1 2 training elearning exemplo

HOW TO BUILD AN E-LEARNING COURSE MODULE I THE BASICS OF E-LEARNING

1.2. TRAINING IN E-LEARNING ENVIRONMENT

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How to Build an e-Learning Course

Sub-module 1.2: Education in e-Learning Environment

TABLE OF CONTENTS

1. TARGET SKILLS

3

2. COURSE PROGRAMME

4

3. INTRODUCTION

5

4. WHAT IS E-LEARNING?

6

4.1. Distance Learning and e-Learning

6

4.2. Concept of e-Learning

7

4.3. Strategic components of e-Learning

9

4.4. Advantages of e-Learning

12

4.5. Obstacles to e-Learning

14

5. DESIGNING AN E-LEARNING PROJECT 5.1. Organisation of training in e-Learning

15 17

6. SUMMARY AND CONCLUSIONS

59

7. BIBLIOGRAPHY

60

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Sub-module 1.2: Education in e-Learning Environment

1. TARGET SKILLS

At the end of this sub-module you will be able to:

Define the concept of e-Learning; Distinguish e-Learning from other types of distance learning; Identify the main components of an e-Learning system; Identify the main advantages and disadvantages of e-Learning; List the main stages when designing an e-Learning project

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2.

COURSE PROGRAMME

•

What is e-Learning?

Distance learning and e-Learning Concept of e-Learning Strategic components of e-Learning Advantages of e-Learning Disadvantages of e-Learning

•

Designing an e-Learning project Organisation of training in e-Learning

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Sub-module 1.2: Education in e-Learning Environment

3. INTRODUCTION The requirements brought about

by

globalisation

force companies to invest more in the training of their human resources as a

primary

factor

of

competitiveness. In this context, the creation of alternatives to traditional classroom training, that answer the demand to learn at a continuously increasing pace, originates new learning devices and forces rethinking some of the traditional concepts of learning.

On the other hand, the increasing number of Internet users demonstrates the significant changes in attitude during the past few years. These changes are apparent in the use of new technologies at the service of learning and this new approach to learning opens multiple opportunities, not only because of the use of more attractive resources for content transmission, but also because of its impact on the development of personal autonomy and creativity on those who learn.

In this sub-module, our goal is to put e-learning in the context of different forms of distance learning, explore its core concepts and components, and finally, provide an introduction to the design of an e-learning project.

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4. WHAT IS E-LEARNING?

4.1. Distance Learning and e-Learning

The transmission of knowledge over distance is by no means a new idea. According to some sources, distance learning remotes back to the 18th century. However, the first forms of access to remote contents were basically unidirectional, from the content producer to the trainee, with no feedback possible In the 20th century, correspondence courses started to gain more popularity, and during the second half of the century, new technologies were adopted as a support for distance learning. This developed more interactivity in the assimilation of knowledge.

However, it is necessary to distinguish the global concept of distance learning used to describe situations where learning does not require the presence of the learner or the instructor in the same physical space and at the same time, from the more specific concept of e-learning, which implies the use of information and communication technologies, as we will see further ahead.

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4.2. Concept of e-Learning Elearning, which is also known by many other forms such as virtual training, or online teaching, has its roots in distance learning and may be defined as:

A process that allows transforming information into knowledge using information and communication technologies, both at the level of searching and providing information, and at the level of interaction between several participants.

Generally

speaking,

differences training

between

and

the

traditional

e-learning

are

essentially based on the physical resources available to the trainee and consequently, on the way contents

are

transmitted

to

facilitate their apprehension and assimilation.

In traditional classroom training, the trainer assumes the role of study and knowledge transmission stimulator, using the classroom as a physical space and resorting to traditional

instruments

(like

whiteboards, pens, projectors, etc.). In e-learning, existence

notwithstanding of

tutors

that

the

stimulate

learning, it is the online platform that serves as a physical carrier between trainees and the training entity.

What is more, in e-learning the trainee

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is the core element in the learning process, and its individual learning paths are built according to its personal learning needs and rhythms.

In this perspective, the trainer assumes the position of a learning partner and stimulator. Built this way, e-learning is much more than a learning process based on new technologies and where instructors and students from remote places. By making the most of the Internet, e-learning adopts undoubtedly innovating elements and increases its potential. This translates into: • Diversity of tools and communication services between all the participants in the teaching-learning process; • Access to knowledge anytime, anywhere; • Dynamic, easily publishable and constantly updated contents.

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4.3. Strategic Components of e-Learning

Despite the diversity of e-learning models used by different institutions and organisations, some common education guidelines can be drawn and summarised into five strategic components according to the scheme shown below:

Figure 1 – Strategic Components for e-Learning models1.

Materials

Trainer/Tutor

Texts

Knowledgable

Audio

Pedagogue

Video

Creative

STRATEGIC COMPONENTS OF E-LEARNING

Software

Facilitator

Multimedia

Interaction systems Informative

Technology

Assessment

Voice/Data

Trainees

Synch./Asynch.

E-mail

Learning

Counselling

WWW

Systems

Self-study

Video/Audio

1

Source: Santos, A. Ensino a distância & Tecnologias de Informação. Lisbon: FCA, 2000.

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The materials and contents that act as support for e-learning can be created and presented in different formats.

The

role

of

trainer/tutor

must

be

substantially different in an e-learning model.

Besides having the necessary scientific and technical

knowledge,

the

trainer/tutor

must

monitor the learning process and pay special attention to the creation of more efficient strategies to stimulate the motivation of the trainees.

Interaction systems are comprised of tools that notify learners about eventual updates and mid-course assignments, advising as for the best e-learning method to follow and providing support on questions of a technical or pedagogical nature.

New technologies are obviously essential for implementing a course in e-learning. The applications

and

tools

available

allow

presenting information in a more attractive way, making the transmission of contents more interesting and effective.

Finally, assessment must be present at the different stages of the training in progress. When talking about assessment, we do not refer exclusively to evaluating the skills and knowledge developed by trainees, but also to the global assessment of the training course, and even to the evaluation of the whole training system itself.

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The application of each of these components varies according to the inherent nature of each institution and the potentiality and feasibility of each component for each concrete case.

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4.4. Advantages of e-Learning

E-learning presents a set of opportunities that should be efficiently explored, not only from the point of view of those who promote training, but also from the point of view of the participants, the trainers and entities that organize it.

Advantages for trainees and their companies: By encouraging self-learning, gives greater autonomy to the trainees stimulating their personal growth; It enables better time management and even accelerates learning, because trainees can advance through the course contents according to their own individual rhythms; It reduces travelling related time and costs and increases productivity that correlates with lesser absences from the workplace; Virtual communities can be created, integrating people from geographically remote locations with similar interests but different viewpoints.

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For Training Companies: After implementing the course, the transmission of knowledge through elearning allows reducing some of the expenses and inconveniences related to commuting, facilities and training logistics; Enables the use of a wider range of materials and different interactive tools of communication, which translates into a high-quality final product; Allows training large numbers of people at the same time; Facilitates updating and customisation of courses.

4.5. Obstacles to e-Learning In order to optimise the efficiency of distance learning, it is important to take into consideration eventual obstacles that can be encountered in the process of designing and implementing a course of this nature.

Some of the most significant ones are: 13 www.novaetapa.pt

How to Build an e-Learning Course

Sub-module 1.2: Education in e-Learning Environment

Initially, the costs of implementing an e-learning course are significantly higher compared to the costs of traditional learning, especially regarding the design of multimedia; From a pedagogical point of view, and since this type of learning also implies independent study periods, e-learning courses may lead to difficulties in selfmotivation while demanding more discipline and organization from trainees;

In

technical

terms,

since

the

software products installed on the user’s computer is unknown, problems related to the access to multimedia contents or the speed of image and video transmission may arise;

There can be some restrictions at

the level of developing social skills since it is lacking direct exchange of experiences; therefore, virtual communities should be encouraged and created; Some people may feel out of their comfort zones with e-learning, either because they don’t know much about it or because they don’t like the technologies it relies upon. For this reason, it is important to create more diversified and effective strategies to motivate learners.

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