BEST PRACTICES (successful e-learning information services) TEMPLATE section 1 e-learning content
OBJECT
informing end-users on dealing with e-learning content (term as in the call) at content structure level or content package level (terms taken from Antonio’s presentation) 1. General features a. Description (A textual description of the e-learning information services) b. Main Language c. Other Languages d. Authoring body e. Authoring body categories (private / public; academic / industrial / commercial) f. Coverage (The time, culture, geography or region to which the e-learning information services apply.) 2. Used Tools (e.g., web site, ......) 3. Related projects 4. Technical Features a. Format (Technical formats of the e-learning information services. e.g., video/mpg, text/htm) b. Virtual Location (Universal Resource Identifiers) c. Geographic location (a place where information services are prepared and, by default, based ) d. Requirements (The technical capabilities necessary for accessing the e-learning information services.) 5. Other Features a. Requested Interactivity Type (active, expositive, mixed,) b. eLearning Information Service Type (all digital, human mediated, mixed...) c. Requested Interactivity Level (very low, low, medium, high, very high) d. time length of the e-learning content (if appropriate, such as 60 hours) e. time length of the e-learning experience (if appropriate, such as 4 months) f. General Context category (formal education, informal education edutainment 1, other) g. Specific Context (school/afterschool, higher education, professional training, other) h. Typical Age Range i. end-users categories (teachers, trainers, tutors, learners, …) j. end-users disadvantages (immigrates, physical disabilities, mental disabilities, analphabets, …) k. end-users schooling level l. end-users working condition (if appropriate, working / not working) m. 6. Cost and Diffusion (Whether use of the e-learning information services requires payment.2) a. intellectual property rights management (DRI, GPL, Creative Commons, others) b. market satisfaction (end-users satisfaction) c. market diffusion d. cost
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See the glossary. Cost can be differentiated between ownership cost and service cost or lending cost.
BEST PRACTICES (successful e-learning information services) TEMPLATE section 2: information, advice and support
OBJECT
resources collection for further information, advice, support for end-users on e-learning content (term as in the call), possibly in the form of a qualified collection of links to web resources. many sites for information, advice and support exist, private / public bodies; academic / industrial / commercial bodies, specialised / generic; … we might look for methodologies, tools, exempla, key activities, user satisfaction (market satisfaction), studies, cases, standards, market analyses, end-users categories, impacts / effectiveness, learning criteria, how-tos, check-lists, dos and don'ts, advices for e-learning experiences, …
1. General features a. Description (A textual description of the e-learning information services) b. Main Language c. Other Languages d. Coverage (The time, culture, geography or region to which the e-learning information services apply.) 2. Used Tools (e.g., web site, ......) 3. Related projects 4. Technical Features a. Format (Technical formats of the e-learning information services. e.g., video/mpg, text/htm) b. Virtual Location (Universal Resource Identifiers) c. Geographic location (a place where information services are prepared and, by default, based ) d. Requirements (The technical capabilities necessary for accessing the e-learning information services.) 5. Other Features a. Requested Interactivity Type (active, expositive, mixed,) b. eLearning Information Service Type (all digital, human mediated, mixed...) c. Requested Interactivity Level (very low, low, medium, high, very high) d. General Context category (formal education, informal education edutainment 3, other) e. Specific Context (school/afterschool, higher education, professional training, other) f. Typical Age Range 6. Cost and Diffusion (Whether use of the e-learning information services requires payment.4) a. Intellectual property rights management (DRI, GPL, Creative Commons, others) b. Market satisfaction (end-users satisfaction) c. Market diffusion d. Cost
EXPECTED PRODUCT
collection (archive / data base) of description of e-learning contents (as above)
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See the glossary. Cost can be differentiated between ownership cost and service cost or lending cost.
BEST PRACTICES (SUCCESSFUL E-LEARNING INFORMATION SERVICES) TEMPLATE
SECTION 3 LEARNING SUPPORT SERVICES FOR END- USERS OF E-LEARNING OBJECT
learning support services for end-users to deal with e-learning content; (inter)active services, commonly internet based, such as evaluation methods and tools, knowledge management applications for e-learning contents, cooperative applications for e-learning, ontologies, fora, newsletters, methods and tools for strategic planning and control of e-learning initiatives, methods and tools to assess e-learning diffusion and impact, communities, Q&As, … probably, most of these are connected with the information, advice and support sites. 1. General features a. Description (A textual description of the e-learning information services) b. Link (URL) c. Authoring body d. Authoring body categories (private / public; academic / industrial / commercial) e. Main Language f. Other Languages g. Coverage (The time, culture, geography or region to which the e-learning information services apply.) 2. Used Tools (e.g., web site, ......) 3. Related projects 4. Technical Features h. Format (Technical formats of the e-learning information services. e.g., video/mpg, text/htm) i. Virtual Location (Universal Resource Identifiers) j. Geographic location (a place where information services are prepared and, by default, based ) k. Requirements (The technical capabilities necessary for accessing the e-learning information services.) 5. Other Features l. Requested Interactivity Type (active, expositive, mixed,) m. eLearning Information Service Type (all digital, human mediated, mixed...) n. Requested Interactivity Level (very low, low, medium, high, very high) o. General Context category (formal education, informal education edutainment 5, other) p. Specific Context (school/afterschool, higher education, professional training, other) q. Typical Age Range 6. Cost and Diffusion (Whether use of the e-learning information services requires payment.6) a. Intellectual property rights management (DRI, GPL, Creative Commons, others) b. Market satisfaction (end-users satisfaction) c. Market diffusion d. Cost
EXPECTED RESULT
collection (archive / data base) of description of services (as above) ; for sections 1 and 2 I envisage a single archive (data base), where each reference is identified by its URL and comprises the items for both section 1 and 2, possibly separated at operative level.
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See the glossary. Cost can be differentiated between ownership cost and service cost or lending cost.
Glossary Formal vs. Informal Education (source: WGBH, Boston, Massachusetts; provider of educational broadcast mainly in USA and Canada) Formal education is classroom-based, provided by trained teachers. Informal education happens outside the classroom, in after-school programs, community-based organizations, museums, libraries, or at home. What are the main differences between the two? In general, classrooms have the same kids and the same teachers every day. After-school programs are often drop-in, so attendance is inconsistent, as is leadership. Classroom activities can last several days. After-school programs need to complete an activity each day because a different group of kids could be in attendance tomorrow. You can assume that classroom-based teachers have a certain level of training in educational philosophy, effective teaching strategies, classroom management, and content. After-school providers, by contrast, vary in experience and knowledge of teaching techniques, content expertise, and group management. Typically, materials for after-school settings need to include a lot more structure. Teachers need to meet educational standards and stick to a specified curriculum, which can make it difficult for them to incorporate nontraditional content. After-school programs, on the other hand, can be more flexible with their content. Both formal and informal education settings offer different strengths to your educational outreach project. If your project fits in the classroom, it can have a very long life; teachers will use trusted resources for years. After-school programs offer a different kind of environment, where your activities don't need to be as formal and where you can reach a different audience. While both schools and after-school programs serve students, many kids who feel disenfranchised at school blossom in after-school settings. Real learning can happen in a setting where kids feel less intimidated or more comfortable than they do in a formal classroom. The ultimate goal is that their success in an informal setting can lead to greater confidence in the formal classroom. An additional benefit of developing materials for informal educational settings is that they may be useful to parents at home with their kids, or to adult learners who are looking to expand their knowledge, either for their own enrichment or to increase their career options.