Topics to Consider
What is eLearning ?
can save 40% to 60% annually using Web-based training instead of making
employees travel elsewhere for training. Plus, there's an overall 50%
reduction in seat time required for a student to learn the same content
using online training as compared to in a classroom."
biggest hidden cost of training is the indirect cost of wages a company
pays an employee while they are training. This lost productivity is equivalent
to the cost that companies spend on the actual training courses annually,
currently estimated at $62.5 billion. Web-based training significantly
reduces the time involved with training, and as a result, the cost of
need to live in both worlds--the classroom and the Web. The brave new
world of net delivered and assisted training is exciting and real. [However],
we strongly believe that it is not a replacement for classroom instruction
but a critical extension of learning services."
Now, take a slice of PIE !!
What is learning ? - what who when where why how
What is teaching ? - what who when where why how
Is training different from teaching ? How ?
Gordon's Law:eLearning = (Learning)^2
Why eLearning ?
Many businesses need to keep up with new information for mission critical activities, training and education gives the skills and information to compete effectively.
The 'e' in eLearing should be considered to mean 'effective'.
As we move from an Information Age into a Knowledge Age, the min currency required by organiations is information about three things;
Converting this information into knowledge is infinitely more valuable to many organisations.
The Amount of information stored doubles every 2.8 years, so usually it is NOT the case that mission critical information does not exist, but rather the information is difficult if not impossible to find, because the seekers do not possess the information age skills to locate it.
Characteristics of the Knowledge Age
Who are the Learners ?
Benefits of eLearning ?
What do you think the benefits of eLearning are ? - what who when where why how
These are my suggestions;
Immediacy of information
This one is very obvious, _if_ you have an internet connection, it is much easier to search the web than it is to look up information in the local library and hope that the book you want hasn't been taken out already.
Entire programs of study can be customized based on learner objectives and existing skill level. This can be achieved throught the use of learning objects to assemble a course from the ground up using pre-existing templates. The fact that these objects are reusable makes this feasible in terms of both time and money. I believe learning object will be the cornerstone of a successful eLearning market.
The problem with much of today's so-called eLearning materials is that it is simply electronic version of manuals, this sucks !!! Currently the most common interaction seems to be giving the learner the ability to clip on words to get a definition of it. This can be improved upon by Computer Scientists.
Traditional training and education is teaching for the 'Just-in-Case' model, eLearning allows learners to learn what they need, when it is needed.
Networked technology gives us the ability to locate and present up-to-the-minute information Also online courses can be easily updated to reflect changing requirements (e.g. industry regulations). Plus, the latest version of the material is quickly available to students-without the turn-around times for printing new books or burning CD-ROMs and distributing them.
The role of the instructor changes from 'sage on the stage' to 'guide on the side'.
No Travel Cost
According to training researcher Brandon Hall, editor and publisher of the Multimedia & Internet Training Newsletter, companies save 40% to 60% annually using Web-based training instead of making employees travel elsewhere for classroom training.
Interaction with a Course Expert and Other Students
Unlike CD-ROM-based programs, online training has the capability to incorporate threaded discussion groups for students to discuss coursework with their peers and a messaging system for asking course-related questions of an instructor or industry expert.
Simplify Course Administration and Record Management
Automated tracking of student progress and completion of classes can be more cost-effective as well as more efficient to manage. Information is readily available in the event of a government agency inspection, and customized reports can be created for printout.
Learning Management Systems (LMS) make the implementation, hosting, tracking, testing, auditing and administration of online courses a seamless process. New means of assessing and certifying learning results replace traditional, clock-hour measures, providing secure and reliable systems for recording and capturing what an individual knows and is able to do.
Getting Taught by the World's Best Teachers
Videos of the best teachers can be collected and used by learners, e.g.
Richard Feynman lectures on light here
Historical Trends and Developments
2. Computer Science: Theories of Artificial intelligence
Turing test - 1950
"I propose to consider the question, "Can machines think?.... The new form of the problem can be described in terms of a game which we call the 'imitation game." Turing (1950).
Turing, A.M. (1950). Computing machinery and intelligence. Mind, 59, 433-560. http://www.loebner.net/Prizef/TuringArticle.html
The Turing test is a behavioural approach to determining whether or not a system is intelligent. It was originally proposed by mathematician Alan Turing, one of the founding figures in computing. Turing argued in a 1950 paper that conversation was the key to judging intelligence. In the Turing test, a judge has conversations (via teletype) with two systems, one human, the other a machine. The conversations can be about anything, and proceed for a set period of time (e.g., an hour). If, at the end of this time, the judge cannot distinguish the machine from the human on the basis of the conversation, then Turing argued that we would have to say that the machine was intelligent.
Famous examples of this include Weizenbaum's ELIZA program. A prgram that reponded in ways based on ideas of Rogerian psychology. The general acceptance of ELIZA as being "intelligent" upset Weizenbaum to the extent that he withdrew from mainstream AI research and instead attacked the dicipline in 1976 in his book. Computer power and human reason. San Francisco, CA: W.H. Freeman. ISBN: 0716704633
Another work in this class Marvin Minsky has an early paper in the classic book Computers and Thought is entitled Steps Toward Artificial Intelligence and was written by Marvin Minsky. Minsky worked with Papert on Logo and if you are interested in the area then visit Professor Minsky's homepage at the MIT lab which has many links to his publications. http://www.ai.mit.edu/people/minsky/minsky.html
Psychology: The exploration of how we think and specifically how we solve problems
How we solve problems is of great interest to those who study cognitive skills acquisition Experimental work in this area was first done by Gestalt psychologists in the early part of this century who focused on creative thinking and problem solving. They were interested in problems that had a key step or crucial decision making point so were often called 'insight problems'. The typical problem involved making a wall mounted candle if given a candle and a box of matches. The key lay in realizing to use the box as the part of the solution and therefore seeing it as more than just a holder of matches
You may have run across problems of this nature when doing quizzes or puzzles, e.g.
Four key stages were identified in solving such problems:
The Gestalt psychologists stressed insight and creativity, correct (and often visual) representation of the problem and the fact that unconscious work was more important than methodical approaches to the problem. Productive Thinking by Max Wertheimer (1959) is a classic work in the area.
Young Industry in Flux
Revenues and Earnings Minimal
Confusion among Customers
Technology ahead of Content
Resistence to Using technology in Learning
Lack of eLearning Standards
The Marginalisation of Women in ICTs