Lessons learned from e-learning projects

Mateja VerlicUniversity of Maribor

Faculty of Electrical Engineering and Computer Science

University of Jyväskylä, September 2006

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University of Jyväskylä, September 2006

Contents 1/2Contents 1/2

Key-points about e-learning E-learning from different perspectives Experience from projects Moodle vs. Dokeos Lessons learned E-learning tips Best practices

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University of Jyväskylä, September 2006

Contents 2/2Contents 2/2

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University of Jyväskylä, September 2006

Key points about e-learningKey points about e-learning

Stimulates remote exchanges and collaboration

Empowers the learner in every situation (learning at school, at university, at work, at home)

Bringing learning to people, not people to learning

AND

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University of Jyväskylä, September 2006

E-learning from different E-learning from different perspectivesperspectives Participants in e-learning:

E-learnerE-mentor / e-teacherDeveloper (designer) of e-materialsLMS administrator

Different roles in: Online communities and networkLearning management systems (LMS)

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University of Jyväskylä, September 2006

About projects 1/2About projects 1/2

Phare Programme funded projects: ROMB TIBOR DISNET

Spreading computer literacy (ECDL Start) Four modules of ECDL Start:

Basic concepts of Information Technology (IT) Information and communication (Internet) Using the computer and managing files (Windows) Word processing (Word)

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University of Jyväskylä, September 2006

About projects 2/2About projects 2/2

Combined (blended) learning: Some meetings in classroom Most of the learning at home

Common characteristics of learners: Unemployed adults Different ages (18 - 55) Various levels of education (finished high school,

university) Various ICT skills

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University of Jyväskylä, September 2006

ROMBROMB

Specific characteristics of learners: 1st group: basic or no ICT skills 2nd group: basic to moderate ICT skills

LMS used: Dokeos My roles:

E-learner E-mentor

Scheme: 1 classroom meeting per module Exam in the last classroom meeting

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University of Jyväskylä, September 2006

ROMB: Dokeos systemROMB: Dokeos system

Materials: SCORM BitMedia environment

Advantages Attractive materials Interactive animation

Disadvantages Authorware plug-in required Long downloading times Relatively complex user interface

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University of Jyväskylä, September 2006

ROMB: materials 1/3ROMB: materials 1/3

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ROMB: materials 2/3ROMB: materials 2/3

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ROMB: materials 3/3ROMB: materials 3/3

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University of Jyväskylä, September 2006

TIBORTIBOR

Specific charateristics of learners: Unemployed adults from rural areas

ECDL – additional 3 modules: Spreadsheets, Databases, Presentations

My roles: E-mentor Developer Administrator

Scheme: 3 classroom meetings before e-learning

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University of Jyväskylä, September 2006

TIBOR: Moodle systemTIBOR: Moodle system

Materials: Simple HTML files Demonstrations (Flash) Intermediate quizzes

Advantages Simple user interface Various web-browser support

Disadvantages Lower levels of interactivity Flash plug-in needed for demonstration

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University of Jyväskylä, September 2006

TIBOR: materials 1/4TIBOR: materials 1/4

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TIBOR: materials 2/4TIBOR: materials 2/4

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TIBOR: materials 3/4TIBOR: materials 3/4

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TIBOR: materials 4/4TIBOR: materials 4/4

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DISNETDISNET

Specific charateristics of learners: People with special needs Deaf and hard of hearing Blind and weak-sighted

My roles: Developer Administrator

Scheme: 1 meeting per module, additional meetings possible, interpreter at exam

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University of Jyväskylä, September 2006

DISNET: Moodle systemDISNET: Moodle system

Materials: Simple HTML files Streaming video with interpreter 2 variations of materials (with/without interpreter)

Advantages Simple user interface Accessibility

Disadvantages Lower levels of interactivity Internet Explorer only

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DISNET: materials 1/2DISNET: materials 1/2

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DISNET: materials 2/2DISNET: materials 2/2

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DISNET: QuizesDISNET: Quizes

Problem: including interpreter

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University of Jyväskylä, September 2006

Summary of material evaluationSummary of material evaluation

ROMB TIBOR DISNET

Simple user interface

High level of interactivity

Multiple browser support

Accessibility

Different skill levels

Different learning styles

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University of Jyväskylä, September 2006

Moodle vs. DokeosMoodle vs. Dokeos

LMS comparison Administration Grading learners and monitoring their

progress User-friendliness (learner, teacher,

administator)

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University of Jyväskylä, September 2006

Learner’s perspectiveLearner’s perspective

Moodle Dokeos

Simplicity of user interface

Tools available

Personalization

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University of Jyväskylä, September 2006

Teacher’s perspectiveTeacher’s perspective

Moodle Dokeos

Creating materials

Adding materials

Organizing materials

Tracking users

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University of Jyväskylä, September 2006

Administrator’s perspectiveAdministrator’s perspective

Moodle Dokeos

Importing users

Managing users (groups)

Managing system (overall)

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Lessons learnedLessons learned 1/4 1/4

Get to know your...Target groupLMS systemE-learning toolsYourself

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University of Jyväskylä, September 2006

Lessons learnedLessons learned 2/4 2/4

Get to know your publicWhat makes them tick?Level of ICT skillsMotivationExpectationsSpecial requirementsDifferent styles of learning

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Lessons learned 3/4Lessons learned 3/4

Get to know your LMSHow it works?Tools available

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Lessons learnedLessons learned 4/4 4/4

Get to know your toolsForums (motivation to express themselves)Chat-rooms (user connection, can server

manage so many users) Get to know yourself

Time schedule for supportMotivation

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University of Jyväskylä, September 2006

E-learning tipsE-learning tips

e-Learning is more than online courses Content is not the answer to every learning problem Beauty is in the blend Learning solutions must be appropriate An LMS is not a necessary pre-requisite to e-learning Success measures should be clearly identified The right conditions need to be in place for e-learning to

succeed Just do it!

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University of Jyväskylä, September 2006

Best practicesBest practices

Focus on the needs of the learner, not the trainer or institution

Take advantage of the net: real-time, 24/7, anywhere, anytime

Bring people together to collaborate and learn together Personalize, often by combining "learning objects" on the

fly Offer more than one learning method, e.g. virtual

classroom and simulation and self-paced instruction

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University of Jyväskylä, September 2006

Support toolsSupport tools

CourseGenie MindManager SnagIt Camtasia

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CourseGenieCourseGenie

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MindManagerMindManager

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SnagItSnagIt

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CamtasiaCamtasia

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Thank you!Thank you!

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University of Jyväskylä, September 2006

QuestionsQuestions