Blended

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Free Webinar - Discover the advantages of a dynamic publishing LCMS strategy!

19 Júl 2012

Join us for a free webinar Tuesday July 24th at 11am ET / 10am CT / 8am PT / 4pm BST / 5pm CET

Are you facing the need for advanced levels of personalization in learning & training in order to achieve effective education processes in your organization? Do you find yourself reproducing, redesigning and re-authoring your legacy content every time a new skill or learning need is defined, and for every new device, in order to adapt your learning materials to new contexts quickly, continuously and consistently?

New generation LCMSs need to become 'smarter' and empower learning content personalization far beyond the way in which this can be done using a CMS and LMS today. We call this approach 'Dynamic Publishing'.
Join the webinar to learn:

  • What are the key benefits of a solid Dynamic Publishing strategy with regards to learning and, especially, blended delivery processes - rendering the content differently for every user group, target population and context of use.
  • How Dynamic Publishing enabled LCMS platforms support the same learning content to be delivered online, offline and to mobile devices, while keeping all the SCORM tracking information aligned in a 3rd party LMS.
  • How eXact LCMS supports Dynamic Publishing with its different LCMS/LMS integration levels and its new dynamic XML rendering engine XPRE.


Seats are limited & granted on a ‘first come first served’ basis.
Register now to reserve your seat!

All webinar registrants will receive an exclusive copy of eXact learning solutions' - still unpublished - whitepaper "Dynamic Publishing: A content-centric approach to eLearning"

Blended, elearning resources
Blogy

Peut-on parler DU eLearning

27 Máj 2012
Blended
Články

Classroom4.eu - An interactive textbook for schools on European civilisation and culture

30 November 2011

Classroom4.eu is a project that tries to map the cultural history and civilization of Europe as an exchange and communication process with the help of a student-designed wiki. European history is connected with the regional and local research: Students describe in short essays how their city, their region has participated in the European innovation processes. The project aims at all European upper secondary schools, and especially promotes an independent, research-based and propaedeutic learning.

 

For further information see also: http://www.classroom4wiki.eu/

wiki, europe, Blended, innovation, online resources, networks, collaborative learning, good practice, teaching and learning models
Články

Zmiešaná kolaboratívna konštruktívna účasť (BCCP) vyučovací model vo vyššom vzdelávaní

30 November 2011

Model zmiešanej kolaboratívnej konštruktívnej účasti (BCCP) je univerzitný vzdelávací model vybudovaní po šiestich rokoch experimentovania.

Účelom tohto modelu je prostredníctvom flexibilnej štruktúry a súboru šiestich druhov aktivít zaviesť do praxe sériu už zavedených pedagogických zásad, ako je Spoločenstvo študentov, Spoločenstvo praxe, sociálno-konštruktivistický rozmer, dialogickú perspektívu a vytváranie vedomostí.

 

Trojúrovňový systém je predložený ako hodnotiaci nástroj pre diskusie na webových fórach, organizované k obsahom kurzu. Tento systém je určený pre učiteľov aj študentov na monitorovanie a podporu rozvoja diskusie.

Learning Design, Blended, collaborative learning, community, effective learning environments
Články

eLearning: advantages and disadvantages

15 Jún 2011

Time and money savings, mass training, each day, e-learning attracts new companies for their professional training needs, thanks to persuasive arguments. This is illustrated by the market's turnover of 144 million euros in 2010, a 25% increase over the previous year (source: Féfaur). A considerable progression underpinning the success of remote training and predicting a great future for this learning method.

 

Though the e-learning system possesses many assets, it also has its limits. In particular, e-learning is faced with the reticence of certain companies and employees faced with an innovative and unfamiliar learning method. The following table lists the advantages and disadvantages of e-learning from the point of view of the 3 parties involved in e-learning: the learner, the company and the trainer.

 
 

From the learner's point of view

 
Advantages
- Learner actively involved in his/her e-learning
- Interactivity and attractiveness of e-learning content
- Flexibility and adaptability according to availability (time, location) 
- Training at own pace, independently of other learners 
- Self-assessment during and at end of course 
- Personal progress monitoring during e-learning course and appraisal of results obtained thanks to tracking 
 
Disadvantages 
- Command of computer tools, reticence in face of new technologies
- Autonomous self-management as no imposed training framework
- Management of motivation and involvement in e-learning, concentration effort
- No direct contacts with trainer (except in the case of blended learning)
 
 

From the company's point of view

 
Advantages
- "Mass" training (unlimited number of learners) 
- Savings relative to classroom-based training indirect costs (travel, accommodation, etc.) 
- Flexibility and adaptability according to learner availability (time, location)
- Customization and adjustment of training courses to predefined skills and teaching goals 
- Low logistical constraints (no room booking, employee travel, accommodation, etc.) 
- Precise course reporting and automated results analysis thanks to tracking 
- Durable and updatable teaching materials 
 
Disadvantages 
- Companies sometimes ill-informed and hesitant with respect to new technologies
- No control over motivation, involvement and course management by learners
- Investment in computer hardware and software 
- e-learning content occasionally difficult to design for training in highly specific fields (to be checked)
- Change management to implement within the training department
 
 

From the trainer's point of view

 
Advantages 
- Prerequisites for assessing learner levels 
- Training performed on interactive and attractive tools for both trainer and learners 
- Flexibility and adaptability according to availability (time, location) 
- Learner monitoring from the platform (tracking) 
 
Disadvantages
- No direct contacts with learner (except in the case of blended learning)
- Transformation of the "knowing" role into that of "conductor"
- Transition of predominantly oral to written communication
 
 
Blended, learner, industry
Projekty

VISCED, A Transnational Appraisal of Virtual School and College Provision

10 Jún 2011
The VISCED Partnership aims to make an inventory and to carry out a transnational appraisal of innovative ICT-enhanced learning/teaching exemplar initiatives and e-mature major secondary and post-secondary education providers for the 14-21 age group (including Virtual Schools and Colleges).

Partners in the VISCED project are making an inventory of innovative ICT-enhanced learning initiatives and major ‘e-mature’ secondary and post-secondary education providers for the 14-21 age group in Europe. This entails a systematic review at international and national levels including a study into operational examples of fully virtual schools and colleges. The outputs of this work will be analysed and compared to identify relevant parameters and success factors for classifying and comparing these initiatives.

 

This initiative is open to researchers and policy makers, all outputs will be published on the VISCED project wiki.

 

An inventory of virtual schools and colleges worldwide publicly available on a research wiki. A comparison of European cases with non-European cases with elaborated success factors and action points. A set of parameters and success factors for classifying and comparing virtual schools and colleges. A series of in-depth case studies chosen from the exemplars identified in the research work.

 

This project starts on 1 January 2011 and runs for two years, until 31/12/2012. It is funded by the Lifelong Learning Programme of the European Commission (project number: 511578-LLP-1-2010-1-GR-KA3-KA3MP).

You can download the brochure online as a PDF.

Tertiary Education, schools, e-learning, Blended, virtual school, virtual college
Zoznam

The Student View of Blended Learning

10 Jún 2011

This whitepaper offers perceptions of blending learning and lecture capture from undergraduate and graduate students at 17 U.S. and U.K. institutions during the 2010 academic year.Compelling evidence of the value of blended learning and lecture capture at virtually any institution.Valuable findings, such as the overwhelming majority of students who rank lecture capture as the most important blended learning course resource.

Open Source, Blended, Student, lecture, secondary education, higuer education
Články

Formation à distance : quand le tutorat s’adapte à l’industrialisation

03 Jún 2011

Dans notre article « Formation e-learning : quand industrialisation rime avec qualité », nous faisions mention de la possibilité et même de la nécessité pour certaines entreprises, d’industrialiser la production de leur formation à distance. Une manière pour elles de pallier les difficultés à introniser une méthode de formation qui requiert l’alliance de compétences pédagogiques, technologiques et humaines. Le tutorat adapté à la formation à distance doit s’accorder avec cette industrialisation du e-learning. Peut-on alors parler d’industrialisation du tutorat ?

Industrialisation de la formation à distance et tutorat, les craintes

Les études révèlent une constante progression de la part de la formation à distance, en comparaison à l’ensemble du marché de la formation. Alors que la formation à distance effraie encore de nombreuses structures, l’idée d’industrialisation du tutorat n’est pas pour convaincre les plus réticents. Cette notion insinue la potentielle disparition des interactions humaines entre le tuteur et les apprenants, au profit d’une médiation exclusivement technologique.En formation à distance, on distingue quatre types de tutorat. Trois d’entre eux nécessitent forcément de l’interaction humaine pour assurer le suivi des apprenants, l’autre pas :
 
- Le tutorat proactif
Objectif : cadrer les apprenants, les relancer et les motiver, envoyer et corriger des activités. Ces actions peuvent s’effectuer de manière automatiquement par le biais d’une plateforme de formation. (rapport informatisé)
 
- Le tutorat réactif
Objectif : conseiller et répondre aux questions à la demande des apprenants. Le tuteur attend d’être sollicité pour réagir sur le contenu pédagogique. (rapport humain)
 
- Le tutorat technique
Objectif : guider les tuteurs dans la conception des ressources et permettre aux apprenants l’accès à ces mêmes ressources, par exemple en résolvant les problèmes de connexions. (rapport humain via une hotline)
 
- Le tutorat communautaire
Objectif : construire et animer un espace communautaire, alimenter  et organiser un forum, etc. (rapport humain)
 
Tutorat industrialisé, les atouts à exploiter
Avec le e-learning, le tutorat a évolué. Le e-tuteur doit profiter des nouveaux outils de la formation à distance, notamment de la plateforme LMS, pour : accompagner les apprenants lors de leur parcours de formation ; former et rassurer sur l’utilisation des outils informatiques ; évaluer et analyser les résultats ; mais aussi motiver tout simplement. Lorsqu’une partie du tutorat (pro-actif) est administrée par une plateforme LMS, le tuteur a plus de temps pour se concentrer sur l’essentiel : les aspects pédagogiques (tutorat réactif et communautaire). Il délègue à la machine les tâches non pédagogiques qui sont gérées automatiquement. Toutefois, un tuteur tout à fait compétent dans le domaine du présentiel n’a pas spontanément les clés pour manager une formation à distance. Pour satisfaire cette demande, le nombre de formations au e-tutorat ne cesse de croître et répond aux exigences pédagogiques de ce nouveau métier.
 
eLearning programme, e-learning, formation à distance, , logiciels, Informal learning, work-based learning (WBL), Blended, Creativity, formation professionnelle
Články

Profesorul în era digitală

30 Máj 2011

Folosirea tehnologiilor moderne în şcoală face parte din evoluţia naturală a învăţării şi sugerează o soluţie elegantă la provocările moderne adresate învăţării şi a nevoilor elevilor.

Intregrarea acestora în procesul tradiţional de predare-învăţare-evaluare este o oportunitae de a integra ultimele descoperiri tehnologice cu interacţiunea şi implicarea oferite de modul tradiţional de cunoaştere. Nu este un proces uşor, dar dificultăţile pot fi depăşite având în vedere potenţialul acestui tip de cunoaştere.

Blended, Profesor
Blogy

A fi profesor în era digitală

28 Máj 2011
Blended, TIC, Education