from e-learning to training
TRANSCRIPT
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)
Andragogy
Independent and self-‐directed
Informa2on directly applied
Mo2vated from within
Relevancy and
problem-‐solving
Considerable experience
3 Learning approaches
Associa-ve
Construc-ve
Situa-ve
Activity
3 Learning approaches
Associa-ve Building concepts or competences step-‐by-‐step
Construc-ve Achieving understanding through ac2ve discovery, dialogue and collabora2on
Situa-ve Developing prac2ce in a par2cular community
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
