Four Questions About Elearning

Four questions about eLearning Prof. Dr. György Kende – Dr. György Seres

The building of eLearning, the Internet has been built 

Classrooms - the local Intranet networks – are equipped with systems of learning organization are being built

Desks - the computers - are ready to welcome students 

Blackboards and boxes of chalk – the presentation software of multimedia devices providing all the imaginable and unthinkable forms of demonstration - are available for teachers. 

Now in this well-equipped building the only questions to be answered are: •Who should be eTaught? What to eTeach?

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•Who should eTeach? •How to eTeach?

Answer to the question of „Who should be eTaught?” is relatively simple: everybody - sooner or later 

After its ”invention”, human speech as the first teaching aid became a common form of teaching for thousand years – he who wanted to learn that first of all had to learn to speak.

Invention

of writing and then printing greatly increased efficiency of knowledge transmission accumulated by the by mankind – literacy is a prerequisite for learning for centauries.

Answer to the question of „Who should be eTaught?” is relatively simple: everybody - sooner or later 

„Digital literacy” has been a prerequisite for eLearning

since

image, motion picture and voice recording became general and efficient method in teaching and learning by the application of multimedia devices - digital data recording, transmission and displaying, local and global computer networks

Answer to the question of „Who should be eTaught?” is relatively simple: everybody - sooner or later 

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Nowadays not everybody meets this requirement yet – they can only be taught in conventional way. However, the generation growing up in kindergartens with “childproof” (or in Hungarian usage “cocoaproof”) computers will surely be an eLearner

Answer to the question of „Who should be eTaught?” is relatively simple: everybody - sooner or later 

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But even today there are target teams for whom digital literacy – user-level knowledge of computer and Internet – is one of the job requirements. For example, eLearning can be an ideal solution for employees of big firms, public employees and professional strength of the Army to meet lifelong learning requirement.

Answer to the question of „Who should be eTaught?” is relatively simple: everybody - sooner or later 

… and robots of course

Training of robonauts in NASA

ASIMO robot of HONDA

Now in this well-equipped building the only questions to be answered are: •Who should be eTaught? What to eTeach?

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•Who should eTeach? •How to eTeach?

The question of „What to eTeach?” can be answered similarly: everything – sooner or later, that has to be acquired within an organized framework. 

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eLearning enhances not only efficiency of conventional theory teaching, but the most varied virtual models, simulators and character games can greatly improve cost-effectiveness of practical training as well.

Virtual models, simulators

Now in this well-equipped building the only questions to be answered are: •Who should be eTaught? What to eTeach?

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•Who should eTeach? •How to eTeach?

To answer the question of „Who should eTeach?” is much more difficult. 

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In a conventional school it is the teacher who gives a lecture on a specified or selected curriculum, coaches students and then checks or examines and evaluates acquirements. The question of Who teaches? comes up in the case of a multimedia curriculum package elaborated for acquiring a set of knowledge – subject, topic etc. – by eLearning.

To answer the question of „Who should eTeach?” is much more difficult. 

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Is it the teacher, who selected and worked the curriculum up? Is it the graphic designer, who composed the presentations facilitating understanding? Is it the information specialist, who wrote the screenplay? Is it the narrator, who gave the lectures? Is it the programmer, who recorded the result in a digital data medium or an assigned network address, in a form easy to handle by the student? Is it the tutor, who holds intercourse with the students during distance learning?

To answer the question of „Who should eTeach?” is much more difficult. 

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It would seem the simplest solution when some one person would perform all these tasks, however it is impossible and unnecessary to prepare every teacher for studying so many professions.

To answer the question of „Who should eTeach?” is much more difficult. 

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The knowledge standards mentioned in introduction make it possible to organize curriculum-objects worked out by prominent experts of the country or a linguistic area into content-storehouses from where teachers, schools or other educational institutions can collect material for compiling curriculum suitable for their aim.

To answer the question of „Who should eTeach?” is much more difficult. 

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Of course, eCurricula necessary for subjects of institutions of higher education and special courses requires mostly individual working-out, close cooperation from participants performing abovementioned tasks ranging from working-up curriculum to checking acquirements.

Now in this well-equipped building the only questions to be answered are: •Who should be eTaught? What to eTeach?



•Who should eTeach? •How to eTeach?

To the question of „How to eTeach?” so many answers can be given as many forms of education, schools, subjects and teachers exist

To the question of „How to eTeach?” so many answers can be given as many forms of education, schools, subjects and teachers exist The eLearning looks back on a very short history. The first Internet lessons started in 1997. The conception itself is construed in several ways. According to the European Union we can study question at the website: 

http://elearningeuropa.info/

To the question of „How to eTeach?” so many answers can be given as many forms of education, schools, subjects and teachers exist 

In the United States the Pentagon having the support from the White House launched the Advanced Distributed Learning (ADL) Initiative, in 1997. http://www.adlnet.org/

To the question of „How to eTeach?” so many answers can be given as many forms of education, schools, subjects and teachers exist 

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The established by the ADL initiative in 2001 SCORM (Sharable Content Object Reference Model) integrated into itself most of the tutoriallearning standards elaborated by various organizations, by 2004 it became a standard adopted all over the world by the most prevailing frame systems like Learning Management System.

IMS Global Learning Consortium

IEE E

AICC LTS C

IMS

O

R

E H T

E N D IA

Alliance of Remote Instructional and Distribution Networks for Europe

AR

Aviation Industry CBT Committee

IEEE Learning Technology Standards Committee

http://www.adlnet.org/scorm/

Sharable Content Object The essence of the SCORM standard is an organization of training units - lesson, topic, field or chapter - built from Internet elements – into Sharable Content Objects (SCO) • • • • • • • •

text (.doc, .pdf), picture (.gif, .jpg), table (.xls), audio (.wav, .mp3), video (.avi, .mpg), presentation (.ppt, .swf), test (.html, .swf, .js), website (.html, .php)

Sharable Content Object Web-site (html;php)

Text (doc;pdf)

Graphics, photo (jpg;gif)

Video (avi;mpg; wmv)

Sharable Content Object (SCO)

Presentation (ppt;swf)

Test (html;js)

Table (xls)

Sharable Content Object Reference Model 

The course (subject) developed from objects ”packaged” in this manner is “controlled” by a Learning Management System (LMS) on the basis of data contained in a special descriptiveadaptation-managing “manifest” file

Sharable Content Object Reference Model imsmanifest.xml SCO7 SCO6

SCO1

SCO2

Manifest (xml)

SCO3

SCO4

SCO5

Some tools of eLearning SmartBoard 

helps focus attention, clarify concepts and save time,

Some tools of eLearning SmartBoard 

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helps focus attention, clarify concepts and save time, can invite learners to try tasks themselves at the front of the room,

Some tools of eLearning SmartBoard 

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helps focus attention, clarify concepts and save time, can invite learners to try tasks themselves at the front of the room, can use digital ink to highlight key information and reinforce concepts, etc.

Some tools of eLearning Video teachers (lecture tin)

Teacher 

talks curriculum by heart or from papers (the speaker),

Some tools of eLearning Video teachers (lecture tin)

Teacher 

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talks curriculum by heart or from papers (the speaker), talks curriculum by heart with demonstration (the lecturer),

Some tools of eLearning Video teachers (lecture tin)

Teacher 

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talks curriculum by heart or from papers (the speaker), talks curriculum by heart with demonstration (the lecturer), talks curriculum by a presentation (the interactive).

Some interactive eLearning portal of me http://drseres.com/tavoktatas

Some interactive eLearning portal of me http://drseres.com/captain

Some interactive eLearning portal of me http://drseres.com/ceepus

Some interactive eLearning portal of me http://drseres.com/elearning

Attendance of eLearning portal http://drseres.com/elearning

Robot tutoring in eLearning portal of me http://drseres.com/shahin

e-classroom

John

Lucy Intranet Internet

e-teacher

Bob

George

Summary In the summary we would like to point out: 

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e-learning solutions – especially the lifetime education-systems (elaborated within the confines of distance education) of adult education types and the systems that achieve the permanent knowledge transfer render possible and make realize such new forms of learning and teaching, which make the independent and individual learning, the so called interactive (problem solving) way of learning process realized in a way never seen before (independently from geographical or time limitations).

Summary In the summary we would like to point out: 

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It is also very important that these innovative solutions and possibilities become accessible for more and more people by the ambience and by the IT solutions developed by the society of knowledge. On the other hand – from the value-production point of view – the knowledge integration and utilization are elevated on such a level, the complete perspectives of which are unfolding just now. Our experiments connected to knowledge management, knowledge integration and knowledge distribution possibly utilized in higher education, as well as our attempts of sharing the relevant results are only a few small steps on this long road.

Prof. Dr. György Kende [email protected] Dr. György Seres [email protected] http://drseres.com/

Prof. Dr. György Kende [email protected] Dr. György Seres [email protected] http://drseres.com/