Networked learning

Capture Author Publish Deliver Manage - a model for information management

Alternative name for e-learning from the earlier period of computers.

a coherent set of learning elements to deliver knowledge, to develop competences, to motivate, etc.

Synonym: learning object. One piece of knowledge/information created by the author for educational aim. Digital learning element are delivered (stored) in standard digital formats (txt, jpg, htm, xml, etc.). The medium of delivery could be picture, text, audio, video, animation.
To access and search learning objects they should be described with metadata, which are arbitrary (artificially defined) descriptors, essential attributes. (The number and type of metadata will be defined by Tenegen Consortium in the phase of developing the repository according SLOOP concept.). The metadata gives the possibility to create a searchable, accessible relational database (RDB) for storing learning elements. According their pedagogical aims, the learning elements may be categorized as: explanation, concept, tasks, tests, problems, etc.

learning objects – “separable units of educational material which
can be combined and reused in a variety of contexts”

In the name of e-learning it means a form of summing developing, programs, curriculums, learning organization and learning management based from three definite sources:
* computer based learning
* web based learning
* long distance learning experience and equipment
E-learning builds from this three source above, it collects the several system levels operating softvers, the curriculum developing design activity which using the computer and the network database and the Internet communication will be efffective for the whole learning process. (Komenczi Bertalan)

The smallest piece of content created by educational aim.

From the words folk and taxonomy: user generated taxonomy ( http://en.wikipedia.org/wiki/Folksonomy )

The IMS Global Learning Consortium (IMS: Instructional Management Specification) Web: http://www.imsproject.org/
IMS is a group of interested parties (companies, academics, standards bodies etc.) which is systematically trying to create workable specifications for all aspects of the learning process – aiming from enterprise issues through content creation and management, to modelling learning styles. IMS has established working groups in every conceivable activity in the eLearning domain. The IMS Global Learning Consortium is specifically involved in development of specifications – leaving standards creation, accreditation paths etc. to other bodies. All major vendors in the eLearning market have representation in IMS, including Microsoft and LCMS vendors such as WebCT, Docent and BlackBoard.

tudásmegosztás

Synonyms: aims, purposes, goals. The LOs express the intentions of the instructor, describe what he/she want to achieve within the module. They are clear concepts to express the direction of the module, they are descriptions of the most important competences the module will develop. Broad statements that will include many subordinate competences.
All the applied tools (learning elements, course components, methods, coaching) to deliver the module, should promote the participants to achieve the LOs. The teaching effectiveness of the instructors’ will be evaluated against the objectives.

Learning Outcome (OC) is the fixed, measurable result of one or more events of teaching/learning.
Learning outcomes are the competences planned to develop by the learning activities within one or more units. The OCs will be demonstrated by the students’ assignments. (OCs define “what we get back from the students” versus LOs which define “what the instructor intended”).
Between the LOs and OCs there is a one-to-many relationship, which means that to one objective belong several learning outcomes, connected to the units.
To formulate the outcomes is suggested to use Bloom’s Taxonomy (see Annex 2.). The description of module LOs and OCs should have a standard taxonomy within a course, that is the reason why we should create a so called competency framework. CF is nothing else but a table, in which the competences of the modules can be seen together.
Remark: in the module syllabuses we must pay attention on the dependency among the units-OCs-assessments. Between the assessment element there are “many-to-many” relationship. In one assignment the student may be asked to prove several competences, and inversely one special competence may be assessed in different assignments. This fact could give arise difficulties in the course design.

One of the main weakness of Moodle, that it has only few tools - like course, glossary - to structure learning elements. It do not support the creation of an RDB – there is in Moodle only an one-table “database”, without comfortable services.

To be compatbile use standards and interchange.

Used to define groups of people for whom product (in the education field a course) will be designed.

They were born between 1982-1991. They use Information Technology in every aspect of their life. Internet, computers, social networking, web 2.0, instant messaging, chat, e-mail, forums, blogs, cellular phones, sms... They use the latest technology.

Methods and tools of pedagogy in the XXI. century.