Title
European E-Learning: Important Research Issues and Application Scenarios
Authors
Martin Wolpers and Wolfgang Nejdl
L3S Research Center and University of Hannover
Expo Plaza 1
30539 Hannover, Germany
www.l3s.de and https://www.doczj.com/doc/bc3528115.html,
{nejdl, wolpers}@l3s.de
Abstract (50 words)
While E-Learning is increasingly influencing university and workplace education in Europe, several critical issues still have to be solved in order to achieve the full potential of technology enhanced learning in many of these learning scenarios. The EU/IST FP6 PROLEARN Network of Excellence in Technology Enhanced Learning is focussing on these issues, to advance the state of the art in this area, through a large concerted effort of more than 150 research institutions and companies working together in the PROLEARN Consortium and as PROLEARN Associated Partners. An extended version of this paper has been published as an ED-Media 2004 Invited Talk [22].
Keywords
Professional education, technology enhanced learning, personalized learning, interactive media, learning resources
1.Restructuring and Integrating European Research on E-Learning
In the United States, enterprises invest 20 percent of their budget (13 Billion US-$ out of 66 Billion US-$) for professional education in E-Learning activities (Corporate University Exchange 2000, https://www.doczj.com/doc/bc3528115.html,/). A similar trend is now becoming apparent for Europe as well. According to research by the Gartner Group, the European market of corporate E-Learning had a capacity of 829 million $ in 2001, and it will grow to 7.4 billion $ by the year 2004 (Scienter, Bologna 2001). Despite these impressive figures, it has repeatedly been reported that the actual impact of R&D on learning technologies remains limited so far, indicating that too few R&D results are picked up in actual practice. One of the reasons for this is that technology enhanced learning research and researchers are scattered across quite a few distinct communities, with often very limited awareness of the other communities. Different communities focus on media production, digital libraries, the Semantic Web, personalization and adaptation to the individual user, brokerage services, computer-supported collaborative learning, business models, social engineering and other areas. It is the goal of the PROLEARN Network of Excellence to substantially increase the cooperation between these communities and to integrate the various research communities as well as E-Learning providers and companies through joint research, grand challenge workshops, best practice forums and initiatives for enhancing the quality of E-learning in crucial application areas. Summer schools will enable young researchers and professionals to advance their knowledge on the state of the art in technology enhanced learning, and professional networking and joint research in the context of the PROLEARN Academy. It is designed to integrate and co-ordinate long term research amongst the network partners and beyond. As an important component of the academy, training will disseminate technology enhanced learning state of the art and best practice across Europe. Just as the network itself is open for new partnerships, so are the services that are offered by PROLEARN. Activities include regular PROLEARN meetings, publications, symposia, etc. targeted at the global R&D community in this field.
The PROLEARN Virtual Competence Centre focuses on networking research institutes and European industry and on the active participation of corporate users in the actual R&D work. It
will integrate consulting, dissemination and networking initiatives between research and company partners, and tightly couple advanced research and application scenarios for technology enhanced learning in the PROLEARN context. Specific consulting services will be offered to companies, from special training courses (train the trainers) to assistance with the implementation of E-Learning strategies in an organization. Both PROLEARN Academy and PROLEARN VCC are strongly supported by, and interrelated with, dissemination and training.
2.Contributions to standards
Standardization is an important and critical success factor for technology enhanced learning research and application, as it enables technical and semantic interoperability between E-Learning content and infrastructures. Formal standardization is currently taking place in the context of the IEEE Learning Technology Standards Committee (LTSC), the Centre Européen de Normalisation (CEN)/Information Society Standardization System (ISSS) Learning Technologies WorkShop (LTWS), and the ISO/IEC JTC1 Subcommittee 36 on “Information Technology for Learning, Education, and Training”. These accredited standards organisations receive specifications from consortia, projects, foundations, and all kind of initiatives (ADL/SCORM, AICC, ALIC, ARIADNE, IMS, EUN …).
Figure 1: Ariadne, Isabel and EducaNext all use standards for information interchange
In a first phase, this is very much a bottom up process: specifications are developed and experimented with by consortia, who submit their work for further consensus building to the accredited standardization organisations (of which there are exactly three that are relevant to learning). After the upward process, the flow often reverses, as consortia start developing so-called application profiles: these are specifications that are fully compatible with the standard, but adapt it to the needs and requirements of a particular community. In the case of LOM, for example, the ARIADNE foundation has developed such a profile for its multilingual community.
In this process, some data elements in the overall LOM scheme have been made mandatory, some value spaces have been restricted and some interrelationships have been imposed. This enables the ARIADNE Foundation to develop more powerful tools for its community.
European research is increasingly influence the standardization process in technology enhanced learning. Building on and improving already existing standards like LOM, SCORM, LIP, IMS Learning Design and other relevant standards will further extend their applicability and outreach and speed up the process of their adoption. PROLEARNs work package on “Learning Objects, Metadata and Standards” reflects these issues in research manifestos and Grand Challenge workshops for these areas.
3.Research Issues for E-Learning
Joint European research activities in PROLEARN currently focus on seven key areas identified as crucial for technology enhanced professional learning. In order to make E-Learning successful and applicable in a variety of application scenarios, we have to integrate extensive interactive experiences, including the usage of interactive media and videoconferences, simulations and hands-on experiences in the context of online and virtual laboratories. Great potential for advanced E-Learning environments have techniques to personalize learner experiences based on user and group profiles, taking the actual needs of specific learners into account. Brokerage systems can significantly help to share and exchange learning materials, in the form of advanced learning objects, including (new) pedagogical models as they emerge. Using standardized descriptions of learning objects and interfaces, learning management systems are able to connect and to facilitate simplified access to learning resources in a distributed environment. At the same time these environments can support and integrate knowledge work and learning, supporting human resource management and company profile development. Special business models and processes are needed to integrate life-long learning into the work process and to build a viable infrastructure of E-Learning technology, service and content providers in Europe.
4.Research Issues in Detail
The following sections will exemplify the key areas “Personalized Adaptive Learning” and “Interactive Media” and the research issues involved in greater detail, including appropriate references, objectives and key research issues. The remaining key areas, shown in figure 2, on online experimentation, metadata and standards, brokerage systems and learning management, business processes, models and markets and knowledge work management are described in more detail in [46].
Figure 2: PROLEARN Work Packages
4.1 Personalized Adaptive Learning
Personalized learning focuses on improving the efficiency and cost-effectiveness of learning, for individuals and organizations, independent of time, place and pace, through the development of open systems and services in support of ubiquitous, experiential and contextualized learning and virtual collaborative learning communities. An important issue to realize the potential of personalized and adaptive learning is to integrate the variety of perspectives on personalized and adaptive learning: Psychological Backgrounds, Diagnostics, Models of Competence, Personality, Knowledge, Social Psychology; Cognitive Science, Models of Cognition, Linguistic Approaches,
Artificial Intelligence, Computer Science Approaches, User Modelling, User Tracking, Profiling, Machine Learning Methods, Business Applications of Personalization Tools, Human Resource Management, Employee Self Services, Business Processes underlying Personalization. This integration can build on a sound body of work in these areas, including [1, 2, 5, 6, 7, 11, 12, 14, 16, 20, 25, 26, 27, 28]. In 2004, PROLEARN sponsored the 3rd International Conference on Adaptive Hypermedia and Adaptive Web-Based Systems that took place in Eindhoven in August 2004, which has been a major forum for these efforts.
Key Research Issues
Pedagogical models and learning theories for corporate learning: The focus here is on the development of new pedagogical models for e-Learning, mobile learning, learning on demand and for life long professional learning in general. Learning scenarios for different work processes and for learning/working situations will be considered in the PROLEARN Network, taking into account different roles that learners may perform. Communities building amongst the learners, collaborative learning as well as blended learning have proven to be adequate. Further research on learning theories and refinement of the constructivist learning model for the corporate learning environment will go on. The impact of e-Learning, mobile learning and learning on demand on society will be analysed and considered according to different target groups with specific needs. Beside technological ones also social and pedagogical approaches will be emphasized. Based on evaluation of work place performance needs pedagogical models and learning theories can then be proposed that are based on competence management, individual gap analysis and goal oriented learning to shorten acquisition of new skills.
Standardized learning solutions and personalization: Especially for reusability and technical integration aspects the interoperability of learning content is essential. The standardisation of learning content and content engineering processes today is the basis for personalized services of tomorrow. Standardized descriptions and the possibility to search learning object repositories therefore need to be extended and closely interrelated with methods for personalized learning support. PROLEARN partners will contribute to the development of standards by analysing user requirements and feeding them into the appropriate standards body as well as by contributing
specifications to the standards organizations, as base documents for the development of consensus for finalized standards.
Figure 3: ELENA Personalized Learning Space
Adaptive learning and assessment in open environments: Open and distributed environments provide us with many learning resources that can be potentially shared and reused in different contexts, different learning situations, and by learners with different background. The learning resources should have appropriate interface for connecting them to different services. The learning services can be customized for particular learners by selecting appropriate resources and packaging them into final services. To enable such adaptive services we need models of static structure of learning services taking reusability into account, models of service behaviour taking learner model into account, mechanisms for adapting the learning services and resources to multi-modal interfaces, mechanisms for interpreting service behaviour by particular service provider or a learner peer, techniques and methods for adaptive configuration and packaging of learning resources within learning services. Semantic web technologies together with competence ontologies can help to design and implement adaptive and cooperative learning in a portable and platform independent way. Social recommendation techniques can help in exploiting similarities
between learners to suggest potentially relevant learning objects that might not be found by explicit search.
One of the key issues in a learning system is the assessment of the acquired knowledge. One of the activities will focus on the theoretical foundation of assessment, and the development of new assessment tools that can be used in open environments to construct exercise repositories. Assessment can be greatly improved by using personalization techniques to guarantee that the exercises posed are suited to the student. On the other hand, the development of open and reusable assessment tools will contribute to increase the modularity of the learning system, allow the comparison of the results obtained with different tutorial strategies, and contribute to the standardization of results obtained.
Learner modelling: To provide personalized, adaptive learning, learner modelling tools must track learner’s activity and interactions with the learning material, analyse the feedback, identify the needs or interests, and evaluate the psychological profile as well as the learning style. Modern context-adaptive systems employ generic and mobile user models to provide human centred and ubiquitous services. Learners can be modelled by various peers and learning service providers in a distributed network. The key research issues in this area are: interoperable learner model artefacts, techniques for describing such artefacts, methods for extracting relevant learner model parts for particular learning situations or services, techniques for exchanging and communicating such artefacts. Personalisation procedures benefit from learner models which enclose observations from different sources, for example observations of user interaction, learner self-reflection, or peer reflections. Diagnosis procedure methods for externalizing learner model artefacts, techniques for accessing, manipulating and processing learner model parts from different perspectives are important issues in this regard. Learner models will also need to include situated learning in the context of work where learning is an integrated part of working (learning on demand). User competence profile will be taken into account, group modelling and pattern recognition in the user behaviour will be analysed.
User interface: The delivery of e-Learning content on different target devices and into different learning contexts is a highly challenging task. Corporate e-Learning scenarios give a rich and realistic chance to learn about the real added value of mobile services and situated learning tools. Based on pedagogical models of situated learning and cognition a wide application field can be
defined to adapt the selection of learning tools and the customization of learning content to individuals. To allow the learner to take control of the personalization process in a responsible, flexible and empowering way we want to investigate the use of information visualization. Expert and expertise locators should support personalised discovery. Another promising technique to achieve adaptive behaviour human-machine interaction are didactic plans based on story boards. These story boards usually consist of scenes and scenes may be recursively divided into sub scenes. In this way, a space of paths is determined – the so-called story space. Another important aspect related to distributed and ubiquitous cooperative environments is the ability to deal with multi-device and multi-modal interfaces. In general, we envision the user to use a variety of devices to access an e-Learning infrastructure. Users have to be able to work and learn in sessions in which they seamlessly transit from one kind of device to another in different situations while interacting with the community.
Privacy and data protection: Important topics in this context are privacy threats of personalisation and technology enhanced learning in general, such as linkability of data, observability of data, identity disclosure, or data disclosure. PROLEARN partners will identify and evaluate privacy enhancing technologies, e.g. identity protectors, that should be integrated in learning solutions or that are missing in technology enhanced learning, and explore identity management in this area. Conflicts with personalization activities, such as activity tracking, also have to be dealt with. This includes dealing with the questions of how to protect users' data and which security technologies are the best choice to achieve data confidentiality and integrity, also from a user acceptance point of view.
Evaluation of personalization and adaptation methods: Evaluation and return on investment analysis are an important factor for the introduction of e-Learning solutions at the workplace. This includes the identification of enterprises requirements and of the main success factors for E-Learning in corporate environments. Other questions are to determine the real impact of technology-enhanced learning on individual and organizational levels, how to measure this impact, and how organizational issues and community culture influence the success of E-Learning in different environments.
Recently, PROLEARN members worked on the development of new pedagogical models and learning theories for corporate e-Learning, taking into consideration the different roles that learners may perform and the different work processes for learning / working situations in user requirements. These roles were discussed in great detail at a workshop at the ED-Media Conference in Lugano, Switzerland, June 2004 and are included in a PROLEARN Report available at https://agws.dit.upm.es/projects/PROLEARN
We furthermore provide a specification of a taxonomy for adaptive learning, which was discussed and agreed on by a large number of PROLEARN partners. By analysing user requirements and feeding them into general agreed specifications, we contributed to the development of appropriate standard bodies. In order to support new user interfaces for data (metadata) and relationship visualization, we also working on a specification of user interface requirements that will be followed by PROLEARN partners.
4.2 Interactive Media
E-Learning can provide a much more interactive experience for the professional learner than the traditional book or training lecture. Academics understand that learning is an active and constructive process and typically aim to design learning experiences that leverage the learner’s interactions [9, 15, 19, 21]. Typical corporate “training” can be less interactive! Even an idealized face-to-face learning experience can be judged by how the student interacts with the teacher, other learners and the content [8]. However, it is still the case that both professional and academic learning requires much more effective E-Learning media production, management and sharing. For instance, complex learning assets like video are still difficult to manage and transport effectively to learners [13]. Even the simplest of interactive media productions systems [4, 10, 17, 18, 23] can be expensive to use and difficult to maintain and develop [4, 24]. PROLEARN will thus specifically focus on expanding the professional learners’ engagement with the best of European Interactive Media research to help create a more effective learning experience through technology enhanced learning.
Key Research Issues
Corporate training still needs effective competence mapping and performance evaluation tools to support business learners. Indeed, corporate clients actually need the same access as all learners to an ideal portal learning system: ie. that will offer them a tracked experience with a set of “10 Euro” learning modules, complete with credits and real interaction with peers, tutors and content; anywhere, anytime. Interactive Multimedia is improving as development environments mature. The best educationalists are now able to design media experiences for learners to achieve that “click-you-back”. One critical feature which distinguishes quality media designs, from blended learning providers, is their commitment to materials that fully engage the learner in the learning process. Overall, there are three threads of research questions for both synchronous and asynchronous interactive media:
Understanding the online learning context: Which blends of the existing and innovative technologies are appropriate for different professional learners? At which level should they be integrated? How do we provide support for knowledge management and decision making in an appropriate context? How can E-Learning tools help us to produce and represent knowledge differently? How can E-Learning and traditional (existing) learning can be blended, integrated, mutually leveraged in a given context?
Understanding the social and shared learning environment: Which are the strategies to overcome the separation between technology and pedagogy, to achieve a truly interweaving between both? How cooperation between all actors in an e-learning environment can be efficiently and effectively augmented? How do we structure the underlying discussions? How do we collect and disseminate data, information and knowledge produced by diverse sources? How do we integrate knowledge management, decision making, argumentation and simulation issues in the e-learning context? How do we model interactive media for the above purposes?
Understanding the learning process: Which are the foundations of interactive media production and how do they contribute to the learning process? Which media semantics and ontologies we need to define? How can we best associate / integrate knowledge with the learning process? Which are the appropriate learning methods that take advantage of the unique features of E-Learning tools? Which are the appropriate methods to extract exchange and share individual experience via E-Learning?
Eight top themes arise from the research issues noted above: streaming Interactive Video content creation and management; purposing interactive media for mobile learners; remote presence and shared cooperative learning; a semantic workspace for interactive media content and management; intelligent agency for knowledgable media; empowering learners to capture and share their own content; interacting with 3D and time based content; effective live telepresence for learning systems. For three of these issues we will give a more detailed insight below. Excellence in Streaming Interactive Video: Based on already existing and upcoming technology, e.g. the Stadium project of the Knowledge Media Institute, OU UK (eg. see the AMC system in Greece, PROLEARN-tv, or https://www.doczj.com/doc/bc3528115.html,/stadium/), it is necessary to explore and advance its utilisation in the professional workspace. Also, allowing learners to skim content and to annotate it (e.g., virtual "sticky notes") is an important further research issue. Therefore the integration with existing and upcoming support systems (eg. the work of the Freiburg Multimedia Research group research – see e.g. https://www.doczj.com/doc/bc3528115.html,rmatik.uni-freiburg.de/aof) will advance the usability of these systems. Also, by combination of streaming technology with interactive course generation like the MEDIT (Multimedia Environment for Distributed Interactive Teaching) project of the EPFL group in Switzerland which provides a generic platform for the generation of interactive courses on the Web, the issue of advanced streaming content will further advance. Emphasis is placed on the experimentation of innovative pedagogic concepts based on the use and, reuse of information through hypermedia dynamic documents.
Figure 4: PROLEARN TV and PROLEARN Mobile
Further examples of projects in the area of streaming content are the ISABEL project at UPM in Spain, the Classroom 2000, a Swiss national project sponsored by the Swiss National Foundation and coordinated by the FPIT (Formation Postgrade en Informatique et Telecommunication) through which they run a wide range of courses dedicated to continuing education in industry. Similarly, the CASE centre run by the DEI, Polimi, which is involved in a very similar project funded by the European Social Fund –Teleacademy. As a collaborative initiative developed in synergy with the local industry partners, Teleacademy aims at establishing a system of E-Learning addressed and accessible to different users: (non-)working and senior students and employees of the local corporate using streaming media.
Interactive Media for Mobile learning: Many professional eLearners are enthusiastic about the possibility of accessing learning materials on demand via mobile devices such as phones and PDAs. One critical virtue of the technology is that it helps a learner to prepare for synchronous learning such as lectures and to work asynchronously when they rehearse or extend upon the lecture at available time-pockets during the day. Here, experience of designing and repurposing content for alternative media platforms, such as phones and PDAs needs to be refocused on the critical requirements for the professional elearner. Examples of ongoing projects in this area are the mLearning project of KTH, Sweden who have experimental systems for interactive media on mobile devices and the work on user interfaces by the team at Albert-Ludwigs-Universit?t. Presence and Shared Cooperative Learning: It has always been difficult to bring learners together in collaborative systems that are sufficiently lightweight to run on the networks and machines typically available to SMEs and non-technically focused European Corporations. Integrating knowledge about the location, state and presence of remote learners is a very significant new light on the E-Learning horizon. Two of the fastest-growing areas of Internet and mobile device usage are 'Presence' (knowing about the existence, availability, activity status, and location of others) and 'Instant Messaging' (point-to-point just-in-time text or voice communication). Thus rapid lightweight collaboration media can foster group learning interactions and productive learning behaviours. Of particular interest is the role of graphical metaphors for presence, including maps, logical layouts such as building schematics, and abstract artistic layouts such as graffiti walls. Recent experiences show that open discussion forums or instant messengers that are isolated from the content modules are rarely used. Thus, if a learner has a question about some part of a audio-visual learning object they must be able to jump
directly from that context to an interaction. Our shared belief is that the synchronous presence of colleagues, both near and far, enhances not only the emotional well-being of isolated workers, but also enhances problem solving performance and learning outcomes.
PROLEARN already has produced a significant web presence in interactive multimedia on the https://www.doczj.com/doc/bc3528115.html, website (https://www.doczj.com/doc/bc3528115.html,/) which will host our key deliverables and show the current state of each of our tasks. We have introduced an interactive video content creation and management system which has become branded as https://www.doczj.com/doc/bc3528115.html,. The hosting is provided via the Stadium architecture (https://www.doczj.com/doc/bc3528115.html,/PROLEARN/).
Our mobile showcase has started with a presence on the https://www.doczj.com/doc/bc3528115.html, website. Initial work has begun on showcase systems and prospective integration with partners on other mobile projects (eg. Raft and Mobilearn) is being negotiated. Showcase examples with Hewlett Packard have already begun, we presented initial trials of mobile technologies under the Mobile Bristol architecture at the 2AD conference.
We also have released the prototype for a PROLEARN collaborative environment which is available to PROLEARN partners as (https://www.doczj.com/doc/bc3528115.html,/projects/hexagon/PROLEARN/). This activity is in its preparation stage but has already been trialled by a dozen partners, including corporate clients. We have also released two partner meeting tools to the Network community which has been in use in this WP and has been trialled by various partners: Isabel and Flashmeeting. These tools are freely available for the PROLEARN community. They significantly support active and lively participation by fostering easy-to-use yet powerful collaboration tools.
5.PROLEARN Events
As the network aims to significantly impact research by readjusting and focusing on open issues, it has the continuous objective of reaching well beyond its current borders. PROLEARN organized and sponsored events are an important part of that process. PROLEARN public workshops organized by the PROLEARN work package partners facilitate the communication among all interested partners either in virtual or face-to-face meetings. For each of these
workshops, specific discussion topics are focussed upon, based on the work package agenda as well as the research and application projects conducted by partners.
An upcoming major event is the First Thematic PROLEARN Workshop (1st PROLEARN TWS) on Technology Enhanced Learning for Learning Organizations. It will present the latest research results and developments in this area, focusing on the use of technology enhanced learning (TEL) from the perspective of both the user and the provider. Additionally, the workshop will examine the various ways of integrating eLearning in company-wide education programmes. Presentations from TEL projects in FP 5 and FP 6 will summarize and discuss achievements and results of national and international co-operations. Further exploitation of results will be one of the focus topics of the workshop, providing a forum for new collaboration among research and industry. Furthermore, the agenda includes presentations on the various regional, national and European cooperation and funding schemes. Target groups are SMEs, large companies and research institutes from all over Europe. Further information is available at
http://www.l3s.de/prolearn_tws2004.
Continuing the series of PROLEARN Thematic Workshops, the second workshop focuses on the area of standards for learning and learning management and the interoperability among systems. It will take place in Leuven, Belgium, in early spring 2005. For more information check the PROLEARN homepage regularly (https://www.doczj.com/doc/bc3528115.html,) or become an associated partner of PROLEARN.
In summer 2005 PROLEARN will organize the first PROLEARN summer school at ISIK University in Turkey near Istanbul. The main objective of the workshop is to support the integration of all PROLEARN related communities, utilizing the vast potential of young researchers and PhD students at participating universities. An important goal is to contribute to the creation of an institutional culture in technology enhanced learning, bonding distributed researchers across Europe into one community. The summer school will provide a framework for structuring a number of ongoing research, training, and scientific leadership activities by focusing on the areas of personalized adaptive learning, interactive media and online experiments as well as business models, processes and markets and knowledge work management.
6.Conclusion
European E-Learning Research and Development has strongly influenced the advance of state of the art in E-Learning environments and innovative E-Learning scenarios in the last years, and, through joint initiatives of European research and industry, will continue and increase E-Learning potentials and benefits in the years to come. The PROLEARN Network of Excellence in Technology Enhanced Learning, funded by the European Union in the context of the new 6th IST Framework Programme is focussing on a set of key issues, in a large concerted effort of more than 150 research institutions and companies working together in the PROLEARN Consortium and as PROLEARN Associated Partners. Interactivity in E-Learning environments will strongly be supported by interactive media and hands-on experiences. E-Learning will turn into a personalized and an adaptive learning experience, brokerage and learning management systems provide learning objects and resources utilizing standard interfaces and metadata. Knowledge work management aims to support human resource development in companies and integrate learning into workplace scenarios, and innovative E-learning business models and networks help identify and create new markets for European industry.
7.Acknowledgements
This paper as well as the PROLEARN Network of Excellence would not have been possible without the active contribution and help from all PROLEARN partners. It is impossible to mention all who contributed to these efforts and hence to this paper, but we would especially like to thank the following colleagues, partners and friends for their invaluable help in the last year, at the same time apologizing to all those whom we could not list here because of length constraints: Bernardo Wagner, Stefan Fischer, Klaus Jobmann and Rudi Studer from L3S, Guido Grohmann and August-Wilhelm Scheer from IWI/DFKI, Peter Scott and Enrico Motta from KMi / Open University, Erik Duval from the K.U.Leuven and the Ariadne consortium, Ralf Klamma, Marcus Specht and Matthias Jarke from RWTH Aachen and Fraunhofer FIT, Alexander Karapidis and Till Becker from Fraunhofer IAO, Bernd Simon and Gustav Neuman from WU Vienna, Barbara Kieslinger from CSI/BOKU Vienna, Stefano Ceri from Politecnico Milano, Borka Jermain Blazic from Institute Joszef Stefan in Slovenia, Ambj?rn Naeve from the KTH Stockholm, Jacques Dang from HEC Paris, Katherine Maillet from INT, Evry, France, Paul DeBra from the TU Eindhoven, Tapio Koskinnen from the University of Technology in Helsinki, Constantin
Makropoulos from NCSR Demokritos in Greece, Juan Quemada from UPM Madrid, Bernhard Plattner from ETH Zürich and Denis Gillet EPFL Lausanne.
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[23] Quemada, J. & de Miguel, T. P. & Castro, E. & Pavón, S. & Huecas, G. & Robles, T. & Salvachúa, J. & Apolinario, E. & Sedano, J. & Perea, Ma J. (2003). Isabel distribution of the Madrid Global IPv6 Summit 2002 over an IPv6 transition network. Proc. of the 2003 Symposium on Applications and the Internet Workshops, IEEE. Orlando Florida. ISBN 0-7695-1873-7, pages: 200-203, January 2003.
[24] Scott, P. & Quick, K. (2002). Technologies for Electronically Assisting Nursing Communication. Published in Proceedings of IADIS 2002, Lisbon Portugal.
[25] Senicar, Vanja & Jerman Blazic, Borka & Klobucar, Tomaz (2003). Privacy Enhancning Technologies - approaches and development. Computer Standards and Interfaces, 2003.
[26] Vrabic, Gorazd & Simon, Bernd (2001). Learning resource catalogue design of the UNIVERSAL brokerage platform. Montgomerie Craig (ed.), Viteli Jarmo (ed.). ED-MEDIA 2001 World Conference on Educational Multimedia, Hypermedia and Telecommunications, Tampere, Finland; June 25-30, 2001. Proceedings of ED-MEDIA 2001. Norfolk: Association for the Advancement of Computing in Education (AACE), cop. 2001, pp. 1973-1978.
[27] Weber, G. & Brusilovsky, P. (2001). ELM-ART: An adaptive versatile system for Web-based instruction. International Journal of Artificial Intelligence in Education 12 (4), Special Issue on Adaptive and Intelligent Web-based Educational Systems, 351-384.
[28] Wiley, D.A. (2001). Connecting learning objects to instructional design theory: a definition, a metaphor, and a taxonomy. In Wiley, D.A. (Ed.), The instructional use of learning objects. Online Version: https://www.doczj.com/doc/bc3528115.html,/read/
2015年elearning发展趋势 1.大数据 elearning涉及的数据量越来越大，而传统的数据处理方式也变得越来越难以支撑。 仅在美国就有46%的大学生参加在线课程，而这也仅仅是一部分elearning用户而已。虽然大数据的处理是一个难题，但同时也是改善elearning的一个良好的契机。 下面是大数据改善elearning的一些案例。 大数据能够使人们更深入的了解学习过程。例如：对于（课程）完成时间及完成率的数据记录。 大数据能够有效跟踪学习者以及学习小组。例如：记录学习者点击及阅读材料的过程。 大数据有利于课程的个性化。例如：了解不同的学习者学习行为的不同之处。 通过大数据可以分析相关的学习反馈情况。例如：学习者在哪儿花费了多少时间，学习者觉得那部分内容更加有难度。 2.游戏化 游戏化是将游戏机制及游戏设计添加到elearning中，以吸引学习者，并帮助他们实现自己
的学习目标。 不过，游戏化的elearning课程并不是游戏。 elearning的游戏化只是将游戏中的元素应用于学习环境中。游戏化只是利用了学习者获得成功的欲望及需求。 那么，游戏化何以这么重要？ 学习者能够回忆起阅读内容的10%，听讲内容的20%。如果在口头讲述过程中能够添加画面元素，该回忆比例上升到30%，而如果通过动作行为对该学习内容进行演绎，那么回忆比例则高达50%。但是，如果学习者能够自己解决问题，即使是在虚拟的情况中，那么他们的回忆比例则能够达到90%！（美国科学家联合会2006年教育游戏峰会上的报告）。近80%的学习者表示，如果他们的课业或者工作能够更游戏化一些，他们的效率会更高。（Talent LMS 调查） 3.个性化 每位学习者都有不同的学习需求及期望，这就是个性化的elearning如此重要的原因。个性化不仅仅是个体化，或差异化，而是使学习者能够自由选择学习内容，学习时间以及学习方式。 相关案例： 调整教学进度使教学更加个性化； 调整教学方式使教学更加与众不同； 让学习者自己选择适合的学习方式； 调整教学内容的呈现模式（文本、音频、视频）。
e-learning时代：企业培训大公司先行 正如印刷书籍造就16世纪后的现代大学教育，互联网的普及，将使学习再次发生革命性的变化。通过e-learning，员工可以随时随地利用网络进行学习或接受培训，并将之转化为个人能力的核心竞争力，继而提高企业的竞争力。 从个人到企业，从企业到市场，e-learning有着无限的生长空间，跃上时代的浪尖是必然，也是必须。 企业培训:e-learning时代已经来临 约翰-钱伯斯曾经预言“互联网应用的第三次浪潮是e-learning”，现在，这个预言正在变为现实。 美国培训与发展协会(ASTD)对2005年美国企业培训情况的调查结果显示，美国企业对员工的培训投入增长了16.4%，e-learning培训比例则从24%增长到28%，通过网络进行学习的人数正以每年300%的速度增长，60%的企业已使用网络形式培训员工;在西欧，e-learning市场已达到39亿美元规模;在亚太地区,越来越多的企业已经开始使用e-learning…… 据ASTD预测，到2010年，雇员人数超过500人的公司，90%都将采用e-learning。 e-learning:学习的革命 正如印刷书籍造就16世纪后的现代大学教育，互联网的普及，将使学习再次发生革命性的变化。 按照ASTD给出的定义,e-learning是指由网络电子技术支撑或主导实施的教学内容或学习。它以网络为基础、具有极大化的交互作用，以开放式的学习空间带来前所未有的学习体验。 在企业培训中，e-learning以硬件平台为依托，以多媒体技术和网上社区技术为支撑，将专业知识、技术经验等通过网络传送到员工面前。通过e-learning，员工可以随时随地利用网络进行学习或接受培训，并将之转化为个人能力的核心竞争力，继而提高企业的竞争力。 据IDC统计，自1998年e-learning概念提出以来，美国e-learning市场的年增长率几乎保持在80%以上。增长速度如此之快，除了跟企业培训本身被重视度日益提高有关，更重要的是e-learning本身的特性: 它大幅度降低了培训费用，并且使个性化学习、终生学习、交互式学习成为可能。而互联网及相关产品的开发、普及和商业化是e-learning升温最强悍的推动力。 数据表明，采用e-learning模式较之传统模式至少可节约15%-50%的费用，多则可达
Elearning 平台未来发展新趋势
随着e-Learning概念被大众逐渐所接受，如今许多e-Learning公司纷纷涌现，现基本形成三大氛围趋势。一类提供技术（提供学习管理平台，如上海久隆信息jite公司、Saba公司、Lotus公司）、一类侧重内容提供（如北大在线、SkillSoft公司、Smartforce公司、Netg公司）、一类专做服务提供（如Allen Interactions公司）。不过随着e-Learning发展，提供端到端解决方案的公司将越来越多，或者并不局限于一个领域，如目前北大在线除提供职业规划与商务网上培训课件外，还提供相应的网络培训服务，e-Learning作为企业发展的添加剂，必将成为知识经济时代的正确抉择。 e-Learning的兴起本身与互联网的发展应用有着密切关联，它更偏重于与传统教育培训行业相结合，有着扎实的基础及发展前景，因而在大部分互联网公司不景气之时，e-Learning公司仍然被许多公司所看好。 权威的Taylor Nelson Sofresd对北美的市场调查表明，有94%的机构认识到了e-Learning的重要性，雇员在10000人以上的公司62.7%都实施了e-Learning，有85%的公司准备在今后继续增加对e-Learning的投入。而54%的公司已经或预备应用e-Learning来学习职业规划与商务应用技能。 面对如此庞大的e-Learning市场，全世界e-Learning公司将面临巨大机遇，但竞争也更加激烈。优胜劣汰成为必然。将来只有更适应市场需求，确保质量，树立信誉，建设自有品牌的公司才更具备有竞争力。那么未来e-Learning到底将走向何方？ 如今很多平台开发厂商以及用户都很关心这个问题。其实从e-Learning诞生到现在，如今大家有目共睹，移动终端上的3-D让我们的体验飘飘欲仙，该技术放大了我们的舒适度；云计算使得软件的访问轻而易举；全息图像为学习环境提供了逼真的效果；个性化的LMS使得用户可以学会更多专业人员的从业经验；更多的终端、更低廉的带宽连接为现实向世界提供解决方案的能力。 个性化学习是e-Learning平台共同追求的目标，力求解决单个群体的日常需求，将成为elearning平台下一阶段发展的新追求。那么个性化的学习将为何物呢？它又将通过何途径来实现呢？ 移动学习 移动学习（M-learning）是中国远程教育本阶段发展的目标方向，特点是实现“Anyone、Anytime、Anywhere、Any style”（4A）下进行自由地学习。移动学习依托目前比较成熟的无线移动网络、国际互联网以及多媒体技术，学生和教师使用移动设备（如无线上网的便携式计算机、PDA、手机等），通 模板版次：2.0 I COPYRIGHT? 2000- JITE SHANGHAI
企业战略E l e a r n i n g在企业里的发展与展望 集团文件发布号：（9816-UATWW-MWUB-WUNN-INNUL-DQQTY-
★★★文档资源★★★【摘要】E-learning是知识经济时代新兴的一种学习方式。它以其丰富的信息资源、友好的交互性能以及优良的开放性等特点而越来越受到人们的青睐。在知识经济时代，合理地利用时间，高效地接受信息，更快地更新知识已成为人们占主导地位的价值观念。互联网的建立为快捷化的学习提供了良好的内部和外部环境。文章首先对E-learning进行了简单介绍，其次阐述了E-learning在我国企业的发展现状；最后提出未来E-learning在我国企业里最好的发展途径就是建立“企业大学”培训方式。 【关键词】E-learning；现状；展望 E-learning自从20世纪90年代以来，被称作“第四媒体”的互联网以其无限的容量、广阔的覆盖面实现了人类传播史上新的****，一个个由它创造的新景观，不断向人们展示它独特的魅力。此外，E-Learning以其网络化、个性化、可管理等优点成为一种新的技术应用时尚，受到各国企业培训的青睐。中国的E-Learning市场在经过几年的培育以后，国内的企业开始对E-Learning表现出浓厚的兴趣，并逐步实施E-Learning的解决方案。E-Learning是一种不同与传统企业培训的一种培训方式，有自己独特的优势，如果不考虑区别，培训很难达到预期的效果。 一、E-learning
依据美国教育部2000年度“教育技术******”权威的论述，认为“E-learning”是一种受教育的方式，主要包括新技术条件下的沟通机制和人与人之问的交互作用。这些沟通机制与方式主要指：计算机网络、多媒体、专业内容网站、信息搜索、电了图书馆、远程学习与网上课堂等.通过该概念可以引伸为通过互联网进行的教育及相关服务。其作用主要有：提供了学习的随时随地性;改变传统的教师作用和师生之问的关系；提高学生批判性思维和分析能力；极大地改变课堂教学的目的和功能。 二、E-learning在我国企业里的发展现状 中国大陆关于E-learning问题的研究热潮比国外滞后近10年左右，中国台湾要比大陆早一些，有关E-learning研究的文章，有许多都是对外国资料的引入，本土化的E-learning研究还十分少，主要原因是E-learning确实还是新生事物，其发展还需要很长的一个过程。尤其是在企业培训方面的学术论文很少。而研究新员工E-learning培训的就少之又少了。在中国大陆，E-learning研究主要有两个方向：（1）学术界（主要是教育技术界），将视角放在了远程教育，关注网络学历教育，学校的网络课堂建设，学习支持服务系统的建设等等，几乎与网络远程教育是一个概念；（2）企业培训及咨询业，焦点则是落在企业的培训，且重点放在企业管理培训。对于新员工的E-learning培训方面的研究，无论是国外，还是国内，都很少见到有专门的分支研究，而是常常在企业E-learning培训系统中作为案例或是系统的一个部分来解说。现
e-Learning基本知识（2008） 一、e-Learning概念及定义 E-learning又称电子化学习，是指通过计算机、网络等数字化方法进行学习与教学的活动，它充分利用IT技术所提供的、具有全新沟通机制与丰富资源的学习环境，实现一种新的学习方式。 （1）广义地讲，E-learning指电子化、数字化或互联网化学习。 （2）狭义地讲，E-learning指互联网化学习，因为互联网对人们工作和生活的影响越来越巨大，特别是在学习方面，日益成为一种主流的学习方式。 （3）从企业角度讲，E-learning是一种学习与绩效提升的解决方案，它通过网络等技术实现学习的全过程管理（设计、实施、评估等），使学习者获得知识、提高技能、改变观念、提升绩效，最终使企业提升竞争力。] 综上，E-learning是由网络电子技术支撑或主导实施的教学内容和学习，它是网络与信息科技（指学习管理系统-learning management system）、教学内容和学习技术的完美结合。包括因特网在线学习和内部网在线学习两种基本方式。 二、e-learning的历史及发展趋势 1、在E-learning已经得到了重视和较为广泛的运用： （1）在E-learning的发源地美国，自从1999年，在美国加州的online Learning大会上第一次提出这个概念以来，在全球范围内电子化学习的应用一直保持了一个很高的增长速度； （2）美国92%的大型企业已经或开始采用在线学习，其中60%的企业已经将e-Learning 作为企业实施培训的主要辅助工具。 （3）截止到2004年，全球20%的企业运用了在线学习模式； （4）据IDC(互联网数据中心)的估计，E-learning将达到占企业总训练量的40%，而传统的教室训练将下降至60%； （5）据ASTD（美国培训与发展协会）预测，到2010年，雇员人数超过500人的公司中90%都将采用E-learning进行培训。 2、在中国，E-leaning经历了一个逐渐被接受的过程： （1）从1999年已经有人开始研究E-learning的企业应用； （2）2001年国外在线学习公司开始进入中国 （3）2002年开始，很多中国大型的金融、通讯企业开始采用在线学习，如工行、太保、中移动、中国电信等企业。但由于发展阶段和需求的不同，国外的系统在中国无法大规模地推广和有效使用，市场呼唤国内的专业化企业能够开发出有效的系统和内容以满足市场不断增长的需求。 （4）04、05年在线学习以各种方式在中小企业开始运用2004年以来，中国企业E-learning 在加速发展之中，企业的HR部门逐渐看到了应用E-learning能为企业带来的优势，不但节省经费、时间、人力，而且使企业内部知识得到快速的更新，成为企业竞争力提升必不可少的一部分。另外，市场上也出现了一些能够提供很好内容和服务的供应商，如以时代光华为代表的e-learning提供商。 2001年e-learning的市场总额为52亿美元，预计2006年市场总额将达到237亿美元，年平均增长率为35.6%。这主要是由于这种新的学习培训模式确实能够大幅降低培训的
企业e-Learning在线学习建设方案 企业培训是企业提升员工技能、提高员工个人能力素质的有效手段，企业对于培训需求的确定，是企业培训管理者根据企业自身的发展、企业员工岗位的任务要求以及员工的个人能力素质目标来确定的。 新形式下，大多数大型企业为了迅速建设自己的高效团队，纷纷建设企业大学，以培养高素质人员，为了节省成本，都青睐于引入e-Learning机制，为员工提供方便灵活的学习方式。 企业引入e-Learning后，培训效果将取得较大的提高，您的企业将会： 1.充分利用企业内部培训资源，创造反复使用的学习内容 2.降低培训成本，大大节省面对面培训的花费，如教师费用、场地费用、差旅费用 3.降低员工离职所带来的损失 4.提高培训效率，与面授培训相结合，可以最大化的提高培训效率. 经过大量的企业应用后，根据调查结果显示，实施e-Learning后的直接效果： ☉面授培训时间缩减了↓40% ☉差旅的费用下降了↓50% ☉培训的完成率增加了↑2倍 ☉员工培训总数增加了↑25% ☉学习曲线加快↑60％ ☉内容保持力提高↑25－60％ ☉学习收获增加↑56％ ☉连贯性增强↑50－60％ ☉培训过程压缩↓70％或更高 ☉内容传递的准确减少了教学过程中偏差↓26% XR-e-Learning企业版是专门为企业实施网络学习（e-Learning）而打造的网络培训和知识管理平台，它是针对合作企业内部人才培养的特点，专门为合作企业单独设计的。包含了实现企业内部知识管理体系的功能，同时可以与企业的其他系统如OA、绩效等管理平台及数据库无缝联接起来，是将传统教育形式（面授、阅读等）与在线网络学习有机结合在一起的一套教育综合管理系统。平台支援企业所独有的：技能管理、学习管理、内容管理、知识管理、教室管理及工作流管理等。尤其是其操作界面打破了传统的表格式管理界面，具有独创的
复旦大学eLearning教学平台 用户手册 2010年9月
1. 前言 (3) 2. 教学平台模块简介 (3) 2.1 个人工作空间 (4) 2.1.1 主页 (4) 2.1.2 个人资料 (5) 2.1.3 所属站点 (7) 2.1.4 日程 (9) 2.1.5 资源 (9) 2.1.6 通知 (17) 2.1.7 站点设置 (17) 2.1.8 用户偏好 (20) 2.1.9 账户信息 (22) 2.1.10 帮助 (22) 2.2 教师使用手册 (23) 2.2.1 主页 (23) 2.2.2 课程大纲 (23) 2.2.3 日程 (27) 2.2.4 通知 (27) 2.2.5 资源 (30) 2.2.6 作业 (30) 2.2.7 练习与测验 (35) 2.2.8 成绩册 (45) 2.2.9 投递箱 (47) 2.2.10 网站内容 (48) 2.2.11 花名册 (49) 2.2.12 站点信息 (49) 2.2.13 讨论区 (50) 2.2.14 站内消息 (50) 2.2.15 调查工具 (51) 2.2.16 帮助 (53) 2.3 学生使用手册 (53) 2.3.1 主页 (53) 2.3.2 课程大纲 (53) 2.3.3 日程 (54) 2.3.4 通知 (54) 2.3.5 资源 (54) 2.3.6 作业 (55) 2.3.7 练习与测验 (57) 2.3.8 成绩册 (57) 2.3.9 投递箱 (58) 2.3.10 网站内容 (58) 2.3.11 花名册 (58) 2.3.12 站点信息 (59) 2.3.13 讨论区 (59)
南京医科大学网络自主学习平台邀请招标书 招标书编号： 公司： 因教案管理需要，拟采购以下网络软件系统和服务。现发出邀请招标文书，凡符合招标书要求的厂商均可按要求填写招标文件，参与投标。投标有关内容如下： 一、标的说明 网络自主学习平台软件系统，具体要求见附件。 二、招标单位要求 、投标单位必须有独立法人资格要求并响应本次招标技术规格要求。 、付款方式：安装调实验收合格后付，剩余在半年后付清。 、报价方式：人民币价格。 三、标书要求 、标书一式四份，正本一份、副本三份。 、标书内容： （）具有法人资格，国内注册专业生产、经营（投标设备名称）符合参加本次招标的投标人资格。 （）公司情况介绍、经营许可证（产品生产许可证）、税务登记证书、法人授权投标人证明、公司对本次项目承诺书等有效资质证明。 （）报价：人民币价格，金额单位“万元”，保留两位小数，单价和总价应包括安装、调试、售后服务等相关的所有费用。 （）系统详细的技术参数、售后服务承诺、价格；报价含设计、安装、调试费等全部费用，保价表中的配置要求为基本要求，投标的配置需高于或等于配置表中的要求，报价采用一次性报价。 （）服务（包括售后）承诺、执行进度和期限。 （）主要业绩情况说明。 、投标文件须密封并在封口加盖公章。 四、评标方式
招标人在对投标人的实力、信誉、价格、业绩及服务等综合因素进行综合评定的情况下确定中标人。对未中标人，招标小组将不作任何解释。 五、其他要求 投标人请仔细阅读招标文件，并按要求编制和提交投标文件。 、投标标书是合同不可分割的一部分，参与投标即视为对本邀标书要求的接受。 、请投标人务必仔细阅读本招标文件，严格遵照标书内容应标，投标书不符合邀标书的要求即视为废标。 、投标文件发布时间：20XX年1月9日上午～时（北京时间）。投标文件发布地点：南京医科大学教务处。 、投标截止时间：：20XX年1月15日时整前（北京时间）。投标人应在规定的时间内将制作的投标文件一式四份密封加盖公章后送达南京医科大学教务处办公室。 联系人：南京医科大学教务处喻荣彬 联系电话： 特此邀请。 南京医科大学 20XX年1月9日
摘要：该文从阐述知识管理与E-learning概念的界定入手，从对整合一词的本源分析为出发点，文章就知识管理与E-learning整合发展的基础/可能性以及必要性等有关两大理论能否进行整合发展的关键性问题作了论述，并就两者应如何进行整合发展这一前瞻性问题提出了一些理论上的构想。 关键词：知识管理、E-learning、整合 一、知识管理与E-learning概念的界定 （一）知识管理的定义 目前，关于知识管理的定义有多种，但还没有一个统一的定义。尽管如此，我们还是可以通过引述几个主流定义来理解知识管理的内涵。 1、李勃维兹认为：知识管理（knowledge management, KM）是一种从组织的无形资产中创造价值的过程，它是一种以知识为基础的体系、集人工智能、软件工程、组织流程改进、人力资源管理与组织形为概念之综合体（Liebowitz，2000）。 2、布罗边认为：知识管理是关于透过良好的信息管理与组织学习实务，以增进组织知识的运用(Broadbent, 1998)。 3、欧迪尔与艾赛地斯则主张：知识管理是一种有意的策略，将最适宜的知识适时地提供给所需这方面知识的人员，并协助人们分享，以及将知识与信息应用到努力增进组织绩效的行动当中（O’Dell and Essaides, 1998）。 4、史劳顿则将知识管理定义为：智慧资产的确认、最佳化与积极的管理，这种智慧资产包括人工成品所具有的显性知识，或是个人、社群所拥有的隐性知识（Snowden, 2000）。 从以上的定义分析中我们可以看出，虽然目前人们对于知识管理还没有形成一个统一的界定，但对知识管理却都有一个共同的认知，即对知识管理都认同以下几方面的涵义：（1）知识管理是组织用来创造、储存与运用知识以促进组织绩效的一个过程。 （2）知识管理能有效地促进显性知识与隐性知识之间的相互转化，特别是促进内隐知识的外显化。 （3）知识管理关注人力资本的建设。知识管理关注怎样将组织成员所拥有的知识这种相当个人化的知识资产转变为组织的基础资产，从而在组织成员中进行的广泛地共享；知识管理关注怎样增进个人或团体渐进累增的经验（accumulated experience）或称之为知道如何(know-how)的能力，从而使组织成员在完成一项工作任务时，能有效地将所获取的大量相关信息提升到知识层次，即能迅速地完成从获取大量相关信息，接着对信息进行分析和处理并转变为数据，然后将数据提升到知识层次，最后对知识进行内化并运用自己内化后的知识解决问题的过程（王如哲，2000，中国台湾）。 （4）知识管理的目标在于提升组织及组织成员的生产力和创新能力，进而提升组织的绩效（performance）。如果运用知识到知道如何做的任务上，我们称之为生产力（productivi ty）；如果运用知识至新而不同的任务上，我们称之为创新（innovation）。知道如何运用知
学校远程教育系统解决方案 2009-8-20 作者：紫光新锐点击进入论坛 XR-elearning网校版网络学习平台适合大学、培训机构、职校开展学历教育的学习管理平台，可以帮助学校迅速建立网上大学，是继4A网络教学平台后的最新网络教学平台，进行网上学习、教学、管理，此平台包含了学生学籍管理、教师管理、学期管理、作业、答疑、考试、课程资源管理、题库管理、角色权限管理、笔记、课程讨论社区、教学评估、各种教学统计等功能，可管理多个教学点，能进行多教学点的教务、学生、课件的管理。是建设远程教育学院的理想平台，本平台经过了多家国内著名高校的使用，评估。得到了教育部和高等教育出版社的认可，执行的管理标准符合国家教育部要求。同时技术标准支持国家远程教育标准，是符合中国人学习习惯的教学管理平台。 XR-elearning网校版远程教育管理平台包括：学员管理、教师管理、教务员管理、管理员管理、角色权限管理、教学机构设置、专业设置、班级年级设置、课件资源管理、缴费管理、社区管理、问答管理、考试管理、作业管理、评价管理、题库管理等功能模块。 XR-elearning网校版远程教育平台还可以满足多种方式的管理应用，并可根据实际应用环境定制相关功能模块，本地开发模式保证了用户使用的方便宜用。学历教育机构可用来做远程教育平台或教学平台，可快速成立远程教育学院，如清华大学远程教育学院采用此方案 网络教学管理系统 网络教学管理系统将基本覆盖教学活动的各个环节，其管理的范围不仅仅是管理机构和行政部门，而且包括教学涉及的所有对象和资源。同时，它将以学生为中心，为学生创造一个个性化、智能化的远程学习环境。XR-elearning网络教学平台的教务管理具体包括： 功能要求： （1）教师：可在平台上备课、制作课件，可以进行课程资源建设、试题库建设，可以提供和查找资料、设置课程信息、布置和批改作业、同步或异步辅导答疑等； （2）学生：可以在这个平台预习、复习、完成作业、网上自测、考试、与老师或同学交流等； （3）管理人员：可以在平台上进行用户和资源的管理，了解教师的教学和辅导情况、学生的学习情况，可以跟踪统计学生的学习进度和学习效果。 教学管理平台必须包括教学组织管理、交流互动、考核管理、课程展示、管理统计五大功能模块，其每个模块功能具体要求如下： (1) 教学组织管理模块
E—LEARNING传统教学模式变革的方向 20世纪90 年代以来，信息技术的发展深刻改变着人类的生产方式和生活方式，为人类能力的提高和作用的发挥带来了新的空间。E-mail 、e-library 、e-business 、e-government 、 e- management --- 个个全新而又充满奇幻的e世界接踵而来， 而曾经被IT业界巨头思科CEO钱伯斯预言为“互联网应用第三次浪潮”的e-learning ，不仅正在变成现实，而且必将引发一场学习的革命。有人预测，e-learning 将成为21世纪重要的教 育变革。 、何谓“E - learning ” E-learning ，是英文electronic-learning 的缩写，从字面上可以理解为电子化学习、数字化学习或网络化学习。关于什么是e-learning ，学术界有着很多说法。美国著名的e-learning 研究机构Brandon Hall 认为，代表性的定义有以下几种[1] ：霍尔认为e-learning 是一种部分或全部通过互联网、局域网或通过诸如CD-ROM DVD之类的多媒体平台传送的电子化教学手段 Hall ，1997）。艾伦认为，e-learning 是有目的地用以支持 教学过程的结构化的电子系统或计算机系统。（Allen ，2003）美国培训与开发协会认为，e-learning 广泛包含一系列应用程 序和进程，如基于网络的学习、基于计算机的学习、虚拟教室以 及数字协同合作，包括通过互联网（内网和外网，LAN /WAN）、音频和视频、卫星广播、交互式电视，以及CD-ROM传输的内容。 （ASTD 2001）克拉克和迈耶提出，“ e”表示接受学习或获取 知识的方式和途径，它是通过电子手段（如通过网络服务器）在线浏览
?E-Learning技术100分答案 课后测试如果您对课程内容还没有完全掌握，可以点击这里再次观看。 测试成绩：分。恭喜您顺利通过考试！ 单选题 1. E-Learning应用平台的核心是：√ A知识管理系统 B学习社区 C考试系统 D学习管理系统 正确答案： D 2. 下列学习管理系统中，属于非正式学习的是：√ A课程直播系统 B知识库系统 C在线学习系统 D考试系统 正确答案： B 3. 下列选项中，不属于学习技术体系基础设施的是：√ A软件 B硬件 C E-Learning应用平台 D网络 正确答案： C 4. 在线考试系统题库设计的公共标准是：√ A QTI标准
B SCORM标准 C ISO标准 D GB/T标准 正确答案： A 多选题 5. 学习管理系统中常见的角色包括：√ A学习者 B HR经理 C培训管理员 D课程管理员 正确答案： A B C D 6. 下列选项中，属于在线学习社区的辅助应用的是：√ A微博/博客 B辅助知识库建设 C辅助培训项目 D辅助业务应用 正确答案： A B C D 7. 关于虚拟教室系统，下列表述正确的是：√ A虚拟教室系统又称同步教学系统 B能够通过网络提供远程师生同步授课 C以视频传输为主 D能够满足语音、视频、PPT讲义、文字等的同步交流 正确答案： A B D 判断题 8. 人力资源管理方向是学习管理的最佳状态。此种说法：√
正确 错误 正确答案：错误 9. 学习管理系统的模块化是小范围的功能的实现。此种说法：√ 正确 错误 正确答案：错误 10. 会议型的虚拟教室系统以授课为主，属于典型的课堂型结构。此种说法：√ 正确 错误 正确答案：错误
一、e-learning的简介 （一）e-learning的概念 e-learning是指运用电脑、网络技术及资源，以电子课件的形式开展培训的新模式，它是一种远程教育方式。 自1998年以来，e-learning在全球得到了飞速的发展，特别是美国e-learning市场的年增长率几乎保持在80%以上。e-learning的低培训费用、个性化学习、终生学习、交互式学习、体验式学习成为其迅速发展的推动力。随着互联网及相关产品的开发、普及和商业化，e-learning必将成为主要的培训方式之一。开展e-learning需要以下三大条件。 （1）电脑是基本工具，它是开展e-learning必不可少的工具。 （2）互联网技术的发展及普及使学习和培训方式发生了革命化的变化，方便了数据的更新、分发、和共享。它是e-learning发展的基础和重要条件。 （3）电子课件是e-learning的内容，少了它们，e-learning只是一副空架子。 （二）e-learning的特点 e-learning应该以“学习体验”为核心，即利用网络技术造就行之有效的学习体验，而不是以“内容”为核心，将内容简单地上传到网络上。 1、e-learning的优点 （1）无需须将学员从全球、全国各地召集在一起，培训的进行突破了时空的限制；可以消减培训费用（如学院和讲师的交通费用、生活费用）和时间（往返的旅行时间），大大降低了培训的成本。这是e-learning最大的魅力。 （2）学员可以共享教师资源及其他培训资源（如昂贵的实验设备），提高了各种资源的使用率。 （3）属于分散式学习，学员可灵活选择学习内容、学习进度，灵活选择学习的时间和地点，可以利用空余时间进行，不用耽误工作。 （4）电子课件的内容被修改，无须重新准备其他教材或教学工具，这提高了培训内容的及时性，使e-learning能够跟上不断变化的知识更新和技术发展。 （5）可充分利用网络上大量声音、图片、影音文件等资源，增强教学的趣味性，从而提高学员的学习效率。 （6）对学员开展个别化的指导。在课程开始之前，测试每个学员各方面的能力，安排适合学员的课程；在课程进行过程中，根据对学员的阶段性在线测试，及时调整培训课程和培训计划，补充学员急需的知识。 （7）为每个学员（尤其是基层的员工）提供了足够多的实际操作机会，直到其熟练掌握为止，从而保证了培训的实际效果。 （8）对整个培训过程进行电子化管理，包括需求分析、培训课程的安排、学习跟踪、培训评价都可以通过e-learning系统来及时反馈。 （9）培训费用低。数据表明，采用e-learning模式较之传统模式至少可节约15%-50%的费用，多则可达70%，同时可使人们的学习效率调高25%-40%。 2、e-learning的缺点 （1）建设e-learning系统，需要大量的启动资金，包括网络开发与建设，设备购置、电子课件开发等。一般小企业很难负担这笔庞大的费用。 （2）e-learning实际功能薄弱，主要适合知识方面的培训，不适用于一些技术、技能方面的培训，如人际沟通能力，强操作性技术等。 （3）缺乏面对面的沟通与交流，拉大了人与人之间的距离。 （4）网络时代的课件版权无法得到保护。 3、e-learning在企业中的应用
国内企业实施elearning的一些观点 国内现在应用elearning的主要是考试辅导、学历教育和职业认证方面，如初、高中网校和大学的远程教育，cisco认证培训等，国内的北京师范大学在此方向有一些研究（主要集中在教育领域），目前国内已有诸如青岛市政府、清华大学，广东移动（深圳移动1 860电信网络技术培训系统）、中国工商银行（员工培训系统）、深圳华为、新华社等知名组织导入了elearning（主要是 Learning 企业解决方案） 下面是对国内实施elearning的一点观点。 1、国内企业导入elearning系统能否真正达到效果，我个人认为不是elearning系统本身的问题，跟组织者的能力、态度、对elearning的认识有很大关系，在于对e learning日常应用的管理和制度的执行上。我觉得很多企业，包括一些企业，说起来很重视培训，但实际上可以说没有真正的内容，没有把员工培训最为企业发展战略的一部分来对待，在对待培训上有“救火”的心态，多是出了质量或发展问题时才临时抱佛脚。对培训的期望过高，企盼着一两次/ 天的培训就解决问题。在引进elearning 时，先是过于乐观，认为找到了既省钱又办大事的一劳永逸的法宝，没有弄清楚“企业的培训发展策略是什么？”“我们的企业适合吗（特别是员工的接受程度如何）？”“如何来实施？” 从员工层面，许多员工不愿改变学习习惯，不能接受elearning，对这种学习形式的效果很是怀疑，认为有效的学习怎么可能不通过教室呢？如何让员工改变以往的培训、学习模式，逐渐适应这种新的学习方式是关键。比如思科一位推动线上学习的主管指出：“你必须提醒他们教室学习的记忆在一个星期后只剩2 5%，而大多数的情形是人们下课后很快地就忘了上课的内容。教室学习最大的好处是提供人际间的互动──交新的朋友、巩固友谊等，这是相当重要。但是教室学习绝不是获得知识唯一的管道。员
eLearning教学平台的介绍和使用（学生篇）本校信息办最近开发了一个名叫 eLearning的教学平台。程序设计A班的同学被挑选成为第一批用户测试和使用这个教学平台。大家关于这个平台有任何的建议或者意见都可以发邮件或者在lab课上向TA提出。 初步使用下来的效果是： eLearning教学在很大程度上能代替我们日常使用的FTP服务器，并在此之上有功能的创新。我现在简单地介绍一下它的功能： 登录 该教学平台的登录网址为：https://www.doczj.com/doc/bc3528115.html,/portal，大家点击打开后，点击右上角的“登录Login”，然后跳转到统一身份认证网页，填入学号和学号密码。正确输入后出现以下页面： 在此教学平台下，一门课程被认为是一个站点，而“我的工作空间”则被认为是默认的个人信息主页。“我的工作空间”拥有类似有论坛的功能，例如可以编辑自己的状态、修改个人信息、搜寻教学课程（测试阶段，仅有一门程序设计课程）、偏好站点选择等等，这个同学们自己试着摸索一下，很快就能上手的，我们这里就不详细说明。
●选择“程序设计”课程站点，转到以下这个页面： 在这个页面，我们可以看到有很多菜单选项，我们依次介绍一下它的功能。 日程 查看“日程”可以有多种方式，我们选择“按月显示日程”，可以出现以下的页面： 同学们，可以编辑自己的日程表，例如什么时候上什么课，类似于课程表的性质。编辑的模式如下页面：
这里，戴老师和TA们也可以编辑本课程的日程，并会加入到大家的日程里面去。
大家打开日程表会发现，我已经把lab课的信息加到大家的日程表去了。最终大家的所有课程信息都已经加入到“我的空间”里面的日程表，总的来说，这是一个非常惊艳的功能，大家自己有空多多琢磨一下！ 通知 如果戴老师有什么课程的通知的话，大家可以在“通知”这一项查看到通知，TA 无权限啊…（=,=） 资源 这个“资源”功能类似于实现了FTP服务器的下载功能，但是它有个文件大小限制。 以后，我们的lab课的文档会考虑同时放到FTP和这个学习平台上来，看大家用哪个下载更方便一些。 讨论区 看到这个名字，大家就可以猜到它的功能了吧，就是我们课程版的BBS咯！ 在这里，对于任何关于课程、Java学习的问题，都可以发帖或回复。 作业 戴老师或者TA可以利用这个平台发布作业，每个同学都可以查看作业要求，并利用这个功能上传作业。