Educational technology is "studies and ethical practices facilitate learning and improve performance by creating, using, and managing appropriate technology processes and resources".
Educational technology is the use of physical devices and educational theories. It covers several domains including learning theories, computer-based training, online learning, and where mobile technology is used, m-learning. Thus, there are several discrete aspects to describe the intellectual and technical development of educational technology:
- Educational technology as a theory and practice of educational approaches to learning.
- Educational technology as a tool and media technology that helps in knowledge communication, as well as its development and exchange.
- Educational technology for learning management systems (LMS), such as tools for student and curriculum management, and educational management information systems (EMIS).
- Educational technology as a back-office management, such as a training management system for logistics and budget management, and the Learning Record Store (LRS) for studying data storage and analysis.
- Technology education itself as the subject of education; Such courses may be called "Computer Studies" or "Information and Communication Technology (ICT)".
An educational technologist is someone who is trained in the field of educational technology. Educational technologists try to analyze, design, develop, implement, and evaluate processes and tools to improve learning. While the term educational technologist is used primarily in the United States, learning technologist is synonymous and is used in the UK and Canada.
Video Educational technology
Definitions
The Association for Educational and Technological Communication (AECT) defines educational technology as "studies and ethical practices facilitate learning and improve performance by creating, using and managing appropriate technology and resource processes". It symbolizes instructional technology as "the theory and practice of design, development, utilization, management, and evaluation of processes and resources for learning". Thus, educational technology refers to all valid and reliable applied sciences, such as tools, processes and procedures derived from scientific research, and in some contexts may refer to theoretical, algorithmic or heuristic processes: not necessarily implying physical technology. Educational technology is the process of integrating technology into education in a positive way that promotes a more diverse learning environment and ways for students to learn how to use technology as well as their common tasks.
Maps Educational technology
Related terms
By this definition, educational technology is an inclusive term for both material tools and the theoretical foundations to support learning and teaching. Educational technology is not limited to high technology. Educational technology is anything that improves classroom learning in the use of blend, face-to-face, or online learning.
However, modern electronic education technology is an important part of today's society. Educational technologies include e-learning, instructional technology, information and communication technology (ICT) in education, EdTech, instructional technology, multimedia learning, technology-enhanced learning (TEL), computer-based instruction (CBI), computer-directed instruction, computer- (CBT), computer-assisted instruction or computer-assisted instruction (CAI), Internet-based training (IBT), flexible learning, web-based training (WBT), online education, digital education collaboration, distributed learning, computer- mediated communication, virtual learning, and multi-modal instruction, virtual education, personal learning environments, networking learning, virtual learning environments (VLE) (also called learning platforms), m-learning, ubiquitous learning and digital education.
Each of these terms has many of its supporters, who exhibit a potent characteristic. Nevertheless, many terms and concepts in educational technology have been incorrectly defined; for example, Fiedler's review of the literature found a lack of total absence of components from the private learning environment. In addition, Moore sees this terminology as emphasizing specific features such as the approach of digitizing, component or method of delivery rather than fundamentally dissimilar in concept or principle. For example, m-learning emphasizes mobility, which allows to change time, location, accessibility, and learning context; However, the goals and concepts of principles are those of educational technology.
In practice, as technology has advanced, the "narrow" terminology aspect originally stressed by the name has been integrated into the general field of educational technology. Initially, "virtual learning" as narrowly defined in the semantic sense implies entering environmental simulations in cyberspace, for example in treating post-traumatic stress disorder (PTSD). In practice, "virtual education courses" refers to an instructional course in which all, or at least most, are delivered by the Internet. "Virtual" is used in a broader way to describe a course that is not taught in a face-to-face classroom but through substitute modes that can conceptually be attributed "virtually" to classroom teaching, meaning that people do not have to go to the physical class to study. Thus, virtual education refers to a form of distance learning in which course content is delivered by various methods such as course management applications, multimedia resources, and video conferencing.
Educational content, embedded in the object as a whole, is around the learner, who may not even be aware of the learning process. The combination of adaptive learning, using individualized interfaces and materials, which accommodate individuals, thus receiving personally-differentiated instruction, with access to digital resources and learning opportunities in various places and at various times, has been called intelligent learning. Smart learning is a component of the concept of smart city.
History
Helping people and children learn in a way that is easier, faster, more accurate, or cheaper can be traced back to the emergence of very early tools, such as paintings on the walls of the cave. Different types of abacus have been used. Writing whiteboards and whiteboards has been used for at least a millennium. From their introduction, books and pamphlets have played an important role in education. From the beginning of the 20th century, duplicating machines such as stencil stencils and Gestetner were used to produce short copies (typically 10-50 copies) for use in the classroom or at home. The use of media for learning purposes is generally traced back to the first decade of the 20th century with the introduction of educational films (1900s) and mechanical teaching machines Sidney Pressey (1920s). The first of all multiple choices, the large-scale assessment was the Army Alpha, which was used to assess intelligence and more specifically military military recruitment capabilities of World War I. The use of large-scale technology was further used in army training during and after World War II using film and materials others that are mediated, such as overhead projectors. The hypertext concept is traced to the memex description by Vannevar Bush in 1945.
Slide projectors were widely used during the 1950s in educational institutional settings. The Cuisenaire rod was designed in 1920 and saw widespread use from the late 1950s.
In the mid-1960s, Stanford University psychology professors Patrick Suppes and Richard C. Atkinson experimented with using computers to teach arithmetic and spelling via Teletypes to elementary school students at the Palo Alto Unified School District in California. The Stanford Educational Program for Gifted Youth is a derivative of these early experiments.
Online education came from the University of Illinois in 1960. Although the internet will not be made for nine years, students can access class information with connected computer terminals. The first online course was offered in 1986 by Electronic University Network for DOS and Commodore 64 computers. Computer Assistance Learning finally offered the first online course with real interaction. In 2002, MIT began providing online classes for free. In 2009, some 5.5 million students took at least one online class. Currently, one in three students take at least one online course in college (Appointments and pitfalls). At DeVry University, of all students who earn a bachelor's degree, 80% earn two-thirds of their online needs (Promise and Pitfalls). Also in 2014, 2.85 million students of 5.8 million students are taking online courses, taking all of their online courses (Appointments and Pitfalls). From this information, it can be concluded that the number of students taking online classes continues to increase.
In 1971, Ivan Illich published a very influential book called, Deschooling Society, where he envisioned "web learning" as a model for people to network the learning they need. The 1970s and 1980s saw important contributions in computer-based learning by Murray Turoff and Starr Roxanne Hiltz at the New Jersey Institute of Technology as well as developments at the University of Guelph in Canada. In the UK, the Board of Education Technology supports the use of educational technology, in particular managing the Government's National Development Program in Computer Based Learning (1973-77) and the Microelectronics Education Program (1980-86).
In the mid-1980s, accessing course content became possible in many college libraries. In computer-based training (CBT) or computer-based learning (CBL), the interaction of learning is between student and computer practice or micro-world simulations.
Communication and digitalization networks in education began in the mid-1980s. Educational institutions are beginning to take advantage of new mediums by offering distance learning programs using computer networks to obtain information. Early e-learning systems, based on computer-based learning/training often replicate the autocratic teaching style in which the role of the e-learning system is assumed to transfer knowledge, compared with systems developed later on computer-based collaborative learning (CSCL). ), which encourages the development of shared knowledge.
Videoconferencing is an important pioneer for educational technology known today. This work is very popular with museum education. Even in recent years, video conferencing has increased in popularity to reach more than 20,000 students across the United States and Canada in 2008-2009. The disadvantages of this form of educational technology are easy to spot: the quality of pictures and sounds is often spotted or split; videoconferencing requires setting the kind of mini-television studio inside the museum to broadcast, space becomes a problem; and special equipment is required for providers and participants.
The British Open University in Britain and the University of British Columbia (where Web CT, now incorporated into Blackboard Inc., was first developed) embarked on a revolution using the Internet to deliver learning, utilizing web-based training, online distance learning and online discussion among students. Practitioners such as Harasim (1995) strongly emphasize the use of learning networks.
With the advent of the World Wide Web in the 1990s, teachers started using emerging technologies to use multi-object-oriented sites, which are online text-based virtual reality systems, to create a course website along with a simple set of instructions for students..
In 1994, the first online high school was established. In 1997, Graziadei described the criteria for evaluating products and developing technology-based courses that included portable, replicable, scalable, affordable, and high probability for long-term cost-effectiveness.
Improved Internet functionality allows new communication schemes with multimedia or webcam. The National Center for Education Statistics estimates the number of K-12 students enrolled in the online distance learning program increased by 65 percent from 2002 to 2005, with greater flexibility, ease of communication between teachers and students, and rapid lecture feedback and assignments.
According to a 2008 study conducted by the US Department of Education, during the 2006-2007 academic year about 66% of public and private high schools participating in student financial assistance programs offered several distance learning courses; records show 77% of enrollment in credit courses with online components. In 2008, the Council of Europe issued a statement endorsing the potential of e-learning to promote equality and educational improvement throughout the EU.
Computer-mediated communication (CMC) is between learners and instructors, mediated by computers. In contrast, CBT/CBL usually means individual learning (self-learning), while CMC involves counselors/guidance counselors and requires flexible learning activities scenarization. In addition, modern ICTs provide education with tools to maintain learning communities and related knowledge management tasks.
Students who grew up in this digital age have extensive exposure to various media. High-tech companies like Google, Verizon and Microsoft have funded schools to give them the ability to teach their students through technology, hoping this will lead to improved student performance.
2015 is the first year a private non-profit organization enrolls more students online than nonprofits, even though state universities are still enrolling the highest number of online students. In autumn 2015, over 6 million students are enrolled in at least one online course.
Theory
Various pedagogical perspectives or learning theories can be considered in designing and interacting with educational technology. E-learning theory examines this approach. This theoretical perspective is grouped into three main theoretical schools or philosophical frameworks: behaviorism, cognitivism and constructivism.
Behaviorism
This theoretical framework was developed in the early 20th century based on animal learning experiments by Ivan Pavlov, Edward Thorndike, Edward C. Tolman, Clark L. Hull, and B.F. Skinner. Many psychologists use these results to develop theories of human learning, but modern educators generally see behaviorism as one aspect of holistic synthesis. Teaching in behaviorism has been linked to training, emphasizing experimental learning in animals. Because behaviorism consists of a view of teaching people how to do something with rewards and punishments, it is related to training people.
B.F. Skinner wrote extensively on teaching improvement based on his functional analysis of verbal behavior and wrote "The Technology of Teaching", an attempt to dispel the myths underlying contemporary education and promote his system of so-called programmed instruction. Ogden Lindsley developed a learning system, named Celeration, which is based on behavioral analysis but it is substantially different from the Keller and Skinner models.
Cognitivism
Cognitive science changed significantly in the 1960s and 1970s. While maintaining the empirical framework of behaviorism, the theory of cognitive psychology looks beyond behavior to explain brain-based learning by considering how human memory serves to promote learning. The Atkinson-Shiffrin memory model and the Baddeley memory working model were established as a theoretical framework. Computer Science and Information Technology has a major influence on the theory of Cognitive Science. The cognitive concept of working memory (formerly known as short-term memory) and long-term memory have been facilitated by research and technology from the field of Computer Science. Another major influence in the field of Cognitive Science is Noam Chomsky. Today's researchers concentrate on topics such as cognitive load, information processing and media psychology. This theoretical perspective influences instructional design.
Constructivism
Educational psychologists distinguish between several types of constructivism: individual (or psychological) constructivism, such as Piaget's theory of cognitive development, and social constructivism. This form of constructivism has a major focus on how learners build their own meaning of new information, as they interact with reality and with other learners bringing different perspectives. The constructivist learning environment requires students to use their prior knowledge and experience to formulate new, related, and adaptive concepts in learning (Termos, 2012). Under this framework the role of the teacher becomes a facilitator, providing guidance so that participants can build their own knowledge. Constructivist educators must ensure that previous learning experiences are appropriate and related to the concepts taught. Jonassen (1997) states that a "well structured" learning environment is useful for novice learners and that an "unstructured" environment is only useful for more advanced learners. Educators utilizing constructivist perspectives can emphasize an active learning environment that can combine student-centered learning-based learning, project-based learning, and inquiry-based learning, ideally involving real-world scenarios, in which students are actively involved in critical thinking activities. An illustrative discussion and example can be found in the 1980s the dissemination of constructivist cognitive learning in computer literacy, which involves programming as a learning instrument. LOGO , the programming language, embodies the effort to integrate Piagetan ideas with computers and technology. Initially there were broad and hopeful claims, including "perhaps the most controversial claim" that it would "improve general problem-solving skills" across disciplines. However, the programming capabilities of LOGO do not consistently produce cognitive benefits. It is "not concrete" as stated by supporters, it privileges "one form of reason for all the others," and it is difficult to apply thinking activities for non-LOGO-based activities. In the late 1980s, LOGO and other similar programming languages ​​had lost their newness and dominance and were gradually not emphasized amid criticism.
Practice
The extent to which e-learning aids or replaces other teaching and learning approaches varies, ranging from the continuum from none to full distance learning. Various descriptive terms have been used (rather inconsistently) to categorize the extent to which technology is used. For example, 'hybrid learning' or 'mixed learning' may refer to classroom and laptop aids, or may refer to the approach in which traditional classroom time is reduced but not eliminated, and replaced by some online learning. 'Distributed learning' can describe the e-learning component of a hybrid approach, or a fully online distance learning environment.
Sync and asynchronous
E-learning can be either synchronous or asynchronous. Synchronous learning occurs in real-time, with all participants interacting at the same time, while asynchronous learning is self-paced and allows participants to engage in the exchange of ideas or information without the dependence of other participants? involvement at the same time.
Synchronous learning refers to the exchange of ideas and information with one or more participants during the same period. Examples include face-to-face discussions, online direct instructional instructions and feedback, Skype conversations, and a virtual chat room or classroom where everyone is online and works collaboratively at the same time. Because students work collaboratively, synchronized learning helps students create an open mind because they have to listen and learn from their peers. Synchronized learning fosters online awareness and improves students' writing skills.
Asynchronous learning can use technologies such as email, blogs, wikis, and discussion boards, as well as web-supported textbooks, hypertext documents, video audio courses and social networking using web 2.0. At the level of professional education, training may include a virtual operating room. Asynchronous learning is useful for students who have health problems or who have child care responsibilities. They have the opportunity to complete their work in low stress environments and within a more flexible time frame. In an online asynchronous course, students proceed at their own pace. If they need to listen to a lecture a second time, or think a question for a while, they can do it without fear that they will hold the rest of the class. Through online courses, students can get their diplomas faster, or repeat courses that fail without shame being in class with younger students. Students have access to enormous enrichment courses in online learning, and can participate in college courses, internships, sports, or work and still graduate with their classes.
Linear learning
Computer-based training (CBT) refers to self-directed learning activities delivered on computers or handheld devices such as tablets or smartphones. CBT initially delivers content via CD-ROM, and usually presents content linearly, such as reading a book or an online manual. For this reason, CBT is often used to teach static processes, such as using software or solving mathematical equations. Computer-based training is conceptually similar to web-based training (WBT) delivered over the Internet using a web browser.
Assess learning in CBT often with assessments that can easily be assessed by computers such as multiple choice questions, drag-and-drop, radio buttons, simulations or other interactive means. Assessment is easily assessed and recorded through online software, providing direct end-user feedback and completion status. Users can often print completion records in certificate form.
CBT provides a learning stimulus beyond the traditional learning methodology of textbooks, manuals, or classroom-based instruction. CBT can be a good alternative to printed learning materials because rich media, including video or animation, can be embedded to enhance learning.
Help, CBT raises some learning challenges. Typically, the creation of effective CBT requires enormous resources. Software for developing CBT (like Flash or Adobe Director) is often more complex than can be used by subject or teacher experts. Lack of human interaction can limit both the type of content that can be presented and the type of assessment that can be done, and may require supplementation with online discussions or other interactive elements.
Collaborative learning
Computer-supported collaborative learning (CSCL) uses instructional methods designed to encourage or require students to work together on learning tasks, which enable social learning. CSCL is similar in concept to terminology, "e-learning 2.0" and "networked collaborative learning" (NCL). With the advent of Web 2.0, sharing information between many people in the network becomes easier and its use increases. One of the main reasons for its use states that it is "a breeding ground for creative and exciting educational endeavors." Learning takes place through conversations about content and grounded interactions about issues and actions. This collaborative learning differs from instruction in which the instructor is the main source of knowledge and skills. Neologism "e-learning 1.0" refers to the direct instruction used in early computer-based learning and training (CBL) systems. In contrast to linear content delivery, often directly from instructor material, CSCL uses social software such as blogs, social media, wikis, podcasts, cloud-based document portals (such as Google Docs and Dropbox), and global discussion and virtual groups like Second Life . This phenomenon has been termed as Long Tail Learning. Proponents of social learning claims that one of the best ways to learn something is to teach it to others. Social networks have been used to encourage online learning communities around diverse subjects like exam preparation and language education. mobile-assisted language learning (MALL) is the use of a handheld computer or cell phone to assist in language learning.
Collaborative applications allow students and teachers to interact while learning. The app is designed after the game, which provides a fun way to revise. When the experience is fun, students become more involved. The game also usually comes with a sense of development, which can help make students motivated and consistent when trying to improve. Examples of educational games are Dragon Box, Mind Snacks, Code Spells and more.
Class 2.0 refers to a multi-user online virtual environment (MUVE) that connects schools across geographic boundaries. Known as "eTwinning", computer-assisted collaborative learning (CSCL) enables students in one school to communicate with learners in other schools they will not know, improve educational outcomes and cultural integration.
Furthermore, many researchers distinguish between collaborative and cooperative approaches with group learning. For example, Roschelle and Teasley (1995) argue that "cooperation is achieved by the division of labor among the participants, as an activity in which everyone is responsible for some of the problem solving", in contrast to the collaboration involving the "reciprocal involvement" of participants in a coordinated effort to solve common problems. "
Reverse class
This is an instructional strategy in which computer-aided teaching is integrated with classroom instruction. Students are given important basic instruction, such as lectures, before class, not in class. Instructional content is delivered outside the classroom, often online. This frees classroom time for teachers to be more actively involved with learners.
Media
Media and educational tools can be used to:
- support for task setups: help on how to perform tasks (procedures and processes),
- access to the knowledge base (helps users find the required information)
- alternative forms of knowledge representation (multiple representations of knowledge, eg video, audio, text, images, data)
Different types of physical technology are currently used: digital cameras, video cameras, interactive whiteboards, document cameras, electronic media, and LCD projectors. The combination of these techniques includes blogs, collaborative software, ePortfolios, and virtual classrooms.
The current design of this type of application includes evaluation through a cognitive analysis tool that allows to identify which elements are optimizing the use of this platform.
Audio and video
Radio offers synchronized educational vehicles, while streaming audio over the internet with webcasts and podcasts can be asynchronous. Classroom microphones, often wireless, can allow learners and educators to interact more clearly.
Video technology includes VHS tapes and DVDs, as well as on-demand and sync with digital video methods through server or web-based options such as YouTube streaming video, Teacher Tube, Skype, Adobe Connect and webcam. Telecommuting can connect with speakers and other experts. Interactive digital video games are used in K-12 and higher education institutions.
Computers, tablets and mobile devices
Collaborative learning is a group-based learning approach in which learners engage in a coordinated way to achieve learning goals or complete learning tasks. With the latest developments in smart phone technology, the processing power and capabilities of modern mobile phones enable the development and deployment of powerful applications. Many application developers and education experts have been exploring smartphones and tablet applications as a collaborative learning medium.
Computers and tablets allow learners and educators to access websites and programs such as Microsoft Word, PowerPoint, PDF files, and images. Many mobile devices support m-learning.
Mobile devices like clickers and smartphones can be used for interactive audience response feedback. Mobile learning can provide performance support for checking time, setting reminders, retrieving worksheets, and instruction manuals.
OpenCourseWare (OCW) provides free public access to information used in undergraduate and postgraduate programs. Participating institutions are MIT, Harvard, Yale, Princeton, Stanford, University of Pennsylvania, and the University of Michigan.
Google Classroom allows instructors to create, manage, and rate assignments. Although Google Classroom ultimately strives to create a paperless learning environment, there are many different types of learners; a learning environment like the Google Classroom project that does not work for everyone.
Social networks
Groups of web pages, blogs, wikis, and Twitter allow students and educators to post thoughts, ideas, and comments on websites in an interactive learning environment. Social networking sites are virtual communities for people interested in a particular subject to communicate via voice, chat, instant messaging, video conferencing, or blogs. The National School Boards Association found that 96% of students with online access have used social networking technology, and over 50% talk online about schoolwork. Social networks encourage collaboration and engagement and can be a motivational tool for self-efficacy among students.
Webcam
Webcams and webcasting have enabled the creation of virtual classrooms and virtual learning environments. Webcams are also used against plagiarism and other forms of academic dishonesty that may occur in e-learning environments.
Whiteboard
There are three types of whiteboards. The first blackboard, analogous to the blackboard, dates from the late 1950s. The term whiteboard is also used metaphorically to refer to a virtual whiteboard in which computer software applications simulate a whiteboard by allowing writing or drawing. This is a common groupware feature for virtual meetings, collaborations, and instant messaging. The interactive whiteboard allows learners and instructors to write on the touch screen. Screen markup can be either a blank whiteboard or any computer screen content. Depending on permission settings, this visual learning can be interactive and participatory, including writing and manipulating images on an interactive whiteboard.
Screencasting
Screencasting allows users to share their screen directly from their browser and make videos available online so other viewers can stream live video. Presenters thus have the ability to show their ideas and flow of thought rather than simply describing it as simple textual content. In combination with audio and video, educators can mimic a one-on-one classroom experience. Learners have the ability to stop and rewind, to review at their own pace, something that the class can not always offer.
Virtual class
The virtual learning environment (VLE), also known as a learning platform, simulates virtual classrooms or meetings simultaneously mixing multiple communication technologies. Web conferencing software allows students and instructors to communicate with each other via webcam, microphone, and real-time chat in group settings. Participants can raise their hands, answer polls or take tests. Students can use whiteboard and screencast when given rights by the instructor, which sets permission levels for text notes, microphone rights, and mouse controls.
Virtual classrooms provide an opportunity for students to receive live instruction from qualified teachers in an interactive environment. Learners can have direct and direct access to their instructors for quick feedback and direction. Virtual classrooms provide structured class schedules, which can be helpful for students who may find the freedom of asynchronous learning extraordinary. In addition, virtual classrooms provide a social learning environment that replicates traditional class "brick and mortar". Most virtual class applications provide recording features. Each class is recorded and stored on the server, allowing instant playback of any class during the school year. It can be very useful for students to pick up missing materials or concept reviews for upcoming exams. Parents and auditors have the conceptual ability to monitor each class to ensure that they are satisfied with the education received by the students.
In higher education in particular, the virtual learning environment (VLE) is sometimes combined with a management information system (MIS) to create a manageable learning environment, where all aspects of the course are handled through a consistent user interface across institutions. Physical universities and newer online colleges offer certain academic degrees and certificate programs via the Internet. Some courses require students to attend some classes or campus orientation, but many are delivered entirely online. Some universities offer online student support services, such as online advisory and enrollment, e-counseling, online textbook purchases, student governments and student newspapers.
Augmented reality (AR) gives students and teachers the opportunity to create layers of digital information, which includes cyberspace and real-world elements, to interact in real time. There are already a variety of applications offering a lot of variety and possibilities.
Media psychology involves the application of theory in psychology to the media and is a growing specialization in learning and educational technology.
Learning management system
The learning management system (LMS) is software used to deliver, track and manage training and education. It tracks data about attendance, time of task, and student progress. Educators can post announcements, class assignments, check on course activities, and participate in class discussions. Students can submit their work, read and respond to discussion questions, and take quizzes. LMS allows teachers, administrators, students, and allows additional parties (such as parent if appropriate) to track various metrics. LMSs range from systems to administer training/education records to software to distribute courses over the Internet and offer features for online collaboration. Creation and maintenance of comprehensive learning content requires a substantial initial and sustainable investment of human labor. Effective translations into other languages ​​and cultural contexts require more investment by knowledgeable personnel.
Internet-based learning management systems including Canvas, Blackboard Inc. and Moodle. This type of LMS allows educators to run a partial or fully online learning system, asynchronous or synchronous. Blackboard can be used for education K-12, Collaboration Education, Business, and Government. Moodle is a free Open Source Management System for download that provides mixed learning opportunities as well as platforms for distance learning programs. Eliademy is a free Cloud-Based Management System Management that provides mixed learning opportunities as well as platforms for distance learning courses.
Learn about content management systems
A learning content management system (LCMS) is software for author content (coursework, reusable content objects). LCMS can be entirely dedicated to producing and publishing content hosted on LMS, or may host the content itself. Specifications The Computer Industry Based Computer Training Committee (AICC) provides support for content that is hosted separately from the LMS.
The latest trend in LCMS is to address this issue through crowdsourcing (cf.SlideWiki).
Computer-assisted ratings
Computer-assisted assessment (e-assessment) ranges from automatic multiple-choice test to more sophisticated systems. With some systems, feedback can be directed to student-specific errors or the computer can navigate through a series of questions tailored to what students seem to have learned or not learned. Formative assessment filters out the wrong answers, and these questions are then explained by the teacher. Students then practice with a few variations of sieved questions. This process is completed with a summative assessment using a set of new questions that cover only the topics previously taught.
Electronic performance support system
The electronic performance support system (EPSS), according to Barry Raybould, "computer-based systems that increase worker productivity by providing workplace access to integrated information, advice, and learning experiences".
Training management system
Training management system or training resource management system is software designed to optimize management of instructor-led training. Similar to enterprise resource planning (ERP), it is a back office tool that aims to streamline every aspect of the training process: planning (training plans and budget estimates), logistics (scheduling and resource management), finance (cost tracking, profitability) reporting, and nonprofit sales training providers. The training management system can be used to schedule instructors, places and equipment through the graphics agenda, optimize resource utilization, create training plans and track remaining budgets, generate reports and share data among different teams.
While training management systems focus on managing instructor-led training, they can complete an LMS. In this situation, the LMS will manage the delivery and assessment of e-learning, while the training management system will manage ILT and back-office budget planning, logistics and reporting.
Learning object
Content
Content and design architecture issues include pedagogy and reuse of learning objects. One approach looks at five aspects:
- Facts - unique data (eg symbols for Excel formulas, or parts that shape learning goals)
- Concepts - categories that include multiple examples (eg Excel formulas, or different types/design learning theories)
- Process - event or event stream (e.g. how the spreadsheet works, or five phases in ADDIE)
- Procedure - a step by step task (eg entering a formula into a spreadsheet, or steps to follow in phase in ADDIE)
- Strategic principles - tasks by adapting the guidelines (eg doing a financial projection in a spreadsheet, or using a framework for designing a learning environment)
Pedagogical elements
The pedagogical element is defined as the structure or unit of educational material. They are educational content that must be submitted. These units do not depend on the format, which means that even if the unit can be delivered in various ways, the pedagogical structure itself is not textbooks, web pages, video conferences, podcasts, lessons, tasks, multiple choice questions , quizzes, discussion groups or case studies, all of which are possible delivery methods.
Learn the default object
Much effort has been put into the technical reuse of electronic-based instructional materials and in particular the creation or reuse of learning objects. This is a standalone unit that is properly tagged with keywords, or other metadata, and is often stored in an XML file format. Creating a course requires compiling a sequence of learning objects. There are exclusive and open repositories, non-commercial and commercial, peer-reviewed learning objects such as the Merlot repository. The Sharable Content Object Reference Model (SCORM) is a collection of standards and specifications that apply to certain web-based e-learning. Other specifications such as the School Framework allow for the transport of learning objects, or to categorize metadata (LOM).
Settings
Preschool
Various forms of electronic media are features of preschool life. Although parents report positive experiences, the impact of such use has not been systematically assessed.
The age at which a given child may start using certain technologies such as cell phones or computers may depend on matching technological resources to the recipient's developmental ability, such as the anticipated age stages labeled by Swiss psychologist Jean Piaget. Parameters, such as age eligibility, coherence with the values ​​sought, and concurrent entertainment and education aspects, have been suggested for selecting media.
K-12
E-learning is used by K-12 public schools in the United States as well as private schools. Some e-learning environments occur in traditional classrooms, others allow students to attend classes from home or other locations. There are several states that use the virtual school platform for e-learning across the country that is on the rise. Virtual schools allow students to log into synchronous learning or asynchronous learning courses wherever there is an internet connection.
E-learning is increasingly being used by students who may not want to go to a traditional school and mortar school due to severe allergies or other medical problems, fear of school violence and school bullying and students whose parents want homeschool but do not feel qualified.. Online schools create a haven for students to receive quality education while almost completely avoiding this common problem. Online charter schools are also often not limited by location, income level or class size in schools such as bricks and mortars.
E-learning has also risen as a supplement to traditional classrooms. Students with special talents or interests beyond the curriculum are available using e-learning to improve their skills or exceed class limits. Some online institutions connect students with instructors through web conferencing technology to form a digital classroom.
National private schools are also available online. It provides the benefits of e-learning to students in the state where online school charter is not available. They can also allow for greater student flexibility and exemption from state testing. Some of these schools are available at the secondary school level and offer preparatory courses for students.
Virtual education in K-12 schools often refers to virtual schools, and in higher education to virtual universities. The virtual school is a "cybercharter school" with an innovative administrative model and course delivery technology.
Higher education
Online college admission courses have seen a 29% increase in enrollment with nearly a third of all students, or approximately 6.7 million students are currently enrolled in online classes. In 2009, 44 percent of post-secondary students in the United States took part or all of their courses online, projected to increase to 81 percent by 2014.
Although most nonprofit higher education institutions now offer online classes, only about half of the private and nonprofit schools do. Private institutions can become more involved with on-line presentations because of reduced costs. Well trained staff should also be hired to work with students online. These staff members need to understand the content area, and are also highly trained in the use of computers and the Internet. Online education is growing rapidly, and online doctoral programs have even been developed in leading research universities.
Although large-scale online courses (MOOCs) may have limitations that prevent them from completely replacing college education, the program has grown significantly. MIT, Stanford, and Princeton University offer classes to a global audience, but not to college credits. University-level programs, such as edX founded by Massachusetts Institute of Technology and Harvard University, offer a variety of disciplines at no cost, while others allow students to audit courses at no cost but require a small fee for accreditation. MOOCs have no significant impact on higher education and decline after initial expansion, but are expected to remain in some form.
Private organizations also offer classes, such as Udacity, with free computer science classes, and Khan Academy, with over 3,900 free micro lectures available through YouTube. The open collaborative open course (DOCC) sees itself as a counter-movement to the MOOC, emphasizing decentralized teaching. University of the People is a non-profit accredited online university. Coursera offers online courses. According to Fortune magazine, more than a million people worldwide have enrolled in a free online course.
Company and professional
Companies with distribution chains are spread using e-learning for training and staff development and to bring customers information about latest product developments. Continuing professional development (CPD) can provide regulatory compliance updates and the development of valuable workplace skills staff. For the effectiveness and performance of competitive learning, the scoring system is designed to provide direct feedback on decision making in complex learning scenarios (mobile).
Public health
There is an urgent need for up-to-date, reliable, and high-quality health information that should be publicly available and in the form of a summary for public health care providers. The Provider has indicated the need for automatic notification of the latest research, a searchable portal of information, and access to gray literature. The Maternal and Child Health Library (MCH) is funded by the US Mother and Child Health Bureau to screen out the latest research and develop automated notifications to providers via KIA Standby. Another application in public health is the development of mHealth (the use of mobile telecommunications and multimedia into global public health). MHealth has been used to promote prenatal and newborn services, with positive results. In addition, "The health system has implemented a mHealth program to facilitate emergency medical responses, nursing support, health promotion and data collection." In low- and middle-income countries, mHealth is most commonly used as a one-way text message or telephone reminder to improve medication compliance and collect data.
ADHD
There is also a growing interest in e-learning as an educational method that benefits students with attention deficit hyperactivity disorder (ADHD). With the growing popularity of e-learning among K-12s and higher education, the opportunity to take online classes is becoming increasingly important for students of all ages. However, students with ADHD and special needs face different learning demands compared to typical developing learners. This is especially important given the dramatic increase in ADHD diagnosis in the last decade among children and adults. Compared to traditional face-to-face classes, e-learning and virtual classrooms require a higher level of executive function, which is a major deficit associated with ADHD. Although ADHD is not specifically mentioned in the Rehabilitation Act of 1973, students with ADHD who have symptoms that interfere with their learning or ability may be eligible for assistive technology. Some examples of resources that can help the interest of students and adults with ADHD consist of, computer software, brain games, timers, calendars, speech recognition devices, screen magnifiers, and talking books.
Wolves list 12 executive functional skills required for students to succeed in postsecondary education: plan, set goals, organize, start, maintain attention/effort, flexibility, monitor, use feedback, structure, manage time, manage materials, and follow up. These skills, together with self-directed and self-directed learning, are particularly pronounced in the online environment and because many ADHD students suffer deficits in one or more of the executive functions, this presents significant challenges and a barrier to accessibility to e learning approaches.
Some have noted that the current e-learning model is moving toward applying constructivism learning theory that emphasizes a student-centered environment and postulates that everyone has the ability to build their own knowledge and meaning through problem-solving and discovery processes. However, some principles of constructivism may not be appropriate for ADHD learners; these principles include active learning, self-monitoring, motivation, and a strong focus.
Despite its limitations, students with special needs, including ADHD, have expressed their overall enthusiasm for e-learning and have identified a number of benefits of e-learning, including: the availability of online course records, additional materials and resources; the ability to work at an independent pace and spend extra time formulating wise responses in class discussions; help in understanding the course/content material; ability to review lectures several times; and improve access to and communication with training instructors.
Disabled
The design of e-learning platforms in a way that enables universal access has received attention from several directions, including the World Web Consortium's Web Accessibility Initiative (WAI). WAI provides universal formatting standards for websites so that they remain accessible to people with disabilities. For example, developing or adopting e-learning materials may enable accessibility for people with visual impairment. The Perkins School for the Blind offers a learning resource designed for the visually impaired, including webcasts, webinars, downloadable science activities, and online libraries that have access to over 40,000 resource materials for blindness and blindness.
Online education may seem as a promising alternative for students with physical and sensory disabilities as they work at their own pace and in their own homes. However, not all online programs are the same when it comes to their resources for students with disabilities. Students with disabilities who wish to enroll in online education should be able to advocate themselves and their own rights or have someone willing to advocate for them. The American with Disabilities Act states that online programs should provide suitable accommodation for students with disabilities, but have not specifically defined what that means. "Once students with disabilities are accepted into an online program, they must be prepared to be direct and open about what they need to succeed, experts say" (Haynie).
Identity options
Educational technologies, particularly in online learning environments, can enable students to use genuine identity, pseudonyms, or anonymous identity during classroom communication. Benefits in the anonymous race, age, and gender are increased student participation and improved cross-cultural communication. Risks include increased cyberbullying, and aggressive or unfriendly language.
Benefits
The use of effective technologies disseminates evidence-based strategies simultaneously (eg adaptive content, repetitive testing, immediate feedback, etc.), just like an effective teacher. Using computers or other forms of technology can give students practice on core content and skills while teachers can work with others, conduct assessments, or perform other tasks. Through the use of educational technology, education can be individualized for each student that allows better differentiation and allows students to work for mastery at their own pace.
Modern education technology can improve access to education, including full degree programs. This allows for better integration for students who are not working full time, especially in continuing education, and increasing the interaction between students and instructors. Learning materials can be used for distance learning and can be accessed by a wider audience. The course material is easily accessible. In 2010, 70.3% of American households had access to the internet. In 2013, according to Canadian Radio Television and Telecommunications Commission Canada, 79% of homes have access to the internet. Students can access and engage with many online resources at home. Using online resources like Khan Academy or TED Talks can help students spend more time on certain aspects of what they might learn in school, but at home. Schools like MIT have made certain course material free online. Although some aspects of classroom settings are passed through using these resources, they are a useful tool for adding additional support to the education system. The need to pay for transport to educational facilities is removed.
Students appreciate the convenience of e-learning, but report greater involvement in the face-to-face learning environment.
According to James Kulik, who studies the effectiveness of computers used for teaching, students typically learn more in less time when receiving computer-based instruction and they love more classes and develop more positive attitudes toward computers in computer-based classes. Students can independently solve the problem. There is no age-based limit on intrinsic difficulty, ie students can go at their own pace. Students editing their written work on word processors improve the quality of their writing. According to some studies, students are better at critiquing and editing written work that is exchanged through computer networks with students they know. Studies completed in an "intensive computer" setting find improvements in student-centered, cooperative and higher learning, writing skills, problem-solving, and technology use. In addition, attitudes toward technology as a learning tool by parents, students and teachers are also improved.
The company's acceptance of online education has increased over time. More than 50% of SHRM human resource managers surveyed for the August 2010 report said that if two candidates with the same level of experience are applying for a job, it will not have any effect whether the degree obtained by the candidate is obtained through online or traditional schools. Seventy-nine percent said they had hired a candidate with an online degree in the last 12 months. Yet 66% say candidates who earn online degrees are not seen as job applicants with traditional levels.
The use of educational applications in general has a positive effect on learning. Pre and post tests revealed that the use of applications on mobile devices reduces the achievement gap between struggling and average students. Some educational apps enhance group work by allowing students to receive feedback on answers and promote collaboration in solving problems, examples of these applications can be found in the third paragraph. The benefits of app-assisted learning have been exhibited in all age groups. Kindergarten students using iPad show a much higher literacy rate than non-users. Medical students at the University of California Irvine who use the iPad academically have reportedly scored 23% higher on national exams than previous classes that did not.
Disadvantages
Many US states spend huge amounts of money on technology. However, in 2013, no one sees investment return technology (ROI) to connect spending on technology with better student results.
New technologies are often accompanied by unrealistic hype and promise of their transformative power to change education for the better or in allowing better educational opportunities to reach the masses. Examples include silent films, radio broadcasts, and television, none of which retain much of the foothold in the everyday practice of formal education. Technology, in and of itself, does not always result in fundamental improvements to educational practices. The focus should be on the interaction of learners with technology - not the technology itself. It should be recognized as "ecological" rather than "additive" or "subtractive". In this ecological change, one significant change will create total change.
According to Branford et al., "Technology does not guarantee effective learning" and inappropriate use of technology can even hinder it. A University of Washington study of baby vocabulary shows that she slipped because of an educational baby DVD. Published in the Journal of Pediatrics, a University of Washington study in 2007 on baby vocabulary surveyed by more than 1,000 parents in Washington and Minnesota. The study found that every hour an 8-16 month old baby watches DVDs and videos they know 6-8 fewer than 90 common baby words than babies who do not watch it. Andrew Meltzoff, a surveyor in the study stated that the results make sense, that if the baby's 'watch time' is spent in front of DVD and TV, instead of talking people, the babies will not get the same linguistic experience. Dimitri Chistakis, another surveyor reported that the evidence suggests that baby DVDs are worthless and can be dangerous.
Adaptive teaching materials adjust the questions to each student's ability and calculate their score, but this encourages students to work individually rather than socially or collaboratively (Kruse, 2013). Important social relationships but high tech environments can jeopardize the balance of trust, attention, and respect between teachers and students.
The highly open online courses (MOOCs), though quite popular in technology and education discussions in developed countries (more in the US), are not of primary concern in most developing or low-income countries. One of the goals of MOOC is to provide disadvantaged populations (ie, in developing countries) the opportunity to experience courses with US-style content and structures. However, research shows only 3% of applicants are from low-income countries and although many programs have thousands of registered students only 5-10% of them complete the course. MOOCs also imply that certain curricula and teaching methods are superior and this may eventually wash (or perhaps wash out) local educational institutions, cultural norms and educational traditions.
With internet and social media, using educational apps makes students very
Source of the article : Wikipedia
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