From e-Learning to Training

An educational approach to online learning

Structure
•  •  •  •  •  Objectives Concept of e-Learning How adults learn 3 learning approaches Learning styles and typologies of technologies •  “Best practices” in Scouting •  e-Learning design

Final activity voting
•  Activity 1 – explore online training platform features (Moodle) •  Activity 2 – structure online training module (International dimension of Scouting) •  Activity 3 – start designing a training module

Objectives
•  Understand the concept of e-Learning in the context of Scouting •  Identify the main motivations for Adults to learn and the different approaches to learning •  Associate activities and resources of online training platforms with different learning approaches •  Acquire the basic technical knowledge on how to create an interactive training module •  Distinguish different moments that are part of an e-Learning implementation strategy •  Be aware of the importance of evaluation processes in online training tools

Concept of e-Learning
•  In our context we shall consider e-learning as a method for delivering training that can be undertaken remotely by an individual, at a time and in a location of their choosing

How adults learn (1)
•  “Learning can be defined as the act, process, or experience of gaining knowledge or skills. In contrast, memory can define the capacity of storing, retrieving, and acting on that knowledge.” (Marcia L. Conner)

How adults learn (2) Independent  
and  self-­‐ directed   Informa2on   directly   applied  

Considerable   experience  

Andragogy  

Relevancy   and   problem-­‐ solving  

Mo2vated   from  within  

3 Learning approaches
Associa-ve  

Construc-ve  

Situa-ve  

Activity

3 Learning approaches
Building  concepts  or   competences  step-­‐by-­‐step  

Associa-ve  

Construc-ve  

Achieving  understanding   through  ac2ve  discovery,   dialogue  and  collabora2on   Developing  prac2ce  in  a   par2cular  community  

Situa-ve  

Learning styles

Visual  

Auditory  

Kinaesthe-c  

Learning styles
Visual  
-­‐  Think  in  terms  of   pictures   -­‐  Prefer  to  see   things  wriEen   down   -­‐  Use  maps,   graphics,  charts,   diagrams   -­‐  Use  descrip2ve   language  “Show   me”   -­‐  Avoid  visual   obstruc2ons  

Auditory  
-­‐  Typically  learn  by   lectures,   discussions,  reading   -­‐  “ Tell  me”   -­‐  Remember  best   through  hearing   and  saying  items   aloud   -­‐  Need  lively  voice,   clear  speaking,   asking  ques2ons   -­‐  Easily  disturbed  by   noise  

Kinaesthe-c  
-­‐  Tac2le  learners   -­‐  Learn  best  by   touching,  feeling,   and  experiencing   -­‐  Trust  their  feelings   and  emo2ons   -­‐  Role-­‐play     -­‐  Need  to  feel   comfortable  in  the   learning   environment  

Learning technologies
•  •  •  •  •  •  •  •  •  •  Assignments: Enable teachers to grade and give comments on uploaded files and assignments created on and off line Chat: Allows participants to have a real-time synchronous discussion Choice: A teacher asks a question and specifies a choice of multiple responses Database: Enables participants to create, maintain and search a bank of record entries Forum: Allows participants to have asynchronous discussions Glossary: Enables participants to create and maintain a list of definitions, like a dictionary Lesson: For delivering content in flexible ways Quiz: Allows the teacher to design and set quiz tests, which may be automatically marked and feedback and/or to correct answers shown Survey: For gathering data from students to help teachers learn about their class and reflect on their own teaching Wiki: A collection of web pages that anyone can add to or edit

Learning technologies

Learning styles - technologies

Visual   Narra-ve  

Auditory   Communica-ve  

Kinaesthe2c   Interac-ve  

Integrated  

Thank you

•  www.elearning.scouthub.org •  European Regional Office jfigueira@scout.org

Sign up to vote on this title
UsefulNot useful