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Introduction to E-learning Module - Coggle Diagram
Introduction to E-learning Module
Unit 1. E-Learning and the information, knowledge and learning society.
Oral communication: One of the first means of formal teaching was oral, -the human voice- then over time, technology has been used more and more to facilitate or support oral communication.
Written communication: The role of text or writing in education also has a long history. According to the Bible, Moses used a chiseled stone to transmit the ten commandments in the form of writing, probably around the 7th century BC.
Broadcasting and video transmission: The British Broadcasting Corporation (BBC) began broadcasting educational radio programs for schools in the 1920s.
Computer-assisted learning: The development of programmed learning essentially aims to computerize teaching, through the structuring of information, the evaluation of students 'knowledge, and immediate feedback to the students' responses, without human intervention except in the design of the hardware and software and in the selection and loading of content and evaluation questions.
Computer networks: Arpanet in the US was the first network to use the Internet protocol in 1982.
Online learning environments: In 1995, the web enabled the development of the first learning management systems (LMS), such as WebCT (which later became Blackboard).
Unit 2. Fundamentals of e-learning.
• Marc Rosenberg points out some of these myths: You can easily turn a good face-to-face trainer into a good online teacher.
• To design a good course, all you need is a good authoring tool: Technologies are necessary for the design of an e-learning course. Of course. But behind the technologies there must be "pedagogical design", that is, an idea of how people learn.
• E-learning should be fun: Of course we learn best when we have fun. But fun is not enough. E-learning must also be challenging, authentic, relevant and motivating.
• Many people do not finish e-learning courses, so they must not be very good: It is true that many people do not finish e-learning courses. Either because they are bored, because they are only interested in some topics, or because their learning style requires personal contacts. But these reasons do not invalidate the fact that there are many others that do complete them and are interested in this type of training.
• E-learning will make face-to-face classes disappear: It is true that e-learning allows us to learn without going to physical classes. But that does not mean that face-to-face training spaces will disappear. Surely face-to-face training is changing due to the possibility of using technologies. Blended-learning has emerged as a complementary option in which face-to-face is combined with distance.
• The advantage of e-learning is that it reduces travel costs and eliminates the need for multiple trainers: This is true but only in part. E-learning reduces costs in these concepts but has high costs in the design, which are profitable when the contents are reused, always updating them.
Unit 3. Digital literacy.
• The access to the information: Digital literacy is the ability of a person to perform different tasks in a digital environment. This generic definition encompasses many nuances since it would include the ability to locate, investigate and analyze information using technology, as well as being able to elaborate content and design proposals through digital media.
• The presentation of digital information: Digital materials are called Digital Educational Resources when their design has an educational purpose, when they aim to achieve a learning objective and when their design responds to appropriate didactic characteristics for learning. They are made to: inform about a topic, help in the acquisition of knowledge, reinforce learning, remedy an unfavorable situation, favor the development of a certain competence and evaluate knowledge.
• Digital information processing: Since time immemorial, human beings have sought a way to streamline and simplify their way of life, whether at work, at home or socially.
Unit 4. The environment of training organizations with e-learning.
• Economic development: the economic importance of having a highly trained and operational workforce in terms of ICT-related qualifications and self-sufficient in the new network society.
• Of equity and social justice: ICTs considered as a tool that can contribute to generating equal opportunities or, at least, not to worsen the situation by seeking to reduce the digital divide.
• Of pedagogical change: digital technologies have been seen as a catalyst for the pedagogical change that the new paradigm of the knowledge society seems to urge and that demands the construction of new spaces and opportunities for learning, such as elearning, as well as redefinition of roles and processes in existing ones, such as the school.
• Quality in learning: ICT is also considered as a mechanism to improve the quality of learning processes, making them considerably more attractive for students and supposedly much more effective.
Unit 5. Legal aspects of e-learning.
• Private international law: The main legal question that arises on the internet is not so much that of how to protect legal interests or identify infractions or crimes (the laws designed for the real world are perfectly applicable to the virtual world, to ensure the protection of rights and legal assets protected on the internet), but rather to decide which national law and which national court will be competent to protect such good or legal interest and to prosecute the infringement committed.
• Privacy: The first question that arises at the legal level is whether the collection and misuse of personal data is a violation of the right to privacy, properly speaking, or whether it is a new right framed within the sphere of privacy. , but different from that of intimacy
• Responsibility: The use of the internet and other electronic communications networks to carry out commercial activities can be of different degrees of intensity. In some cases, the network is only used as a platform for presenting products or services.
• Intellectual property: In the nomenclature used internationally, intellectual property encompasses both industrial property (trademarks and patents) and copyright and related rights.
6.Unit 6. Organizational development of e-learning: change management
• Vertical differentiation: It allows distinguishing the degree of authority that a person or unit has over another person or unit of the organization. An organization will be the more vertically differentiated, the greater the number of hierarchical levels that comprise it.
• Spatial differentiation or dispersion: It takes as a reference the place where organizational activities take place, this is the case, for example, of multinationals that designate different managers for their operations on each continent.
• Coordination: At the same time that an organization differs, it must also integrate its tasks, activities and programs into a whole. There is a defined group of basic coordination and control mechanisms:
• Mutual adaptation: The control of the work is carried out by those who execute it and is carried out through simple informal communication.
• Direct supervision: As an organization grows and becomes more complex, the possibility of mutual control is reduced, due to the heterogeneity and specificity of the tasks to be carried out and, therefore, to be controlled.