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Table Of Contents

1. INTRODUCTION
2. COLLECTION AND ANALYSIS OF USER REQUIREMENTS
2.1. The overall process
2.2. Toolset structure
2.3. Mapping a state-of-the-art e-Learning knowledge domain
2.4. Lessons learned, challenges met and corrective measures adopted
3. COURSE DESIGN
3.1. Context and goals
3.2. Course syllabus
3.3. Courseware elements
3.4. Lessons learned, challenges met and corrective measures adopted
4. COURSE DEVELOPMENT
4.1. Online materials for self-paced learning and assessment
4.2. The e-Learning platform
4.3. Lessons learned, challenges met and corrective measures adopted
5. DELIVERY
5.1. The choice of the delivery system
5.2. Tutoring system
5.3. Delivery process: the relevance of face-to-face sessions
5.4. Lessons learned, challenges met and corrective measures adopted
6. EVALUATION AND ASSESSMENT
6.1. Learning assessment and grading
6.2. Project performance evaluation
6.3. Project management and quality assurance
6.4. Lessons learned, challenges met and corrective measures adopted
7. HOW TO SUPPORT E-LEARNING PROJECT IMPLEMENTATION
7.1. Implementation and project sustainability: key elements
7.2. Sustaining an e-Learning project
8. BEST CASES OF E-LEARNING PILOT PROJECTS
9. INVENTORY OF E-LEARNING PILOT PROJECTS
INVENTORY OF E-LEARNING PILOT PROJECTS
Algeria
Egypt
Israel
Jordan
Morocco
Occupied Palestinian Territory
Syria
Tunisia
Turkey
10. SUMMARY
BIBLIOGRAPHY
GLOSSARY
ANNEX 1: Questionnaire to participants in training modules
ANNEX 2: Focus group guidelines
ANNEX 3: Interview guidelines
ANNEX 4: Defnitions and data presentation formats
ANNEX 5: LMS evaluation questionnaire
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E-Learning for Teacher Training

E-Learning for Teacher Training

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Published by Chu Leo

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Published by: Chu Leo on Jul 11, 2011
Copyright:Attribution Non-commercial

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01/14/2013

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