Group items tagged

Two broad approaches exist for learning technology implementation: The adoption of a centralized learning management approach. This may include development of a central learning support lab where new courses are developed in a team-based approach—consisting of subject matter expert, graphic designers, instructional designer, and programmers. This model can be effective for creation of new courses and programs receiving large sources of funding. Most likely, however, enterprise-wide adoption (standardizing on a single LMS) requires individual departments and faculty members to move courses online by themselves. Support may be provided for learning how to use the LMS, but moving content online is largely the responsibility of faculty. This model works well for environments where faculty have a high degree of autonomy, though it does cause varying levels of quality in online courses. Personal learning environments (PLEs) are a recent trend addressing the limitations of an LMS. Instead of a centralized model of design and deployment, individual departments select from a collage of tools—each intending to serve a particular function in the learning process. Instead of limited functionality, with highly centralized control and sequential delivery of learning, a PLE provides a more contextually appropriate toolset. The greater adaptability to differing learning approaches and environments afforded by PLEs is offset by the challenge of reduced structure in management and implementation of learning. This can present a significant challenge when organizations value traditional lecture learning models.

Self-organised learning networks provide a base for the establishment of a form of education that goes beyond course and curriculum centric models, and envisions a learner-centred and learner controlled model of lifelong learning. In such learning contexts learners have the same possibilities to act that teachers and other staff members have in regular, less learner-centred educational approaches. In addition these networks are designed to operate without increasing the workload for learners or staff members.

Instead of learning housed in content management systems, learning is embedded in rich networks and conversational spaces. The onus, again, falls on the university to define its views of learning.

To build the module, we used a rapid e-learning authoring tool called Adobe Captivate. Some other popular programs for this kind of rapid authoring are Articulate and Lectora. Captivate is great for building interactive self-guided simulations and branching scenarios.

We created our unit in PearlTrees by adding links to all the web-based readings, videos and articles for the course and then embedded it into our LMS.

We decided used Prezi to create a Case Study Library with six categories (Health, Education, etc.) to introduce our students to the tools organizations are using to address different elements of the peacebuilding and international development spectrum.

you should set-up an introductory questionnaire or forum for them to introduce themselves and to ask any initial questions.

include a help forum

Topics on your LMS should include a course overview before students enter into the actual lessons and quizzes. The course overview can be as elaborate as you like, include videos, printable instructions, documents, and so forth.