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Posts tagged ‘eLearning course’

SIX E-LEARNING MYTHS AND THE REALITIES ASSOCIATED WITH IT


E-learning courses have seen a downward trend in recent times. In this article; we look at several misconceptions and realities associated with e-learning courses.

E-learning industry has been going through a tough stage. There are mixed reactions which have been received from students about the quality of e-learning courses. There are some misconceptions associated with e-learning which needs to be clarified. Let us look at these misconceptions and the realities associated with it:

  • Myth: Quantity is as significant as quality. Generally e-learning is priced according to the volume produced. Even customers are concerned with the volume of content rather than the quality of the content. But this is not correct.

Reality: If the e-learning course is designed taking into consideration quality of the content, then the same course can get reduced by a considerable margin. This will ultimately result in saving of time. The employees can then concentrate on their work and learn through practical case studies provided in the e-learning courses.

  • Myth: All the content is important.  Lots of times customers feel that all the content is important for the e-learning course. However, that is not the case.

Reality: There is no guarantee that everything displayed in the course will be understood and recalled by the student. Hence; it is important for the customers to understand that all the content is not required for the course and only the important parts that comprises of major learning needs to be integrated in the course. Content should be designed keeping in aspect different things like: usability approach, frequency, importance and type of use etc. Once these aspects have been decided then the content is prepared keeping in focus the training, reference material and things to exclude from the content.

  • Myth: E-learning is just a course. Most of the customers believe that e-learning is merely an electronic textbook that replaces classroom training. That is not true.

Reality: It is more involved in practical approaches which help people in improving their performance. It should comprise of various different subjects like:

      • Knowledge management
      • Performance support systems
      • Intranets
      • Practice environments
      • Standard electronic courses

 

  • Myth: Things will become easier once the technology improves.  There is a common belief that e-learning is falling behind because of the current state of technology. There is always a hope for a miracle cure round the corner but the major problem is the level of training at the level of delivery. Reality: Lot of time is devoted to understand the content management and training approach which will never go away. This does not mean that improvements in technology, standards, and theories will not help but it will not cure the current problems faced in designing e-learning courses easily.
  • Myth: E-learning is easy.  Clients believe that they are paying for simplicity. But is it so simple to make the complicated subject simpler?

Reality:  Clients often expect simpler solutions to complicated ones. But e-learning has always been more about making complex things clearer and simple.

  • Myth: E-learning provides one-time quick fix solution.  It is often believed that e-learning provides quick fix solution to practical problems in real time. However; that is not true.

Reality: It really takes time and energy to develop content for the courses in accordance to the target audience.
E-learning courses give practical exposure to the students. With the help of these courses; corporate executives can learn to solve practical problems faced in the organization. An efficient e-learning course provider should take these points seriously and create a proficient course that meets the needs of the target audience.

About emPower

emPower  is a leading provider of comprehensive Healthcare Compliance Solutions through Learning Management System (LMS). Its mission is to provide innovative security solutions to enable compliance with applicable laws and regulations and maximize business performance. empower provides range of courses to manage compliance required by regulatory bodies such as OSHA, HIPAA, Joint commission and Red Flag Rule etc. Apart from this emPower also offers custom demos and tutorials for your website, business process management and software implementation.

Its Learning Management system (LMS) allows students to retrieve all the courses 24/7/365 by accessing the portal. emPower e-learning training program is an interactive mode of learning that guides students to progress at their own pace.

For additional information, please visit http://www.empowerbpo.com.

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Nelson’s digital learning bill advances


By Post-Bulletin staff

ST. PAUL — Legislation that encourages more online learning in the classroom passed the Minnesota Senate on Thursday with broad bipartisan support.

Sen. Carla Nelson, R-Rochester, sponsored the digital learning bill. It would require the Online Learning Advisory Council, with the help of the Minnesota Department of Education, to develop a catalog for teachers of all the digital learning materials indexed to Minnesota academic standards. There will also be a system set up that will allow teachers and students to rate the material. The bill also requires a study to determine how to link student performance to the digital learning materials.

The bill also allows basic skills revenue to be used for digital elearning, and it encourages every Minnesota student to take at least one online class before graduating.

Nelson’s bill calls for a review of state regulations to identify any that might impede digital learning in the classroom.

The Senate passed the bill 53-11. The measure now goes to the House and, if it passes there, the governor.

This article was originally posted at http://www.postbulletin.com/news/stories/display.php?id=1490120

Faculty Initiative: Technology in the Classroom


Colleges and universities across the country are rising to the challenge of utilizing technology in the classroom and meeting the demands of students in the technology age. St. Norbert College is not far behind the pack with a new faculty initiative.

Last February, President Kunkel and the Office of Faculty Development led a forum called “eLearning in the Digital Age.” This forum was held to raise awareness of the growing trend in higher education to make use of digital technologies in the classroom.

Dean Jeffery Frick then appointed a panel of faculty members called the “Digital Learning Initiative” task group (DLI) to continue with the discussion.

Members of the task group include Paul Johnson, associate professor of philosophy, Reid Riggle, associate professor of education, Gratzia Villarroel, associate professor of political science, John Frohliger, associate professor of mathematics, Blake Hensen, assistant professor of music and Kristin Vogel, director of the library.

The group has released a DLI report on technology in higher education. The report includes the context of the discussion up until now: a history of digital learning, the group’s guiding principles, the group’s recommendations, and the group’s vision statement.

The vision statement of the DLI is: “St. Norbert College shall work to establish and foster a culture of collaborative entrepreneurship across the campus which incentivizes, supports and acknowledges the development and successful incorporation of digital learning skills and technologies into the educational Mission of the College.”

The task group is interested in the pedagogy, or the teaching techniques, implementing technology in classroom and what this can bring to education.

One of the guiding principles in the document is, “Change is imminent, and St. Norbert College must adapt.”

“Until now, the discussion was kept to faculty and staff at St. Norbert College,” said Johnson, “but now an important next step in the process is to involve the students to broaden the conversation.”

The committee plans on taking the next step of involving students through general surveys and forums which students along with the St. Norbert College community would be invited to attend.

“I would like to see student focus groups,” said Riggle. “I think a focus group would be more structured and the dialogue would contain specific questions or concerns.”

An example of one of the questions the DLI has is the use of social media in higher education. Social media does not always transfer to the classroom and the task group needs the students’ opinions and thoughts on why this is.

There are two ideas the DLI has presented to boost technology in the classroom. The first is to provide faculty with a small stipend to promote the use of technology. The second is to delegate one faculty member in each discipline to be the technology advisor.

“The committee has the idea of the full spectrum pedagogy,” said Johnson, “One end of the spectrum holds the traditional professors and the other end holds the entrepreneur professors with all the colors in between.”

The committee values both ends of the spectrum because both are extremely valuable to the Liberal Arts experience.

Something the task group is aware of is the push and pull of the spectrum. “If we lean far towards technology then what do we lose in the classroom?” said Johnson.

“It’s important to maintain balance,” said Riggle, “We don’t want to leap into technology, but what is the best course environment as we progress into the future?”

The school plans to place implementing technology into higher education high on the school’s Strategic Plan.

This article was originally posted at http://www.snctimes.com/news/faculty-initiative-technology-in-the-classroom-1.2808205#.T1Wmml21uT4

Sen. Rogers: Digital Learning Can Make Georgia a Leader in Education


Digital learning, teachers are the main subjects of Sen. Chip Rogers weekly legislative address.

Rogers said SB 289, the Digital Learning bill, will give Georgia the opportunity to be a leader in education instead of continuing to trail the nation.

The Republican senator said most of the time digital learning would take place in the classroom, at each student’s own pace.

Places in the state without the abiltiy to pay teachers for small numbers of students in subjects such as physics and languages such as Japanese will be able to offer them through digital learning, Rogers said.

Digital Learning Bill Passes State Senate


The Digital Learning Act passed the Senate with a bi-partisan vote of 36-15. The bill was sponsored by Senate Majority Leader Chip Rogers (R-Woodstock) is expected to make Georgia a national leader in online elearning.

“This bill would significantly broaden learning opportunities for Georgia students. Based on current virtual classes already being offered we have the opportunity to increase student achievement at significantly lower costs,” said Sen. Rogers.  “Right now, there are 16,000 students participating in this program, and that number is quickly growing. These programs are vital to ensuring that our students are able to meet the ever-changing demands of the 21st century marketplace.”

SB 289 focuses on the importance of virtual and digital learning in today’s modern learning environment. Under this bill, students entering the ninth grade during the 2013–2014 school year will complete at least one online learning course prior to graduation.  Options to meet this requirement include the following:

• Online courses offered by the Georgia Virtual School;

• Online duel enrollment courses offered by a postsecondary institution; or

• Online courses offered by a provider approved by the Georgia Department of Education

The bill also requires all end-of-year core subject assessments to be administered online by the 2014-2015 school year, a move expected to dramatically reduce the opportunity for cheating.

In addition, the passage of SB 289 would allow local school systems to enter into contracts with virtual learning providers approved by the Georgia Department of Education.

The bill has received support from the Department of Education, specifically from Bob Swiggum, the Chief Information Officer for the Georgia Department of Education and Thomas Wilson, Director of Governmental Affairs at the Department of Education.

“SB289 provides more opportunities for Georgia’s students to participate in online courses, a common instructional method of post-secondary institutions,” said Bob Swiggum, Chief Information Officer for the Georgia Department of Education. “Our students will be better prepared for success, instructional costs will be reduced, and a wider variety of courses will be offered.”

Sen. Rogers, along with several of his Senate colleagues, are working to find solutions to address the educational needs of 21st Century students. This bill is a key component to the Republican Caucus’ ongoing commitment to education reform.

RELEASE
For Immediate Release:
February 24, 2012

Contact:
Natalie Dale, Director
natalie.dale@senate.ga.gov
404.656.0028

District begins rolling out ‘e-Learning’ environment


The Reynoldsburg school district has taken steps this year to implement districtwide digital learning and education technology.

Reynoldsburg High School assistant principal Denise Lutz, who is overseeing the development and rollout of the systems, said the focus is on improving student learning.

Lutz said that since September, efforts have begun to build capacity around “e-Learning,” in which students use technology in or out of the classroom to personalize the educational experience.

Teachers could provide contents of the coursework online for the students to access on their computers or other digital devices at anytime.

The district is using an online tool called “itsLearning,” where students log in online to participate in a class.

The website address is http://www.reynoldsburg.itslearning.com. Teachers upload content in a written or video format, allowing students to log in and view it anytime during or after school hours, Lutz said.

“You can learn anything, from kindergarten math all the way up through college-level mathematics, where you watch a video and learn how to do the problem at night for homework,” she said. “Then when you’re with the teacher the next day, you’re working through the questions and getting the individualized attention that you need. É Instead of doing problems for homework, you’re learning the content for homework.”

The district is installing SMART Boards in all classrooms to enhance the digital technology application.

“With SMART Boards, teachers have the ability to video or record a 10-minute lecture, audio or by capturing the screen, post it on the website and say, ‘Here’s your homework for tonight,’” Lutz said.

Teachers are using this technology at the Summit Road high school STEM academy.

Lutz said that in the next few weeks, all classrooms throughout the district would have SMART Boards installed.

Lutz said teachers and staff members in all grade levels have been trained on how to use the system specific to their individual needs.

“We’ve been systematic at rolling out training. It’s a K-through-12 platform, so there’s different looks and feels for a kindergartner or first-grader when they log in, as opposed to an 11th-grader,” she said.

Lutz, who has worked in education and technology-based systems for 22 years — the past three in Reynoldsburg — said another advantage of using online technology is that a school building would not have to use a calamity day.

“The learning would continue online, so you could be exempt from a calamity day, but the requisite is that every teacher in your building has to have a site and maintain it so lessons are current,” Lutz said. “It extends learning beyond the classroom. A teacher has a class for 50 minutes, and, say, they have started this great discussion or something really engaging. How do you continue the conversation once the student has left the classroom and building?

“Using the itsLearning system, with built-in discussion features and conferencing features, allows kids to continue what was so vital in the classroom,” she said.

Also, Lutz said, using the online technology offers advantages to students, allowing them to view the coursework and content multiple times.

“That’s another piece to posting the content online,” she said. “If you’re a student that needs to watch or read it six times, stop it or pause it or rewind it, you can do that. It’s anytime, anywhere learning. They always have access to their courses or content.”

Read More Here

From Laggards to Leaders


Secretary Duncan joined FCC Chairman Julius Genachowski in a Digital Learning Day town hall at the Newseum in Washington. Feb. 1, 2012. Official Department of Education photo by Joshua Hoover.

The numbers tell the story.

Two million students, 18,000 teachers, 36 states plus the District of Columbia, 26 national organizations, 24 companies, and 16 state governors joined forces on-line last week to celebrate the first ever National Digital Learning Day.

Their message was clear: Digital technology powers elearning.

Technology in the classroom is not just about the latest tools; it’s an imperative for a country with a high dropout rate competing in a globalized world.

As smart use of digital technology expands, it could boost high school completion. More than 1 million of our students drop out every year — something that’s referred to as the “leaking pipeline:”

Across the country, 24 out of 100 9th graders are below “Basic” on NAEP reading scores and only 72 will graduate from high school. Forty-four of those students will enter college, but 16 will need remediation, and only 20 will finish with a college degree.

Digital technology makes it possible for teachers to differentiate more effectively by personalizing the learning to meet the needs of each student at every level. With the right use of technologies, we can shift our time from classroom management to focused learning on HOW to teach depth of content and concepts. This is especially critical for our newest teachers.

Mooresville Graded School District in N.C., understands the important role digital tech can play. The district made a huge push to integrate digital technologies, and raised its graduation rate by 25% and is now 3rd out of 115 school districts with one of the lowest per-pupil expenditures in the state.

But what I most appreciate about digital technology is what it does for the teaching profession.

Smart use of technology simply develops our skills as teachers.

“As a teacher, I’m no longer just a repository of information. My role as a teacher has shifted. With technology, students are engaged,” said 25-year teaching veteran Esther Wojcicki, who teaches journalism in Palo Alto, CA.

And for those who think technology is not feasible because our teaching force isn’t ready, we need to clarify.

America’s teachers know technology. The number of Americans who have grown up on touch phones, Google, Facebook, and Twitter is growing. At the same time, we know that technology has gotten easier and more compelling for everyone: We all use it for work, to research, and to socialize.

So it’s not the technology that we need to train teachers on; it’s the pedagogical shift that needs to happen to use that technology well.

In his State of the Union speech, President Obama asked us to think about an America that leads the world in educating its people and digital technology can help do just that.

Secretary Duncan was right when he said, “Technology going forward is going to revolutionize how we provide education.” As a teacher, I can’t wait to be a part of that.

Learn more about ED’s National Education Technology Plan and the Digital Textbook Playbook.

Claire Jellinek is a 9th-12th grade social studies teacher at South Valley Academy in Albuquerque, NM and a 2011-2012 Washington Teaching Ambassador Fellow.

This article was originally posted at http://www.ed.gov/blog/2012/02/from-laggards-to-leaders/

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