e-Learning: Concepts, Usage and

Tools
Wahyu dani Purwanto

Abstract

What is e-Learning?

Concept of e-Learning.

Usage of e-Learning.

Tools for e-learning.

Resources

Malo, R., Motyka, A.: eLearning solution at Mendel U

niversity in Brno.
E3 Event, Roma 2003

Marcel de Leeuwe
http://www.e-learningsite.com/elearning/indelea.
htm

William Horton Consulting, Inc.

http://www.horton.com/html/whcstandardshandou
ts.asp

Advanced Distributed Learning

http://www.adlnet.gov/Scorm/

New Paradigm in Education

From teacher-centered
instruction
From single-sense
Stimulation
From single-path
Progression
From single media
From isolated work
From information
delivery

To student-centered
Instruction
To multisensory
stimulation
To multipath
progression
To multimedia
To collaborative work
To information
exchange

E-learning, Web-based
learning

E-learning is mostly associated with activities

involving computers and interactive networks
simultaneously. The computer does not need to be
the central element of the activity or provide learning
content. However, the computer and the network
must hold a significant involvement in the learning
activity.

Web-based learning is associated with learning

materials delivered in a Web browser, including when
the materials are packaged on CD-ROM or other
media. disk.

Online learning, Distance

learning

Online learning is associated with content

readily accessible on a computer. The content
may be on the Web or the Internet, or simply
installed on a CD-ROM or the computer hard disk.

Distance learning involves interaction at a

distance between instructor and learners, and
enables timely instructor reaction to learners.
Simply posting or broadcasting learning materials
to learners is not distance learning. Instructors
must be involved in receiving feedback from
learners.

Synchronous learning

Within synchronous learning; learning and teaching

takes place in real time (same time) while the trainer
and learners are physically separated from each
other (place shift).

Examples include:
listening to a live radio broadcast
watching live a television broadcast
audio/video conferencing
Internet telephony
online lectures
two-way live satellite broadcast

Asynchronous learning

Characteristic for asynchronous learning is the fact

that that the trainer prepares the courseware
material before the course takes place. The learner is
free to decide when he wants to study the
courseware

Examples include:
self paced courses taken via Internet or CD-Rom
videotaped classes
stored audio/video Web presentations or seminars
recorded audio tapes
Q & A mentoring
reading e-mail messages

Examples of asynchronous and synchronous

learning

ASYNCHRONOUS LEARNING

SYNCHRONOUS LEARNING

Fax

Telephone

E-mail

Screen Sharing

Knowledge Base

Chat

Newsgroups

Desktop Conferencing

Computer Based Training

Online seminar

Quick Reference Guide

Communication

Different ways
Within communication we distinguish
different directions/ways to communicate:
one

to one
one to many
many to one
many to many

One to one

Situation
Learner to learner
Learner to trainer
Trainer to learner

Examples

chat: private chat in a chat room or the instant messenger

e-mail: send mail to a colleague or ask a question to a
trainer
screen sharing: sharing Microsoft Word, collaborate on a
Word document

One to many

Situation

Trainer to learners
Learner to learners

Examples

chat: trainer is explaining content to learners

video conference: trainer is explaining content to learners
via web broadcast
screen sharing: using the net for giving learners a tour
through PowerPoint slides or web pages
newsgroups: posting a question in a newsgroup or discussion
forum
e-seminar: lecture or presentation over the internet

Many to one

Situation

Learners to trainer
Learners to learner

Examples

chat: ask or discuss real-time questions or issues

to a learning desk
newsgroup: react on a posted message in a
discussion forum

Many to many

Situation

Learners to learners
Learners to learners and trainers

Examples

chat: discussion where learners can exchange

learning experiences or just talk or a discussion
led by trainers where students solve a case by
collaboration through discussion
two-way video conferencing: virtual classroom
situation where trainer explains and learners react
or meeting where subjects can be discussed
telephone conferencing

e-Learning elements

Text
Picture/Image
Animation
Audio
Video

Text

The alphabet, words, sentences, paragraphs. Text processing refers

to the ability to manipulate words, lines, and pages.

Size

The quick brown fox jumps over the lazy dog.

The quick brown fox jumps over the lazy dog.

The quick brown fox jumps over the lazy dog.

Font
The quick brown fox jumps over the lazy dog.
The quick brown fox jumps over the lazy dog
The quick brown fox jumps over the lazy dog

Color
The quick brown fox jumps over the lazy dog
The quick brown fox jumps over the lazy dog

Text

The alphabet, words, sentences, paragraphs. Text processing

refers to the ability to manipulate words, lines, and pages.

Size

The quick brown fox jumps over the lazy dog.

The quick brown fox jumps over the lazy dog.

The quick brown fox jumps over the lazy

dog.

Font
The quick brown fox jumps over the lazy dog.
The quick brown fox jumps over the lazy dog
The quick brown fox jumps over the lazy dog

Color
The quick brown fox jumps over the lazy dog
The quick brown fox jumps over the lazy dog

Pictures/images

A picture or image is data represented in a two-dimensional

scene. A digital image is composed of pixels arranged in a
rectangular array with a certain height and width. Each pixel
may consist of one or more bits of information, representing the
brightness of the image at that point and possibly including
color information encoded as RGB triples.

Pictures/images

A picture or image is data represented in a two-dimensional

scene. A digital image is composed of pixels arranged in a
rectangular array with a certain height and width. Each pixel
may consist of one or more bits of information, representing the
brightness of the image at that point and possibly including
color information encoded as RGB triples.

Animations

An animation is a simulation
of movement created by
displaying a series of
pictures, or frames.
A cartoon on television is
one example of animation.

Animation on computers is
one of the chief ingredients
of multimedia
presentations.

Animations can be made

with special techniques like
Flash or with image
applications like Photoshop
and Fireworks and exported
as animated GIF.

Animations

An animation is a simulation
of movement created by
displaying a series of
pictures, or frames.
A cartoon on television is
one example of animation.

Animation on computers is
one of the chief ingredients
of multimedia
presentations.

Animations can be made

with special techniques like
Flash or with image
applications like Photoshop
and Fireworks and exported
as animated GIF.

Audio

Audio is sound within the acoustic range available to humans.

On a computer an audio file is a record of captured sound that
can be played back.

Audio files are usually compressed for storage purposes or

faster transmission. In order for users to receive sound in realtime for a multimedia effect, sound must be delivered as
streaming sound. The advantage of streaming (instead of
downloaded sounds) is that there is no waiting (or very little)
from the time you click the mouse until you hear the sound.
Well known formats are: wave (.wav) , midi (.mid), MPEG, audio
layer 3 (.mp3).

Audio

Audio is sound within the acoustic range available to humans.

On a computer an audio file is a record of captured sound that
can be played back.

Audio files are usually compressed for storage purposes or

faster transmission. In order for users to receive sound in realtime for a multimedia effect, sound must be delivered as
streaming sound. The advantage of streaming (instead of
downloaded sounds) is that there is no waiting (or very little)
from the time you click the mouse until you hear the sound.
Well known formats are: wave (.wav) , midi (.mid), MPEG, audio
layer 3 (.mp3).

Video

Video refers to displaying still images, in such a high speed that

our mind interpreters the sequence of images as a movement.
You can compare it with animation. The difference is the use of
real images (pictures) and most of the time the number of
frames per second is higher with video then with animations.
The higher the number of frames per second, the more our eyes
are interpreting the sequential as real 'movement'.

Video

Video refers to displaying still images, in such a high speed that

our mind interpreters the sequence of images as a movement.
You can compare it with animation. The difference is the use of
real images (pictures) and most of the time the number of
frames per second is higher with video then with animations.
The higher the number of frames per second, the more our eyes
are interpreting the sequential as real 'movement'.

Creating eLearning documents I.

Basic elements of own study text

paragraphs
tables
pictures
lists
others objects (sound, video, )

Main parts of eLearning document

title
basic information about document
motivation, prerequisites, instructions, goals,
chapters and sections
test
glossary
literature

Creating eLearning documents II.

Basic elements of chapters

goals of the chapter

sections and subsections
summary
index of terms
information sources
question for thinking
examples and results

recommended elements

eLearning documents are too long for manual creating

set of elements which are necessary

Learning Management System (LMS)

Learning management system is software that deploys,

manages, tracks and reports on interaction between learner &
content and between learner & instructor. In particular, LMS
performs student registration, tracks learner progress, records
test scores, and indicates course completions and finally it
allows trainers to assess the performance of their learners.

Main features of an LMS:

Registration - enroll and administer learners online for web-based,
instructor-led, and all other learning activities.
Scheduling - schedule courses and define curricula to address individual
and organizational learning needs. Also off-line resources can be included
(classrooms, books, coaches etc.).
Delivery - deliver online courses and assessments or schedule instructorled courses.
Tracking - track the progress of the learners and create reports.
Communication - communicate by chat, discussion forum, mail,
screensharing and e-seminars.
Testing - test and assess competency, learning styles and student
commitment.

General requirements for LMS system

Support of different possibilities of learning.

Integration of solution in the context of IS firm.
Wide administration range.
Compatibility with standards.
The support of the applications of the other suppliers.
Possibility of using new technologies so called mobile
communication.
An access thanks web client.
Other functions.

Users and parts of LMS

Two basic types of user

students
teachers

LMS consists of three basic types application

applications for learning (documents, examples)

testing applications (test, checking of tests)
support applications (notepad, discussion forum, chat)

Student interface - functions

Teaching part

List of tasks and projects

assignments and evaluations

Communication tools

teaching materials
solved examples
lists of questions
glossaries
auto tests

message board
chat
discussion forum

Other tools

notepad
links
download section

Teacher interface - functions

Creating study materials and sources for

studies

Creating tests

own study materials

glossaries, lists of terms, solved problems
exercises, summaries
links, recommended sources, ...
online test with automatic evaluation
offline printed test

Communication tools
Assignments of projects and tasks to students

Web tools

E-learning creation tools

Collaboration tools

Media tools and converters

Management systems

Standards organizations

Packaging standard

AICC

AICC (Aviation Industry CBT

Committee)

The AICC (Aviation Industry CBT Committee) develops

guidelines for the aviation industry in the development, delivery,
and evaluation of CBT and related training technologies.

The objectives of the AICC are to:

assist airplane operators in development of guidelines that
promote the economic and effective implementation of
computer-based training (CBT)
develop guidelines to enable interoperability
provide an open forum for the discussion of CBT and other
training technologies
Although AICC primarily attends to the aviation industry, over
13 years focus on the specifications required to meet this
industry's needs has led to a very well developed
specifications for learning and particularly for computer
managed instruction. As a result, a wide range of learning
consortiums and accredited standards groups are in the
process of adopting and adapting the AICC guidelines to their
own industries.

IMS

IMS (Instructional Management

System) Global Learning

The IMS (Instructional Management System)

Consortium

Global Learning Consortium is developing and

promoting open specifications (no standards) for
facilitating online distributed learning activities such as
locating and using educational content, tracking
learner progress, reporting learner performance, and
exchanging student records between administrative
systems.

IMS has two key goals:

defining the technical standards for interoperability of

applications and services in distributed learning
supporting the incorporation of IMS specifications into products
and services worldwide. IMS promotes widespread adoption of
specifications that will allow distributed learning environments
and content from multiple authors to work together.

Communications standards

Metadata standards

IEEE Learning Technology Standards

Committee (LTSC)

One of the most important accredited standards

bodies is IEEE Learning Technology Standards
Committee (LTSC). This committee consist of over
20 working groups who are covering a large farreaching topics including learning object metadata,
student profiles, course sequencing, computer
managed instruction, competency definitions,
localization, and content packaging. The mission of
IEEE LTSC working groups is to develop technical
Standards, Recommended Practices, and Guides for
software components, tools, technologies and
design methods that facilitate the development,
deployment, maintenance and interoperation of
computer implementations of education and
training components and systems.

Quality standards

International Standards Organization

(ISO)

The IEEE LTSC has also recently initiated the move of this
work to the full International Standards Organization
(ISO) standards by establishing ISO Joint Technical Committee
1 (JTC1) Sub Committee 36 (SC36) on Learning Technology.
SC36 Develops International Standards in the areas of
Learning, Education, and Training.

ISO is a worldwide federation of national standards bodies from

some 130 countries, one from each country. The mission of ISO is
to promote the development of standardization and related
activities in the world with a view to facilitating the international
exchange of goods and services, and to developing cooperation
in the spheres of intellectual, scientific, technological and
economic activity. ISO's work results in international agreements,
which are published as International Standards.

Design standards

Accessibility standards

Learning object

SCORM 2004

SCORM is a collection of standards and specifications adapted

from multiple sources to provide a comprehensive suite of elearning capabilities that enable interoperability, accessibility
and reusability of Web-based learning content.

One of the primary forces behind changes to SCORM has been the
evolution of the underlying specifications and standards in SCORM
2004:

IEEE Data Model For Content Object Communication

IEEE ECMAScript Application Programming Interface for Content to
Runtime Services Communication
IEEE Learning Object Metadata (LOM)
IEEE Extensible Markup Language (XML) Schema Binding for Learning
Object Metadata Data Model
IMS Content Packaging
IMS Simple Sequencing.

Resume

E-Learning
It is not a cup of web pages! It is a
complex learning environment!
We need a possibility professionally to
create our learning materials.
We need a professional LMS system,
which is compliment with all e-learning
relevant standards.
We need a money and peoples!
And lot of optimism