MWE TOI PROJECT Mentoring Women for Entrepreneurship Project Nº 2013-1-ES1-LEO05-67314

1. MWE TOI PROJECTMentoringWomenforEntrepreneurshipProject Nº 2013-1-ES1-LEO05-67314 INTRODUCTION on E-LEARNING Authors: Daina Gudoniene, Egidijus Asipauskas, Baltic EducationTechnology Institute, Lithuania

2. Introductionon e-learning What is e-Learning? Is generally defined as any form of learning that utilizes a network for delivery, interaction, or facilitation. E-learning is mostly associated with activities involving computers and interactive networks simultaneously. The computer does not need to be the central element of the activity or provide learning content. However, the computer and the network must hold a significant involvement in the learning activity.

3. Introductionon e-learning Where does it come from? • The term E-learning evolved from CBT (Computer Based Training) • CBT came about as a result of d-Learning (distance learning), a concept that has been around for over 100 years

4. Introduction on e-learning Traditional vs. e-Learning

5. Introductionon e-learning E-learning participants These actors participate in e-learning (distance learning participants): • Students • Lecturers • Tutors • Advisers • Administrators • Technical staff

6. Introductionon e-learning Distance learning methods According to a number of facts, e.g. technologies and tools used in learning process, we can distinguish several learning methods which are used in distance learning. The most often used methods are: • Self learning • Facilitated learning • Instructed learning

7. Introductionon e-learning Synchronous learning • Within synchronous learning; learning and teaching takes place in real time (same time) while the trainer and learners are physically separated from each other (place shift) • Examples include: • live radio broadcast • live video broadcast • audio/video conferencing • internet telephony • online lectures

8. Introductionon e-learning Asynchronous learning • Characteristicforasynchronouslearningisthefactthatthatthetrainerpreparesthecoursewarematerialbeforethecoursetakes place. Thelearneris free to decidewhen he wants to study thecourseware • Examplesinclude: • selfpacedcoursestaken via Internet orCD-Rom • video classes • stored audio/video Web presentationsorseminars • recordedaudio • Q & A mentoring • reading e-mail messages

9. Introductionon e-learning Teacher’s obligation

10. Introductionon e-learning Building an e-Learning culture Teacher: Develop knowledge & skills Understand learning and its need Facilitate learning Create learning opportunities Learner: Self-directed Self-motivated Self-regulating Lifelong learning Building an e-learning culture Administrator: Create Learning environment Provide ICT infrastructure Resources for lifelong learning

11. Introductionon e-learning E-learning tools: • E-mail (communicate with students, students can submit assignment, can have attachments, create a paperless environment, simple but effective, efficient and cost effective) • Chat (synchronous communication tool, communicate with students, more students participate, collaborative learning) • Forum (asynchronous discussions, teacher could post a question and request students to comment, students can post their comments, can encourage community participation, collaborative learning can be fostered, feedback from diverse culture)

12. Introductionon e-learning E-learning tools: • Web (wide range of materials available; it is a resource centre; sharing of resources; supported by images; audio; simulation and multimedia) • Video conference (can conduct a live lecture; communication with students and others; support by audio; chat and whiteboard; support sharing of applications; can be recorded and later be used for on demand lectures) • Learning Management System (LMS) (management of content; tracking students; administrative features; integration with various tools such as chat, forum, e-mail, etc.; reporting) • Other…

13. Introductionon e-learning e-Learning pros: • Customized and flexible learning • New opportunities to maximize learning potentials • No constraints of geographical location • No commuting time or travel cost • Learning at her/his own pace • Learning while working • Learning to fit busy schedule • Just-In-Time (JIT) learning • No campus space is required • Re-tooling for the unemployed • Greater learning resources available • Probably less costly

14. Introductionon e-learning e-Learning cons: • Needs of students for equipment and service providers • Instructors need to be effective • Academic integrity of online students • Hard for instructors to move traditional content online • Lack face-to-face interaction • Time consuming for individualized feedback • Lack of regulations of learning practices and quality assurance • Technical training of learners • Lack of e-learning culture • Effectiveness of assessments • E-learning must be integrated into the mainstream accreditation and quality assurance – guidance, design delivery and assessment • Equity of access to learners of different backgrounds • Lack of policies of intellectual property rights to protect e-learning content authors • Requires new skills and responsibility from learners • Lack of social interactive aspects of campus and classrooms • Content developers have to be trained in instructional design, learning theory

15. Introductionon e-learning Impactonteaching • Better teaching resources - teachers have a wider range of activities available to them to deliver within the classroom • e-Portfolios - can help to track the progress of all pupils easily. e-Portfolios offer a convenient way for information to be processed. The portfolio can contain a range of inputs including text documents, multimedia and even scripts or software

16. Introductionon e-learning Impactonlearning • Whiteboards have given teachers a better opportunity to teach things within the classroom. The children can get more involved with the lessons. Whiteboards can bring colour into the lesson and engage children • Distance education - it has been affected by e-learning as people may not try so hard and therefore degree levels may suffer

17. Introductionon e-learning Impactonteaching& learning • Overall I think that the children will receive better teaching, as teachers will have better hardware and software resources to aid them. • Teachers will be able to deliver a wider range of activities, but at the same time must be willing to learn about what is available to them and how to use it.

18. Introductionon e-learning e-Learning: Blended mode Chalk-and-board has long ruled the classrooms • will not be eliminated • Less emphasis • Interactive digital content: • more emphasis • on demand learning • interactive

19. Introductionon e-learning The future of eLearning m-Learning is the term given to the delivery of training by means of mobile devices such as laptops, smartphones and mobile devices

20. Introductionon e-learning The future of eLearning The mobile learning experience underpins a conceptualization of mobile learning in terms of the learners’ experiences and an emphasis on ownership, informality, mobility and context that will always be inaccessible to conventional tethered e-learning

21. Introductionon e-learning e-Learning is the future schooling for providing: education for all and increasing potential of ICT to meet different educational objectives: • Expands opportunity of education • Expands quality of learning • Increases delivery of learning • Improves efficiency of teaching

22. MWE TOI PROJECTMentoringWomenforEntrepreneurshipProject Nº 2013-1-ES1-LEO05-67314 INTRODUCTION onLMS Authors: Daina Gudoniene, Egidijus Asipauskas, Baltic EducationTechnology Institute, Lithuania

23. Introduction on e-learning Learning management system A learning management system (LMS) is a software for managing, documenting, tracking learning progress and reporting results, classroom activities and online e-learning program's content and educational  

24. Introduction on e-learning LMS give trainers the option of a whole-of-course delivery platform: • different tools are integrated in a single system which offers all necessary tools to run and manage an e-learning course • all learning activities and materials in a course are organised and managed by and within the system • options are provided for discussion forums, file sharing, management of assignments, lesson plans, syllabus, chat, etc. • content can be shared and be reused by trainers within the provider • LMS provide systems for recording assessment and providing feedback to learners • LMS can be used to share a variety of learning objects either created by the Crown (for example, Flexible Learning Toolboxes) or commercial organisations • Trainers what range of content and activities are delivered from an LMS in tandem with other blended or face to face methods

25. Introduction on e-learning The advantage of an online teaching and learning environment is threefold: • to create a path through the swathes of available information (essentially by ‘pre-selecting’ from the World Wide Web for the student) • to provide a unifying framework for presenting a range of disparate learning resources to the student • to provide a framework that allows interaction with learning materials to be recorded for assessment and tracking purposes.

26. Introduction on e-learning LMS advantages • Simplicity — the cleverly designed interface is easy for non-specialists to use, and ensures rapid content development and industrialisation. It is entirely web-based • Flexibility — thanks to simple, fast content updates. Modules can be published in different formats (pdf, html, etc.), directly in the LMS (SCORM and AICC compliant), online or offline. • Personalisation — interactive graphics templates allowsyou to develop exercises (multiple choice, drag-and-drop, browsing exercises, cloze tests, etc.), including videos, images, PowerPoint presentations, etc. • Software development kits — make it possible to personalise course design. Various options are available: skins reflecting the visual identity, animated introductions, assistance with variable screen resolution, etc.  • Workflow — brings all the people involved together in a single development space. Workflow gives you full control over the project cycle: from the definition of learning objectives to the management of all those involved: from checking and approval to quality control to content publication. This collaborative tool drastically cuts development lead times • Re-use of content — any element of an project can be updated individually or used without modification in a new module. This is vital for products that change on a regular basis • Content localisation — for other geographical markets. Rationalisesthe translation process, it also facilitates all aspects of localisation (e.g. updating graphics, media, design features, etc.)

27. Introduction on e-learning LMS Technical Features • LMS are developed on the basis of multiple media such as Java J2EE architecture, Microsoft, NET, PHP, and, as a rule, behind the application itself there is a institutional database • Some LMSs are developed by commercial principles and do not allow free use or access to their source codes (e.g.: Blackboard, AEL). Other systems are free (e.g. Moodle). It is this type of LMS that is mostly used by higher education institutions • The third category is constituted by institutional learning systems that are designed and developed by a single educational institution. The structure of these systems is strongly linked to the structure of the institution and cannot be designed for other users/another institution without being without a fundamental transformation • In other words, the basic functionality of the LMS focuses on educational and managerial requirements, as well as on the need of implementing new learning technologies

28. Introduction on e-learning LMS include • Management of users, courses, instructors, learning facilities and reports generation • Course calendar • Learning trajectories • Sending messages and notification to students • Manipulation with assessment tools (up to, during and after testing) • Submission of scores and transcripts • Qualification of course activities, processing records, including waiting lists • Distribution of mixed or Web courses

29. Introduction on e-learning LMS tools • Learning/teaching tools • online assessment and grading options • grade reporting tool (to allow learner to view assessment results) • quiz/survey tool • course backup, download, and upload facilities • learner group administration tools (for breaking up tasks into smaller groups) • learner access tracking (how many articles have they posted/read, which pages have they accessed/how many tasks have been submitted?) • tracking (showing how many learners have accessed a page, and when did) • web-based file management • course glossary building tool • Course announcements and calendar administration tool • Manage users, roles, courses, instructors, and facilities and generate reports • Course calendar • Learner messaging and notifications • Assessment/testing capable of handling learner pre/post assessment • Display scores and transcripts • Grading of coursework • Web-based or blended course delivery • Typical features for learners include: • self-evaluations • learner accounts for web publishing • group work areas for collaborative web publishing • course content annotation facility and bookmarks • web-based email and discussion groups • real-time chat rooms • real-time white boards • individual grade and progress status reports Almost all systems now support IMS or SCORM content packaging and SCORM runtime. This ensures that content developed to these standards will be recognised by the LMS.

30. Introduction on e-learning Learning Content Management Systems (LCMS) A Learning Content Management Systems (LCMS) is a technology related to LMS systems, focused on the development, management and publication of typical content run by LMS: • multi-user environment where content authors can create, store, reuse, manage and distribute educational content in a central repository • may create, manage and distribute not only complete learning modules, but individual objects as well, all of which form the course (module) "resource catalog" • allow users to create, import, manage, find and reuse basic objects of digital content and evaluation items. These may include media files made with the help of other authoring tools, assessment items, simulations, text, graphics or other objects that form the course content in work • manages the process of creating, editing, storage and distribution of educational content and other resources for the course • are not suited for content creation and reuse rates

31. Introduction on e-learning List of learning management systems • aTutor • eFront • LAMS • Moodle • Sakai • Desire2Learn • Edmodo • Blackboard

32. Introduction on e-learning Moodle (Modular Object Oriented Dynamic Learning Environment) is a Learning Management System, Open Source (free distribution), integrated with virtual learning environments and learning content management systems facilities. It is particularly popular in higher education institutions that need flexibility in managing educational resources and effective monitoring of each student’s learning progress

33. Introduction on e-learning WhyMoodle? The goal of Moodle project is to provide professionals from the field of educationwith the best tools for managing and promoting modern models of learning. Moodle allows: • Scalability of users number within the institution: from extremely large amounts of hundreds of thousands of students, up to a primary school or a creative group • Universality of supported courses: from coursebooks for traditional courses, up to courses managed entirely online (joint courses among them) • Possibility to integrate in the system statistical and interactive modules (forums, databases, blogs, wikis, etc.) for building collaborative learning communities around a topic of learning (according to social constructivist theory) • Compliance with content standards for learning objects (such as SCORM) and learning assessment by using system tests and surveys

34. Introduction on e-learning More about Moodle • Moodle is a free resource. This means that it may be used in educational institutions with a reduced budget • Moodle is a an open source. Consequently Moodle users gain access to the developments of an entire communities that develops the system, to a variety of additional modules that can be easily integrated into Moodle. Moreover, access to the program code enables system’s adaptation to the peculiarities of a concrete institution by modifying directly the program code • It is targeted for learning. System development concept is based on constructivist theory: Moodle tools are only attachments that enhance the individualization of learning • Moodle community is extended to over 200 countries • System’s interface can be adapted to national languages: at present the system’s interfaces are available in ~80 languages. The process of national interfaces development is an ongoing one • Moodle has about 750,000 users (registered) • It offers the broadest set of tools for collaborative learning: • Messenger • Chat • Forum • Web 2.0 tools (blog, Wiki) • Tools for courses management (Calendar) • Assessment tools • Statistical Tools • Standardized multimedia resources

35. MWE TOI PROJECTMentoringWomenforEntrepreneurshipProject Nº 2013-1-ES1-LEO05-67314 E-LEARNING CONTENT Authors: Daina Gudoniene, Egidijus Asipauskas, Baltic EducationTechnology Institute, Lithuania

36. Introductionon e-learning e-Learning content Today's students have grown up in a world of digital technology. Computers, smartphones, tablets – you cannot turn around without spotting one. e-Learning digital solutions are accessible using multiple devices, and therefore compatible with students comfort levels. Digital learning content helps students save on material costs and improves students flexibility, in terms of time and location

37. Introduction on e-learning e-Learning contentdesign The design of learning materials to support remote learners working on an ICT platform is different to designing course notes to support a face-to-face taught course, because the pedagogy is different. Too often, training for tutors in developing learning materials focuses on the technical skills needed to use the tools to create content, without giving sufficient attention to the actual style of the content and whether the pedagogy it uses is appropriate

38. Introduction on e-learning e-Learning content The style and complexity of content required for a course is greatly affected by the other components in the e-learning programme (tutoring, assessment, student-student interaction etc.). Because content development is such a time-consuming and costly activity it is important to consider the precise learning context before embarking on the content development

39. Introduction on e-learning The factors affecting the cost of e-Learning content development • Level of Interactivity. This is the single biggest factor – essentially linear and non-interactive content is much simpler to develop than highly multi-pathed content with large and varied modes of user interaction • Media Used. Audio, photography, graphics and particularly video and animation are expensive to produce or buy, and can account for up to 50% of a content project budget. Cheaper media can be obtained (for example by using educational rather than commercial licences) but this may limit re-use or saleability • Platform and Technical Issues. Learning materials designed to run on multiple platforms, or on different computers, or delivered over multiple media (e.g. CD, Intranet, Internet) are more expensive to produce and test • Production Standard. Producing materials that look ‘professional’ or ‘broadcast standard’ is more expensive than producing more ‘amateurish’ content • Pedagogy. The learning model that is being followed, or indeed if multiple pedagogies are followed, the costs can vary dramatically • Volume. Large content projects can achieve cost savings of 50% or higher due to economies of scale • Developer Learning Curve. If the product is to be developed in tools with which the developer is not familiar then 2-3 months should be added to the project as a minimum, with the additional possibility of much longer delays due to requirements for major rework • Subject Knowledge. Specialist content developers, may not have detailed knowledge of the subject area – and require a high level of input from subject specialists from the commissioning institution

40. Introductionon e-learning e-Learning contentforms Content is a core component of e-learning and includes issues such as pedagogy and learning object re-use. While there are a number of means of achieving a rich and interactive e-learning platform, one option is using a design architecture composed of the “Five Types of Content in eLearning” (Clark, Mayer, 2007). Content normally comes in one of five forms: • Fact - unique data (e. g., symbols for Excel formula, or the parts that make up a learning objective) • Concept - a category that includes multiple examples (e. g., Excel formulas, or the various types/theories of instructionaldesign) • Process - a flow of events or activities (e. g., how a spreadsheet works, or the five phases in ADDIE) • Procedure - step-by-step task (e. g., entering a formula into a spreadsheet, or the steps that should be followed within a phase in ADDIE) • Strategic principle- task performed by adapting guidelines (e. g., doing a financial projection in a spreadsheet, or using a framework for designing learning environments)

41. Introductionon e-learning General requirements for methodical materials for e-Learning courses development • It needs to be developed in respect to a discipline curriculum. It must give a teaching-evaluation scenario that would ultimately result into students’ ability to reach the course objectives • Course content may consist of electronic books, presentations, testing or training software, experiments simulation (virtual laboratories), tutorials, educational games, encyclopedias, instructive films and other guidelines • Course content structure and the order of its elements may vary depending on the discipline. However, the following elements can be emphasized: • Lecture notes (theoretical) • Practical tasks (exercises) • Project topics (individual or group) • Assessment (test items) • Bibliography, references and list of Web documents and Web resources • Student guide (guidelines for the use of course materials)

42. Introduction on e-learning Elementsfore-Learning course development • Lecture notes must be structured hierarchically. Each hierarchical level corresponds to a course sequence headed by a brief title suggesting its very content. It is recommended that fast links exist between the sequences (hyperlinks), so that students could easily navigate through the entire contents of the course notes • The sequences are divided into units of content (lessons). The latter are not very large - up to 3000 characters, the equivalent of 1-2 screen pages • Each chapter is preceded by operational objectives, followed by content (possibly structured lesson moments), then questions, exercises, individual work, case studies, projects, etc. • Practical tasks (practical work, laboratory work, individual work) are structured on different levels (from simple to complex). Each task has to specify the purpose, order of items fulfillment, way of results presentation. It is recommended to include in tasks the theoretical references necessary for tasks accomplishment • Project topics (individual or group) are aimed at involving students in discovering new content (additional), at activities of theoretical knowledge transfer into practice • Evaluation is one of the main components of the training process and will go on continuously during it. Therefore several types of evaluation will be done: initial, formative (topic-, lesson-, module-based), self-assessment, interim attestation and final evaluation (summative) • Assessment items should correspond to the course objectives, but should not refer to additional (optional) course content. Computer-based assessment will receive more consideration in the V module of the present guide • References/ Bibliography should be elaborated according to the international bibliographic standards, which require the inclusion of each source following the alphabetical order: author(s) full name(s), full title, date of publication, publisher and, optionally, cover image and a brief annotation • Learner's guide is an optional resource. It can be created in a classic format (printed) or electronic format. The guide contains general course progress guidelines, directions for achieving efficient trainee-tutor communication and suggestions of using the course placed on virtual learning environment

43. Introduction on e-learning Pedagogical elements • Pedagogical elements are defined as structures or units of educational material. They are the educational content that is to be delivered • These units are independent of format, meaning that although the unit may delivered in various ways, the pedagogical structures themselves are not the textbook, web page, video conference, Podcast, lesson, assignment, multiple choice question, quiz, discussion group or a case study, all of which are possible methods of delivery

44. Introduction on e-learning Pedagogical approaches • Various pedagogical perspectives or learning theories may be considered in designing and interacting with e-learning programs • e-Learning theory examines these approaches, including social-constructivist, one application of which was One Laptop Per Child,Laurillard's conversational model including Gilly Salmon's five-stage model,and cognitive, emotional, behavioral, and contextual perspectives. In 'mode neutral' learning online and classroom learners can coexist within one learning environment, encouraging interconnectivity • Self-regulated learning refers to several concepts that play major roles in e-learning. Learning courses should provide opportunities to practice these strategies and skills • Self-regulation and structured supervision both enhance e-learning

45. Introduction on e-learning Learning object standards • Much effort has been put into the technical reuse of electronically based teaching materials and in particular creating or re-using learning objects. These are self-contained units that are properly tagged with keywords, or other metadata, and often stored in an XML file format. Creating a course requires putting together a sequence of learning objects. There are both proprietary and open, non-commercial and commercial, peer-reviewed repositories of learning objects such as the Merlot repository • Sharable Content Object Reference Model (SCORM) is a collection of standards and specifications that applies to certain web-based e-learning. Other specifications such as Schools Framework allow for the transporting of learning objects, or for categorizing metadata (LOM) • An excellent example of e-learning that relates to knowledge management and reusability is Navy e-Learning, which is available to Active Duty, Retired, or Disable Military members. This on-line tool provides certificate courses to enrich the user in various subjects related to military training and civilian skill sets. The e-learning system not only provides learning objectives, but also evaluates the progress of the student and credit can be earned toward higher learning institutions. The Internet allows for learning to be directed at one’s current objectives. This reuse is an excellent example of knowledge retention and the cyclical process of knowledge transfer and use of data and records

46. Introduction on e-learning Simple and enriched interactions This picture depicts how a student can act on and get responses in the three different ways.

47. Introductionon e-learning Simple and enriched interactions strategies

48. Introduction on e-learning Media solutions Custom media solutions use proven educational technology built around a program or an instructor's specific learning objectives. eBooks and e-Learning software are designed to enhance instructor effectiveness, increase student achievement, and improve learning outcomes — often at reduced costs to both institutions and students

49. Introduction on e-learning eBooks • Students who actively participate in their education learn more. eBooks offer a wide range of options to increase the interactivity of your curricula, thereby promoting increased engagement in course material and more time on task. Combining eBooks with other facets of educational technology can encourage engagement and effective learning • Audio clips, videos, games, hyperlinks, and assessments are just a few of the ways eBooks keep students coming back for more. eBooks seamlessly incorporate into eLearning software. Whether content is required, supplemental, or remedial, eBook content is highly engaging and immediately accessible. By addressing a range of learning styles, eBooks are valuable to students, affordable and effective and available in a variety of platforms for ereaderdevices

50. Introduction on e-learning Custom Portals Custom websites specific to your needs, brings all publishing assets relevant to courses or programs into one place. In addition to this, they also integrate original content directly into the website. Custom websites provide one stop for instructors and students to access videos, eBooks, MyLabs and other educational media required for their course