E-learning Strategies for SLT

1. E-learning Strategiesfor SLT Xia Qing Shanghai International Studies University

2. The purpose of E-learning • To transform the internet into a powerful environment for the education experience. • A true networked learning environment exists when any students or teacher can view instructional content, collaborate with educators, evaluate academic performance, and access any learning resources at any time to achieve their educational objectives.

3. The Statue quo of E-learning in China • In 1993, China Education and Research Network was started. • Today as all universities have campus networks of their own by 2005, 5 million students can register in web-learning. In the field of elementary education, 90% of Chinese primary and secondary schools will have their own networks within 5-10 years

4. Value • Quality of teaching • cost reduction • Innovating together • Collaboration

5. The development of E-learning in China • The history of the development of e-learning in China can be traced back to 2000.In 2000 the Chinese government intended to provide online accessto 1 million full-time students and 10 million part-time studentsduring the next three years, ranging from preschoolers to post-grads.The curriculum will include multimedia and interactive distance learning.

6. The Future of E-learning • Different groups can learn together including the students teachers from the different universities. • And innovating together.

7. The course of E-learning E-learning

8. Assessment • Pre-assessment • Ongoing and interactive assessment • Post-instructional assessment

9. Project management "Project management provides [a means] to plan, organize, implement, and control [project] activities, resources and people." (Meredith, 1989) The application of knowledge, skills, tools and techniques to a broad range of activities to meet the requirements of the particular project. Project management knowledge and practices are best described in terms of their component processes. These processes can be placed into five process groups (initiating, planning, executing, controlling and closing) and nine knowledge areas (project integration management, project scope management, project time management, project cost management, project quality management, project human resource management, project communications management, project risk management and project procurement management).

10. Implementing the E-learning • Project management is an effective way to manage e-learning • Infusion the e-learning to the traditional mode teaching can accelerate to expand of e-learning.

11. The five questions for the designer • Who is on-line language learning used for?

12. What aspects of language should be taught? • the objectives of the course should be to facilitate the learners’ navigation on the Internet and effectively communicate online in English

13. What kind of learning environment or model should be used? • distributive, tutorial, and co-operative

14. Which form of interaction should be used, synchronous or asynchronous?

15. Changes for the teachers and the students in e-learning • By the e-learning teacher can teach in a way that was not possible before. He can be more effectively attempt to charge for what the students are thinking about the issues and better teach students how to solve the problems. • With the students enrollment increase e-learning can make the teaching in full capacity and value cost reduction

16. In cooperation with Blackboard(US), the world’s leading on-line education solution provider, CERNET has set up a joint venture, CERNET-Blackboard information Technology company Ltd. It has established an on-line training center.http://study.cer.net , in which there are 400 thousand courses and 5.4million e-learning students’simultaneous training

17. T5 model • T5 model was developed as an approach to instructional design that incorporates Tasks (learning tasks with deliverables and feedback), Tutorials (feedback), Topics (content resources to support the activities), Teamwork (role definitions and online supports for collaborative work) and Tools (for developing tasks, delivery options and administration).

18. The co-operation between the teacher and the designer • Teachers and designers must be clear about what kinds of learning activities are needed to understand a topic, and then create the affordances for those activities. It is the responsibility of teacher and designer to create the environment that makes it possible for them to maintain a focus on the development of the argument: clarify the overall goal, keep reminding them of the goal, help them define their own sub-goals, motivate their own articulation of what they know, motivate them to refine it, and enable them to assess for themselves the extent to which they are achieving the goal.

19. vschool • http://vschool.shisu.edu.cn • 用户名：学号 • 密码：学号 • 身份：学生

20. The end Thank you!