Contents
Distributed Learning
Rationale
E-learning comprises all forms of electronically supported learning and teaching. The information and communication systems, whether networked or not, serve as specific media to implement the learning process.[1] The term will still most likely be utilized to reference out-of-classroom and in-classroom educational experiences via technology, even as advances continue in regard to devices and curriculum.
E-learning is essentially the computer and network-enabled transfer of skills and knowledge. E-learning applications and processes include Web-based learning, computer-based learning, virtual classroom opportunities and digital collaboration. Content is delivered via the Internet, intranet/extranet, audio or video tape, satellite TV, and CD-ROM. It can be self-paced or instructor-led and includes media in the form of text, image, animation, streaming video and audio.
Abbreviations like CBT (Computer-Based Training), IBT (Internet-Based Training) or WBT (Web-Based Training) have been used as synonyms to e-learning. Today one can still find these terms being used, along with variations of e-learning such as elearning, Elearning, and eLearning. The terms will be utilized throughout this article to indicate their validity under the broader terminology of E-learning.
- Adult education
- Andragogical learning theory
- Andragogy
- Blended learning
- Computer-based testing
- Distance education
- E-assessment
- E-learning Maturity Model
- Educational technology
- Flexible Learning
- Heutagogy
- Hybrid course
- Lifelong Learning
- Media psychology
- Microlearning
- Microlecture
- Online course syllabus
- Online learning community
- Online music education
- Remedial education
- Ubiquitous learning
- Video study guide
- Virtual education
- Virtual learning environment
- Virtual World Language Learning
- Web-based simulation
- References
Collaborative Learning is an umbrella term for a variety of approaches in education that involve joint intellectual effort by students or students and teachers. Groups of students work together in searching for understanding, meaning or solutions or in creating a product. The approach is closely related to cooperative learning, but is considered to be more radical because of its reliance on youth voice. Collaborative learning activities can include collaborative writing, group projects, and other activities.
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Collaborative Networked Learning is a method developed by Dr. Charles Findley in the mid 1980's as part of his work on designing the classroom of the future for the knowledge worker.
Collaborative Networked Learning (CNL) is that learning which occurs via electronic dialogue between self-directed co-learners and learners and experts. Learners share a common purpose, depend upon each other and are accountable to each other for their success. CNL occurs in interactive groups in which participants actively communicate and negotiation meaning with one another within a contextual framework which may be facilitated by an online coach, mentor or group leader
Three important considerations motivate the focus on CNL.
1. CNL is sound educational practice
Researchers and educators have contrasted collaborative activities with two other categories-- competitive and individualistic. Competitive activities, for example, include those in which only one person can win, or where learners compete for grades, rank, or status, rather than when all members focus on achieving mastery or competence. Individualistic activities, for example, include working in isolation with no interaction with others, or when a learner interacts only with a self-paced manual or CBI, rather than when all members share ideas with each other.
The overwhelming conclusion of research in the goals of learning environments is that collaborative,cooperative goal directed activities facilitated by qualified experts leads to higher achievement. Overall higher achievement translates into higher productivity.
2. CNL is sound business practice
Much work in the information age enterprise involves collaborative, team oriented tasks. Learning workers share information with one another in order to accomplish common tasks in a small group. Professionals share information with each other, and learn something about each others' specialization in order to reach consensus on a common problem. Assembly line workers have increased productivity when workers learned from each other how their different individual parts of the task fit together to produce the whole. All of these different learning workers are engaging in activities which involve collaboration.
Life-long learning in the workplace is becoming a necessity rather than an ideal. The need for collaboration is great and will continue. By facilitating collaborative methods of learning, we could help workers acquire individually and collectively the rapidly, changing knowledge required in the high-tech workplace.
2. Collaboration is a condition of learning in the information workplace
While the worker in the industrial era factory learned how to manipulate objects and memorized actions, the worker in the modern organization learns how to think, learn and apply information to a task.
Workers need to engage in activities that allow them to approach problems from different vantage points, testing out assumptions,and redefining meanings,i.e.creative thinking in order to develop new viewpoints. Workers need to engage in the social,collaborative exchange of ideas in order to pose hypothetical problems, general hypotheses, conduct experiments and reflect on outcomes. Basically, workers are learning in groups to make meaning out of information. Not only do workers need to make meaning out of the information but in order to actually perform their jobs they need to be able to share that meaning with others.
Distributed learning is defined as opposed to massed learning.[1] Reviews of material separated by a long period of time ("spaced") yield more learning than reviews separated by a shorter period of time ("massed"); this is called the spacing effect.[2] Review of material increases long-term memory best when there is more time between introduction and review of material. It has been suggested that it would be better for exams to be taken after a break than before, assuming there was a review before the exams, because of the spacing effect.[3] According to a behavioral study, distributed learning across a 24 hour interval does not enhance immediate memory performance but instead slows the rate of forgetting relative to massed learning. The savings in forgetting were specific to relational memory, but not item memory.[1] See also |
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Teaching and Learning Resources
Today's Videos
- Connect with us on http://www.youtube.com/finntrack
- Google's Play lists
- Developing and implementing successful intellectual property policies for online course
- Developments in Distributed e-learning in the UK
- Distance Education: Facilitating Student Communication
- Emerging Media and Technologies That Enable Distributed Learning
- From E-learning to Engaged Learning
- Instructional Design Tips
- Optimizing Distributed Learning Models
- Optimizing for Search
- What is Distributed Learning?
- Distributed Education: Challenges, Choices and a New Environment
- Effective PowerPoint© Presentations
- Advanced Distributed Learning
Networked Learning is an activity that focuses on establishing and maintaining connections with people and information, and to collaborate in such a way so as to support one another's learning, hence - a networked learning.
Since the development of the Internet as a dominant medium for communication of information, the practice of Networked Learning has tended to focus on its use, especially since the emergence of Web 2.0.
Graphic
depicting an online learning network in the blog post
Snapshot
of networked learning
See also
- Advanced Distributed Learning
- Engagement Theory
- Online learning
- Collaborative Networked Learning
- Blended learning
- Constructionist learning
External links
- Wikiversity entry for Networked Learning
- National College for School Leadership
- Centre for Studies in Advanced Learning Technology
- A slide show with audio
- Networked Learning Conference Series.
- CSALT work on networked learning
- Centre for the Study of Networked Learning and Knowledge Building
- Connectivism is a pedagogical view or learning theory (depending on who you listen to) on networked learning
Instructional Design (also called Instructional Systems Design (ISD)) is the practice of maximizing the effectiveness, efficiency and appeal of instruction and other learning experiences. The process consists broadly of determining the current state and needs of the learner, defining the end goal of instruction, and creating some "intervention" to assist in the transition. Ideally the process is informed by pedagogically (process of teaching) and andragogically (adult learning) tested theories of learning and may take place in student-only, teacher-led or community-based settings.
The outcome of this instruction may be directly observable and scientifically measured or completely hidden and assumed. There are many instructional design models but many are based on the ADDIE model with the phases analysis, design, development, implementation, and evaluation. As a field, instructional design is historically and traditionally rooted in cognitive and behavioral psychology.
- History
- Cognitive load theory and the design of instruction
- Learning Design
- Instructional design models
- Influential researchers and theorists
Recommended Texts
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Online Collaborative Learning: Theory and Practice by Tim S. Roberts (Editor) Check the availability and buy your books from our Bookshop. |
Resources
