innovative learner-centred approaches based on creative problem-solvin, discovery, experencial learning, critical thinking, learning by doing.
Networks
Priority 1: addressing transversal issues for linking up and connecting learning communities through ICT in an innovative way.
Share knowledge involving all relevant actors: public and private supply and demand: formal and informal: at home, at work.
http://eacea.ec.europa.eu/static/en/llp/funding_en.htm
1. Overview call for proposals in 2009.
Leonardo Da Vinci: 28/02/09
Transversal proramme if addressed to different kinds of education. 31/03/09
Multilateral project: At least 3 participating countries, maximum 3 years, max funding 250.000 Euro a Year with a maximum of 500.000 Euro. 75% funding.
Multilateral networks: Generally involve sharing expertise, identify best practices and dissemination. At least 5 countries. Max 150.000 Euro. Maximum three years. 75% funding.
2. Opportunities for ICT in detail.
Leonardo Da Vinci:
Multilateral projects: among operational objectives: To support developement of innovative ICT-based content and services.
No specific priorities.
Transversal programma: Key activity 3 ICT
Multilateral projects:
Priority 1: Identify and implementing innovative uses of ICT for LLL in particular for groups at risk of exclusion.
Web 2.0 and social software tools boost potencial of social process of learning
Develop and implement expiremental approaches
Analyse the impact on learning; comparing with existing practice and identifying success factors.
Priority 2: ICT as a catalyst for innovation and creativity in LL
Innovative learner-centred approaches based on creative problem-solvin, discovery, experencial learning, critical thinking, learning by doing.
Networks
Priority 1: addressing transversal issues for linking up and connecting learning communities through ICT in an innovative way.
Share knowledge involving all relevant actors: public and private supply and demand: formal and informal: at home, at work.
http://eacea.ec.europa.eu/static/en/llp/funding_en.htm
Global e-learning at the workplace
Laura Overton
Key challenges
At this time 3% of the companies are novice, 17 % use e-learning sporadic, 40% is in the phase of developing, 28 % has established it and 11 % use an embedded system.
Aligning to need towards delivering impact
You need first define the need, and look at the learner context, the work context ((Managerial) cultural aspects)
Then build out the capability and ensure the engagement
To end with a demonstration value.
Every step have to move in time with the others.
Define the need:
Building capability:
Key challenges
- Lack of knowledge about its potential
- staff reductance to adopt
- lack op implemnetation skills
- Unreliable infrastructure
- poor past experience
- cost
- lack of relevant huigh-quality e-learning
- e-learning too generic
- suppliers hype
- staff ICT skills
At this time 3% of the companies are novice, 17 % use e-learning sporadic, 40% is in the phase of developing, 28 % has established it and 11 % use an embedded system.
Aligning to need towards delivering impact
You need first define the need, and look at the learner context, the work context ((Managerial) cultural aspects)
Then build out the capability and ensure the engagement
To end with a demonstration value.
Every step have to move in time with the others.
Define the need:
- Decision making: Alignment to key business strategies, indentify the influencers, involve local organisations in decision making.
- Local needs: undertake the differences
- Individual need: local continuing professional development
- How important is it to put the training immediately in practice.
- Engage and listen to learners
- Involve them in design and implementation
- Make it much easier (embed links)
- Capture attention with new formats
- Connecting learners (really important, employees want to ask questions as the problems occur and employees want to be connected)
- Connect to regional priorities: identify work councils, unions and other local stakeholders who will influence success
- Don't fight technical infrastructures: workarounds to accomodate them
- Working local culture to your advantage
Building capability:
- Collaborative authoring of content
- Ensure that local training divisions are equipped to use the latest tools
- Support & connect
- Equip your local heros (system and change)
- Pilots (around simplified systems)
- Don't be afraid to ask; use technology to routinely collect feedback
- Don't be afraid to dig deeper.
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