Tertiary Education New Zealand » e-learning

Using Moodle For Business

Sun, 18 Sep 2011 09:48:47 +0000

From business case to Mature Product: A step-by-step guide to using Moodle in your business. A presentation prepared for Midwest Moodle Moot by Penny Mondani.

http://pennymondani.com/wp-content/uploads/2011/07/Using-Moodle-for-Business-by-Penny-Mondani.pdf

Source: http://pennymondani.com/tag/elearning-for-small-business/

Enterprise Mobile Learning and Development A Guide for CLOs and Training Managers

Sat, 18 Jun 2011 09:25:22 +0000

The ability to reach people when it is convenient for them, with powerful learning content or support tools that are relevant to what they are doing, is a compelling story for industry thought leaders to tell. And so they have been telling it for many years, with interesting cutting-edge examples and compelling presentations. But it is only recently, with the explosion of the latest generation of smartphones, and a tipping point of success stories to reflect upon, that mobile learning has truly come of age.

Now is the time to understand what mobile learning can provide to your organization, and to do so you need to understand the basics: the “Who, Where, When, What, Why, and How” of mobile learning.

Table of Contents:

Introduction
Definition and Scope
Who benefits from mobile learning?
Where is mobile learning valuable?
Why mobile learning and support?
When is mobile learning a sensible approach?
What kinds of content are appropriate for mobile learning?
How can you get started with mobile learning?
A Case Study of Real Mobile Learning Results

http://www.trainingindustry.com/media/3579534/element%20k%20enterprise%20mobile%20learning%20and%20development.pdf

E-Learning Provision and Participation: Trends, Patterns and Highlights

Mon, 18 Apr 2011 09:19:02 +0000

Published April 2011: This report analyses tertiary sector e-learning provision at a system, sub-sector and course level from 2004 to 2008. The sub-sectors focused on in the report are universities and polytechnics and the course levels bachelors degrees and certificates (Levels 1-4). Participation in e-learning course at these levels over the same time period is analysed by focusing on the following learner groups: 18-19 year olds, the 40+ age group, Māori, Pasifika and European and females and males.

http://www.educationcounts.govt.nz/publications/ict/e-learning-provision-and-participation-trends,-patterns-and-highlights

NZ Report: E-learning for adult literacy, language and numeracy

Thu, 17 Jun 2010 01:42:46 +0000

Source: Ministry of Education (NZ) – Education Counts. The full report is available here: http://www.educationcounts.govt.nz/publications/tertiary_education/76972

Executive Summary

This research provides readers with a greater understanding of the potential of e-learning for adult literacy, language and numeracy. It investigates how e-learning can be employed as a means of reaching greater numbers of adult learners and how to better meet their learning needs.

Our overarching research question was:

What characteristics of programmes, such as e-learning, mixed mode, and distance learning, have been successful in raising the literacy, language and numeracy skills (LLN) of adult learners and could be used to supplement workplace training?

The main message that we drew from our work is that e-learning is relevant to and useful for most adults with literacy, language and/or numeracy (LLN) learning needs. However, these benefits rely on a learning programme that is carefully designed to fit each individual’s needs and lifestyle, his or her proficiency with digital technologies, and his or her level of reading literacy.

This distance e-learning, especially when blended with face-to-face support, can provide an effective way of developing the LLN skills of learners currently at Level 2 of the New Zealand Adult Literacy and Life Skills Survey (2006). In this report, we refer to this level as the intermediate level of literacy.

The 10 main findings to emerge from our research are as follows:

Literacy, language and numeracy skills in the 21st century include proficiency with digital technologies and practices, including e-learning.
E-learning for LLN is largely a recent development in New Zealand: very few well-established programmes exist.
E-learning is more effective if it is part of face-to-face training.
Māori approaches to e-learning can be used to build skills and knowledge within the Māori community.
As long as adequate support is in place, e-learning provides a good source of practice and motivation for second-language learners.
The diverse Pasifika peoples benefit from e-learning that fits their respective cultures and lives and is accompanied by induction activities.
Many of the e-learning strategies used for building reading and writing skills can also be successfully used for and by adults with disabilities that limit their ability to learn and/or access learning.
Using mobile digital technologies in e-learning contexts increases the flexibility of LLN provision.
Tutors and support staff require specific professional development in e-learning, and organisations need to develop so that they can successfully accommodate this type of learning.
Communities of practice can provide a supplementary means of professional development for tutors engaged in e-learning and can lead to the development of relevant resource banks.

Blending face-to-face LLN training with e-learning for individuals and groups has the greatest chance of addressing needs, but these types of provision must be accompanied by professional and organisational development within and across organisations. We therefore conclude our report with nine recommendations for action:

Provide e-learning-related professional development for tutor educators and workplace assessors who work in adult education.
Ensure that the quality assurance measures used in relation to LLN programmes include regular assessment and updating of e-learning provisions.
Partnerships between and among key stakeholders are essential for the effective development and integration of sustained e-learning opportunities. These partnerships should include web-based facilities that offer access to e-learning content, tutors and professional development.
Increase the capacity for e-learning in all New Zealand contexts, including e-learning on marae in collaboration with Māori institutions and communities.
Research and develop e-learning in partnership with rural and remote communities. Immigrants’ home countries can be party to this provision, but only if the e-learning infrastructure in these places is sufficiently developed to provide immigrant and transient populations with the opportunity to develop their LLN skills.
Establish banks of appropriate activities and resources for use by tutors and assessors, and support these people in a way that allows them to help develop and update those banks as part of their professional development activities. The scale of need in New Zealand suggests this approach could be a cost-effective one. However, achieving this aim would need centralised coordination (a national hub).
Support projects designed to investigate the potential that more recent digital technologies might offer learners with LLN needs. This potential could include, within workplaces, for example, mobile learning via mobile phones, simulations with game-like interfaces, and e-learning on hand-held computers.
Encourage continuing research in e-learning that is sufficiently complex to aid the evolution of pedagogical practice. How digital technologies can be used to advance learning and how the e-learning professional development needs of professionals and organisations can best be served are issues particularly in need of sustained research.
Collaborate internationally to continue to review research and development worldwide, and to disseminate the findings of this research to the New Zealand tertiary sector.

The full report is avaliable here: http://www.educationcounts.govt.nz/publications/tertiary_education/76972

5A Framework converting elearning courses into business results

Tue, 04 May 2010 03:28:29 +0000

EXTRACT:

We have interviewed hundreds of participants in learning programs, both online and event-based. Essentially, the question we asked was, “Were you able to apply what you learned in a way that helped you achieve a business outcome or goal?” Perhaps not surprisingly, a large percentage of these employees answered “No.”

However, when we delved deeper to understand what was preventing these learners from attaining and applying this new knowledge to achieve goals, we were surprised to discover that it was not a failure of the technology or the learning program itself. In most cases, learners point to factors outside of the learning program or event as being the most critical barriers to success.

The organizational factors that prevent employees from converting e-Learning into business achievement can be boiled down to five key principles. We call these principles the 5As, and together they make up the 5As Framework:

1) Aligning e-Learning initiatives (the content and purpose of the program, etc.) with individual and organizational goals;

2) Anticipating learning and success from participation in the e-Learning;

3) Forming a learning Alliance of learner with supervisor/boss;

4) Applying learning to achieving business goals; and

5) Being Accountable for business results.

The full article can be found here: http://www.learningsolutionsmag.com/articles/357/getting-business-results-from-e-learning and is recommended reading!

Download: E-Learner Survival Guide

Thu, 18 Mar 2010 22:59:19 +0000

Everything you need to succeed in the wild and wooly world of mobile learning and e–learning, and hybrid college, K–12 and career courses. By Susan Smith Nash

Download PDF: http://zenzebra.net/elearner-survival-guide.pdf

Secrets to success in an elearning course

Tue, 16 Mar 2010 22:59:07 +0000

Adapted from: E-Learner Survival Guide: Nash, S. (2009) http://zenzebra.net/elearner-survival-guide.pdf

It is amazing how few online course providers, colleges and universities provide a simple checklist of things that you should do to maximize the possibilities of your success in an online course or program.

Even though you have completed your online course orientation, and have read all the material your provider has given you on online courses, you may still have a few questions about the way things work.

You are open–minded and willing to give the online courses a change because they are convenient, affordable and just what you need. Nevertheless, you are nervous. What are you supposed to do? How will you do it? Will you figure out the way it works before it is too late in the semester?

You are not alone.

Everyone who has taken a course has the same questions. Although each program and school is different, there are a few tips and pointers that will help you get started, keep on track and feel good about your course, your program, your fellow students, your instructor and, most of all, your educational plans and your future.

Here is a list of activities and pointers for being successful with your online course.

1. Log in Early. Find out what your username and password will be, and where to find the portal or access point to your course. After you log in for the first time, be sure to review the entire course at least two or three times. Click on all the links and go to all the pages. Then, do it again. You will be happy you did. You will feel more comfortable and confident.

2. Know the Mechanics of the Course—How Does It Work? Chances are your course will be hosted on one of the most popular course or learning management systems, in our case Moodle. This is the open–source learning management system preferred by many providrs.

3. Introduce Yourself Early. It is a great idea to introduce yourself as early as you can in the discussion board area. If your course allows you to create a homepage or to post photos of your pets, your interests and landscapes from your vacation, please be sure to do so. You will be amazed at how friendly the space becomes, and how close and bonded you start to feel with your fellow students.

4. Check in Often. Some people think that checking in once every few days is sufficient. Not a good idea! You may miss an important announcement and, more importantly, you may start to feel isolated. If you check in often, read the discussion posts and announcements, you will feel a part of the group.

5. Required Work—Familiarize Yourself Early. As you go through the course create a little timetable for yourself and map out your own travel, work, family and other time–eating obligations. Budget time for work, study and posting.

6. Find out Expectations. What does your facilitator expect? Are deadlines rigid? Will the drop box shut off at 11:59 PM on the day things are due? Find out early, and work in a pro–active manner. Adjust yourself to the requirements of the course.

7. Due Dates—Use Them for Planning and Goal Setting. Once you have mapped out your requirements and matched them with schedules, you can set out timelines, milestones and “to do” lists. This will help you set goals. You will be amazed at how comfortable you feel with things once you have started to hit those milestones, one after another. You will feel confident. You will start feeling what educational psychologists call a strong sense of “self–efficacy.” Great job!

8. Keep Up With Readings. Nothing is worse than falling behind. One of the easiest ways to get in a trap is to fall behind in the readings, and then try to do the work without actually reading the assignments. Not only will you have nothing relevant to say in the discussion board threads that have to do with the reading, you will be bored when you read others. So, keep up and keep involved.

9. Practice “Active Reading”. A great way to motivate your-self to do the readings is to perfect your own style of “active reading.” What is active reading? It is a way that you read and think so that you are creating categories in your mind, and you are relating the reading to your own experiences, prior readings and the beliefs you have developed. As you read, think of what you will have to write for your course. Do not be afraid to start jotting down notes or outlines for papers or short essay questions.

10. Pay Attention to Announcements. It is easy to overlook them. However, the facilitator has posted them for a reason. Be sure to read them and to follow any links or suggested readings.

11. Inform Your Facilitator Ahead of Time of Problems. Will you be deployed? Will you need to travel for work? Do you have a vacation planned? Let your facilitator know ahead of time. Then, if you can, try to work ahead.

12. Turn in Work Ahead of Time. Rather than begging for extensions, take the pro–active route and turn in work ahead of time. Do not expect instant turnaround, though. The facilitator may need to grade your work with the others at the actual due date. Be patient and flexible.

13. Post Early and Often in the Discussion Board. The more you post, the more comfortable you will feel with your fellow students. You will learn a lot from each other. Be sure to be willing to respond to questions and demonstrate a helpful, supportive and upbeat attitude. You will be amazed at how you will feel. You will start to develop a good, solid sense of affiliation and belonging.

14. Fellow Students and Peer Review—Very Valuable. One of the most engaging and interesting aspects of online courses is the fact that you will really have a chance to see the work of others, and to review, respond and learn from each other. Share ideas, but be sure to keep a thick skin. Sometimes people think they are being humorous when they are not.

15. Know Where to Turn if You Need Help—Mentors, Study Buddies and Tutors. Check out your provider’s resources. Make sure you are aware of all the support that is available if you find yourself in need of help.

16. Assessments and Quizzes—Any Practice Exams or Example Papers? If you can find a place to do practice tests or quizzes, it may be a great way to feel comfortable with the course content. You may be able to practice for your exams and quizzes. Often the textbook is the provider of the practice materials.

17. Use a Building Block Approach for Writing Papers. Waiting until the night before is not a good idea. Do not procrastinate! Start mapping out your strategy for writing a paper (essay, term paper, research project) and develop a building block approach that works for you.

If you follow all these suggestions, you will find your experience with online courses to be much more positive than you might have imagined. As you encounter friends and family who may be nervous about taking online courses, feel free to share your “lessons learned” and success strategies.

Work together/Win together!

Read:Online Success – a recipe for learners and facilitators

Sun, 14 Mar 2010 22:59:51 +0000

Some practical basics are summarised in this recommended reading from the “Designed for Learning” blog which briefly describes some of the essential considerations is learning and facilitating online.

Learners in an Online Environment
All learners, irrespective of whether they attend online or onsite training have to be motivated and committed to the learning process. However, as online learners, we need more than that! Based on my experience, here are some points to consider…

Read the full post here: http://tarunagoel.blogspot.com/2010/02/online-success-recipe-for-learners-and.html

Download: Populating the LearnScape: e‐Learning as Strategy

Thu, 11 Mar 2010 22:45:33 +0000

Populating the LearnScape: e‐Learning as Strategy. Quinn, C. (2009).

In M. Allen, Ed. Michael Allen’s eLearning Annual: 2009. Pfeiffer: San Francisco.

While adaptation and change are necessary for continued success, neither organizations nor individuals find them easy. Information, communication, and learning technologies offer assistance, although no single solution fits all organizations or all individuals. Author Clark Quinn explores e-learning, information portals, and e-communities in a quest for a coherent understanding of the options and a schema for effective deployment.

Download: Populating the LearnScape: e‐Learning as Strategy (.pdf)

Download:E-Learner Profiles: Identifying Trends and diversity in student needs, orientations and aspirations

Tue, 09 Mar 2010 01:51:14 +0000

From the Education Counts website of the New Zealand Ministry of Education:

This report was commissioned by the Ministry and undertaken by Massey University in collaboration with the Nelson Marlborough Institute of Technology, The Open Polytechnic of New Zealand and Otago Polytechnic.

The report provides a framework of the diverse e-Learner profiles found throughout the tertiary sector, taking into account:

Demographics.
Learning orientations (learning styles).
Readiness for e-Learning, and;
Experience of and attitudes to e-Learning.

It identified structural trends in the tertiary student body in recent years and changes in the students themselves in terms of attitudes, approaches to study, needs and aspirations.

Author: Lynn M Jeffrey, Clare Atkins, Axel Laurs, Samuel Mann
Date Published: October 2006
Released on Education Counts: 16 November 2009

View the Executive Summary online: http://www.educationcounts.govt.nz/publications/ict/57985

Download the full report (.pdf): E-Learner Profiles: Identifying Trends and diversity in student needs, orientations and aspirations