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In particolare, il Centro E-learning d'Ateneo: opera di concerto con le strutture didattiche e scientifiche, allo scopo di supportare l’offerta di attività formativa, con metodologie e-learning, nell’ambito di tutti i gradi di studio; fornisce sostegno organizzativo, gestionale e tecnologico; elabora gli standard per la progettazione/erogazione/valutazione di percorsi formativi in modalità e-learning definendo i requisiti minimi dei Learning Object, vigilando sul loro rispetto e sulla qualità dei processi di erogazione didattica; svolge funzioni di ricerca disposte dalle strutture scientifiche competenti, nell’ambito dell’innovazione pedagogico-didattica, degli aspetti organizzativi e degli sviluppi tecnologici ed informatici della didattica; costituisce un ambiente per la formazione e la crescita delle figure professionali dedicate alle attività in e-learning in collaborazione con le strutture preposte; definisce le modalità di realizzazione di una partnership privilegiata con la Fondazione Alma Mater per il supporto alla produzione e divulgazione dei prodotti e-learning. gestisce correntemente le attrezzature e i servizi già allestiti e attivati dal CITAM. In particolare dispone dello studio di registrazione professionale per riprese televisive e di un laboratorio di post-produzione in grado di gestire materiale registrato secondo gli standard analogici e digitali attualmente più diffusi.

Il Centro E-learning d'Ateneo rappresenta una struttura di collegamento, dotata di proprie risorse, al servizio delle Facoltà e delle altre strutture formative dell’Ateneo; si muove nell'ambito della formazione, e partecipa a progetti di ricerca regionali, nazionali ed internazionali.

“What Can Studies of e-Learning Teach Us About e-Research?” “What Can Studies of e-Learning Teach Us About e-Research?” ist der Titel und die Frage mit dem sich ein Aufsatz von C L. Borgman, University of California, Los Angeles beschäftigt. “e-Research is intended to facilitate collaboration through distributed access to content, tools, and services. Lessons about collaboration are extracted from the findings of two large, long-term digital library research projects. Both the Alexandria Digital Earth Prototype Project (ADEPT) and the Center for Embedded Networked Sensing (CENS) project on data management leverage scientific research data for use in teaching. Two forms of collaboration were studied: (1) direct, in which faculty work together on research projects; and (2) indirect or serial, in which faculty use or contribute content to a common pool, such as teaching resources, concepts and relationships, or research data. Five aspects of collaboration in e-Research are discussed: (1) disciplinary factors, (2) incentives to adopt e-Learning and e-Research technologies, (3) user roles, (4) information sharing, and (5) technical requirements.

E-learning at UCL - a summary Definition of E-learning A working definition adapted from the JISC is: ‘Learning facilitated and supported through the use of information and communications technology (ICT)’. E-learning includes: delivery of courses; on-line assessment; student to student and student to teacher communications; use of Internet resources; and other learning activities involving ICT and the Internet. It can thus be thought of as a continuum, encompassing a broad range of activities across a spectrum from using e-learning for “smarter” learner support, through blended learning (the majority of activity) to learning that is delivered entirely online.

“E-learning is learning which is enhanced, supported, mediated or assessed by the use of electronic media. E-learning may involve the use of new or established technology and/or the creation of new learning material; it may be deployed both locally and at a distance”.(E-Learning Strategy group June 2007) The University has stated through the Academic Strategy that one of its key objectives is to promote innovation in learning and teaching, including increasing the use of e-learning.

While E-Learning (or Web-based Learning) provides unprecedented flexibility and convenience to both the learners and the instructors, the inherited instructor-centered education model has been confronted with great challenge in this open, large-scale and distributed e-learning environment. Actually, the huge number of e-learners and its wide dispersion make it difficult or even impossible for the instructors to cater to each e-learner individually. As a result, in this project we mainly focus on creating a cooperative e-learning environment to enhance the collaboration between individual e-learners, enable them to be aware of the presence of appropriate partners, get to know each other, share useful learning resources and experiences, and finally increase the learning efficiency and performance.

E-learning at the Department of EnglishThe integration of e-learning activities within traditional course formats is strongly promoted by the Department of English in accordance with the teaching strategy of the university. E-learning courses developed at the Department have won international awards and further an effective increase in learning performance. E-learning has opened up many new opportunities for students, while it has also presented some new challenges. The best way to approach an online learning experience is to jump in at the deep end with your eyes wide open. You need to understand that there is a lot of hard work involved, and that there will be times when the whole thing can seem a bit overwhelming. However, if you stay focused on your objectives, and manage your time well, you will find e-learning to be a very rewarding and liberating experience. Before starting to think about specific strategies to ensure your success in an online learning environment, please understand the following.

The University of Bologna has always been very active in this sector with initiatives of a high educational and scientific quality, and it has set up a work commission on e-learning with the task of preparing and coordinating an organic intervention project. Initiatives: Completion and management of the electronic catalogue of the e-learning experiences set up at the University. Creation, through CITAM, of a platform (AlmaChannel) belonging to the University of Bologna for the management of e-learning activities and running of training courses Creation of a training course on the problems of e-learning addressed to lecturers, PhD students, people with a research grant, and technical personnel of the University Participation in announcements and research competitions on e-learning subjects on a regional, national and European level Funding of certain courses (Masters, First or Second Level Degree Courses, high education initiatives) to be carried out using "blended learning" o "full distance learning" techniques in order to experiment prototypes and perfect teaching-methodological models that will become assets for the entire University.

Unser Team ist mit der hochschulweiten Einführung von E-Learning auf der Basis der Lernplattform ILIAS betraut. Seit dem 1. Juni 2008 bieten wir als zentraler Ansprechpartner für den gesamten Bereich E-Learning innerhalb der Universität zu Köln, umfassende Unterstützung, Beratung, Begleitung und Koordination sämtlicher E-Learning-Maßnahmen der einzelnen fachlichen Einrichtungen (Fakultäten, Fachbereiche, Institute, Seminare, und Professuren sowie zentrale wissenschaftliche Einrichtungen und Forschungszentren) an, um die hochschulweite Integration und Etablierung von E-Learning auf Basis des Learning Management Systems (LMS) ILIAS zu verwirklichen.

-Learning ist bereits in vielen Bereichen der Freien Universität ein Teil von Lehre und Lernen. Um die Nutzung von E-Learning weiter zu fördern, bietet CeDiS individuelle Unterstützung und zentrale Services an.

Ziel ist die breite und didaktisch sinnvolle Integration von E-Learning in die Lehre. Dabei steht E-Learning für ein Konzept von Blended Learning. Das heißt: Online-Aktivitäten ergänzen die klassische Präsenzlehre.

This strategy assists the delivery of the University Learning and Teaching Strategy by promoting eLearning as a pedagogically driven initiative to enhance those learning experiences traditionally offered by Durham. It outlines the future plans and directions of the University's flexible, electronically supported, learning opportunities for all students and staff. This strategy defines a University-wide vision for supporting and developing existing and future electronically supported Learning and Assessment opportunities (later referred in this document with a prefix of ‘e'). While this strategy's primary focus is on learning, it broadly relates to all aspects of the student experience. We consulted on our draft strategy for eLearning in January 2008, via University Learning and Teaching Committee, Graduate School Committee, Faculty Learning and Teaching Committees, Heads of House and Senior Tutors' committees and the IT Strategy working group. This strategy should be considered along with the Durham University IT vision and upon its availability the IT strategy.

E-Learning Courses The Staff Development Office are delighted to launch our Staff Development VLE (Virtual Learning Environment) here: http://staffdevelopment.london.ac.ukTo log in, enter your usual network/intranet username (i.e. firstname.surname) and password. There are several e-learning courses which can be accessed over the Internet from any location (work/home etc). A guide book  (PDF 4pgs, 458KB) for the use of the Staff Development VLE has been created to guide participants through the process of logging in, creating a profile and enrolling onto courses.

E-Learning   Chronos   The e-learning tutorial Chronos deals with the business case for sustainable development. It is intended as a straightforward introduction for employees that can help organisations move sustainable development thinking into the mainstream.   Companies know that if sustainability is to be embedded in their organisations, their staff will need training. E-learning provides a practical and cost-effective alternative to a conventional training course.   There are now more than 200 organisations through the world using Chronos, with a total of around 150,000 user licences. Some, including Shell, Rio Tinto, and Philips, have customised Chronos to their own requirements, which can include corporate branding as well as video messages from their own executives. The software has been translated into Spanish, Brazilian Portuguese and standard Portuguese.   Chronos was developed in partnership with the World Business Council for Sustainable Development. It is available via the Internet and on CD-ROM.

ISCELS: Italian-Slovenian Cooperative E-learning Space http://is.aacels.eu Studio, realizzazione prototipale e sperimentazione di un ambiente di e-learning bilingue user-oriented per la cooperazione didattica tra le istituzioni scolastiche ed universitarie dell’area transfontaliera italo-slovena

Business eLearning The Business e-Learning Research Group is active in e-learning in a business context (both in HE and in the workplace). We work to promote research into appropriate strategies for e-learning in business, to share and develop research and best practice, and contribute to international conferences, publications and funding bids. Within Brighton Business School we conduct research and innovate into appropriate pedagogies for use online learning, and seek to disseminate our ideas through practitioner workshops and support for colleagues. We offer innovative and bespoke consultancy services in e-learning in a business and educational context.

E-learning is the use of the internet and new multimedia technologies to improve the quality of learning by providing access to resources and services, as well as remote exchanges and collaboration.

The Hashemite University established an e-learning center to develop e-learning infrastructure, training, course/curriculum development, and support practices.

Ab 1. Juli 2007 wurde das ELC eine Abteilung im Prorektorat Rechts- und Wirtschaftswissenschaften (RWW). Seit 1. August 2008 wurden das ELC und die „Multimedia und E-Learning Services“ (MELS) als Fachstellen in der neu geschaffenen Abteilung CATA zusammengeführt. Bis heute hat das ELC über 150 universitäre E-Learning-Projekte begleitet. Es initiierte und unterstützte den Aufbau des strategischen Learning Management Systems OLAT. Auf OLAT waren Ende 2008 ca. 20'000 Studierende registriert.

July 27th � E-Learning Summer Showcase & Learning Symposium On Thursday, July 27, 2006, the Human Resources Service Provider Consortium in collaboration with the Human Resources Line of Business/Human Resources Development Program sponsored the E-Learning Summer Showcase & Learning Symposium at Gallaudet University's Kellogg Conference Hotel in Washington, DC.

Mit Präsidiumsbeschluss vom 27.11.2007 führt die Universität Kassel zum Sommersemester 2008 ein E-Learning-Label ein.

Ziel des E-Learning-Labels ist es, die Sichtbarkeit der E-Learning-Aktivitäten an der Universität Kassel nach innen und außen zu erhöhen. Insbesondere soll es eine Orientierungshilfe für Studierende darstellen.

Technische Universität Darmstadt (TU Darmstadt) is on the way to a Dual Mode University and has bundled up the competence necessary in the e-learning center (elc).

The University recognises that e-learning has the potential to transform the learning experience. By supporting active and interactive learning, it means that learning can become more student-centred and student-led.