PowerPoint-Pr

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E-Learning
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E-Learning Three central questions

• What is e-learning?
• Why should we use it?
• How should we go about doing it?

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• What is e-learning?
• recent form of teaching and learning
• all computer-supported, internet-based forms of
  teaching and learning
• combines information
• webbased communication
• collaborative elements (e.g. group work)
• includes so-called blended-learning
  (combination of WBT-lectures with f2f courses)
• includes associated management tools (e.g.
  administration, examination)

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• Why should we use e-learning?
• Advantages
• spatial and temporal flexibility
• increasing number of e-learning courses,
• can be exchanged
• expand the range of subjects.
• Limitations
• non-verbal information lost
• no haptic or olfactoric experiences transmitted

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• How should we go about doing e-learning?
• special software e-learning platform or
• learning management system (LMS)
• with
• information (read and download documents, case
  studies, pdfs, links (data bases), exercises)
• communication tools (e-mail, forum, chat,
  whiteboard)
• collaborative tools/student tools (homepage,
  individual and group work, upload and download)
• evaluation tools (assessment, test, feedback)
• administration tools (registration, payment,
  certificate)

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Didactic strategies in e-learning Basic
structures (acc. to Kerres, translated)
Exposition
Communication
Exploration
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• Didactic strategies in e-learning
• Altered role of the teachers
• Teacher-centred conventional teaching /learning,
  students as passive consumers of information
• Learner-centred active participation of the
  students
• Team-centred co-operation and communication

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• Development of an e-learning strategy
• Vision
• Common understanding of the term e-learning
• Support (management, professional/didactic,
  technical, financial)
• Communication

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• Development of an e-learning strategy
• Some steps
• Teaching objectives / Learning objectives
• must be explicitly communicated
• Social skills e.g. soft skills /key
  qualifications ability to work in a
  (international) team, capacity for co- operation
  and problem-solving, compiling a science report,
• Personal skills self-management, self
  reflection
• Content specifications
• Division into several separate units
• Logical structure
• dependent on target group, curriculum,
  interaction of the various subjects

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• Practical steps for implementation
• Analysis of demand/ clarification of suitability
• Basic conditions (related to technical, personnel
  and financial resources)
• Target group (e.g. level of previous knowledge,
  language, motivation, learning habits)
• Conception
• Overall concept (for learning unit teaching
  objectives, teaching content, media, didactic
  strategy, content structure, tests and exercises,
  software)
• Detailed concept (for lectures objectives,
  content, structure, tests, exercises)
• Script (all text, all links, description of
  images and graphics (animations, videoscripts) to
  be generated)
• Media (scan in or create images, graphics create
  interactive simulations process or create audio
  recordings, video recordings,..)
• Implementation Programming
• Test
• Use Evaluation