E-Learning

E-learning and/or. E-Learning (English electronics learning - is electronically supported learning) Learn under installation course electronically Means of communication and more differently Publication forms, by PC, CD-ROM or that InterNet are used.

Table of contents

Forms of e-Learning

E-Learning arises in different forms:

E-Learning-technologies

Under e-Learning the use of information and communication technologies becomes (IKT) understood in the context of learning and instruction. E-Learning-projects set in the preparatory phase (course selection, Teaching material development) and/or. Reinforcement phase (course evaluation, Transfer support), for the execution of learning offers IKT . Is important, that these technologies with the learning process are directly connected and rudimentary aids do not only represent. The following technologies can be used in e-Learning-projects:

Web and computer-based applications of trainings

The expression CBT (Computer Based training) designates teaching programs, by the learning to be used temporally and spatially flexibly to be able and with that the learning not in direct contact with the instruction and other learning stand. These programs contain multimedia learning contents and on CD-ROM are usually driven out. With the CBT it concerns a form of the e-Learning nichttutorielle primarily, with that the self-instruction in the foreground stands and communication, if at all, in asynchronous way takes place. CBT exists already since the 80's-years.

The WBT in such a way specified forms the fundamental component of net-based learning offers (Web Based training) - an advancement of the CBT. Here learning units are not spread on a data medium, separate called up by a Web server on-line by means of the Internets or a Intranets. The imbedding in the net offers various resuming possibilities of communication and interaction of the learning with the lecturerTutor and/or. its Mitlernern. So Mails can, News, Chats and panels with the WBT to be linked and audio and video signals live be gestreamt.

Author systems

Author systems are development tools for the production of digital learning offers. Their purpose consists of it, To provide and prepare contents for a learning offer. They offer z.B. Dozierenden the possibility, To develop contents documents for the net or a CD-ROM. There are easily operated author systems, so that authors no larger knowledge over HTML, XML and InterNet to possess need. These simple systems (z.B. easyProf) are recommended, if one wants to produce learning materials for a certain purpose, D.h. not the intention has, to reuse contents later for other courses. If one liked to reuse produced learning contents for different courses, are recommended more efficient author systems. (these should work with XML technologies and to Document management system attached its).

Author systems leave themselves rough in

  1. Editors for media (pictures, Animations, Simulationen, Exercises),
  2. Editors for learning learn sidelearning sides and
  3. Editors for course navigation ("film script" or compilation of the table of contents)

partition. Some author systems integrate all these functions. This means, these author systems make it for the creator possible of on-line courses, to integrate different media into a learning unit, around professional, to provide dynamic and interactive learning contents.

Course navigation and control becomes through more or less open-lying programming and/or in some author systems. Scriptsprache offered to be able to define (in order the "film script").

The largest part of the available author systems is appropriate for it, To manufacture courses for the announcement on Desktopcomputern and laptops; some programs make it possible in addition, To prepare special teaching programs for other systems - for example PDAs (personnel digitally assistant) or mobile phone -. Different medium and file types become such as text, Diagram, Video and audio support. Special author systems are co-ordinated with so-called learning environments and make it possible, to provide exclusively for these training systems content. Besides author systems exist, the special standards (z.B. SCORM or CIM) support. These author systems can produce content for all learning environments, these standards support (z.B. CLIX, WebCT, metacoon, ILIAS u.A.).

The more simply an author system to serve is, one is the more reduced as a rule with the organization of contents. Systems, to a creator the large creative liberties leave, are often very complex and require a longer training period.

An example of an extensive and wide-spread author system is those Macromedia eLearning Suite, from different programs of the manufacturer Macromedia is arranged. It contains the programs in the current version Macromedia Authorware 7, Macromedia Flash MX pro 2004 and Macromedia Dreamweaver MX 2004.

In addition, there are license-free author tools for eLearning contents, z.B. metacoon, freestyle learning or Ilias. In the last years these free systems in things of simple operability caught up in relation to commercial systems.

Simulationen

Simulationen are models, which important characteristics of the material world try to illustrate, in order to obtain learning by free or purposeful experimenting or observing knowledge over structural or functional characteristics of the original.

Video conference/ Teleteaching

Those Video conference creates virtual lecture-rooms, by letting spatially distributed learning and speaking communicate with one another. This as Teleteaching designated variant of the e-Learnings is characterized primarily by the transmission of picture and clay/tone. It makes one for the operational readiness level teachings possible similar communication between instruction and learning, to verbal expressions likewise to fall back can as on gesturing and Mimik. The Teleteaching is limited by the relatively high technical requirements.

Learning management of systems

LMS (Learning management system) systems are called, for the on-line and operational readiness level course offer the complete Workflow of the meeting management of reservation processes, Lehr and learning processes up to the resources administration support. LMS are thus strategic planning and management systems for e-Learning in the enterprise.

The tasks of a LMS cover in detail:

  • Planning: to it belong planning and arranging (on-line)Kursen/Seminars, the production of personalisierter curricula due to classification tests and/or. frames already completed and providing learning profiles for working groups or the whole Staff.
  • Registration: the on-line registration to all offered courses, often with integrated interface to a e-Commerce-system, over bspw. To order documents
  • Supply of course documents: stored contents are reproached in different supply forms (bspw. for WBT and operational readiness level training)
  • Certifying: seizing training course procedures, Course conclusions and "Skill profiles"
  • Success measurement: measuring the use as well as the administration of the results.

Into some LMS a teacher and a space administration are contained, also later the dates and persons to exchange knows and if necessary. Date conflicts announces. These functionalities can become quite extensive, z.B. at integrated work timeVacation administration of the teachers, Storage of space data (number of places, existing resources such as Beamern or overhead projectors), etc..

From the existing data later extensive reportings can be provided as for example space allocation data, Time tables or learning progress of individual persons.

Contrary to a LCMS it is not task of a LMS, To provide or change content.

Learning content management of systems

The task of a LCMS (Learning content management system) is providing, Reuse, Find, Working over again and delivering learning contents (content). The content is often reproached in a central Repository in the form of learning objects. Objects can be referenziert from several different courses, so that in the case of an adjustment only a unique change is necessary, in order to bring all Inkarnationen on the current conditions. The LCMS has (contrary to Autorentools) a user administration, it makes possible, different persons and person's groups determined right assign, so that z.B. for specializedspecific experts, Mediengestalter, Project administrators different in each case access functions definesto be realized can.

A multi-user functionality permits it, to administer competitive accesses, so that it cannot come to it, that two users (contradictory) changes at the same object make at the same time can. Further LCMS usually has version control, it makes possible, to reconstruct made changes.

One of the most important tasks of a LCMS is the support of reusable learning objects. A goal is it, to prevent inadvertent redundancies and contradictory information to a large extent.

Content catalogs

Content catalogs support the exchange of learning objects - from complete courses up to raw materials. Ready plates can specify offer conditions. Accesses are documented and accounted for if necessary. These catalogs are often very specifically aligned to a certain school stage (here universities).

Personnel development tools

Personnel development tools document visited courses and reached certificates. Usually per coworker an education account is led, also the learned knowledge documents.

Learning software

See Learning software.

Pro and cons of e-Learning

Still a few years ago e-Learning was considered as the education formation 21. Century. Meanwhile one knows, that e-Learning cannot replace the traditional education forms. A meaningful support in the learning process is to be only seen as. Learning can be optimized by combination of different medialer switching forms. In particular humans, the dear the PC and the InterNet use than books read, can by e-Learning many learning contents better take up or already well-known contents supplementing and interactively compile. To further advantages of the e-Learning the economic aspects belong certainly. The learning are spatially and temporally independent. The switching of teaching subjects can happen thus independently of the personal presence. Owing to PC and InterNet the distribution of larger aspects of information is feasible. Straight these economic advantages are not to be underestimated. Because "life long learning" mostly occupation-accompanying learning means, and there the flexibility is particularly important regarding place and time.

Media are decisive only to a small part for success in learning, therefore cannot by SE of more efficient Learn by e-Learning to be spoken.
Only if Didactics, Medium didactics and/or. Medienpaedagogik, Organization, Methodology, and contents to be professionally planned and converted, can Quality product develop.

Advantages become u.A. therein seen, that

  • Courses contrary to traditional teaching materials are interactive
  • abstract contents by Simulationen to be made descriptive know
  • the traditional linear thinking and learning concepts broken open and more flexible, network-like concepts to be carried out can
  • Learning controls to be individualized to be able and tasks of repetition to vary be able
  • Courses to certain needs to be adapted can
  • Learn with operational Knowledge management (knowledge management) to be connected can
  • to be asynchronously together worked can
  • time and to be localindependently learned can
  • "just in time" to be learned can
  • working process-integrated to be learned can
  • Documentation and repetitions more simply go
  • Learning objects are again usable
  • Audio and Video documents easily to merge are

Disadvantages become u.A. therein seen, that:

  • Lerner to only learn must, with the different Publication forms (Mediato go around)
  • too few quality products at the market are
  • too few Paedagogue within the e-Learning-range work
  • those Technology and those Technician the market determine
  • the presentation of learning contents of technical and not of didactical factors is certain often.
  • social authority of the Lerner is not promoted

Current beginnings combine therefore e-Learning with that Operational readiness level teachings, thus the personalen switching. These beginnings firmieren under the term "hybrid learning arrangement" or Blended Learning. A goal of these beginnings is it, to connect the advantages of operational readiness level instruction with those of medium-supported learning and avoid both disadvantages.

While many e-Learning-concepts still adhere to linear knowledge transfer, like it of books and other traditional teaching materials admits are, permit modern e-Learning-systems flexible and adaptive structures, with a certain Human Touch deal with the learning. Are appropriate for such systems network-like dialogue structures at the basis. The advantage of such e-Learning-models consists of it, that a much higher interactivity lies over the entire learning process. Often thereby the need reduces on Blended Learning (it is, practical abilities such as z. B. Equipment operations or social authority are the subject of the learning activity). The disadvantage exists in the increased expenditure in the necessity, to react variable to results from learning controls to, and in the necessity, numerous learn -, To implement recess and excursion paths, possibly in practice only by few learning to be ever walked on.

Motivation for the use of e-Learning

The rapid technological development of the computer industry and the associated new methods for the organization of contents (esp. Hypertext and Multimedia) the development of e-Learning-programs so mentioned promoted in a large extent. In the shoptalk is not one itself yet united, whether e-Learning in the sense of E-Mail, E-Business, etc.. for learning in the InterNet or as the more modern synonym for CUL (computer-aided learning) to be used is. Today one tends even rather to it, E-Learning as pure addition of the operational readiness level teachings as part of the in such a way specified Blended Learning to regard. Besides by different participants one tries, to give actual learning contents more weights, since so far above all the technological aspects were the center of attention.

E-Learning from the view of the organizational development

Successful introduction of e-Learning requires a number of accompanying measures for the respective institution:

  • Collection of the conditions for learning and needs.
  • Adjustment of the curricula.
  • Change of the operational sequences, so that time and incentives for learning on the job are given.
  • Adjustment of job descriptions and remuneration systems.
  • Multidiscipline teams (Didaktiker, Technician, Contents experts) are to be furnished either within the organization and/or. appropriate co-operation are to be developed.
  • Contents are to be stored in exchangeable formats and be made available all involved one to the use.

Robin Mason has also Models OF on-line Courses a procedure suggested, as e-Learning etappenweise can be introduced:

  • 1. Content + support Models: (information model, static Website) on-line activities takes max. 20% of the instruction time. That InterNet stands for support activities (search, Use of E-Mail, Download of materials) for the order.
  • 2. Wrap Around Model: (asynchronous panel) relationship Web to non--Web activities up to 50%. Instruction partly with traditional materials (z.B. Books) and interactive learning environment with further resources. In the InterNet are z.B. Schedules, Exercises and tasks as well as common Web activities (panels, To call up group works). Center of the activities remains however face ton face instruction.
  • 3. Integrated Model: (100%iges e-Learning) the core of all activities finds in InterNet instead of, in particular kollaborative activities and exchange of materials.

If e-Learning is to be operated effectively and efficiently, it requires certain modifications regarding the curricula. In particular it applies, Key authority how Media-, Information to promote and computer literacy. This Key authority become ideal-proves by IKT (a tool character) learns.

Gilly Salmon (Salmon 2000) differentiates 5 stages of the learning process on the way from the e-Learning-beginner to the e-Learning-professional:

  • 1. Entrance and motivation
In this phase the own computer environment for the later is furnished and adapted eLearning. This refers both to a physical installation of possibly necessary hard and software, in addition, begin to want to use on the structure of personal motivation eLearning and. Frequently still no entrance to the learning platform exists/in this phase Tutoren/ other Lernern. Assistance must over other media (telephone/ personally) take place. Straight ones in this phase are particularly problems and difficulties frustrating and can fast to the abort of the entire process lead.
  • 2. On-line socialization
As soon as technical and motivationale hurdles are overcome, is now eLearning to the Lerner in principle in its entirety at the disposal. However many functions are still unclear and must be explored by the Lerner at this time - the personal use and the applicableness for the personal learning process remain at first still locked
  • 3. Information exchange
It begins an active and active information exchange in the new medium. The functions of assigned software are ever more strongly used. In this phase however problems emerge regarding the handling of the new and large data set, D.h. it concerns classification, Archiving, Searches, Arranging and structuring
  • 4. Knowledge construction
Participants use eLearning ever more freely and more flexibly. It does not only take place the use of the on-line offered material, separate now also a ever more strongly becoming cooperative learning between the participants. The participants learn now of and with one another.
  • 5. Self organization
In this phase the participants transfer the responsibility not only for contents of the learning process but also increasingly for their organization, D.h. it takes place a self organization of learning and a distribution of roles within the groups of participants. This phase is not meaningful with all eLearning processes.

The role of the Tutors with the e-Learning

Meanwhile is undisputed, that success is improved by e-Learning by the use of Tutoren. Coach and Teacher qualify itself increasingly too Tele Tutoren further, around learning over the InterNet (On-line-learnto make possible). On the offerer of the qualification becomes dependent by on-line Tutoren, Tele Tutoren, E-coaches, E-Coaches, etc.. spoken. In the literature becomes particularly of tele and/or. On-line Tutoren spoken (see Christina lozenge bush: Tele Tutoren).

One can differentiate between three different requirement profiles.

  1. That Tele Tutor, that the learning on-line cares for with the help of different tools such as z.B. Forums, virtual classrooms; CSCW or Chat.
  2. Besides there are the on-line coaches, the individual on-line learning offers conceptionally provide
  3. E-Learning-managers are responsible for the introduction and conversion of e-Learning-programs to enterprises.

The use of Tutoren with the success of e-Learning is so undisputed is, so much is also well-known from practice, that a high necessity for the human influencing control can be quite also hinderlich. Simple one, pragmatic circumstances such as z. B. Holidays absence or high working load of the Tutors and/or. the Tutoren can entire Communities in its learning process stop. It is to be aimed at therefore, To arrange closed e-Learning in itself, to reduce over the necessity for the support by humans to a small measure and thus the asynchronous element, one of the most important increases in value of e-Learning, to ensure.

Example projects

  • Current general education: The current project contains already 2 years training off with curriculum, Goals and materials. The emphasis is on the current economic and political topics. Each week appear new several lessons.
  • Aral Learn CD "taking the money easily made": The learn CD mediates with videos, interactive exercises and dialogues the fundamental knowledge about the Aral p.o.s. systems. The innovative dialogue form and the convincing learning concept became with the European e-Learning Award eurelea 2005 as project with a pioneer character with the first place excellently. The learn CD converted by the IT company stradego was supplied with an edition by 12.000 copies to the gas station partners.
  • Austria Web Academy (AWA): E-Learning-platform Austria advertisement for the training of travel agency coworkers in Germany, Austria and Switzerland, 2,053 users (conditions 17. August 2004), modular structure, monthly new courses with different emphasis (Wellness, Culture, Winter sports, etc..), Partner of the AWA: Neckermann, Elvia, Advice, TUI, THE ROUTE. Technology: acre navigandi e-learning. Nominating for European e-Learning-Award 2004, Willy Scharnow price 2004, Bavaria on-line price 2004. Bavaria on-line price 2004 for acre navigandi GmbH as a technique supplier of the Austria Web Academy.
  • BudgetGame: First contentwise project of the national initiative "school in the net" in Switzerland. Meanwhile the BudgetGame obtains the largest on-line learning meeting of Switzerland in spielerische kind didactically founds knowledge about "handling money". The project is to that extent singular, that for the first time public institutions converted an on-line learning project here together with a private company. The private partner was limited thereby to the financing of the offer which can be defined as "image Sponsoring". Contents were compiled by training persons and accompanied by a team of experts. The project won also desired Swiss teaching material honor "recommended from youth & economics".
  • EducaNext.org: A knowledge market for the exchange of academic knowledge resources. Many knowledge resources about e-Learning are made available for open under content license. Technology: Universal Brokerage Platform
  • Correspondence university Hagen: The correspondence university Hagen is prominent in the development of tools eLearning. The project "platform 2003" of the virtual university makes possible to acquire it the students in a virtual classroom independently and without time pressure a nationally recognized university conclusion.
  • kommun@l on-line: National center for political education Baden-Wuerttemberg: With the project kommun@l on-line offered the LpB Baden-Wuerttemberg as the first institution in Europe and citizen interested a e-Learning course for future Kommun@l politician. Tutoriell cared for Web based training assistance stradego of the e-Learning suite converted and obtained knowledge from the ranges finances, Quite, Taxes and politics. The project became with the European e-Larning Award eurelea 2004 nominates.
  • Learn@WU: An electronic learning environment at the school for economics Vienna for the study entrance phase (10,857 users, 18,861 teaching materials, Conditions 22. May 2004). Technology: OpenACS, dotLRN
  • Learning psychology: An interactive learning environment of the University of Duisburg meal (freely accessible).
  • Master OF kind in Educational Media: In the master program of the university Duisburg meals e-Learning Expert/ becomeinside trained. It is an on-line study with operational readiness level phases and betreuuten groups of learning, that is occupation-accompanying put on. It closes off with the title "master OF kind in Educational Media".
  • Net coach: Locked of Net coach project the already was promoted by the European union and had as a goal an European Union width further training to the on-line coach, exclusively over the InterNet one offers. For training the tele academy of the FH ford cheeks is responsible, Cépière formation in Toulouse as well as the college group South Yorkshire SYFEC.
  • Schoogle: eLearning and to knowledge management platform by the example BORROW Spittal A. D. Drau: That BORROW Spittal A.D. Drau introduced eLearning and knowledge management the platform schoogle as the first school. Schoogle is a Rundumloesung, is particularly to the needs cut by schools. The solution became from the KNOW center, Of Austria authority center for knowledge management together with its partner Hyperwave develops.
  • WebQuest: Project of Bernie Dodge, San Diego State University: With this concept, WebQuest, it concerns active investigation of interesting questions. Development takes place in groups and is based primarily on authentic texts and sources from that InterNet. Independent, problem oriented learning is necessary. Almost all information is referred from the Web.
  • WeLearn: Of the Austrian Federal Ministry for education, Science and culture supported and recommended e-Learning platform. The WeLearn system is very flexible both in the use and in the use and makes a broad spectrum possible at learn Settings. Thus WeLearn can both to the bare, but controlled file exchange (data delivery, Download course material, etc..), and for Blended Learning, up to (Non operational readiness level) the Teleteaching instruction to be used. Beside international standards, as for example CIM CPS within the range of assembled courses are u. A. Possibilities for synchronous as well as asynchronous communication integrates, which are to be handhad both for learning and instruction very simply. Flexible and extensive methods for (anonymous) the evaluation of use and navigation data help the instruction after holding of a course in the necessary reinforcement. The supplied data can supply for example the basis for the revision of the course. The software is put to all educational facilities promoted by the federation free of charge at the disposal and can be installed directly locally at the educational facility. Further the possibility exists, for schools that the WeLearn server is gehostet central by the Education Highway, which is offered likewise free of charge.
  • WiBA Net: Materials in Building industry and in that Architecture. Group project of six German universities, that the entire range of a universitaeren training subject over the InterNet for the first time makes available. Carrier of the Best e Teaching Awards 2004 of the technical university Darmstadt.

See also

Literature

  • Andrea bake, Olive Bendel, Daniel Stoller Schai (2001): E-Learning in the enterprise: Bases - strategies - methods - technologies. Zurich 2001 ISBN 3-280-02749-7
  • Olive Bendel, Stefanie Hauske (2004): E-Learning: The dictionary. Oberentfelden/Aarau 2004 ISBN 3-0345-0111-0
  • Beate Bruns and Petra Gajewski (2002): Multimedia learning in the net: Manual for Entscheider and planners. 3. Aufl. Berlin 2002. ISBN 3-540-42477-6
  • CD Austria, Special edition of the CBM:bwk, 05/2002, HTTP:www.education.RKstaticallybmbwk/e-learning.pdf
  • Hartmut Haefele, Kornelia Maier Haefele (2005): 101 e-Learning seminar methods. 2. Aufl. Bonn 2005. ISBN 3-936075-07-7
  • Michael Kerres (2001): Multimedia and telemediale learning environments. Conception and development. Munich 2001 ISBN 3-486-25055-8
  • Bernd Kleimann, Klaus Wannemacher: E-Learning at German universities. From the project development to the lasting implementation. Hanover 2004. ISBN 3-930447-56-8
  • Kornelia Maier Haefele, Hartmut Haefele (2005): Open SOURCE of tools for e-trainings. Bonn 2005 ISBN 3-93607-520-4
  • Christoph Hieber, Silvia Nossek (2004): "you have post office! Effective employment of new communication media in organizations "Heidelberg 2004 ISBN 3-89670-455-9
  • Alfons Rissberger and Guenther Serfas (1995): "a small time journey - a school day in the year 2004" Frankfurt general newspaper, 7. March 1995, HTTP:www.more rissberger.de/pages/press.HTML

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