ICT in Education in Vitim Oy Solutions Polina Kachurina, Vitim Oy

1. ICT in Education in Vitim Oy SolutionsPolina Kachurina, Vitim Oy

2. Agenda ICT in education and e-learning E-learning: Virtual school E-learning methods and approaches E-learning in higher education Examples Learning Management System (LMS) Content of e-learning

3. ICT in Education • E-learning, sometimes termed computer-based training (CBT), internet-based training (IBT) or web-based training (WBT), includes all forms of electronically supported learning and teaching, including educational technology. • The information and communication systems, whether networked learning or not, serve as specific media to implement the learning process. • Involves out-of-classroom and in-classroom educational experiences; • via technology applications and processes such as: • web-based learning • computer-based learning • virtual education opportunities • digital collaboration.

4. E-learning • Content is delivered via • the Internet • intranet/extranet • audio or video tape • satellite TV • CD-ROM. • It can be self-paced or instructor-led and includes media in the form of text, image, animation, streaming video and audio.

5. History 1960s, Stanford University psychology professors Patrick Suppes and Richard C. Atkinson experimented with using computers to teach math and reading to young children in elementary schools 1990s, William D. Graziadei described an online computer-delivered lecture, tutorial and assessment project using electronic mail. By 1994, the first online high school had been founded.

6. E-learning: virtual school • Virtual education refers to a form of distance learning in which course content is delivered by various Internet methods such as: • course management applications • multimedia resources • videoconferencing. • Students and instructors communicate via these technologies. • Virtual school enables students to log into: • synchronous learning • asynchronous learning courses, anywhere there is an internet connection. • A full range of supplemental programs • Providing support for students • open tutoring • supervising • National private schools are also available online.

7. Synchronous learning Synchronous activities occur with all participants joining in at once, as with an online chat session or a virtual classroom or meeting. e.g. Lecture in a face-to-face environment In an E-learning environment: • skype conversation • chat room • where everyone is online and working collaboratively at the same time.

8. Synchronous learning • Virtual Classroom • Audio and Video Conferencing • Chat • Shared Whiteboard • Application Sharing • Instant Messaging

9. Virtual classes • Students are able to 'write on the board' and share their desktop, when given rights by the teacher • Other communication technologies available: text notes, microphone rights, and breakout sessions • Breakout sessions allow participants to work collaboratively in a small group setting to accomplish a task, private task between teacher and student. • Direct instruction from a qualified teacher in an interactive environment • E.g. Adobe Connect • web conferencing software that enables students and instructors to communicate with each other via webcam, microphone, and real-time chatting in a group setting www.adobe.com/fi/products/adobeconnect.html

11. Asynchronous learning • Asynchronous learning is a student-centered teaching method that uses online learning resources to facilitate information sharing outside the constraints of time and place among a network of people; • combines self-study with asynchronous interactions to promote learning • can be used to facilitate learning in traditional on-campus education, distance education, and continuing education. • Self-paced courses • Discussion groups 1. Self-paced courses usually have these features: • Multimedia: A mix of text, graphics, animation, audio and video to enhance the learning process • Interactivity: An instructional strategy that helps a learner practice what they have learned • Bookmarking: Lets the learner stop the course at any time and restart it from the same point • Tracking: Report the learner's performance within a course to a Learning Management System (LMS)

12. Asynchronous learning Self-paced courses with advanced features: • Simulation: Providing practice with a mock-up of a real system • Online Experts: Provide access to experts through chat or online discussion • Multiple Bookmarks: Designate one or more pages of the course to access while on the job • Search: Search through a course to find information required to complete a task • Notes and Highlights: Mark one or more parts of a course that contain the most important information

13. `Classroom 2.0` method A method of using a type of Multi-User Virtual Learning Environment set-up to connect schools across geographical frontiers (known as 'eTwinning') to enhance educational outcomes and cultural integration. Allowing learners from different schools to communicate. Cultural awareness and different preferences of learners are taken into account Has been used effectively in Wales, England, Spain and Italy.

14. CSCL Computer-supported collaborative learning (CSCL) is a pedagogical approach wherein learning takes place via social interaction using a computer or through the Internet. Is characterized by the sharing and construction of knowledge among participants. CSCL can be implemented in online and classroom learning environments and can take place synchronously or asynchronously.

15. Web 2.0 A Web 2.0 site may allow users to interact and collaborate with each other in a social media dialogue Examples of Web 2.0 include social networking sites, blogs, wikis, video sharing sites, hosted services, web applications, mashups and folksonomies. Students are given opportunity to share what they learn with peers.

16. E-learning 2.0 E-Learning 2.0, by contrast to e-learning systems not based on CSCL, assumes that knowledge is socially constructed. Includes use of social networks to foster online learning communities for test preparation and language education.

17. Tools • Two popular tools for E-learning are Blackboard Inc. and Moodle: • Blackboard Inc. is an enterprise software company with its corporate headquarters in Washington, D.C. • Offers six different platforms: • Blackboard Learn, • Blackboard Collaborate, • Blackboard Mobile, • Blackboard Connect, • Blackboard Transact, • Blackboard Analytics; • Allows educators to decide whether their program will be blended or fully online, asynchronous or synchronous. • Can be used for school education, Higher Education, Business, and Government collaboration www.blackboard.com • Moodle (abbreviation for Modular Object-Oriented Dynamic Learning Environment) is a free source e-learning software platform, also known as a Learning Management System, or Virtual Learning Environment (VLE) • Moodle is an Open Source Course Management System • It is free to download and provides blended learning opportunities as well as platforms for distance learning courses • In October 2012 it had a user base of 70,793 registered and verified sites, serving 63,204,814 users in 6.7+ million courses with 1.2+ million teachers www.moodle.com

18. Approaches: Computer-based learning • CBL is the use of computers as a key component of the educational environment • Broadly refers to a structured environment in which computers are used for teaching purposes • CBTs are self-paced learning activities accessible via a computer or handheld device. CBTs typically present content in a linear fashion, like reading an online book or manual. • Are often used to teach static processes, such as using software or completing mathematical equations. • The term CBT is used interchangeably with Web-based training (WBT) • Primary difference is the delivery method • CBTs are typically delivered via CD-ROM • WBTs are delivered via the Internet using a web browser.

19. Computer-based training + - Requires enormous resources Software for CBTs ( Flash or Adobe Director) is often more complex Lack of human interaction can limit both - the type of content that can be presented as well as the type of assessment that can be performed Interest in use smaller CBT/WBT activities as part of a broader online learning program (e.g. online discussion) • Offers user-friendly solutions for satisfying continuing education requirements • Offers visual learning benefits through animation or video, not typically offered by any other means • Rich media • Easily distributed to a wide audience at a relatively low cost

20. Approaches: Computer-supported collaborative learning (CSCL) CSCL is a pedagogical approach wherein learning takes place via social interaction using a computer or through the Internet. Is characterized by sharing and construction of knowledge among participants using technology as their primary means of communication. Can be implemented online and in classroom learning environments and can be synchronous or asynchronous.

21. Approaches: Computer-supported collaborative learning (CSCL) CSCL is one of the most promising innovations to improve teaching and learning with the help of modern information and communication technology. Blogs, wikis, and Google Docs are commonly used CSCL mediums within the teaching community. Tool: Web 2.0

22. Approaches: Technology-enhanced learning (TEL) TEL has the goal to provide socio-technical innovations (also improving efficiency and cost effectiveness) for e-learning practices, regarding individuals and organizations, independent of time, place and pace Refers to the support of any learning activity through technology

23. Technology issues term Educational Technology is generally used to refer to the use of technology in learning in a much broader sense than CBT. term M-learning is distinct in its focus on learning across contexts and learning with mobile devices.

24. E-learning in higher education 1/2 Physical universities and newer online-only colleges have begun to offer academic degree and certificate programs via the Internet in a wide range of disciplines. Many are delivered completely online Several universities offer online student support services, such as online advising and registration, e-counseling, online textbook purchase, student governments and student newspapers.

25. E-learning in higher education 2/2 • Coursera is an educational technology company founded by computer science professors from Stanford University. • Coursera works with universities to make some of their courses available online. • Example: • Course `Critical Thinking` by the University of Edinburgh • 5 weeks • Videos, quizzes, homework, final compulsory assignment/exam • Certificate, confirming course participation https://www.coursera.org/

26. Examples from Saimaa UAS: Moodle as the basic system Asynchronomous e-learning, self-paced course: Cesim.com – business simulator, compulsory lesson for all students. Idea: launching a company and managing its strategies and activities in order to win others Progressive e-learning Language courses in LUT are based on e-learning

28. Learning management system (LMS) • LMS- software used for delivering, tracking and managing training/education • LMSs range from systems for managing training/educational records to software for distributing courses over the Internet and offering features for online collaboration. • LMS allowsteachers and administrators as well as parents and students to track: • attendance • time on task • student progress • grades • Homework

29. Learning content management system (LCMS) • LCMS is software for author content (courses, reusable content objects) • An LCMS may be solely dedicated to producing and publishing content that is hosted on an LMS, or it can host the content itself. • LCMS supports team-based development of self-paced courses and typically provides: • A library of media elements • Templates • Development tools (check-in/check-out, version control) • Project management tools (assignment, completion reports) • Quality assurance tools (reviews, approvals, bug tracking)

30. Computer-Aided Assessment • Computer-aided assessment is a term that covers all forms of assessment: • summative (i.e. tests that will contribute to formal qualifications) • formative (i.e. tests that promote learning but are not part of a course's marking), delivered with the help of computers. • Covers both assessments: • delivered on computer, online or on a local network • those that are marked with the aid of computers, such as those using Optical Mark Reading (OMR).

31. Content • Content is a core component of E-learning and includes issues such as pedagogy and learning object re-use. • Pedagogical elements are defined as structures or units of educational material. They are the educational content that is to be delivered.

32. ICT in Education: Virtual World A virtual world is an online community that takes the form of a computer-based simulated environment through which users can interact with one another and use and create objects. A way for continuing and growing social interactions, which themselves can serve as a basis for collaborative education Gives teachers the opportunity to have a greater level of student participation. Allows users to be able to carry out tasks that could be difficult in the real world due to constraints and restrictions Possibility to learn materials in a highly interactive, three dimensional format Widely used for language learning and business trainings

33. Virtual Worlds in Education • Second life virtual world is widely used in business schools • Low entry barrier for participation. • Highly customizable “avatars” that allow the user to connect via voice and text chat globally. • Allows for 3-D manipulation of objects. • Advanced players are able and encouraged to create their own worlds. • The University of San Martin de Porres of Peru uses Second Life virtual world, developing prototypes of Peruvian archeological buildings, and training teachers for new paradigm of education. • New trend for using Open Source Virtual Worlds: • Open Simis emerging as the most popular open source platform for academics. • Allows users to create their own customized virtual worlds

34. Cases for using Virtual Worlds in Education • Learning Activities: • Role-play. • Operating simulated equipment. • Designing and building things such as houses, bridges, clothing, jewelry, businesses, newspapers, etc. • Interacting with instructor-built or creating student-built simulations of physical or procedural processes. • Communication Medium in Cases of distance learning • Common space for team interaction • Possibility to make presentation in front of the team • Student Internships • Practiced by Monroe College Office, NY • Interdisciplinary teams acquiring real life experience in business • E.g. promote a product or activity for a company.

35. Educational Games • In current digital environment Educational Computer Games can be an important tool in pedagogy. • New population of Digital Natives- students that are all “native speakers” of the digital language of computers, video games and the Internet. • Benefits of using of Games in Education: • motivating learners to succeed and to continually improve • fostering self-esteem, self-determination and enhancing self-image • facilitating collaborative learning • implicitly developing learners ability to observe, question, hypothesise and test • facilitating metacognitive reflection • developing complex problem-solving skills • making school an exciting place to be • offering inroads into other curricular areas • sharing practice features that show how games have enhanced learning in the classroom.

36. Back up

37. Pedagogical approaches or perspectives • Social-constructivist – • Laurillard's Conversational Model • Cognitive • Emotional perspective • Behavioural perspective • Contextual perspective • Mode Neutral

39. Sources: http://www.e-learningconsulting.com/consulting/what/e-learning.html http://www.angellearning.com/products/secondlife/downloads/The%20Power%20of%20Virtual%20Worlds%20in%20Education_0708.pdf http://www.opencolleges.edu.au/informed/features/using-virtual-worlds-to-educate/ http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf