Luis SeguraDevelopment of Business Applications

University of Applied Sciences Fulda, Germany

11.12.2007

ContentsIntroductionAdvantagesCommunication technologies used in e-

LearningLearning Management SystemsCollaborative SoftwarePedagogical ApproachesInteraction and Training SystemsArchitectural examples: Service-orientedDemo of a Virtual Learning Environment(VLE)

IntroductionE-Learning is associated with advanced

learning technology (ALT), which deals with the technologies and associated methodologies in learning using networked and/or multimedia technologies.

It is referred also to computer-based training ,On-line Learning(web-base learning) and M-learning (where mobile technologies are used).

IntroductionIt focuses on research, networks and learning

technology.It is associated with multimedia computing,

instructional design, evaluation and video for learning.

Innovative distance learning methodology.Developing course designs that support e-

groups and online communities of learning.

AdvantagesWho wants to learn is not restricted by her/his

geographical location or time limitation.Person who can quickly learn , does not need

to wait for others to understand. At the same time , who learns slowly can take her/his own time.

A growing number of physical universities began to offer a select set of academic degree and certificate programs via the Internet at a wide range of disciplines.

Communication technologies used in e-learningCommunication technologies are generally

categorized as asynchronous or synchronous. Asynchronous activities use technologies such as

blogs, email and discussion boards. The participants exchange information without the dependency of other participants at the same time.

Synchronous activities use technologies such as chat session or a virtual classroom. The participants exchange information with one or more participants during the same period of time. A face to face discussion is an example of synchronous communications.

Communication technologies used in eLearningLearning management systemsCollaborative softwareMobile devices

Voting systems in a classroomTraining programsLearning in museumsDictionaries for language learningAssist navigation with GPS

Multimedia CD-ROMs

Communication technologies used in eLearningSimulation

Training: live, virtual, constructiveHealthcare: Medical procedures, active models.Military: war gamesFinance: PlanningFlight SimulatorsRobotics

Wikis: It allows to create, edit and link web pages easily.

Web-based teaching materialsWeb sitesDiscussion boards: ForumsEducational animationGames

Learning Management SystemsLMS is known also as Virtual Learning

Environments(VLE) and Course Management System(CMS).

It is designed to help teachers by facilitating the management of educational courses for their students.

The system can often track the learners' progress, which can be monitored by both teachers and learners.

Learning Management SystemsThese systems usually run on servers, and

give the information to the courses through Multimedia and/or web pages.

Components of these systems usually include templates for content pages, discussion forums, chat, quizzes and exercises . Teachers fill in these templates and then release them for learners to use.

Collaborative SoftwareThis software is part of Computer Supported

collaborative Learning (CSCL).It includes the study of this software and

social phenomena associated with it.Such software systems are for example email,

calendars, text chat, social netwoks like Facebook, Studivz, and webseites like Wikipedia created with wikis.

Pedagogical approachesInstructional design - the traditional pedagogy of

instruction which is curriculum focused, and is developed by a centralized educating group or a single teacher.

social-constructivist- It is a collaborative approach by the use of discussion forums, blogs and on-line collaborative activities.

Cognitive perspective focuses on the cognitive processes involved in learning as well as how the brain works.

Emotional perspective focuses on the emotional aspects of learning, like motivation, engagement, fun, etc.

Behavioral perspective focuses on the skills and behavioral situations of the learning process.

Contextual perspective focuses on the environmental and social aspects which can stimulate learning. Interaction with other people.

Interaction in E-Learningand Training Systems

Zongmin Ma(2005). Web-based Intelligent E-learning systems: Technologies and applications. Northeastern University, China.

Interaction in E-Learningand Training SystemsLearning and training interaction: Learning is

about the acquisition of knowledge or skills.Knowledge: In this case is referred to what is

often called declarative knowledge, facts, "knowing of". The objective of the learner is to be able to understand about knowledge. The style of learning is usually classical studying.

Skills: In this case is referred to what is often called procedural knowledge, instructions, "know-how". The objective of the learner is the ability to perform instructions and procedures. The style of learning is training.

Interaction in E-Learningand Training SystemsHuman-computer interaction:

The interface between learner and multimedia system is defined by three models: Cognitive models and architectures represent the

user’s knowledge, intentions, and abilities. Production of plans of activities are required.

Task-goal-model structures the user goals and the corresponding tasks that have to be executed to accomplish the goals.

Linguistic models (automatic pattern recognition) introduce a vocabulary, and control the interaction through a user-system grammar.

Interaction in E-Learningand Training SystemsMultimedia implementation:

Multimedia systems are characterized by the channels provided to access and communicate knowledge and to enable activities.

A channel is considered as an abstraction of a connection device used to communicate encoded information. Examples are text or audio.

General View on an E-Learning System

http://www.rz.uni-karlsruhe.de/~kb95/papers/109.pdf

Service-oriented Architecture for e-LearningMany of the existing architectures of e-

learning systems are mainly based on plain client-server or peer-to-peer architectures and are therefore suffering from drawbacks like poor scalability or complicated interchange of content. There is another view which presents a distributed, service-oriented architecture for e-learning systems based on Web services and software agents.

Example 1: Service-oriented Architecture for e-Learning

http://ftp.informatik.rwth-aachen.de/Publications/CEUR-WS/Vol-238/paper4.pdfInstituto de Informática – Universidade Federal do Rio Grande do Sul, Brasil

Example 1: Service-oriented Architecture for e-Learning

http://ftp.informatik.rwth-aachen.de/Publications/CEUR-WS/Vol-238/paper4.pdfInstituto de Informática – Universidade Federal do Rio Grande do Sul, Brasil

Example 2: Service-oriented Architecture for e-Learning

http://www.rz.uni-karlsruhe.de/~kb95/papers/109.pdf

Virtual Learning Environments (VLE)ClarolineATutorDokeosKEWLLON-CAPAMoodleSakai ProjectOLAT

Claroline It allows teachers to create and administer course

websites through a browser (Internet Explorer, Netscape, Mozilla, ...).

It helps to: Publish documents in any format (PDF, HTML, Office,

Video...). Run public or private discussion forums. Manage a list of links. Create student groups. Compose exercises. Structure an agenda with tasks and deadlines. Make announcements (also via e-mail). Have students submit papers. Consult statistics of frequenting and success in the exercises.

References Zongmin Ma(2005). Web-based Intelligent E-learning systems:

Technologies and applications. Northeastern University, China. http://en.wikipedia.org/wiki/E-learning#Goals_of_e-learning http://en.wikipedia.org/wiki/Advanced_learning_technology Bower, G. H. & Hilgard, E. R. (1981). Theories of learning. Englewood

Cliffs, NJ: Prentice Hall. Claroline download program at

http://www.claroline.net/download/stable.html Claroline online demo at http://www.claroline.net/demo/demo.html http://ftp.informatik.rwth-aachen.de/Publications/CEUR-WS/Vol-238/

paper4.pdf