elearning as a process - africanbrains elearning presentation.pdf · • elearning / training •...

©2008 SIVECO Romania.

All Rights Reserved.

eLearning as a Process

To e or not to eLearning

Iulian Manea,

Deputy Vice-President

SIVECO Romania SA

Who We Are

SIVECO Romania SA

Established 1992

Regional leader in:

• eLearning / Training

• eCustoms

• Business solutions

• eHealth

• eAdministration, eGovernment

• Turnkey software projects

+800 employees

Shareholders :

SIVECO Netherlands BV - 42.2%

Intel Capital + Enterprise Investors - 32.5%

SIVECO Management - 25.3%

Member of:

the European Commission’s Information

Society Technologies Advisory Group –

ISTAG

the Networked European Software and

Services Initiative – NESSI

the European Association for Information

Technology – EITA

OLD WAY Textbook with illustrations

It’s teacher’s job to explain

It’s students’ job to make the connections

between theory and fact – if they can

NEW WAY Interactive lesson on PC

It’s still teacher job to explain

But the connections are already made

visually on the students’ computers

eLearning = Learning

eLearning = Learning

Teaching or Learning

The associative/empiricist perspective

(learning as activity)

The cognitive perspective (learning as

achieving understanding)

The situative perspective (learning as

social practice)

The Community Network 2001-2010

Network 1995

Lab 1990

First school

computers 1985

eLearning Knowledge based society

History and present context

eLearning = enhanced Learning

Technology

Process

People

Culture

20%

80%

eLearning – is more a

pedagogical project rather than

an IT one

Focus on Process, People,

Culture rather than products

eLearning = Learning

July 25, 2011

8

An eLearning model should prove what principle/pedagogical attitude

determine the added value of the “e”

Nationwide Project – General Principles

Focused on pedagogy more than on IT

Each student with direct access to computers

Hands-on

Each student with own PC in class

Computers are not meant for reading text

High levels of multimedia and interactivity are required

Computers do not bring pedagogical value themselves

The program should include software, full rich multimedia interactive content, services – mainly training and communication

Ttransition from learning by memorizing towards learning by doing

Change management/adoption is the major risk and challenge

National solution

E-LEARNING THEORIES, FRAMEWORKS, MODELS AND

TAXONOMIES

E-learning, or „technology enhanced learning‟ describes the use of

technology to support and enhance learning practice.

ƒ Theories of learning provide empirically-based accounts of the

variables which influence the learning process, and provide

explanations of the ways in which that influence occurs.

ƒ Pedagogical frameworks describe the broad principles through

which theory is applied to learning and teaching practice.

ƒ Models of e-learning describe where technology plays a specific role

in supporting learning. These can be described both at the level of

pedagogical principles and at the level of detailed practice in

implementing those principles.

ƒ Taxonomy in this context proposes a mapping of the theories of

learning, the pedagogical frameworks, and the models of e-learning.

July 25, 2011

10

Strong Pedagogical Foundation Human Intelligence in the Learning Process

Bloom Anderson Taxonomy

SCORM

Digital Curriculum

Improved Learning Methods

Professional Development

Howard Gardner – On Multiples intelligences

Linguistic intelligence

Logical-mathematical intelligence

Spatial intelligence

Interpersonal and Intrapersonal intelligence

Existential intelligence

…….

Connectivity

Technology

eLearning

more as a process

rather than a product

Constructivist models -learning units design-

Cognitive= collecting +adaptation +information’s

integration

Values, Motivation,

Attitudes, Stereotypes,

Feelings

Synthesis, Recollection,

Comprehension

Evaluation, Analysis

Pedagogical Approach

Pag. 13

din 17

•Factual Knowledge: The basic elements learners must

know to be acquainted with a discipline or solve

problems in it.

•Conceptual Knowledge: It refers to a learner’s

representation of the major concepts in a system

•Procedural Knowledge: the knowledge exercised in

the accomplishment of a task,

•Metacognitive Knowledge: Metacognition is defined

as "cognition about cognition", or "knowing about

knowing" or “learning how to learn”. It can take many

forms; it includes knowledge about when and where to

use particular strategies for learning or for problem

solving.

Pedagogical Approach

Pag. 14

din 17

Knowledge

Dimension

The Cognitive Process

REMEMBER

recognizing,

recalling

UNDERSTAND interpreting,

exemplifying,

classifying,

summarizing,

inferring, comparing,

explain

APPLAY

executing,

implementing

ANALYZE

differentiating,

organizing,

attributing

EVALUATE

checking,

critiquing

CREATE

generatin

g,

planning,

producing

Factual

Knowledge Path 1 Path 2 Path 3 Path 4 Path 5 Path 6

Conceptual

Knowledge Path 7 Path 8 Path 9 Path 10 Path 11 Path 12

Procedural

Knowledge Path 13 Path 14 Path 15 Path 16 Path 17 Path 18

Metacognitive

Knowledge Path 19 Path 22 Path 21 Path 22 Path 23 Path 24

AeL eContent library - Types of Educational Content

Utilitarian

Thematic software

Simulation software

Investigation software

Testing/evaluation software

Interactive learning software

Educational games

K12, 3700+ educational units, covering 21

subjects

~25.000 RLO’s for Romanian Educational

System

Designed for basic education Education for the masses, in the public

schools

For teachers who do not have

years of experience in using

computers

SCORM compliant

AeL eContent development

July 25, 2011

16

Instructional Design

July 25, 2011

17

MoE

Specialists

Ministry

of

Education

Assumption about the learner

Demographical. What are the general characteristics of the learners? Is there (or not)

uniformity to gender, age, educational or cultural background?

Psychological. What is the cognitive structure, the level of cognitive development,

intellectual ability, the cognitive style? Do they want the information provided in a very

direct manner or do they prefer a more time-consuming but engaging like a game format?

Attitudinal. What are the learners' attitudes towards the content presented or to training

itself? What is the attitude toward the use of technology-based training?

Experience with technology-based training. Are they already accustomed to navigating

online materials? Are they comfortable with this approach or do they need an ITC

abilities/skills training before?

Motivational. What are the learners work and career goals? How can the instructional

program assist them with the realization of those goals?

Prior knowledge and experience. What will the learners bring to the training in terms of

skills and knowledge? To what extent are they currently working toward achieving the

desired goals?

Organizational culture. Which are the organizational culture features for different groups‟

members?

Accessibility. What are the general requirements of accessibility?

July 25, 2011

18

AeL eContent

July 25, 2011

19

the knowledge dimension

the cognitive process

the optimal combination of multimedia resources

25 July 2011 20

AeL eContent - Workflow

Research

A personal experience

Typical Initial Response to National eLearning Project

Ministry of Education:

“We want to implement the Education Reform”

“We Want to Enter the 3rd Millennium”

Students:

“Computers! Yes!”

Parents:

“Of course”

Teachers:

“Hmmm…”

7/25/2011

23

Exhibit A: Teacher

Please don’t be trapped by the nice smile. It’s for his students, not for his IT suppliers

7/25/2011

24

Why Does He Say “Hmmm…” To eLearning?

“I‟m not really an expert in using a computer. I will go in front

of the class and I will be embarrassed – the students know

more than I do”

“I‟ve always taught using blackboard and chalk and I‟m doing

just fine, thank you”

“I tried using that LMS program but the test never got to the

students‟ workstations – it‟s not working!”

“The computers can‟t replace the teacher”

FEAR OF EMBARRASSMENT

CONSERVATIVE ATTITUDE

POORLY MAINTAINED INFRASTRUCTURE

MISUNDERSTANDING THE PROGRAM

LACK OF COMPUTER

SKILLS

7/25/2011

25

Problems

FEAR OF EMBARRASSMENT

CONSERVATIVE ATTITUDE

POORLY MAINTAINED

INFRASTRUCTURE

MISUNDERSTANDING THE

PROGRAM

LACK OF COMPUTER SKILLS

Solutions

BUILD CONFIDENCE

COMMUNICATE

PROVIDE INCENTIVES

TRAIN

HELP MOE DO ITS JOB

SEI components

Training

Standard training and certification scheme

• Direct training in schools

• Training for regional and national personnel

• Demonstrations, seminars, presentations

3 Layers:

1.Basic IT

2.Computer as a complementary tool for education

3.Intel®Teach

25 July 2011 27

AeL | Built to teach Intelli Gently

Project Phases

2001

Phase 1

2003

Phase 2

2008-2009

Phase 5

…

Schools

Learn

ing

Units

Tra

ined T

eachers

Schools

Schools

Learn

ing

Units

Tra

ined

Te

achers

Computer as a complementary tool for education

Romanian project status

7.000.000 AeL users

Outcome

87% students transform obligation in motivation

74% teachers use AeL constantly

67% students conssider that using eContent improve the school performance

56% students use AeL eContent at home too

_________________________

TEHNE, ISE, Bucharest University

Study on the IT&C impact in education

AeL users, 2008

Large Scale Multiregional Educational Projects

…made in Romania

Built toTeach Intelligently

NEXT

Computational Thinking is thinking at multiple levels of abstraction

–For solving problems –For designing systems

From Data to Knowledge: enhancing

human cognition and generating new

knowledge from a wealth of

heterogeneous digital data;

Understanding Complexity in Natural, Built

and Social Systems: deriving fundamental

insights on systems comprising multiple

interacting elements;

and

Building Virtual Organizations: enhancing

discovery and innovation by bringing

people and resources together across

institutional, geographical and cultural

boundaries.

Representation of Statistical Thinking

From knowledge reproduction to knowledge construction

The inception

Project-based eLearning on multi-touch systems

Pag. 33

din 17

Project-based eLearning on multi-touch systems

The Great Migrations

Affective Domain

Pag. 34

din 17

Testimonials

“Advanced e-Learning Objects is an excellent example for a new

approach to e-Learning. The digital material can be used in various

learning environments, and it covers a huge range of subjects:

Mathematics, Physics, Chemistry, History, Biology, Computer

Science, Geography and Technology. The product gives the

teacher great flexibility and is an excellent tool that promotes a

student-centered approach. It has a very nice and clear design that

significantly contributes to the understanding of the content. Rich in

multimedia features, the product is a best practice example for new

trends in e-Learning.”

WSA jury evaluation of AeL eContent

Some other awards

Products and solutions for the whole education

process “Best practice” awards in 2001, 2005, 2007, 2009 - European

Commission

Diskobolos 2009

Nomination to IST and ICT prizes (2004, 2007) - EC

World‟s Best Content (ONU, WSA 2005)

International Project Management Association awards finalist 2007

European IT Excellence Award 2008

Gold Label eLearning Awards Winner, London 2010

July 25, 2011

Lessons learned

Each student with his own PC

The focus should be set on pedagogy more than on IT

Computers are not meant for reading text. Use rich multimedia interactive eContent

Computers do not bring pedagogical value themselves

• Key components: software, content, training

Teachers are the principal users of the system

The major risk (and challenge): change management / adoption

The system needs to be standardized

The map

Student

• AeL Content

• Dictionaries

• Encyclopedias

Teacher

• AeL LMS

• AeL LCMS

• Content authoring tools

Administration

• ASM – School Management

MoE

• NED -National Education Database

• Reporting tools

• School Map

Education & Community Portals

Services

Consultancy

Configuration

Training

Project Management

Technical Support

A Success Story A Nationwide Project - Romania

Key numbers on SEI (2001- 2009):

7 million users and stakeholders;

15,000 IT laboratories deployed with cutting-

edge technology;

192,000 desktops and laptops provided in

schools;

more than 3,700 learning units, over 25,000

RLO’s, based on 21 subjects;

more than 180.000 teachers trained for the new

paradigm

Intelligent tools for adoption

2003…2010

SIVECO Cup for educational

software

Creative Summer school

National Conference on virtual

learning

The Romanian IT-based education system …widely embraced

Full rich multimedia interactive

content – for cognitive gain and

affective response

Great care to reach professional

development and improved

learning methods as a social

criteria demanded by teachers

…and they will recognize what we realised and they will forgive us for what

we let to the others to do...

Aristotle

384 BC - 322 BC

To e or not to eLearning

Iulian.manea@siveco.ro

http://advancedelearning.com